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You are on page 1of 14

(Ratios)

1. Write the date of your formal observation. Double check Nov 14, 2018

that you have signed up for an observation on the Google

calendar.

2. Write the date of when you need to provide a lesson plan Nov 5, 2018

draft to your Field supervisor.

3. Write down the dates of when you and your mentor teacher Oct 31, 2018

discussed the lesson plan.

4. Write down the date of when you “sent” or “printed” a draft Nov 5, 2018

of your lesson plan for your mentor teacher.

5. Write the names of students who do not have an approved As of today Nov 5, 2018.

video media release form (disregard if you do not need to All of them brought back the media release form except, IIoa.

videotape).

6. If you are teaching the lesson outside of the classroom, did Inside classroom

you coordinate with your mentor teacher and other faculty

about the use of space? What is your back up plan if this

space becomes unavailable that day? (e.g., you might want

to teach outdoors but the weather forecast is rain for that

day)

7. Does your lesson plan include:

● any text that students will read? ● Worksheet:

● a teacher assessment tool to measure students https://drive.google.com/file/d/17KR7MWs22I7stWPUfO5FfmiYV

learning based on the standards and benchmarks? EcGoJXu/view

● activity sheets that students will use in the lesson? ● Activity

● A completed copy of your teacher sample of the

student activity sheet?

v7 – 08/01/17

Elementary Education Program (EEP) – College of Education – University of Hawaii at Manoa

8. Describe any parts in the lesson that you would like more Please feel free to provide any feedback necessary.

guidance with in planning. *NOTE: the amount of

feedback/suggestions you receive from your field supervisor

and/or mentor are contingent on your submittal of the

lesson plan draft by the specified 7 working days prior to

observation.

10:20- 11:45

v7 – 08/01/17

Elementary Education Program (EEP) – College of Education – University of Hawaii at Manoa

Title

Ratios

Overview

A brief description of the lesson’s content and how it relates to a larger unit of instruction. Explain why the skills and knowledge are important for

students to develop. Include prerequisite student knowledge required to meet lesson outcomes and relationship to future learning.

(1a: Demonstrating Knowledge of Content and Pedagogy)

Ratio can be shown in different ways: either by using a semicolon”:” to separate examples, or ”/” to separate one value

from the total, or decimal and percentage where they can divide one value by the total.

Students will demonstrate their understanding of the concept of ratio by using ratio language to describe relationships

between quantities. Also, they will be able to compare between two quantities, where it shows how many times one

quantity is greater than the other.

Important ideas or processes for the students to explore and uncover Promote inquiry to discover the enduring understanding(s)

(1a: Demonstrating Knowledge of Content and Pedagogy) (1a: Demonstrating Knowledge of Content and Pedagogy)

● A ratio expresses the relationship between two

● How do we use ratios to compare two quantities?

quantities.

● How can I model ratios?

● Ratios compare two measures of same product.

Content Standard(s)

Standardized statements about what the students should know or be able to do (i.e., The Common Core State Standards (CCSS) or Hawaii

Content & Performance Standards III) that align with the enduring understandings, essential questions, and student learning objectives.

(1c: Setting Instructional Outcomes)

CCSS.MATH.CONTENT.6.RP.A.1

Understand the concept of a ratio and use ratio language to describe a ratio relationship between two quantities.

I can compare between the number of females and males in the class.

Knowledge of Students

A description of 1) studentsʻ current level of understanding and experiences with the content in the lesson and 2)the students’ interests, unique

characteristics, and needs. (1b: Demonstrating Knowledge of Students)

● Students know that a "part" is a piece of something or one thing in a particular group.

● Students know that a "whole" represents all the combined pieces of something or all the items belonging to a

particular group

v7 – 08/01/17

Elementary Education Program (EEP) – College of Education – University of Hawaii at Manoa

● Students have been introduced to basic multiplication facts.

● Students know how to divide.

● Students have been introduced to equal groups.

What the students are expected to be able to do and/or to know by the end of the lesson or by the end of multiple lessons.

(1c: Setting Instructional Outcomes)

●Students will demonstrate their understanding of the concept of a ratio by using ratio language to describe

relationships between quantities.

●80% of students will understand the concept of ratios.

●Students will be able to compare between two quantities, and show how many times one quantity is greater than the

other.

(Briefly describe what skill and strategies will be used by students to learn the benchmark)

Skill Strategy

(a learning behavior that is intended (Techniques that will help students learn the skill)

for students to do automatically)

Reasoning Students have the opportunity to compare equivalent ratios and diagrams.

Comparison Students will be able to compare between two objects using real materials to

demonstrate their thinking.

