Grade

6 Mathematics Unit Plan: Ratio and Proportional

Relationships
Teacher’s Name: Mamta Matai Subject/Course: Mathematics

Lesson Title: Ratios and Proportional Relationships Grade Level: 6, Next Generation School, Dubai

Approximate Time Frame: 3-4 weeks

Essential Vocabulary: Ratio, Equivalent ratios, Number line, double number line, Tape diagram, Ratio
table, Co-ordinate plane, scaling, part to part, part to whole, rate, unit rate, per, equivalent rates,
percent, conversion factor, proportion.

Brief Overview of the Unit:

In this unit students will be introduced to ratios and proportions. Students will practice identifying ratios
from pictures, graphs, models and word problems. Using these skills, students will be able to identify
proportional ratios to describe proportional situations as well as predict outcomes. Ratios and
proportional reasoning is a critical unit in the middle school years because it is through this unit that
students’ understanding of multiplicative comparison is scaffolded upon .This unit will serve as an
important foundation for grade 7 work with proportional reasoning and algebraic functions as well as for
geometry and trigonometric ratios in high school. Students will gain understanding about the usefulness
of ratios in daily, real-life situations, making sense of various derived attributes like speed, acceleration
etc. in sciences and will develop ability to interpret various descriptive statistical data.
Students will demonstrate their understanding on the topic by presenting their project
assessment working in small groups thus contributing to the six Cs of success: Creativity, Connecting
Minds, Community, Collaboration, Critical thinking and Communication, the educational philosophy that
drives the school which follows American Common Core Standards thriving to foster learners with
immense civic responsibility and develop them as successful contributing members to the global society.

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Stage 1 – Desired Results (Acquisition, Meaning-Making and
Transfer)

Key Standards: Understand ratio concepts and use ratio reasoning to solve problems

1) CCSS.MATH.CONTENT.6.R.P.A.1 : Understand the concept of a ratio and use ratio language to

describe a ratio relationship between two quantities e.g. “For every vote candidate A received,
candidate C received nearly three votes.”

2) CCSS.MATH.CONTENT.6.R.P.A.2: Understand the concept of unit rate a/b associated with a ratio
a : b with b not equal to zero, and use rate language in the context of a ratio relationship e.g. “We
paid $75 for 15 hamburgers, which is a rate of $5 per hamburger.”

3) CCSS.MATH.CONTENT.6.R.P.A.3 : Use ratio and rate reasoning to solve real-world and

mathematical problems e.g. by reasoning about tables of equivalent ratios, tape diagrams, double
number line diagrams or equations.
3a) Make tables of equivalent ratios relating quantities with whole-number measurements, find
missing values in the tables, and plot the pairs of values on the coordinate plane. Use tables to
compare ratios.
3b) Solve unit rate problems including those involving unit pricing and constant speed. For example, if
it took 7 hours to mow 4 lawns, then at that rate, how many lawns could be mowed in 35 hours?
At what rate were lawns being mowed?
3c) Find a percent of a quantity as a rate per 100 (e.g., 30% of a quantity means 30/100 times the
quantity); solve problems involving finding the whole, given a part and the percent.
3d) Use ratio reasoning to convert measurement units; manipulate and transform units appropriately
when multiplying or dividing quantities.
4) CCSS.MATH.CONTENT.6.E.E.C.9 : Represent and analyze quantitative relationship between
dependent and independent variable. Use variables to represent two quantities in a real-world
problem that change in relationship to one another.

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 TRANSFER:
Students will develop relationship understanding and will be able to apply mathematical knowledge to
analyze and model mathematical relationships in the context of a situation in order to make a well-
informed and calculated decision. They will be able to apply ratio and rate concepts to establish
equations with dependent and independent variables to represent, interpret and solve real-world and
mathematical problems. Students will acquire proportional reasoning which is useful in many real-life
situations including making price comparisons, determining the best buy, finding gas-mileage, scaling
recipes up or down, distance on maps, calculating tips, taxes discounts, unit conversion, money exchange
etc. thus nurturing them to become smarter consumers.

