Lesson Plan Guide

Teacher(s) Name(s): Chris Behrens Class and Grade Taught: 7th Grade Math Lesson Date: April 21, 2014 Lesson Logistics and Setting Unit Topic: Ratios and proportions Previous Lesson Topic: Translating verbal sentences for ratios and proportions (Ch. 8, Lesson 4) Current Lesson Topic: Writing and solving proportions (Ch. 8, Lesson 5) Next Lesson Topic: Application of proportions to visual media (i.e. maps) (Ch. 8, Lesson 6)

Curriculum (or other resources): The lesson logistics and setting is primarily based off of McDougal Littell Math Course 2, 2004-2007, Chapter 8: Lessons and Proportions. It can be found at http://www.classzone.com/cz/index.htm and selecting the appropriate state (MI), grade level (middle school), and subject (math.) Lesson Objectives: (The learner will know/understand/be able to ) Recognize ratios and proportions from written prompts and visual representations Solve proportions based on written and visual prompts Standards Addressed: Common Core State Standards for Mathematics: Compute unit rates associated with ratios of fractions and other quantities measured in like or different units. (CCSS.MATH.CONTENT.7.RPA.1) Recognize and represent proportional relationships between quantities. (CCSS.MATH.CONTENT.7.RPA2) Identify the constant of proportionality (unit rate) in tables, graphs, equations, diagrams, and verbal descriptions of proportional relationships. (CCSS.MATH.CONTENT.7.RPA2B) Represent proportional relationships by equations. (CCSS.MATH.CONTENT.7.RPA2C) How will I know students have met the objectives? o Students will be able to obtain the number of Jolly Ranchers and jawbreakers in a set given an initial ratio when only one quantity (Jolly Ranchers, jawbreakers, or total candies) is specified o Students will be able to determine how many sets of candies can be made based on the number of each candy per set and the number of total candies available

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Materials Needed: Paper, pencil, small dry erase boards, thin dry-erase markers, dry erasers Introductory Routines (announcements, homework review, etc.) Class will be reminded about any previous assignments that need to be turned in, as well as any school-wide announcements that I would be asked to read. Given the placement of this lesson in the unit, I might announce a short quiz in two school days. Note: I have written answers to some of my anticipated student questions in blue. Due to space constraints, I have not addressed all of the possible questions.

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Lesson Activities (Attach any handouts you will use)

Lesson

Students are working (details about how students are configured, what work they are doing and how they are recording their work)
As a class, review what factors, ratios and proportions are. (4 min) Draw a picture of the candy jar on the board with 13 jawbreakers and 5 Jolly Ranchers on the board. (1 min) In a class discussion, we will determine the number of each type of candy and their ratio and proportion. (3 min) Class will be assigned teacher-selected groups of 3 and one dry erase board per group. They will then move into their groups. (1 min) Remind class that I am interested in why they chose to work the way they did, and not just the correct answer. (1 min)

Anticipated Student Thinking/Questions

(1-a) What is a ratio? (1-b) What is a proportion? (1-c) How are ratios and proportions similar and different? They are similar that they should a relationship between two quantities, but are written differently. (1-d) How are factors related to ratios and proportions? Ratios represent constant factors between two quantities. These factors do not change when multiplied by a constant value. (2) What does this picture represent? (3-a) How can get a ratio or proportion from a figure or diagram? (3-b) How can we write an informational statement from a diagram/figure or viceversa? Pictures and stories are two different forms of mathematical communication, and both can be used in combination for complete explanations. (5-a) Why am I going to solve math problems the way that I am doing it? (5-b) What different ways can I use to solve these problems? Students can notice constant factors between the old and new quantity, or can set up ratios with the unknown as x and cross-multiply.

Teacher Moves

Launch (10 min)

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1. Students are configured in pairs, with desks facing forward. 2. Students will give answers to definitions and prompts from the lesson they will not directly be told. 3. At this point, students do not need to be recording work unless they have did not have these definitions previously. 4. Students may also be quietly discussing amongst themselves about how to formulate ratios and proportions. 5. Students will also be thinking about their mathematical reasoning.

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Remind students about previous discussions involving factors, ratios, and proportions. 2. Encourage students to give examples of factors, ratios, and proportions that they might observe in their lives. 3. Encourage students to share their knowledge, regardless of whether it is right or wrong. 4. If anticipated questions from (3) occur, ask students how they knew to represent something with a ratio or a proportion. 5. If anticipated questions from (5) occur, invite students to share different problem solving techniques.

