Rates, Ratios, and Percents Unit Plan

Designed for Grandville Public Middle School Cooperating Teacher: Mrs. Jennifer Kooiker Designed by Ms. Amanda Hoezee Math 7 Pre Algebra

Unit Overview
03/06 Fractions, Decimals and Percents Mathshell Activity 03/10 5-1 Ratios Intro Lesson (simplest form and 3 ways to write one) 03/17 Finish Mathshell Activity (If groups finished last week, start homework) 03/24 Quiz Review over Ratios and Rates 03/11 5-1 Ratios as decimals and equivalent ratios Maze Activity 03/18 5-2 Rates and Unit Rates which is the better buy? 03/25 Quiz 03/19 5-2 Homework Check 03/20 Chrome Book Better Buy Activity 03/12 Proportional Ratios Mathshell Activity Intro 03/13 Continue Mathshell Activity (start cutting out) 03/07 Mathshell Activity Continued

03/14 Continue Mathshell Activity (should finish gluing today) 03/21 Finish Better Buy Activity Math Trail Activity

Unit: Rates and Ratios Lesson: Ordering fractions, decimals, and percents Date: 03/06/14 Teacher: Ms. Amanda Hoezee Standard(s): I was informed that this school doesnt really follow CCSS, but they have their own curriculum. I was given a calendar of topics that I needed to follow, so thats how I decided what was being taught every day. Objective(s): TLW use multiple ways to order decimals from least to greatest TLW order percents from least to greatest TLW order fractions from least to greatest Anticipatory Set: PP slide with the agenda no homework Agenda: - Go over homework - Hand out the before lesson worksheet for students to work on individually. This is used to gauge the student understanding prior to learning any of the material. Collect this and review it before tomorrows lesson to address any misconceptions. - Pass out the decimal sheet for students to cut out and organize from least to greatest. Some cards will not have a decimal written, but a percent. Other cards will not have a percent, but a decimal. The students must fill in what each one is. - After they have been cleared for putting these in order, give them the shaded rectangles to cut out and match with their decimal ordered cards. - IF they finish this, give them the fraction set (this is unlikely theyll get this far). Closure: I will be walking around the room and assisting (dont give anything away though!) the entire time. This will help me see where students are struggling and what good ideas they also have. Its also a good way to make sure that students arent just giving up on their ideas because a fellow student told them they were wrong (sometimes their idea is just as good as the next person, if not better!)

Unit: Rates and Ratios Lesson: Ordering fractions, decimals, and percents Date: 03/07/14 Teacher: Ms. Amanda Hoezee Objective(s): TLW use multiple ways to order decimals from least to greatest TLW order percents from least to greatest TLW order fractions from least to greatest Anticipatory Set: PP slide with the agenda and homework Agenda: - Fill out planners - Students will spend the entire class period finishing the decimals, fractions, and percent activity. They should have everything glued down before class finishes. Closure: - After everyone is done (or almost done), have groups volunteer to give their technique for solving the order of everything and how they matched each group. This will help me understand who really got the process and who didnt. Im hoping the multiple ideas will hit home with everyone; at least one idea should stick! - For the students who finish early, give them blank squares that they must fill in to add another row to their picture. - Homework is a follow up after activity worksheet that tests if they can now order fractions and decimals from least to greatest.