UNDERSTANDINGS: Students will understand

• Ratios express relationships.

• Ratios compare quantities.
• Difference between part to part and part to whole
• Special types of ratios are rates, unit rates, and percentage and that fractions, decimals,
percentage and ratios are related.
• Ratio and rate reasoning can be applied to many different types of mathematical and real-life
problems

ESSENTIAL QUESTIONS:
• How can I model and represent rates and ratios?
• What are the similarities and differences between fractions and ratios?
• How can rates, ratios and proportional reasoning help us better understand the use of rates and
ratios in the world around us?
• How do rates evolve from ratios and how do they compare quantities?
• Why is it important to know how to solve for unit rates?
• What real-world applications use ratios and rates?

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 Acquisition of Knowledge and Skill
PREREQUISITE SKILLS/CONCEPTS:

• Multiples and Factors

• Divisibility rules
• Understanding of common factors
• Rules for multiplication and division to decimals and fractions

KNOWLEDGE : Students will know…

• A ratio compares two related quantities

• Ratios can be represented in a variety of formats .
• A percent is a type of ratio that compares a quantity to 100.
• A unit rate is a ratio which has its second term as 1.
• Proportion are equivalent ratios.
• How to use ratios to solve real-life problems.

ADVANCED SKILLS :
Students will use ratios, unit rates, and percent skills:
• In grade 7 to when working with proportional relationships and probability.
• When studying similar shapes and slopes of lines in geometry.
• In high school when understanding trigonometric ratios.

COMMON MISUNDERSTANDINGS:
• Misinterpret contextualizing part to part and part to whole ratios while solving word problems.
• Not scale to unit rate in order to create proportional comparison.
• Confuse the scale factors for each quantity.
• Switch the order of the ratio.

Skills/Performance: Students will be able to…

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 • Identify, describe and represent ratios in a variety of formats such as tape diagrams, double line
diagrams, equations to solve rate and ratio problems.
• Represent unit rate using visuals, charts, symbols, and rate language
• Use rate reasoning to solve real-world and mathematical problems
• Make and interpret tables of equivalent ratios.
• Plot pairs of values of the quantities being compared on a coordinate plane.
• Solve percent problems.
• Select an appropriate scale to represent drawings.

Stage 2 – Assessment Evidence

PERFORMANCE TASK: “DIWALICIOUS RECEPIE PROJECT”

Its Diwali and to celebrate the occasion, students need to work in groups of four and present to the class
a brochure (goal) of the old and new group chosen recipe to demonstrate the skills and understanding
acquired during the unit on ratio and proportional relationship. Students will assume the role of
professional chefs (role) and present to the rest of the class and teacher (audience) . Any recipe from
internet/cookbook having minimum 8 ingredients and originally serving 4-5 people should be selected.
This should be scaled to cater all the students in the class of 24 (situation). Students should develop a
system of measuring and recording the ingredients and their proportions used (performance) in an excel
sheet which should be submitted to class See Saw. Presentation of the brochure and “cooked delicacy”
will be done in class explaining how the measurements were converted to unit rate and the scaled to
meet the objective. Although the prerogative to assess the brochure rests with the teacher, there will be
peer evaluation on the culinary skills!!

Key criteria: The brochure must include:

• Original recipe

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 • Ratio for one serving (Think unit rate)
• Proportion used to increase the recipe to serving size of 24
• Show ALL work to solve proportion
• Round your measurement to the nearest half
• New, scaled recipe-ingredient and new amount to serve 24
• Explain the math you used to solve this problem. Your strategies! And directions to make the
recipe
• Be Creative! Use drawings, pictures to demonstrate your knowledge of ratios and proportion

Other Evidence :

Pre-assessment
• Equivalent ratios and multiples
Formative assessments
• Identifying and representing ratios-M&M activity
• Quiz on scaling, graphing and unit rates
• Representing ratio and percent
• Interpreting ratio table
• Multiple representations of ratios
• Conversions
Summative assessment
• Performance task
Self- assessment
• Reflection on understanding concepts
• Identifying Interesting and challenging tasks
• Identifying topic least understood.