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Explore Description of Task(s) (20-25 min)
Each group of 3 will receive the three questions attached, a small dry erase board, and markers. In groups, students will be asked to solve each problem using at least two methods. The following questions will be asked in addition to the solution: 1. 2. How can you use factors to help solve the problem? How can you use ratios or proportions to help solve the problem? What are the similarities and differences between these methods?

Students are working in their groups to figure out how many jawbreakers would be in a candy dish given 100 Jolly Ranchers, how many of each candy if there are 720 total, and how many bags can be prepared given a set number of Jolly Ranchers and jawbreakers. Students will write out ideas on their dry erase boards, then translate them to paper for memory and presentation.

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For problem #1, I want them to recognize that there is a scaling factor, and it relates to ratios by it representing what you obtain when you calculated ratios. For problem #2, I want them to recognize that scaling factors still exist when dealing with the total number of candies, and ratios can be used to separate individual quantities from the whole. For problem #3, I want students to make the connection that ratios and proportions stay fixed even when the numbers of each item are allowed to vary. If students finish early, they may work on Ch. 8 Lesson 5 practice problems or Donut Task.

Possible questions: 1. How do we set up ratios? 2. How can we find our scale factor from a ratio? One way to solve problem #1 is to find that there are 20 times more Jolly Ranchers in the larger candy jar. If you set up ratios, however, you would see that the scale factor of 20 must be preserved for all systems (jawbreakers and total candies.) 3. What would happen if the ratios are different? 4. Could we solve this using a different method (i.e. algebra, figures and diagrams, guess and check, etc.)? A system of two equations and two unknowns could be used to solve problem #2 (I showed how to do it in the solutions.) While too advanced currently, this unit is about thinking in linear equations, where these principles can be easily applied. 5. What do you do if you only have the total number of candies? 6. How do we combine the number of Jolly Ranchers and jawbreakers in Question 3? The jawbreakers and Jolly Ranchers must be considered separately. However, the ratios are involved in constraining the problem.

Exact question that you will pose to students to begin the exploration.
How can you use ratios, proportions, and factors to solve these Jolly Rancher and jawbreaker questions? During this phase, the teacher will be monitoring students work. The goal is to select groups (or one person from a group) to present different methods that they used to solve their problems. Responses with misconceptions, such as setting up a ratio of 5/x = 13/100, can also be included as part of the discussion in the next part. Monitored work will be selected based on ability to show their reasoning, and sequenced to show division factors, then cross-multiplying as ways to solve problems. Questions to ask small groups while monitoring: 1. How did you know to set up the ratio the way you did? 2. What similarities and differences did you notice between Problem #1 and Problem #2? 3. If you had a larger candy jar, what do you think would happen to the number of Jolly Ranchers and jawbreakers? 4. If we increased the total number of jawbreakers but kept the number of Jolly Ranchers the same, how would this affect the number of possible Halloween bags?

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One Summarize/Share and Discuss (20-25 min)
Students will be selected to present their work for the three Jolly Rancher/jawbreaker questions. Considerations for them presenting are: Find some responses that contain misconceptions, such as not setting up the ratios properly or not recognizing that 720 represents the total number of candies in Problem #2 Find responses that contain different methods of solving the problem In the discussion, have students note the similarities and differences between methods

Presentation mode Sharing solutions, teacher-led discussion, student led discussion, etc. The discussion should be teacher facilitated but mostly student led. Students from each group will present solutions, and other class members will ask questions and raise points. The discussion should be directed by student-generated ideas, although the teacher will steer the class towards connecting these student suggested ideas.

Possible questions:
1. How was another group able to get the same answer with a different method? Common factors, ratios, and proportions are all related to each other as they represent how certain quantities stay fixed when others are changed. What would happen if there were more Jolly Ranchers (or something similar) in the candy jar? The number of jawbreakers would also increase in the same ratio. What if there were more than just Jolly Ranchers and jawbreakers in the jar? This is something we will explore in the Donut problem for homework. (The same principles apply.) What if we had a smaller candy jar? Ratios stay fixed, regardless of whether we increase or decrease the original amount.

What will you say or do to set up the discussion of the big math ideas? Describe how you got the solution and what you were thinking when you solved it. What do you notice about [Group A]s method that is similar to [Group B]? What do you notice that is different? If I changed the number of each type of candy in the jar, what things would change? What things would stay the same?

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The goal of the discussion is to get students to recognize that connections exist between different ways of solving these problems.

Summary Statement: Today, you learned how figures and diagrams can be used to represent ratios, proportions, and factors. From this exploration involving Jolly Ranchers and jawbreakers, you observed that when you change the number of one type of candy, the amount of the other type of candy changes while maintaining a fixed ratio between the two types of candy. Furthermore, you learned that when ratios and proportions are constant, you can increase or decrease each item using a single scaling factor. From this, you should be able to look at ratios and proportions with more than two items, and use ratios, proportions, and factors in visual and word problems, such as in reading maps.

