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You are on page 1of 11

Cammayo

2012-25225

EDSP 121

LESSON TOPIC:

Proportion

SUBJECT:

Mathematics (Numbers and Number Sense)

GRADE LEVEL:

Grade 5

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

picture of Leonardo DaVincis 1487 drawing

called The Viturvian Man and tell few facts

Architectur

e

(5 minutes)

about it.

The drawing and text are also called

Canon of Proportions

It captures proportions how

dimensions of each body part relate to

the environment.

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.

architecture that uses the knowledge of the

golden proportion (ex. pyramid, temples,

famous paintings) and modern technology

(ex. Twitter)

II. PROCEDU

RE

EXPLAIN:

Ratio and

Proportion

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

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)

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 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

Each group will be given a shuffled deck of

cards (face cards are removed) and each

student will be given a proportion paper.

:

=

:

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

correct answer.

6 Continue playing until the deck is

depleted.

III.CLOSURE

Group

Activity:

Proportion

Problems

(15 to 20

minutes)

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.

Tasks:

a Choose 5 cities to travel to go on a

road trip

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

The group will be given a manila paper

and measuring tools

Task:

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

Task:

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

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

Tasks:

(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.

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

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

greatly add to

the reader\'s

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.

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