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Stage 3 - Learning Plan, Experiences, and Instruction:
Learning Activities:
The Teacher will…
W • Discuss the learning outcome of
Where are we going? the unit.
What is expected? • Discuss the importance of
learning the concepts and the
understanding students are
expected to develop by the end
of the unit.
• Provide an overview of the
primary performance task and
provide a rubric for the same.
• Prepare bulletin board to
provide examples of
performance task.
• Provide vocabulary list.
H • Expose students’ pre-
How will we hook instructional understanding by
(Introduce this to) using individual Journaling to
the students? pre-assess student knowledge
How will we pre- on concepts of Multiples and
assess student equivalent fractions to form a
knowledge, concrete base for
understanding and differentiation and alter
skills to inform instruction.
instruction?
• Initiate the building of web of
real-life applications of ratios.
E • Facilitate concept attainment by
How will we equip providing for investigating
students for examples.
expected • Flipped class with leading
performances? questions, videos, and
readings.
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The Student will…
• Gain understanding on
concepts of ratio, unit rate,
percent, and proportional
reasoning and will deepen
their understanding of the big
idea of how quantities are
related to each other, the use
of the proportional reasoning
in real life and other disciplines
like science, geography.
• Generate questions to acquire
a better understanding of the
topic.
• Demonstrate their
engagement in the class by
building the web day by day as
they advance through the unit
and build their conceptual
framework to brainstorm real
life and intradisciplinary
applications of ratio
• Will develop their own
“definition” of the ratio as part
to part and part to the whole
by investigating examples to
distinguish examples from
non-examples.
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 • Provide manipulatives and
activities illustrating real-life
applications of ratios.
• Supply weekly assignments to
allow opportunities for practice.
R • Encourage students to keep
How will we rethink building the web of real-life
or revise? (on-going, applications for ratios.
formative, keep • Organize activities to reinforce
coming back as vocabulary
needed)
E • Appraise assignments.
How will students • Review graphic organizer-Ratio
self-evaluate and web of real-life applications.
reflect their learning? • Evaluate project “Diwalicious”
T • Use pre-assessment strategy of
How will we tailor individual journaling to
learning to varied understand each child’s zone of
needs, interests, and proximal development thereby
learning styles? altering instructional support.
(differentiation, • Determine an appropriate
accommodation, starting point for each
modification) student.
• Provide a variety of working
modalities
• Make available “Teacher and
Me Time’ for additional help.
• Asking open-ended questions to
encourage better participation.
O
How will we organize Week-1 :
the sequence of • Pre-assessment test to make
learning? (please instruction adjustments, based
include the on this test learners may be
sequence) placed in groups according to
their levels allowing for
differentiated instruction
leveraging the appropriate level
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• Scaffold their knowledge as the
activity of building the ratio
web advances on the bulletin
board.
• Establish connections of the
topic with other disciplines
• Collaborate to learn and
understand the nuances of
vocabulary assigned.
• Assess their contribution to the
ongoing task of building up the
graphic organizer
• Self -valuation of the
performance task based on
rubric provided
• Work in collaboration to
complete the performance
task to compliment skills.
• Work with partners for
incorporating think- pair share
to understand, discuss and
present ideas to address
classroom’s range of learning
and personality types.
• Respond in their individual
journals to the questions
posted on the board, share
their responses with partners,
few will present their ideas by
to the class to initiate
questions and debate(DOK 1).
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 of content complexity for
students.
• Introduce key ideas for ratios
by:
• providing samples of things that
can that can be represented as
ratios. (to provide for tactile
learners)
• Explain through tape diagrams,
double number line pictures
ways to represent a ratio. (to
address visual learners)
• flipped leading question with
videos, reading the material at
home to discuss individual
learning and interpretation of
concepts in class.
• take students on a “ratio tour”
in the school. (to cater to
students preferring kinesthetic
preference of learning style)
• Introduce vocabulary by
sending learners on an internet
vocabulary Quest.
• Conduct formative assessment
at the end of the week: An
activity with M&Ms
Week-2:
• Understanding unit rate and
application of ratios
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• Derive the basic definitions of
