SETON HILL UNIVERSITY

Lesson Plan Template

TOPIC
Name
Subject
Grade Level
Date/Duration
Big Ideas
Essential
Questions
PA/Common
Core/Standards

Objectives
Audience-2
Behavior-3
Condition-1
Degree-4
Bloom's
Taxonomy
Webb's Depth of
Knowledge
(DOK)
Formative &
Summative
Assessment
Evidence

ISTE
(International
Standards for
Technology
Education)
Standards for

DETAILS
Meaghan Sherer
Math
6th

Applying ratios to everyday life.

Why do we need ratios? How do we use them
everyday?
M06.A-R.1.1.1: Use ratio language and notation (such
as 3 to 4, 3:4, 3/4) to describe a ratio relationship
between two quantities. Example 1: The ratio of girls
to boys in a math class is 2:3 because for every 2 girls
there are 3 boys. Example 2: For every five votes
candidate A received, candidate B received four votes.

M06.A-R.1.1.2: Find the unit rate a/b associated with

a ratio a:b (with b 0) and use rate language in the
context of a ratio relationship. Example 1: This recipe
has a ratio of 3 cups of flour to 4 cups of sugar, so there
is 3/4 cup of flour for each cup of sugar. Example 2:
We paid $75 for 15 hamburgers, which is a rate of $5
per hamburger.

During a class discussion, the students will identify

quantities and put them into ratio format 5 out of 5
times.
While completing a worksheet, students will solve ratio
problems related to everyday life 15/15 times with
100% accuracy.

The students will answer questions to determine if they

are grasping the concept.

The students will be graded based on accuracy on the

worksheet they completed for the independent
practice.

Consumer literacy

CK

Students
Framework for
21st Century
Learning
Accommodation
s, Modifications

ADHD- when being tested make him/her take the test in

a different room, but be supervised; preferential
seating; stationary chairs; token economy.
BLR (below level reader) comprehension issues- make
sure I give in-depth instructions orally so he/she
understands when given a worksheet or while doing
homework, will have note cards with key vocabulary on
them and can go over them with a partner or me if they
are still not understanding.
Visually impaired- enlarged reading materials,
preferential seating, give this student manipulatives to help
them see what I am explaining

SUPERVISING
TEACHERS
SIGNATURE

Seton Hill University Lesson Plan Template Step-by-Step

Procedures
RATIONALE for
the Learning
Plan
Introduction

Explicit
Instructions

CK
Activating Prior Knowledge/ Hook/Lead-In/Anticipatory
Set
Ask who likes to bake and what happens if you dont
follow the recipe exactly with the correct amounts of
flour, sugar, ect.
Big Idea Statement
Applying ratios to everyday life.
Essential Questions Statement
Why do we need ratios? How do we use them everyday?
Objective Statement
During a class discussion, the students will identify
quantities and put them into ratio format 5 out of 5
times.
While completing a worksheet, students will solve ratio
problems related to everyday life 15/15 times with 100%
accuracy.
Transition

Lesson
Procedure
Must include
adaptations &
accommodation
s for students
with special
needs

None
Key Vocabulary
Ratios
Rate
Percentages
Pre-Assessment of Students
The students will take a pre test seeing the knowledge
they already have on the subject (key vocab, writing
ratios correctly)
Modeling of the Concept
The students will observe a demonstration of a recipe,
a mixing of flour in water, with the correct and incorrect
ratios. This way they see what happens when a ratio is
translated into consumer terms correctly and incorrectly.

Guiding the Practice

With a partner, the students will follow a given recipe to
see if they can follow instructions with given ratios. Each
student will have a container of water and flour and a
bowl to mix the two in. They will each receive a recipe
(2 per pair) to follow and work together to figure out the
correct ratios for the recipes based on the way it was
modeled for them.
Providing the Independent Practice
The students will identify ratios in given recipes on a
worksheet to determine if they are grasping the concept.
Transition
None
Adaptations/Accommodations for Students with Special
Needs
The students who really grasp the concept will be in
groups with other who struggle with the lesson
VI- larger writing on the worksheet, enlarged reading
materials, preferential seating, give this student
manipulatives to help them see what I am explaining
BLR- this child will be with someone who really grasps
the concept to help them; will have note cards with key
vocabulary on them and can go over them with a
partner or me if they are still not understanding.
ADHD- token economy, preferential seating; stationary
chairs
Evaluation of
Formal Evaluation
the
The students will be graded on the results of the
Learning/Master
worksheet of the independent practice.
y of the
Informal Evaluation
Concept
The students will be observed and asked questions to
assure they understand during modeling the concept.
They will be observed during the guided practice and
independent practice.

Closure

Reading
Materials
Technology
Equipment
Supplies
Teacher
Self-reflection

Summary & Review of the Learning

Students will identify two ways in which they met the
objective today. What is a ratio? What happens when
you dont follow a recipe correctly and mess up the
ratios in the recipe?
Homework/Assignments

Recipe cards
Flour
Water
Mixing bowl
Spoon

Assessment:
Can change the process(orally, ipad to type), content (modifying questions, adding
word bank, lecture, worksheet), or product (essay, imovie, debate)
Accommodations:
Taking test in a different room
Rereading questions or directions
Extending test taking time
Taking a picture of the notes and sending them to the child
Preferred seating (not being able to see the board in the front, or in the back to not
distract the other students if they have ADHD)
Visual cues

SDIs specialized design instruction

Given in the IEP