Homework: Please see attached.

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Original Lesson Task PDF

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Homework 1. (This is taken from the resource website that I used; Ch. 8, Lesson 5, Example 2 under More Examples.) At your school, the ratio of students who play a musical instrument to students who do not play a musical instrument is 3 to 5. Write a proportion that would help you find how many of the 240 students at your school play a musical instrument. 2. (Donut task): Mrs. Jacksons math class had a 100 percent rate of turning in assignments for two weeks. As a result, she decided to reward her class with donuts. Given these choices, 6 students chose sugar-coated donuts, 8 students chose glazed donuts, and 10 students chose powdered donuts. Later, Mrs. Jackson had to attend a meeting with 96 total teachers. They needed to order donuts for the meeting, and asked Mrs. Jackson for information about which donuts were popular. a. Assuming the same ratio as the students had, how many of each donut type did they order? b. How did you go about solving this problem? In what other ways could you have solved it? c. How is this problem similar to Question 2 on the Jolly Ranchers and jawbreakers task? How is it different? d. How would solving this problem change if there were more than three types of donuts?

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Solution Methodologies for Jolly Ranchers and Jawbreakers Task Question 1 Method 1: Solve by finding a common factor. Doing so shows awareness that a ratio or proportion inherently exists between the number of each type of candy. 5 Jolly Ranchers x = 100 Jolly ranchers; x = 20 13 Jawbreakers in small jar 20 = 260 Jawbreakers Method 2: Solve by setting up a ratio of Jolly Ranchers and Jawbreakers in the original candy jar in comparison to the larger candy jar, and then cross-multiply to find answer. Doing so shows awareness that ratios and proportions remain fixed. 5 Jolly Ranchers / 13 Jawbreakers = 100 Jolly Ranchers / x; 5x = 1300; x = 260 Jawbreakers, OR 5 Jolly Ranchers / 100 Jolly Ranchers = 13 Jawbreakers / x; 5x = 1300; x = 260 Jawbreakers Question 2 Method 1: Solve by finding the scaling factor, and then use that factor in combination with the earlier ratios and proportions for each type of candy. 5 Jolly Ranchers + 13 Jawbreakers = 18 total candies 18 total candies x = 720 total candies; x = 40 5 Jolly Ranchers in small jar 40 = 200 Jolly Ranchers 13 Jawbreakers in small jar 40 = 520 Jawbreakers Method 2: Find the sum, and then cross-multiply the ratio for Jolly Ranchers and Jawbreakers. Doing so shows awareness that fixed ratios also exist between the number of Jolly Ranchers, the number of Jawbreakers, and the total number of candies. 5 Jolly Ranchers + 13 Jawbreakers = 18 total candies 5 Jolly Ranchers / 18 total candies = x / 720 total candies; 18x = 3600; x = 200 Jolly Ranchers, OR 5 Jolly Ranchers / x = 18 total candies / 720 total candies; 18x = 3600; x = 200 Jolly Ranchers 13 Jawbreakers / 18 total candies = x / 720 total candies; 18x = 9360; x = 520 Jawbreakers, OR 13 Jawbreakers / x = 18 total candies / 720 total candies; 18x = 9360; x = 520 Jawbreakers Method 3: Use a system of algebraic equations, where x is the number of Jolly Ranchers and y is the number of Jawbreakers. Since we know the ratio of Jolly Ranchers to Jawbreakers is 5/13, we can state that x = (5/13)y. Note that for 7th grade pre-algebra, students would not know how to do this. x + y = 720; since x = (5/13)y, we can substitute this into the equation and get (5/13)y + y = 720. Combining like terms, we get that (18/13)y = 720; solving for y yields that y = 520.

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Plugging y back into the initial expression, we obtain that x + 520 = 720; meaning that x = 200. Therefore there are 200 Jolly Ranchers and 520 Jawbreakers.

Question 3 The way I solved this problem was determining the number of bags we could make with Jolly Ranchers and the number of bags we could make with Jawbreakers, then taking the smaller value. Doing so shows recognition that the quantity of one candy limits the amount of the other candy that can be used when ratios and proportions remain fixed. 50 Jolly Ranchers / 5 Jolly Ranchers per bag = 10 bags 125 Jawbreakers / 13 Jawbreakers per bag = 9.62 bags Since we cannot have fractions of a bag, there are 9 bags possible from Jawbreakers. Since 9 < 10, this number of candies in the specified ratio will yield 9 bags.

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