Student Assessments

Checks for student understanding throughout the lesson (formative assessment tasks) and evaluation of how the students have met the student

learning outcomes including the evaluation criteria (summative assessments) and all assessment tools. (1f: Designing Student Assessments)

● The students will be given a worksheet to examine their understanding of the concept.

● After data collection 80% of the students should be able to understand the ratio concept.

● As students are working on the answers, I will do a quick walk around the class to evaluate students work and

make observations.

● The included table will be a tool to collect data.

v7 – 08/01/17

Elementary Education Program (EEP) – College of Education – University of Hawaii at Manoa

Academic Language Demands and Supports

The ways that students will be required to use content area language during the lesson and the instructional strategies to be used to help the

students to meet the language demands. (1a: Knowledge of Content and Pedagogy; 1b: Knowledge of Students)

Academic vocabulary:

●Ratio

●Relationship

●Quantity

Language Supports:

Teacher will ask the students a question to help them understand the relationship between two quantities.

For example: ” How many girls are in the class compared to boys?”

Lesson Procedures

A description of the sequence of learning experiences (what the teacher will do and say and what the students will do during the lesson)

including the launch of the lesson, the ways the materials will be presented, the ways the students will actively engage in learning, the questions

posed, and the lesson closure. (1a: Demonstrating Knowledge of Content and Pedagogy; 1e: Designing Coherent Instruction)

Use GRR model provided below OR content specific lesson framework (5E model, IDM etc.)

A description of what the teacher will do and say and what the students will do during the lesson that 1) uses clear steps that

convey the use of multiple strategies, supports, and resources and 2) list opportunities offered for multiple modes of participation

Keep in mind that each lesson may not have all of the GRR Instructional components and add/delete rows if adapting). Be specific,

write what you plan to say and include examples of what you will do. Start with an action verb.

CORRECTLY NUMBER BULLET EACH STEP in one numeral sequence (e.g., 1, 2, 3). Use letters if there are substeps (1a,

1b, 1c)

Classroom management ● First, I will get their attention by either saying the attention getter my

attention getter mentor uses which is “ EO”, or just by saying I want your attention please!

● Set the class and lesson rules. For example, if they want to ask a question

they need to raise their hands.

v7 – 08/01/17

Elementary Education Program (EEP) – College of Education – University of Hawaii at Manoa

1. Introduction

10 minutes

.

● Students will explain that a ratio is a comparison of two quantities.

● I will project the image I have for the apples and bananas, and ask.” How many

apples do we have here?”

● “ How many bananas do we have here?”

● Write it down for them to see using a ratio form 5:6

● Then I will ask them,” How can we compare the number of apples we have to the

number of bananas?”The students answers will lead us to the exact meaning of a

ratio.

● Every student has prior knowledge related to ratios, like miles per hour ( miles:

2. Building Background

hours), and teachers to students( teachers: students), where we need to know if we

10 minutes

have enough teachers for the students in school. The principal always checks if he

has enough teachers for all the students at the beginning of the school year, and if

he needs to hire more teachers.

3. Focus/mini lesson (I

● how would we represent this information as a ratio?” The ratio of cookies per

do)

dollars

10 minutes

is 2 to 3. How we can write that in a ratio form?

● “The ratio is dollars to cookies, cookies: dollar, 3:2”.

4. Guided practice (We

1) Ask the students to get their white board to write on. The teacher will ask them: If

do)

we went to The Zoo and saw three Elephants and four Zebra’s: How could we show

20 minutes

the comparison of elephants to zebras in a ratio form? “Write that on the

whiteboard”.

v7 – 08/01/17

Elementary Education Program (EEP) – College of Education – University of Hawaii at Manoa

2) Then I will provide the students with materials to help them demonstrate the

concept of ratios, using a selection of different beads and a string. The students

will show their understanding of ratios by creating a bracelet with the beads to

represent a given ratio. Each student’s materials are previously prepared in a

ziplock bag and then given to the students to work on during guided practice.

3) The students will choose different shapes, sizes, or colored beads to create a

bracelet with a pattern that represents a ratio of 5 to 2.

5. Collaborative Group ● Ask the students to share their answers from guided practice with their friends on

work (You do it the same table( group).

together)

5 minutes

do it alone) 1. I will explain that this worksheet is to be completed and returned to me with your

names on it.

2. The first example is already done for you, each question worth one point.

In this worksheet, students will develop a good understanding about ratios. I will use it

as a formative assessment after the lesson ends.

7. Monitoring Plan

●Walk around and see if anyone needs help.

15 minutes

● Document my observation.

