Review of Ch.

8 – Ratios and Proportions

Candidate Name: Dawn Rauwolf Host Teacher Name: Evan Raber

School: Schoenbar Middle School Grade Level(s): 7th # of Students: 16 students
Date & Time of Lesson: Wed., Feb. 26, 2014 Length of Lesson: 20 minutes
Topic of Lesson: Content Area(s): Math
Review of Ratios and Proportions
Materials including technology:
whiteboard
dry erase markers
pencils
paper
calculators
textbook - McDougal Littell Math Course 2, pgs. 437-440 End of 8, Chapter Review.

Alaska Standards: Alaska English/Language Arts and Mathematics Standards – Adopted June
2012
Grade 6, Understand ratio concepts and use ratio reasoning to solve problems.
Grade 7, Ratios and Proportional Relationships: Analyze proportional
relationships and use them to solve real-world and mathematical problems.

6.RP.2. Understand the concept of a unit rate (and use rate language in the
context of a ratio relationship) and apply it to solve real world problems.
7.RP.2. Recognize and represent proportional relationships between quantities.
Make basic inferences or logical predictions from proportional relationships.
a. Decide whether two quantities are in a proportional relationship.

Profile of Your Students (cultural, language, developmental and behavioral characteristics):

These students are 7th graders. There are 16 students in the class and they are all considered to be proficient in math.
This is a Math 7 class, which is the math class that a majority of 7th graders are put into at the beginning of the year. A
few students have been moved into this class from the pre-algebra classes, either because the pre-algebra work was too
difficult for the student, or because a parent requested it.
There are 3 Alaska Native students, 5 Filipino students, one ESL student. There are 9 boys and 7 girls in this class.

STAGE ONE STAGE TWO:

Objective(s): Student Assessment:

1. Student will compare fractions. 1. Student can write and solve proportions.
2. Student will explain how to solve proportions two ways. 2. Student can write and solve ratios.
3. Student will determine slope of a line 3. Student can complete assigned problems.
4. Student will explain and calculate unit rates. 3. Student can complete end-of-chapter test.
5. Student will find factors to calculate unit prices. 4. Student can calculate unit price
STAGE THREE: Opportunities to Learn
Introduction/Hook

Show students a few real-world price tags. Show the important elements on a price tag. Look for description of product.
Look for quantity (usually broken into servings, grams, oz. or lbs.) Look for price. Look for price per serving. Look for
price per oz. or price per gram. or price per pound. Show students how to calculate the unit price using…. the total price
and the total #of servings, oz., grams or lbs. in the package.

Three examples real-world unit pricing.

6 review problems are written on the whiteboard. This gives students an idea of the lesson for the day.
Show students the goals for the day.

Procedure and products Differentiation/Accommodations/Modifications

Have students turn in their homework from the night

before.
Show students the goals for the day. These are written on
the side of the whiteboard. That way, students know what
is expected of them for the class period.
1. We’ve already talked about unit prices. Follow up with
the idea that unit prices need to be solved using a 1 in the
denominator. This is a ratio problem at heart; help students
see the relationship.
2. Go over the problems on the board. There is a variety of
math ideas and concepts because this is a chapter review.
3. Invite students to come to the whiteboard to explain to
the class how to solve the problem and then allow students
to have a go at solving the problems on the board.
Have a few real price tags in the room for students to look
at and use. It could be fun to have a game using the real
price tags. Students love games!
Some students may not want to come up to the board to
solve problems. Allow students to have free choice.
Some students like to be able to check over their answers
with their neighbor or friend. Allow for social interaction,
as long as the students are progressing through the
assignment. Collaboration is OK.
Allow students to check their work against the answer key
periodically.

4. Go over each problem with students.

5. Be sure students can recognize and solve proportion and

ratio problems. Even when the proportion is not easily
solvable.

6. Go over tricky or difficult problems with the whole

class. For students who don’t know how to solve the
problem, it is OK to work with them alone at their desks, or
the teacher can quickly assess for understanding and decide
to work that specific problem on the whiteboard.

Closure:

Assign homework problems from McDougal Littell Math Course 2 textbook, pgs. 437-440, and then work alongside the
students to solve the assigned problems.

Reflection

This was an interesting lesson to teach. Chapter 8 was mostly about ratios and proportions, so the work was all related. I
didn’t teach the students about how to solve any problems except Unit price. I think this is a good skill for students to
know well since it can serve them well throughout life. By being able to calculate the unit price on grocery store shelves,
you can decipher whether the item is expensive per unit or a good deal. Sometimes grocery stores can be tricky.

Some students enjoyed being able to come to work on problems on the board. Some students did not want to get up in
front of their classmates. I like being able to honor the students’ preferences. I think students should be treated with
respect, and this is part of being respectful – giving the students a chance to decide.

The students did OK on this lesson. I could have done a better job in preparing the whiteboard and daily goals for
students. I like being able to give kids a good example – so it was important for me to use neat handwriting on the board
and when I worked a problem – it was important for me to leave it there for a bit, just in case students needed to learn
from it. They won’t have anything in front of them for the chapter test though.

Some students were able to finish all of the homework before the class period ended, but most had a few math problems
for homework. These students are able to access online math books at home, using their school-owned laptops.

Attachments: 3 artifacts of student work

Photo of the whiteboard after the lesson was over. I wrote problems all across the board and allowed students to explain
how to solve, and then they solved it. These problems were very similar to what was going to be on their chapter 8 test
the next day. I think proportions are very useful, so I’m glad we spent some time going over this concept.

Photo of the whiteboard at the end of the lesson. I wrote down key problems on the board and we went through them as a
class. I talked about a few problems, explained how to solve, and then students worked on some too.
Calculating unit price was tricky for his class. You can see a unit price problem in the middle bottom of this photo.

These three homework samples show that these students were able to finish most of their assigned problems during the
math period. This means that they don’t have to do math at home. They can leave their papers at school and worry about
their other classes.
 Neat handwriting. This student finished the assigned problems in class.
There was about 20 minutes of classtime remaining after I taught my lesson.

Another student with completed homework. Mr. Raber has a really great
culture in his classroom. There is humor and helpfulness. Students are allowed to talk quietly during their work time and
they are allowed to get up to sharpen pencils, confer with friends, look at the answer key, etc. Only a few students choose
to be disruptive with these privileges, and Mr. Raber is able to get the students to knock it off. For the most part, the
classroom is very organized, sparse walls, clean countertops. Nothing extraneous in the classroom. The back counter
only holds math books, answer keys, and a pencil sharpener. Mr. Raber is really good at using his computer and his
mimio. http://www.mimio.com/en-NA/lp/Teach123/index.aspx?code=pria56 I have only seen a few of these in the
Ketchikan Gateway Borough School District, but I think that teachers like them.