a part to part and part to
whole ratios from their
understanding of samples and
create posters of the same for
the concept wall. (activity to
suit tactile learning
style)(DOK2)
• Count and record various
things on this tour and
represent them as ratios in two
different ways(DOK1)
• Play Pictionary race to
reinforce vocabulary. (DOK1)
• Will document on a chart the
total number of M&Ms,
fraction of colors, reduced
fractions, each color to total in
ratio and fraction form. (DOK1)
• Will define unit rates and
makeup problems to exemplify
unit rates. (DOK1)
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 • Anticipatory set: Questions
practicing graphing
• Khan Academy video (2 min) to
explain the concept of unit rate.
• Initiate creation of ratio-web.
• Discussion/ Introduction of
scaling through direct
instruction. (addressing
auditory learners)
• Provide integration opportunity
of the concept with Geography
• Formative assessment at the
end of week 2
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• Will develop a mind-map of
real-life applications of ratio to
be displayed on the bulletin
board. This will be an ongoing
activity until the end of the
unit. Students will keep adding
on this as they uncover related
concepts of rate, percent,
decimals and investigate
applications of these concepts
in different subjects such as
science, geography, finance
etc. Will justify their
contribution to this mind-map
by proving its relevance to the
topic. (DOK2 and 3)
• Will practice scaling/making
proportions. Computer game
activity. ( addressing
kinesthetic learning style)
(DOK1)
• Students to bring maps of their
topic of choice from
Geography class and calculate
actual distances using acquired
scaling skills. (DOK1)
• Quiz: Graphing, unit rates, and
scaling
• Exit Slip: Give self-evaluation
on class participation this week
and list areas of review from
this week where help is
needed.
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 Week 3
• Introduce the concept of
percentage using visual aids.
(addressing visual learners)
• Facilitate think pair share to
develop further understanding
of the topic. Provide reading
material
• Show connections of the
concept with various other
disciplines like Chemistry,
Physics, Finance, population.
• Review the web-ratio map on
the bulletin board.
• Assessment of conversions, unit
rate problems, ratio
representations, and filling up
ratio tables at end of week 3.
• Provide homework assignments
for practice.
Week 4:
Proportional reasoning.
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• Will discuss and debate how
percentage, fractions, and
decimals are related. Will
explain the relationship using
the SEEI model. Will read,
research and discuss within
small groups to understand the
relationship to state,
elaborate, exemplify and
illustrate the topic.(DOK2)
• Students to work in groups of
four, choose one of the areas
each and formulate problems
in the area, work out solutions
and present them on
whiteboard explaining
phenomena in these fields in
terms of ratio.(DOK3)
• Brainstorm more examples of
real-life applications to add to
the web-ratio map
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 • Demonstrate with a simple
circuit the increase in current in
proportion to the increase in
voltage integrating the concept
of proportional reasoning with
Science.
• Group students for the
performance task-“Diwalicious”
and discuss expectations with
the help of rubric.
• Review web-ratio mind map
• Review fractions ratios,
proportions, graphing, unit
rates, percentage, and scaling.
• Evaluate the success of your
lesson plan by analyzing the
feedback self -evaluation slips
filled by the students. Student
participation and attendance
gives a reasonably clear
indication of the success of the
lesson. Measure and analyze
student performance in their
formative and summative
assessments to know the
effectiveness of your
instructional practices.
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• Will record at least 5 readings
of current (dependent
variable) as the voltage
(independent variable) is
changed thus establishing
proportional and relationship
reasoning. Will plot a graph of
the readings.(DOK1)
Extended work: To establish
the linear relationship of
variation and discover the
constant of proportionality as
the resistance, understanding
ohm’s law.
• Will research to find their
appropriate recipe
• Work on recipe project.
• Submit excel sheet showing
calculations on seesaw and
present brochure and cooked
delicacy in class.(DOK 2)
• Add more real-life illustrations
with the new understanding of
proportional reasoning on the
mind map.
• Exit Slip: Students will evaluate
their learning experience by
recording the most interesting
and challenging task they
performed during the unit and
rate their understanding of
different concepts on a
continuum from excellent to
poor. They will also list down
their least clear or muddiest
point.
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Special Needs (include all learners on the continuum from disabled to gifted & twice
exceptional):

