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Connie S.

Costa
Math Concept: Ratios
Grade 6
CCSS:
Ratios and Proportional Relationships 6.RP
Understand ratio concepts and use ratio reasoning to solve problems.
1. Understand the concept of a ratio and use ratio language to describe a ratio relationship between two
quantities. For example, The ratio of wings to beaks in the bird house at the zoo was 2:1, because for
every 2 wings there was 1 beak. For every vote candidate A received, candidate C received nearly
three votes.


Big Ideas: Students will be able to identify ratios and equivalent ratios

Lesson Goal #1: Students will understand the meaning of a ratio.

Open Question: What is a ratio?
Expected Student Responses
A fraction
Two numbers
A comparison of two numbers

Management
Students are in groups of 4; teacher circulates around room, listening and checking for understanding
through observation and questioning.

Academic Language & Vocabulary Instruction: Students will develop understanding of the meaning of ratio
and comparison. Teacher will chart key language on a class poster, then students will:
1. Write the word.
2. Rate your understanding of the word
3. Talk with a partner and make predictions.
4. Teacher guides in developing a definition and examples.
5. Students write a sentence using the word and draw a picture.

As a class, develop a couple of ratios then have groups develop examples of ratios (comparing two numbers).

Debrief/Summarize: Have students share (orally) group ideas to the whole class. Remind students to use their
new academic language. Provide following sentence frames: (these will be written in their journal notes as
well.)

A __________ is a ___________ of two numbers or quantities. A __________ that we developed is the
_________________ of ________________ to _______________.

Formative Assessment (Exit Ticket): Students will create a ratio describing the amount of students with
brown eyes to total number of students in our class.







Lesson Goal #2: Students will identify equivalent ratios

Open question: There are 30 students in the class; 17 are males and 13 are females. How can we develop
equivalent fractions for both the male and female ratios?

Academic Language and Vocabulary: Develop understanding meaning of the word equivalent and review
meaning of ratio and comparison. Teacher will chart new word and meaning on poster/chart from yesterday.
1. Write word
2. Rate your understanding of the work
3. Talk to your partner and make predictions
4. Teacher guides in developing a definition and examples
5. Students write a sentence using the word and draw a picture.

Tiered Lesson: Students will be divided into two groups depending on outcome of lesson 1.
Group1: Students will perform bean task (link is below).
Group2: Students will be with teacher to discuss yesterdays lesson and to begin bean task.

http://illuminations.nctm.org/Lesson.aspx?id=2534


Debrief & Summarize what we have learned: Student groups will complete a poster demonstrating their
understanding of equivalent ratios and their answer to the following question/s, which they will then present to
the class:

In a class of 28 students, one half of them are female. How many of them do you expect to be female? If 9
students are called to the office, how many are likely to be girls?

Formative Assessment: Ask students to respond to a question in their journals.

Given a pair of ratios, how can you tell if theyre equivalent?

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