You are on page 1of 14

Math lesson plan

(Ratios)

Preparation Tasks Teacher Candidate


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.

First Name Last Name Email Date and Time

Mahasen Katoush mahasenk@hawaii.edu Wednesday November 14,


10:20- 11:45

Semester and Year Grade Level Subject/Content Area Lesson Duration

Fall 2018 6th grade Mathematics ( Ratios) 85 minutes

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.

Enduring Understanding(s) Essential Question(s)


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.

Student Learning Objectives/Instructional Goals


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.

Application of skills and strategies


(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.)

Lesson Procedures:Instructional Strategies and Learning Tasks


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)

Instructional component Sequence of Activities

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.

● Ask the students,”If we bought three cookies for two dollars,


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

6. Independent work (You ● https://drive.google.com/file/d/17KR7MWs22I7stWPUfO5FfmiYVEcGoJXu/view


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.

Differentiation According to Students’ Needs


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.

UDL Proactive Differentiated Instruction


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

Category Type of Proactive Differentiated


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.

Cultural Considerations None

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)

Use Reflection Template

Teacher Assessment Tool

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

Students’ First Name


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