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# Pristine Mae T.

Cammayo
2012-25225
EDSP 121
LESSON TOPIC:
Proportion
SUBJECT:
Mathematics (Numbers and Number Sense)
NUMBER OF STUDENTS:
20 students
DURATION:
1 hour
PREREQUISITE SKILLS:
Multiplying and dividing
Finding the greatest common factor
Identifying equivalent fractions
Writing ratio using either the colon or fraction
OBJECTIVES:
At the end of the session, students shall be able to:
1 Identify equivalent ratio
2 Write the equivalent ratio
3 Use visualization and symmetry to solve proportion problems
4 Evaluate a poem for its proportional accuracy
5 Create a poem using proportion
6 Find solutions to application problems involving proportion
7 Create a drawing to scale in two dimension and extend it to
three dimensions
MATERIALS:
Viturvian Man by Leonardo DaVinci picture
Architecture and Proportion Pictures
Body ratio activity sheet for each student
Measuring tape or rulers
Ratio and Proportion visual aids
One Inch Tall by Shel Silverstein visual aid
Manila paper
Markers
3 decks of cards
Card Proportion paper copy for each student
Proportion project copy for each student
REFERENCES:
K to 12 Mathematics Curriculum Guide. Pasig City: Department of Education,
December 2013. Web. 2 April 2015.
Kennedy, Tipps, and Johnson (11th edition, 2008). Guiding childrens learning of
mathematics. Belmont, California: Wadsworth Pub. Co.
I. INTRODUC
TION
Body Ratio,
Art and

## The teacher will show to the students a

picture of Leonardo DaVincis 1487 drawing
called The Viturvian Man and tell few facts

Architectur
e
(5 minutes)

The drawing and text are also called
Canon of Proportions
It captures proportions how
dimensions of each body part relate to
the environment.

## For without symmetry and proportion

no temple can have a regular plan; that
is, it must have an exact proportion
worked out after the fashion of the
members of a finely shaped human
body.
Vitruvian
Mans body
proportions
served
as
basis
for
most
Ancient
Roman
Classical
Architecture
and Art and now seen in modern
graphic and industrial design.

## The teacher will show pictures of art and

architecture that uses the knowledge of the
golden proportion (ex. pyramid, temples,
famous paintings) and modern technology
II. PROCEDU
RE
EXPLAIN:
Ratio and
Proportion

## The teacher will now proceed to the

discussion: the first part will be a recap about
Ratio and then the teacher will connect ratio
to their lesson, Proportion.

(5 minutes)

Activity:
One Inch
Tall
(15
minutes)

Recap: Ratio
A ratio is a comparison of two or more
quantities.
Proportion
A proportion is an equality between two
or more ratios
It can be written in two ways
1 In colon notation
a:b
= c:d(ex. 2 : 3 = 4 : 6)
a
2 Two equal fractions
=
b
c
d

(ex.

2
3

4
6

## After that the teacher will post a copy of Shel

Silversteins One Inch Tall poem on the
board then read it aloud.
ONE INCH TALL
Shel Silverstein
If you were only one inch tall, you'd ride a
worm to school.
The teardrop of a crying ant would be your
swimming pool.
A crumb of cake would be a feast
And last you seven days at least,
A flea would be a frightening beast
If you were one inch tall.
If you were only one inch tall, you'd walk
beneath the door,
And it would take about a month to get down
to the store.
A bit of fluff would be your bed,
You'd swing upon a spider's thread,
And wear a thimble on your head
If you were one inch tall.
You'd surf across the kitchen sink upon a stick

of gum.
You couldn't hug your mama, you'd just have
to hug her thumb.
You'd run from people's feet in fright,
To move a pen would take all night,
(This poem took fourteen years to write-'Cause I'm just one inch tall).
After reading the teacher will show a
picture of one inch tall man and ask the
students to imagine that they are also one
inch tall. The teacher will ask the following:
Is the poem proportionally accurate?
Why/why not?
- Would it be true that you could ride a
worm if you were 1 inch tall? Why/why
not?
Fact: Common earthworms are about
5 inches long with diameters of about
inch
-Would it be true that a teardrop of a
crying ant would be a 1 inch tall mans
swimming pool? Why/why not?
Fact: An average ant is 1 cm long
- Would it be true that you could wear a
thimble on your head if you were 1
inch tall? Why/why not?
The teacher will ask the students to
form groups of three. Each group will be given
Proportion
a manila paper and marker. The tasks of each
(cont.)
group are the following:
(3 minutes)
Group 1 Rewrite stanza number 1 but
the items in the stanza should
be in proportion to the height of
a 1 inch tall man.
Group 2 Write a stanza similar to
stanza number 2 but the items
in the stanza should be
proportionally correct for a 10
inch tall man.
Activity:
Group 3 Write a stanza similar to
Equivalent
stanza number 3 but the items
Ratio Card
in the stanza should be
Game
proportionally correct for a 100

(7 minutes)

## inch tall man.

Specifically, the groups also need to answer
the following:
What is the ratio for a 50 inch
person compared to the height of
person that is assigned to your
group?
How did your group come up with
each item? Create a proportion for
each item stated on the poem
50 inch person
5 inch pen
Ex. 1200 inch person = 120 inch pen
When they are done, each group will
present the stanza they made in front of the
class. After the presentation, the teacher will
continue the discussion.

## Finding an equivalent ratio is also like

finding an equivalent fraction
When two ratios are equal, then the
cross products of the ratios are equal
That is, for the proportion, a : b =
c : d, a * d = b * c
Ex. 2 : 3 = 4 : 6
2*6=4*3
12 = 12

## The class will be divided into 3 groups.

Each group will be given a shuffled deck of
cards (face cards are removed) and each
student will be given a proportion paper.