Unit: Rates and Ratios Lesson: Intro to Ratios Date: 03/10/14 Teacher: Ms. Amanda Hoezee Objective(s): TLW represent a ratio in three different ways TLW put a fraction in simplest form TLW order fractions and decimals from least to greatest Anticipatory Set: PP slide with the agenda and homework listed Agenda: - Go over homework on putting decimals and fractions in order from least to greatest o Discuss the different ways that each student solved the decimal portion turn decimals into percents, compare each place value, add zeros to the end of each until every decimal is the same length, etc. o Remove misconceptions! Round the decimal and then compare (then how do you know if .258 or .256 is greater?) .7 and 7% is the same thing (Give the example .25 and 25% since students have this memorized. How many places did the decimal point move? It always moves 2. So NOW what is .7? How do you write 7% as a decimal?) o Discuss the different ways each student solved the fraction portion. Some student will say they divided them and got a decimal (but they werent allowed calculators) so ask them how they would figure out a decimal for a really odd looking fraction they dont have memorized. Its quite a process (long division). So tell them theres an easier way (common denominator) Ask them what denominator is and then what it means to find a common one. As a class, go through each fraction and find the common denom. Since you multiply both numerator and denominator by the same number, youre really multiplying by 1! So the fraction is still the same ratio, only their numbers changed (equivalent). - Nicely transition from this to the ratio lesson - Ask the students if they know what is a ratio? Get a few ideas before actually telling them. Some will probably give probability ideas, so explain the difference between the two. It is a comparison between two things using division. - Show them the three ways to write a ratio (ex: 24/2, 24:2, 24 to 2) using an example they give you. Ask the class to raise their hands and give two different things (weights,

sizes, distance, totals, animals, etc.) then two different numbers. Give an example using the students choices of how to write a ratio. Come up with a sort of story with it. Example: apples and miles. 2:14 -> I eat 2 apples for every 14 miles that I run. Hand out white boards for each group so they can show me they understand how to write ratios with 2-3 more examples - make note that what comes first in the paragraph should be the numerator o Ex: The largest snowflake that Elsa made is 8 inches by 10 inches. Point to the fraction representation of the ratio and ask whether or not the fraction is in simplest form. How do we get it to simplest form? o Talk about GCF (explain factor) and how its in simplest form when the GCF = 1 Refer to the Elsa example Give these in simplest form: 8/12 and 20/8 IF time allows, talk about how these are proportional/equal ratios Hand out homework and give remaining time to answering questions Explain the assignment since students dont read directions

Activities/Strategies: Modeling, check for understanding using white boards and thumbs up, comparisons Closure: Assess: Ill be assessing their knowledge in during the lesson while students answer questions, give their thoughts on matters they arent sure on, and in groups writing on white boards Preparation/Reminders: develop power point

Unit: Rates and Ratios Lesson: Equivalent Ratios & Decimals Date: 03/11/14 Teacher: Ms. Amanda Hoezee Objective(s): TLW represent a ratio as a decimal TLW be able to tell which ratio is smaller/larger TLW write equivalent ratios using multiplication and division TLW state what was done to a ratio in order to make its equivalent form Anticipatory Set: PP slide with the agenda and homework listed Agenda: - Answer questions over homework. I expect the story problems may have some questions score and collect - Bring up what we did yesterday by asking the students how to find a common denominator for the fraction set 2/4 and 3/8. Some students might confuse this with finding its reduced form, so be sure to clear this up before moving forward.

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therefore its comparable to 3/8 Cover everything except the 2/2 and ask students what thats equal to. They should say one. Then ask them what 1*anything is. Its the anything! So does it make sense that multiplying anything by 1 will give an equivalent ratio, it just has a different denominator!

Ask class to use white boards to write another equivalent ratio to the one on the board and raise it up when finished. Ask the rest of the class what that student did to come up with the proportional ratio. Do this for about 3-4 students. Since 3rd hour will not be here for this lesson, use the Maze Activity to take up time as a formative assessment for the other hours. That way, 3rd hour will be able to better catch up if the activity isnt used.*** Students must get their maze checked before moving on to homework. This is a good way to check to see who understood the lesson and who needs extra help.

Preparation: Maze Activity printed, PowerPoint agenda made ***3rd hour students will not do the maze activity 03/12 in order to catch them up *See .pdf for activity Unit: Rates and Ratios Lesson: Real World Ratio Examples

