Form : 2 Harmoni.

Date : 18 December 2015.

Level : Moderate.

Time : 11.30 am 12.00 pm.

Topic : Chapter 5 - Ratios, Rates, and Proportions.

Subtopic : 5.1 Ratio of Two Quantities.
Objective : Students will be taught to :
1. Understand the concept of ratio of two quantities.
Learning outcomes : At the end of the lesson, students will be able to :
1. Compare two quantities in the form a : b or
2. Determine whether given ratios are equivalent ratios.
3. Simplify ratios to the lowest terms.
Moral value : Do not compared our self with the other person because we have our own
capabilities and weakness.
Educational emphasis : 1. Problem Solving in Mathematics.
2. Communication in Mathematics.
3. Reasoning in Mathematics.
4. Mathematical Connections.
Instructional materials : Texts book, manila cards, mahjong paper, marker pens, white board,
cupcakes and pictures.
Previous knowledge : Students already learned about:
1. Fraction (Form 1).
2. Basic measurement (Form 1).
3. Number patterns and Sequences (Form 1).
References :
Curriculum Development Division. (2002). Curriculum Specification Mathematics Form 2.
Ministry of Education Malaysia, Kuala Lumpur.
Kiat., T. K., Huat, O. S., Khoo, C. L. C. C., Mun, C. C., Lan, C.Q. (2003). Mathematics Form 2
(Volume 1). Johor Bahru, Johor Darul Takzim: Pelangi Sdn. Bhd.

Kiat., T. E., Huat, O. S., Yeoh, Y. K., Tee, H. T., Kang, C.M. (2012). Matematik Tingkatan 2.
Johor Bahru, Johor Darul Takzim: Pelangi Sdn. Bhd.

Stage
Set induction
(5 minutes)

Instructional Activities

Learning Activities

Teacher greets the students.

Students
greet
the teacher back.

Teacher asks if students like to

bake cupcakes.

Students
response to the
teacher.

Teacher asks
questions:

the

following

1. What ingredients that are

needed
to
make
cupcakes?
2. How much portions of
flour, eggs, sugar, baking
powder and so on to
make cupcakes?
3. What will happen if we
add flour more than the
needed portion to make
cupcakes?
4. What will happen if we do
not add baking powder to
the mixture?

Development
(20 minutes)

Teacher explains that baking

must have many of ingredients
like flour, eggs, sugar and so on.
All this ingredients have it own
proportions if want to be the
delicious of cupcakes.

Students listen to
the
teacher
explanation.

Teacher relates this situation with

the topic to be learned today.

Students guess
the topic that they
will learn today.

Teacher
distributes
handout
about
ratios,
rates
and
proportions to the students.

Students receive
the handouts.

5.1 (a) Comparing two

quantities

Teacher writes the topic and

subtopic on the whiteboard and
tells students to copy it.

Students copy on
their book.

Teacher asks students

meaning of the ratios.

the

Students
response to the
teacher.

Teacher explains the ratios to be

compared must:

Students
focus
on
teachers
explanations.

The same units

Simplifying ratios to the
lowest terms.

Write in form of a : b or

without unit.

Teacher tells in many aspects of

everyday life, students can
compare quantities of object.
Teacher gives
example:

this

following

1. Compare the height of the

hello kitty and dear Daniel.
The comparison of these two
quantities, 2 cm to 3 cm, can
be written in the form of 2 : 3
and is called a ratio. The
ratios 2 : 3 means two parts
to three parts and is read as
two is to three. The ratio
2 : 3 can also be written in the
fraction form as .
Teacher asks whether
students understand or not.

the

Students
response to the
teacher.

Teacher tells students to answer

the question in the handouts that
already given.

Students answer
the questions.

The questions are:

1. Compare
the
following
quantities and express them
in the form.
i.

a:b

ii.
a) 323 g to 0.6 kg
b) 3 m to 7 m

5.1
(b)
Determining
whether given ratios are
equivalent ratios.

Teacher picks two students at

random to answer that questions.

Student comes in
front to write
down the answer.

Teacher gives the correct answer

and guide students to find the
correct answer.

Students
write
the
correct
answer on their
books.

Teacher tells students to use the

given ratios and express them in
the fraction form

and then

Students
pay
attention to the
teacher.

determine whether the fractions

are equivalent.
Teacher gives an example:

1 : 4 and 2 : 8

1:4
12:42
=2:8

2:8
Same

Students
take
note
on
the
example given.

or
1:4
Same

2:8
22:82
=1:4

Teacher asks students whether

they understand the topic.
Teacher tells students to answer
the next question in handouts.

Student response
to the teacher.

Students answer
the questions.

The questions are:

1. Determine
whether
the
following pairs are equivalent
ratios.
a) 3 : 4 and 6 : 10
b) 9 : 15 and 3 : 5
Teacher picks a student at
random to answer that questions.
Teacher gives the correct answer
and guide students to find the
correct answer.

5.1 (c) Simplifying ratios

to the lowest terms.

Teacher tells students that

usually ratio is express in the
lowest terms.
Teacher explains a ratio is in the
lowest terms when the HCF
(highest common factor) of the
quantities is 1.

Student comes in
front to write
down the answer.

Students
write
the
correct
answer on their
books.

Students
focus
on
teachers
explanations.

Teacher gives an example

regarding the picture of tomatoes
and oranges with 4 : 6.
Teacher tells students to write
example in their exercise book.

Students copy on
their book.

Teacher explains 4 : 6 is not the

lowest terms because the HCF
(highest common factor) of the
quantities, 4 and 6 is 3. Hence,
can simplifying a ratio to the
lowest terms by dividing both
quantities by the HCF.

Students
focus
on how to solve
the question.

Teacher explains the ratio 2 : 3 is

in the lowest terms because the
HCF of the quantities, 2 and 3, is
1.
Teacher asks whether
students understand or not.

the

Students
response towards
teachers
question.

Teacher tells students to answer

the next question in the handouts
that already given.

Students answer
the questions.

The questions are:

1. Simplifying this ratios to the
lowest terms.
a) 16 : 24
b)
Teacher picks two students at
random to answer that questions.

Student comes in
front to write
down the answer.

Conclusion
(5 minutes)

Teacher gives the correct answer

and guide students regarding that
question.

Students
write
the
correct
answer on their
books.

Teacher summarizes the content

that already taught in the class.

Students
listen
and respond to
the conclusion.

Teacher explains that do not

compared our self with the other
person because we have our own
capabilities and weakness.

Follow-up activites :
1. Teacher gives exercises to the students as homework.
2. Teacher tells to the students to submit it on the next class.

Self-evaluation :

Supervisors comment :