Lesson # 6-7

Math 8 G.S. Lakie

Unit Chapter 2 Ratios, Rates, and Proportional Reasoning

Lesson Timing: 49 min into 36 min

Materials: Notebook file,

GLOs: Number develop number sense
SLOs: N4. Demonstrate an understanding of ratio and rate
N5. Solve problems that involve rates, ratios and proportional reasoning.
Lesson Objectives:
- Express a given rate, using words or symbols
- Identify and describe rates from real-life examples, and record them symbolically
- Explain why a rate cannot be represented as a percent
- Solve problems using rates
Assessment for learning:
Exit slip, observations, questioning, reasoning
Intro/Hook:
Heres a short video introducing our next topic.
https://www.youtube.com/watch?v=kVxRByQOwf4
Body:
Explain what the students will learn to do through 2.2
Activity
Instruct students to copy the table from the board into their notes.
Once tables are completed, show students 1 moment meditation clip. When that is finished, have the
students find their pulse, either on wrist or neck. Once everyone has found it, I will keep track of the
time and each student needs to count how many times they felt their pulse beat. They will write that
number down in the rest, 15 seconds box. They will then figure out approximately how many times their
heart beats, when at rest, in a minute. Share numbers with class. Average resting heart rate is between
50 and 100 for 12 year olds.
Now, exercise. Everyone will jump as high as they can while touching the ground in between (or stand
up and sit down). Ill keep track of the time, and the students will count how many times they jump.
When they are done with the 15 seconds of exercise, the students will sit down, write down how many
jumps they did and then find their pulse. I will keep track of the time while the students count their
pulse. Exercising rate varies depending on how healthy your heart is and how physically exerting the
exercise is. What were some of the biggest differences between someones resting heart rate and their
active heart rate? Each student will find out how many times their heart beats per minute. Depending
on engagement in activity, I can keep track of the time for a minute and the students will count their
pulse to see just how accurate the math was.
Following notebook file.

What is a rate?
Students will write down the definition in their notes.
Rates vs. ratios Discussion
How do you think a rate is different from ratio? Encourage conversation and examples. Try to elicit
ideas from all class members through smaller group discussion with one person per group to share the
ideas.
Set up visual aid and get the students to keep guessing until all of the bubbles are filled in.
The students will then copy down the key information into their notes.
What is a unit rate? Students will write down the definition on their note page
Example 1: Determine Unit Rates
Hummingbird and monarch butterfly speeds.
Work through the next 3 slides (slides 10-12), helping students in understanding and having volunteers
write on the board.
What is a unit price? Students will write down the definition in their notes.
Work through questions on slides 14-16 as a class.
In pairs, students will work on the question in slide 17.
Key Ideas will be reviewed and students will be guided to add anything to their notes that they may find
is missing.
The next day students will work on questions 4-9, 10, 12, and 13 from 2.2. Challenge questions 16-18.

Closing:
Exit slip
Tomorrow will be a work day. Bring an MP3 device and headphones if you would like to listen to music
while you work. Make sure you make a play list of the songs you would like to listen to so you dont
have to skip songs or change songs. If were going to try having music while we work we need to make
sure its not a distraction, but it is helping us.
Notes:
Exit slip at the end of class 6. ES 2.2

Reflection:
8A A little chatting while working + more didnt get done
8D Quiet working. Many finished then it got louder.
Good idea to do activity after working still but maybe next time play the class. 8D might have been
better off watching the Ratey video.
Yup. In at Lunch and after school to help.
8A - given many warnings to quiet down and pay attention. After Last chance warning was issued
there were no problems, though we did change activities briefly.
*too public*
8A Lots of questions. Kept me going.
9D Not many questions. Got to check on students progress and say hi. Good.
Getting some impolite language. Trying to discuss t as a class. May need individual conversations or,
first, a discussion about what is polite.
Im getting pushed by some of the bigger guys. Seems Expected of _____. In the way hes clashed
with teachers before and the students seem to know and expect it of him. He did ok when I talked with
him and _____. But no eye contact. Is asking for it shaming or showing authority?
Talk went well. Liam responded well. I liked that I mentioned I dont like this and that its us all
working together. Asked what will look different. Theyre not trained in that thinking like _____ was.
Make sure to welcome them back in repair relationship. Good try. Go again tomorrow. A little less
public/reaction but I think it was quick thinking and controlled and is good for the rest to know I do have
boundaries.
Talked with ______. He has been asked to show me that he does know what polite means and to use
the trust and respect that I have given him well. Dont threaten anything, but invite them in.