:
=
:

## Mechanics of the game:

1 Select a leader.
2 The leader will deal 4 cards to each
player. Place the remaining cards face
down.
3 The players will discard one card from
their hand and draw one card from the
remaining cards.
4 Each time the player finds a proportion
in his hand, he should call out Prop!
Then, lay his cards on the proportion
paper
5 The player will get a point for each
6 Continue playing until the deck is
depleted.
III.CLOSURE
Group
Activity:
Proportion
Problems
(15 to 20
minutes)

## After the game, the teacher will

announce to the class that there will be group
activities to apply their knowledge about
proportion. The teacher will assign students
to the group depending on their profile.
1 Group 1 - Ratio Road Trip
The group will be given a map of the
Philippines.
a Choose 5 cities to travel to go on a
b Using a ruler, draw a route on the
Philippine
map
(Manila
to
Destinations and back to Manila)
c Using the map scale, determine the
length of road trip in kilometers
Philippine map scale: (ex. 1 :
3,448,000)
City
Proportion
Kilometers from
Used
Previous
Destination (x)
Map
scale 30 km
ratio = actual
measurement

ratio
Ex.

3 mm
10 km
9 mm
x

## 2 Group 2 Classroom Scale Drawing

The group will be given a manila paper
and measuring tools
a Measure
the
furniture
in
the
classroom (length and width) then
scale it down to 1 inch = 1foot
b Draw aerial view of classroom with
furniture drawn in the scale
c Label the items and measurements
with

proportion

1 inch
( 1 foot

10 inches
10 feet )
3 Group 3 Recipe for the class
The group will be given an activity sheet and
the actual ingredients of pastillas that serves
1 person
a Rewrite the recipe to serve all
members of class including the
teacher
Original Recipe serves: 1 New
Recipe serves: _____
Original
Proportion Scaled
Recipe
Recipe
Ingredients
(__student
s)
1
Ex. 1 cup
3 cups
=
8
sugar
of sugar
(serves 8)
x
30

## b Make the pastillas using the scaled

recipe for the whole class.
4 Group 4: Whats in your Drink?
The teacher will give the group a blank
bar graph, 4 plastics, sugar, spoon, drinks
PROPORTIO (Gatorade, Big, coke, C2) and a copy of the
N PROJECT: recommended sugar intake according to WHO
Bedroom 3Recommended sugar intake:
D
Scale
24 grams or 6 teaspoons
Model
(5 minutes)
1 Find out the sugar content (grams) per
500 ml of the drink assigned to them.
2 Convert it to teaspoons. Place the
amount of sugar to the plastic given to
them
3 Plot the sugar content (grams) of their
drink in the bar graph
When the groups are done, each group will
present their works in front of the class.

## After the presentation, the teacher will

explain their individual proportion project.
Each student will be given a copy of the
project guidelines
Project Description:
1 Create a 3-dimensional scale model
of your bedroom including most of
the furniture (bed, drawers) and all
the windows and doors. The model
must be a scaled representation of
your real room and items in the
room.
2 Complete the 2 tables using the
scale ratio 1:12 inches (1 inch:1 foot)
Table 1
Bedroom
Ex. Wall 1

Actual
dimensions
12 x 12 feet

Scale dimensions
12 x 12 inches

Table 2
Furniture
Ex. Bed

Actual
dimensions
3 x 7 x 2 feet

Scale dimensions
3 X 7 x 2 inches

## PROPORTION PROJECT: ROOM SCALE MODEL

Group : ______________ Group Members
_________________________________________________

Using the ratio 1 : 12 inches (1 inch = 1 foot), construct a 3-dimensional scale model any
place or room of your choice in the room including most of the furniture (table, drawers,
chairs) and all the windows and doors. The model must be a scaled representation of the
room or place and items in it.
Place/Room:
_________________________________

Windo
w1

Table 1
Room

Wall 1

Wall 2

Wall 3

Wall 4

Floor
Door

Width
Heigh
t
Width
Heigh
t
Width
Heigh
t
Width
Heigh
t
Width
Lengt
h
Width
Heigh

Actual
dimensio
ns

Scale
dimensio
ns

t
Width
Heigh
t
Width
Heigh
t

Table 2
Furniture

Actual

Scale

dimensio
ns
Table
1

Drawe
r1
Drawe

dimensio
ns

Width
Lengt
h
Heigh
t
Width
Lengt
h
Heigh
t
Width
Lengt

h
Heigh
r2
t
Width
Lengt
Chairs h
Heigh
t
Width
Lengt
h
Heigh
t
*If you need more space, create a
separate table on paper and attach

CATEGORY

12

Mathematical
rrors

90-100% of the
steps and
solutions have
no
mathematical
errors.

steps and
solutions have
no
mathematical
errors.

Most (65-74%)
of the steps and
solutions have
no
mathematical
errors.

of the steps and
solutions have
mathematical
errors.

Diagrams and
ketches

Diagrams
and/or sketches
are clear and
understanding
of the
procedure(s).

Diagrams
and/or sketches
are clear and
easy to
understand.

Diagrams
and/or sketches
are somewhat
difficult to
understand.

Diagrams
and/or sketches
are difficult to
understand or
are not used.

Model Accuracy

Model
accurately
reflects design
elements and
details seen in
room.

Model reflects
most design
elements &
details seen in
room.

Model shows
the basic set,
but lacks many
of the design
details.

Model is
seriously
incomplete.