Reflection: Discourse and Questioning Writing Ratios the Right Way! - Section 1: DO NOW


I had a lot of fun with this activity.  Best of all, the students all came prepared with their real life ratios from home.  I learned some interesting things about thier lifestyles!.

Here's how I managed this.  I had the students count off so that they would be in groups of 3.  Then I directed them to a place in the classroom where they could have their own place.  I began by talking to them about how we speak to people.  This has been an ongoing struggle in my class this year, so I wanted to model it for the.  I got a group together and said that when one person is speaking, the others in the group are making eye contact with them and listening to what they have to say.  I used a group to show what this would look like.  Then I told the groups to use a round robin style share. Each person in the group shared their ratios.  Some had more than others and that was ok because they could just listen in.  Then I instructed the students to choose who would be a 1, 2, or 3.  I gave them 10 seconds to choose.  If you don't limit the time, they will take forever to decide.  Then I showed them their jobs. I made some adjustments to their jobs.

Student 1: reads the ratio

Student 2: writes the ratio on the board

Student 3: makes an inference about the ratio (this was the best part, but an example had to be given)

So it looked something like this.  I called a group to the board. (every group got to share)

Student 1 said "1 blonde hair person to 4 dark haired people in my house"

Student 2 wrote: 1 to 4 on the board.

Student 3 said " For every 1 blonde hair person in the house there are 4 dark haired people", which also means " 1 out of 5 people in the house have blonde hair". 

This was amazing.  We talked about what an inference was in Language Arts and how an inference in math means to say it another way. I even got the audience involved by asking them to say it "another" way. 

Another example:

Students 1 said " one daisy has 8 petals"

Student 2 wrote 1:8 on the board

Student 3 said "For every 1 daisy there are 8 petals, so if you have 2 daisies you will have 16 petals. 

  Do NOW reflection
  Discourse and Questioning: Do NOW reflection
Loading resource...

Writing Ratios the Right Way!

Unit 3: Ratios and Proportions
Lesson 3 of 25

Objective: SWBAT relate one quantity to another quantity and be able to describe how ratios are used in everyday life.

Big Idea: Students will write ratios using a variety of formats.

  Print Lesson
220px aspect ratio 4x3 svg
Similar Lessons
Describing Ratios
6th Grade Math » Rates and Ratios
Big Idea: A ratio expresses a relationship where for every x units of one quantity there are y units of another quantity.
New Haven, CT
Environment: Urban
Carla Seeger
Introduction to Ratios
6th Grade Math » Proportional Reasoning: Ratios and Rates
Big Idea: What is a ratio? How can we create equivalent ratios? Students work to express and extend relationships using ratios.
Somerville, MA
Environment: Urban
Andrea Palmer
Writing Ratios
6th Grade Math » Equivalent Ratios
Big Idea: What are the different ways we can write ratios?
Brooklyn, NY
Environment: Urban
Ursula Lovings
Something went wrong. See details for more info
Nothing to upload