Lesson: Define and Simplify Ratios and Express in Three Ways
Lesson Objective
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
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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?
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Skills Time (9:35- 9:50) /(11:05-11:25) |
Shapes activity |
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Lesson Resources
Notes Ratios |
1,200
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CW Identifying Ratios |
822
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HW Identify Ratios |
609
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U8 L6 Finding the Unknown Ratios Proportion Intro |
660
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