Modifications (changes to the Core standard(s) and Accommodations (supports or instructional

level of proficiency expected):
Standards to be upraised to
CCSS.MATH.CONTENT.7R.P.A.A.1,
CCSS.MATH.CONTENT.7R.P.A.A.2,
CCSS.MATH.CONTENT.7R.P.A.A.2A
CCSS.MATH.CONTENT.7R.P.A.A.2B AND
CCSS.MATH.CONTENT.7R.P.A.A.2C to challenge
gifted students.
adjustments):
• Creating learning stations to facilitate
differentiated content.
• Individual journaling to know each
student’s zone of proximal development.
• Multiple modalities to address different
learning styles.
• Think-pair-share to address a range of
learning styles.
• Group performance tasks.
• Use of a variety of assessments like quiz,
performance task and activities done in
solo, pairs, small and large groups.
• Using feedback from exit slips during the
unit plan to alter instruction.
• Extra time to SEND students for formative
assessments.
• Simpler assessments for SEND
• Extended learning for gifted and
exceptional students.

Plans for after this lesson/competency is complete (How will you extend, enrich?):
• Provide extended work to challenge students who will be required to analyze and interpret
information from graphs of demographic statistics of their country regarding state-wise
population distribution as per age and sex and submit an informational essay on the same.

Key Resources Used: Websites, books, film clips, etc.

Type of Resource(s): Name of Resource(s):
Khan Academy video for flipped class https://www.khanacademy.org/math/pre-algebra/pre-
algebra-ratios-rates/pre-algebra-ratios-intro/v/ratios-
intro

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 Khan Academy video to explain the concept of https://www.khanacademy.org/math/pre-algebra/pre-
unit rates. algebra-ratios-rates/pre-algebra-rates/v/finding-unit-
rates
A website for scaling activity http://www.hbschool.com/activity/elab2004/gr6/9.html

Manipulatives Lego blocks, pictures of tape diagrams, double line

diagrams, cards, M&Ms, markers, chart paper, graph
paper
Equipment Variable power supply, ammeter, voltmeter, connecting
wires, switch, resistor.
Reading Material mcu-Mathg6-RatioRatesPercent_1 (3)
Rubric and sample mind-map attached

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 Rubric for performance task-Diwalicious, a recipe project

Teacher Name: Mamta Matai

Group Name: ________________________________________

CATEGORY 1 2 3 4
Using Proportions Fails to use Sets up Correctly set up Correctly set up
proportions proportions that proportions with proportions to
are incorrect 1-2 minor errors increase recipe
with no errors

Using Unit Ratios Fails to calculate Uses unit ratios to Uses unit ratios Demonstrates an
unit ratios scaled down the with 1-2 minor ability to use unit
correctly. recipe, however, errors ratios accurately
Calculations have calculations have with no errors
more than 5 errors 3-4 errors
and ingredients are
less than the
required number
of 8
Increasing a recipe Includes Includes a Includes a Includes an
significantly calculation of the reasonable accurate and
flawed calculation amounts needed calculation of the complete
of the amounts with some errors amounts needed to calculation of the
needed increase the amounts needed to
recipe, however, increase a recipe.
there are some There is no
rounding errors rounding off
errors
Conceptual Describes Describes Describes Describes
Understanding strategies for strategies for strategies for strategies for
setting up and setting up and setting up and setting up and
solving solving solving solving
proportions that proportions that proportions that proportions that
show little shows some show a good show a strong
understanding of understanding of understanding of understanding of
concepts the concepts the concepts the concepts
Brochure The brochure has The brochure has The brochure has The brochure has
aesthetics no proper well-organized attractive exceptionally
formatting and information. formatting and attractive
unorganized well-organized formatting and
information. information. well-organized
information.

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 Sample of mind map to be created for bulletin board

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