Date: 03/12/14 Teacher: Ms. Amanda Hoezee Objective(s): TLW order ratios from smallest to largest by only looking at pictures/visuals TLW find proportional ratios using drawings, fractions, common denominators, or decimals Anticipatory Set: PP slide with the agenda and homework listed Agenda: - Another mathshell activity: finding proportional ratios and ordering - Go over homework - Hand out the before lesson worksheet for students to work on individually. This is used to gauge the student understanding prior to learning any of the material. Collect this and review it before tomorrows lesson to address any misconceptions. - Show a power point visual of an orange juice and pop drink mixture. There are four descriptions: 2 shaded pictures to represent the ratio and 2 sentences. Each one is a slightly different ratio (orange to soda, orange to total mix, soda to orange, soda to total mix). The students must sit quietly and think about how they would solve which one is the most orangey flavored on their own before getting into their groups and discussing their ideas. - Bring the ideas back as a whole class (a lot of good discussions will stem from this, so I will take however long on this as necessary. Id rather cut the project short than good classroom discussion). - If times allows, hand out the first section of pieces for the students to cut and sort. There is a mix of shaded representations and word cues. Make the students write out on a white board what ratio theyre using!!! Orange to soda? Orange to total mix? Closure: Walk around the room during the last bit to hear the types of strategies used. Emphasize the fact that if theyre using multiple ratio representations, they wont ever get the cards in order. The discussion before cutting should give a good indication to their thoughts.

Unit: Rates and Ratios Lesson: Real World Ratios Examples Date: 03/13/14 and 03/14/14 Teacher: Ms. Amanda Hoezee Objective(s): TLW order ratios from smallest to largest by only looking at pictures/visuals TLW find proportional ratios using drawings, fractions, common denominators, or decimals Anticipatory Set: PP slide with the agenda no homework Agenda: - Remind the students what they were working on yesterday and ask them to reiterate their thoughts in a quick fashion. Put their ratios back on the white boards. If they cant remember what they did, they should be able to figure it out from the fractions that wrote down originally. Have them solve it! - Start where they left off yesterday. Get back to sorting and gluing while I walk around and help where Im needed. - Students should finish gluing today so that we can discuss as a whole class tomorrow what everyone did and what was easy/difficult in this process.

Unit: Rates and Ratios Lesson: Real World Ratios Examples Date: 03/17/14 Teacher: Ms. Amanda Hoezee Objective(s): TLW order ratios from smallest to largest by only looking at pictures/visuals TLW find proportional ratios using drawings, fractions, common denominators, or decimals TLW be able to explain their rational to the rest of the class for how they solved the problem Anticipatory Set: PP slide with the agenda and homework listed Agenda: - Students didnt finish like I had hoped, so wrap up gluing today! - As soon as theyre done, have groups volunteer to show their technique to the whole class. Im hoping people question these techniques or ask how they were done so that they have more than one tool to put into their belt to use later. - Show a PowerPoint of examples where made up students organized certain ratios. Ask the class if theyre right or wrong in their thinking. (3 out of the 4 are correct; theyre just different than what were all used to using). Theres multiple ways to compare two numbers! Closure:

Unit: Rates and Ratios Lesson: Real World Ratios Examples Date: 03/18/14 Teacher: Ms. Amanda Hoezee Objective(s): TLW define what is a rate TLW find a unit rate and unit price TLW set up a rate according to how the question is posed TLW find which product is the better buy and explain their reasoning Anticipatory Set: PP slide with the agenda and homework listed Agenda: - Go over ratios homework worksheet where the students had to decide between two ratios which one was larger (or equal). - Do a sort of interactive lesson over rates o First ask the class what a ratio is and relate it back to what weve been doing so far. We have compared same things and weve compared different things before. BOTH ARE RATIOS!! A rate, though, is a ratio that compares two different things. o Teach what a unit rate is and how to find it, next. Repeat over and over and over and over and over again that a unit rate has a 1 in the denominator. Always. Forever. Then make the students repeat what I just repeated more times than necessary (it makes the students laugh and gets them involved. Theyll remember!) o Teach how to find unit price. This is the same technique to what we did when we
found the unit rate of something else, but now emphasize that the dollar amount will always, always, always, always, go in the numerator. If they ever forget, ask themselves, Do I want to know how much of the product Im getting for 1 dollar, 1 penny, etc. or Do I want to know how much it costs per oz, lb, qt, L, etc? o Teach how to find which product is the better buy.

