# Lesson: Define and Simplify Ratios and Express in Three Ways

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### Lesson Objective

SWBAT Define and Simplify Ratios and Express in Three Ways

### Lesson Plan

 Element/Time Teacher Student expected response Do Now (8:30 – 8:40)/(10:00 –10:10) ·         Teacher walks around to greet students and check in with students about their do now and homework ·         Students complete 2 review/2 current unit problems independently HW Check ·         Put up answers – check in with bubble students on work – help think through hw problems. Students check work against answers Mental Math (8:40 – 8:50) /(10:10 – 10:20) ·         Teacher reads and reveals a series of 6 problems – helping students to think of strategies to help students solve the problems ·         Teacher pulls sticks (cold call) to have students answer the questions ·         Students answer questions mentally, if stick is called they can answer and explain their answer choice. Mini Lesson (8:50 – 9:25)/(10:20 – 10:55) Opening: ·         Today we are going to accomplish two aims.  The first is identifying and writing ratios  Intro: ·         Some of you have asked before what this sign means (:) Sometimes we see this sign in time but we can also see this in ratios – We know it’s not about time when there are not two numbers behind the colon  ·         However, we also can use our understanding of ratios to know whether it is a time problem or a problem about a ratio.  ·         A ratio is a comparison between two things.  Ratios can be written in 3 different ways.  Let’s take a look at this. - ratios can be written with a fraction bar, with a colon or with the word "to" ·         Show students – a comparison between two objects - 3 girls for every 5 boys in a class – and how to write it in three different ways. ·         Highlight that ratios can be simplified just like fractions but ratios are not the same thing as fractions. Guided: ·         Think Pair Share  – what are the three ways to write a ratio ·         Ask students to write a ratio in three different ways for a comparison. ·         Give students bags of candy and ask them to write ratios for each of the statements Independent: ·         Students will work independently to write ratios. Intro:  ·         Today we are going to learn another skill –probability! ·         Probability is very much related to ratios except we are always comparing the given object to the total ·         Demonstrate an example with the candy. ·         Indicate that we should always write our answer in simplest terms.   Guided: ·         Use the examples on the notes pages, and display how to write the probability.   Independent:  ·         Students will solve 5 problems independently   Closing: ·         What did we learn? ·         Why is important? ·         What are some common mistakes? ·         What does successful work look like/sound like? Skills Time (9:35- 9:50) /(11:05-11:25) Shapes activity

### Lesson Resources

 Notes Ratios 989 CW Identifying Ratios 654 HW Identify Ratios 482 U8 L6 Finding the Unknown Ratios Proportion Intro 500