Lesson Plan Title: Equivalent Ratios

Date: February 27
Subject: Math Grade: 8
Topic: Ratios
Essential Question: How can you determine if multiple ratios of objects mean the same thing?

Materials:
-Pies!
-Textbook

Stage 1- Desired Results – you may use student friendly language

What do they need to understand, know, and/or able to do?
Students will be required to fully understand the meaning of equivalent ratios. They will need to know how
one can determine if two or more ratios mean the same thing or not, and how to create an equivalent ratio.

Broad Areas of Learning:

Cross-Curricular Competencies:

Outcome(s):
N8.1: Demonstrate understanding of rates, ratios, and proportional reasoning concretely, pictorially, and
symbolically.

PGP Goals:

Stage 2- Assessment

Assessment FOR Learning (formative) Assess the students during the learning to help determine next steps.
Assessment OF Learning (summative) Assess the students after learning to evaluate what they have learned.

Stage 3- Learning Plan

Motivational/Anticipatory Set (introducing topic while engaging the students)

Using pies, cut one each into 4, 8, 8 and 16 pieces. Using the first two pies, offer the students 3 pieces from
the first pie and 6 pieces from the second pie. Keep track of how many students would prefer the 3 pieces or
the 6 pieces. Repeat the same thing with the last pies, but with 5 pieces and 10 pieces. Again, ask which the
students would prefer.

Main Procedures/Strategies:
Equivalent Ratios
 Using the pie demonstration, explain the concept of equivalent ratios (ratios that are equal or mean
the exact same thing)
 Use any objects, show students two different equivalent ratios
 Use a number line to compare multiple equivalent ratios and how the original ratio was multiplied
and divided by coefficients to reach a new ratio.
 Ask students to predict what a graph would look like if we were to plot the ratios on a graph. Provide
enough time for students to explore this idea.
 Explain what is meant by the term simplest form of a ratio (no more common factors) and how to find
it (divide a ratio by the greatest common factor)
Examples
 Work through examples with the students using a variety of different questions
 Write 3 ratios equivalent to 2:5
 What are 3 equivalent ratios to 36:6
 A baker is selling 3 different types of cookies in one bag. Each type comes in a specific number of
cookies: Chocolate Chip (10 per bag), Oatmeal (2 per bag), Gingersnap (6 per bag). How many cookies
of each can I get with the same ratio of cookies?

Problems
 Work through more difficult problems as a class, ensuring that enough time is given for students to
work on the problems as well
  Are these ratios equivalent? Show why or why not? 16:30 and 28:42
 There are 35 kids in a class with a ratio of 5 boys to 2 girls. How many boys are in the class? How
many girls?
 A custard recipe calls for 6 eggs, 1 cup sugar, 750ml milk and 5ml of vanilla. Bob only has 4 eggs, so he
must adjust the recipe. How much of each other ingredient will he need?

Students will be given a number of questions/problems to work on, including some from the textbook.

Adaptations/Differentiation:

Closing of lesson:
Eat the pies! Student will be given a piece of pie based on their original choice of which number of pie pieces
they’d prefer.
Personal Reflection:

M. Wilkinson ’16 *Adapted from Understanding by Design (McTighe and Wiggins, 1998)