Unit: Rates and Ratios Lesson: Review and Quiz Day Date: 03/19/14 Teacher: Ms. Amanda Hoezee Objective(s): TLW recall everything from the past week Anticipatory Set: PP slide with the agenda and homework listed Agenda: - Today is a very laid back day - Go over homework and clarify anything that I noticed students didnt understand the day before. We have a homework check today (just 4 questions) and I want to make sure my students are prepared. - The homework check will take the remainder of the class period. Once they finish, go over the answers and have the students turn it in

Unit: Rates and Ratios Lesson: Better Buy Chrome Book Activity Date: 03/20/14 Teacher: Ms. Amanda Hoezee Objective(s): TLW use technology to find 4 products of different sizes and explain which one is the better buy using unit prices. Anticipatory Set: PP slide with the agenda and homework listed Agenda: - Go over the homework - Have students share their math folder with their last name and hour as the title with Mrs. K and I. There project for the day will be using the chrome books. They have a choice to use either google docs to record their info or provided paper. - The project is to pick an item that comes in multiple sizes or comes in a pack of different amounts. They need to find four different sizes for this item, record the price per ounce, liter, pound, egg, hockey puck, etc, and find the unit price for each of the four products in order to find out which is the better buy. - Meijer, Family Fare, Walmart, Walgreens, Office Depot will all have these products available for viewing online. The student must find prices for each of these (sale price is okay) and determine the best buy out of the four. - Make a google docs organizing all this information in whatever way they so desire (as long as price, size, name, where they got it from, and unit price is listed). Make it look nice though! If they want to do paper and markers instead, those will be provided. - They have the remainder of the hour today and all of tomorrow to get it done its due Monday at the beginning of class so itll be homework if they dont finish Friday. - Show the students how to input equations and take screen shots if theyre doing the google docs version - This is individual work. - I will be walking around the room the entire time answering questions, keeping students on task, and making sure the item everyone picked will actually work

Unit: Rates and Ratios Lesson: Better Buy and Math Trail Activity Date: 03/21/14 Teacher: Ms. Amanda Hoezee Objective(s): TLW find equivalent rates TLW find unit rates TLW show what rate displays the better buy Anticipatory Set: PP slide with the agenda and homework listed Agenda: - Continue the chrome book activity (7th hour will not meet today) - If students finished yesterday or get done early today, they must do the math trail activity. - I have put up 10 problems on construction paper around the room dealing with finding unit rates or finding equivalent rates. In some problems, the students have to convert hours to minutes or vice versa before they can find their answer. The question is inside of the folded construction paper and the answer is on the outside of another card around the room. This is a nice way for the students to check if their answer is right. If it isnt, they wont see their answer on another card. - They can start anywhere they want in the room and theyre finished when theyve answered every card - Ive included 10 students names in these story problems too to get people more involved and more interested in what the answer is. I told them they needed to have fun with these types of things, so I made the problems fun too. - If a student finishes this activity as well, they may play math games on their chrome book, read, do homework for other classes, etc. - Listening to music is okay too if they have headphones.

Unit: Rates and Ratios Lesson: Quiz Review Date: 03/24/14 Teacher: Ms. Amanda Hoezee Objective(s): TLW recall everything from the past 2.5 weeks to prepare for the quiz tomorrow Anticipatory Set: PP slide with the agenda Agenda: - Make sure the students have all turned in their projects!! I should either have their Google doc shared with me or have the paper copy by the start of class. - Hand out the quiz review for students to work on in class and answer questions throughout the period. If there is a common question, address it to the whole class. - The quiz will cover ratios, rates, unit rates, finding equivalent ratios/rates, finding the better buy, and converting times to all minutes, hours, or days. These may be addressed in story form. - If the students finish the quiz review, have them do the math trail (if they didnt get to it last week). Itll be good, extra review and keep them moving and focused on math topics. - If they finish both (unlikely, but this must be planned), check over their review sheet and make sure its all correct. If they have some wrong, ask them to recheck those. If they still cant answer them, help. - Once theyve completed everything, ask them if theyd be willing to help their fellow classmates with their questions. If not (let it be an option), they may do other homework or read (no chrome books).