ED 3601

Grade/Subiect: math 6 Unit: ratios and Lesson Duratio-n: 37 min (x2

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SPECIFIC OUTCOMES LEARNING OBJECTIVES Formative & Summative
FROMALBEETA
PROGRAiI OF {2-3, clear, and measurable) ASSESSMENTS ptow
STUDIES witl you knowthery met 0\
leaming obiectives?)
Students will: (Observations, Key Questions,
Products/Performancesl
5. Demonstrate Students will use ratio and percent to describe
an scale diagrams-
understanding rL\'/Ly'tt dsr-
of ratio,
concretely,
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pictorially and
symbolically.

MATERIALS/ EGUIPMENT/ SET UP

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PROCEDURE

Bodv { min-):
What is the teache" doins? What are the $udents doins?

# Becaase of snack shack tadq will be an individual

bosed day. Kids are to do the masters worksheets for ratio ond
percent Any worksheefr conqleted correctly will be worth poin$ fodsy!! If
some time allowsfor instruction, go to activity 2.
Formative & Sumrnative Assessments :
Spe cifi c Le arner C ons i derati ons :

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estimnting percents. If I gof 4 out of 20
on my spelling test, did I get mnre then 25%? Youftgure this out by looking ut
the number 20 und trying tofigurc out what 2595 of 20 is. Once we hnow that,
we can see thal 4 is less then 5 (which i$ 25o/o).
-if 7 people from our eloss of 22 got sick, would there be 50% af the students
presenl today? Erylain your arrswet
-if out whole clsss was sick, wauld 25% of the sekool be ahenl that day?
Formative & Summative Asse ssmenls :
Sp e cifi c Le arner C ow ide rations :

Transilion to Activity 3:
LenrnW Ae{H,ily #3t if more time allows, talk ubout mptoring seale ditgranx.
Put the image of the butterfiy up on the smart board: Iink on math power poinl
Talk about lhe definition of scale diagrams, show different scales of the
butterJ$ by drugging il bigger and smaller. Talk about the numberc: bigger in
front mcons that our uctual image will be smallq than whol you see on the
screm, stwller number infiont means the actual funtge ir larger than what
$
\4,
you see.
-hund oul the roller eoaster hund out
&" -Jirst let's tske a look at the legmd: on a secle diagrum sueh as a world map,
there is always a legend that tells yau the seale. Here the legend is tem
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renrusenls 4m.

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ED 3601 VERSION "8" KR 201 1

-discuss the uni$: this legend suggests a ralio, bat il's not until the units are
the samc. 7cm represents 400cm: l:400. This legend means we need to times
our number by 400 to get the amount of cm's in real life. Or we eould times
our number by 4 to get the amount af meters in real life. Bul keep in mind, if a
question on the tesl asks if lhi$ is a rolio lcm:1m, the ansver is no hecause the
units don't match.
-so, how mflny cm is 44m? 4400
-what would you estimate the other atrou's to mcosure in meterc? How did you
decide that? the second tallest anow loohs like a bit less than half of the tallcr
so it's likely around 2Om.-the smsllest arrow looks to be ahout a third of the
second tallest so it's likely around 7 meterc.
Formatiye & Summative Assesshents :
SpeciJic Le arner C onsiderations

Transition to Closure:
Glosure (3 min.): * Connect vour closure wlth learning obiectivesl
C ons olidation/As s essment of Learning :
Feedback From Students :
V
Feedback To Students: .,w
Transition To Next Lesson: A^I- und
LessonRenections(Aftervouteach):
What went well:
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