●Be mindful of students and make sure they are on task.

●To keep them focused I will remind them about the lesson rules using attention

getters.

8. Closure

●Ask the students to share about what they learned during today’s math lesson.

10 minutes

●Ask students to make sure their names are on their papers.

● Have students turn in their finished worksheet.

●Have students put away their math supplies and prepare for recess.

●If there is extra time after the ratio lesson students will go to IXL R.3 and start

practicing on the computer.

Adaptations/modifications to instructional strategies, the learning environment, content, and/or assessment tasks to ensure that all students (e.g.,

students who have IEPs/504 plans, students who are speakers of other languages, students who have advanced or emergent proficiency with the

content and concepts) have access to and are able to engage actively in the lesson.

(1b: Knowledge of Students;1e: Designing Coherent Instruction)

v7 – 08/01/17

Elementary Education Program (EEP) – College of Education – University of Hawaii at Manoa

Use the table below to address specific student needs in your classroom.

Intentional instructional activities in place to minimize the need for future RTI.

Instruction

Representing Content I will use the image about ratios which is located in the introduction section, this will help the

students understand the concept.

Engaging Student Interest The small activity when they create the bracelet can help them engage in the lesson and make

it more interesting.

Demonstrating Learning ● I will examine their thinking through out the worksheet practice provided, which can be

helpful to document what did they learn.

● If they needed more help understanding the concept, they need to ask a neighbor first

then ask the teacher.

Instructional Materials/Resources

All materials, handouts, resources, and technology tools that are needed to execute the lesson. (1d: Demonstrating Knowledge of Resources)

Resources:

Bolin., L. (2009, May 7). Ratios, Unit Rates, and Proportions. Retrieved from https://www.uen.org/lessonplan/view/23491

Burger, E. B. (2014). Go math. Orlando, FL: Houghton Mifflin Harcourt. Lesson 6.1 (Ratios)

Create A Graph. (n.d.). Retrieved November 15, 2018, from

https://nces.ed.gov/nceskids/createagraph/default.aspx?ID=708dfa780ae84d6386e7d00895be0056

Ratio worksheets. (2018). Retrieved from http://www.commoncoresheets.com/Math/Ratios/Ratios and Unit

Rates/English/1.pdf

Ratio. (n.d.). Retrieved from https://www.mathsisfun.com/definitions/ratio.html

Passy World. (2012, May 26). Introduction to Ratios. Retrieved from https://www.slideshare.net/bigpassy/introduction-to-

ratios

Materials:

Worksheet

Small activity materials like a string and beads, Images to project.

v7 – 08/01/17

Elementary Education Program (EEP) – College of Education – University of Hawaii at Manoa

Lesson Plan Reflection (if lesson is carried out)

An analysis of the effectiveness of the lesson (what worked well? what did not work as well?) in terms of student learning and the extent to which

the instructional outcomes were achieved based on specific evidence from the lesson and references to evidence-based practices and theories of

student learning. A description of how you will use what you learned from reflecting on this lesson in your future teaching.

(4a: Reflecting on Teaching)

v7 – 08/01/17

Elementary Education Program (EEP) – College of Education – University of Hawaii at Manoa

Bracelet activity

v7 – 08/01/17

Elementary Education Program (EEP) – College of Education – University of Hawaii at Manoa

v7 – 08/01/17

Elementary Education Program (EEP) – College of Education – University of Hawaii at Manoa

v7 – 08/01/17

Elementary Education Program (EEP) – College of Education – University of Hawaii at Manoa

Student Assessment Data Table

Ratio worksheet Bracelet activity

grades accurately done, and

the strategy they

used.

1. Alii 93%

✓ Used shapes

2. Dillon 100%

✓ Shape & color

3. Evan 100%

✓ Color

4. Maila 100%

✓ Color

5. Logan 100%

✓ Shape & color

6. Olivia 93%

✓ Color

7. IIoa 100%

✓ Shape & color

8. Tatum 93%

✓ Color

9. Eryn 67%

✓ Color

10. Katelyn 100%

✓ Color

11. Kiryn 100%

✓ Shape & color

12. Paige 100%

✓ Color

13. Kaeden 100%

✓ Color

14. Arieana 100%

✓ Color

15. Alisa 100%

✓ Shape & color

v7 – 08/01/17

Elementary Education Program (EEP) – College of Education – University of Hawaii at Manoa

16. Tyree Absent Absent

17. Addison 100%

✓ Shape & color

18. Mason 93%

✓ Color

v7 – 08/01/17

Elementary Education Program (EEP) – College of Education – University of Hawaii at Manoa

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