Basic Productivity Tools (BPT)

Lesson Idea Name: Ratios and Proportions

Content Area: Math
Grade Level(s): 7th
Content Standard Addressed: MGSE7.RP.2a Decide whether two quantities are in a proportional
relationship, e.g., by testing for equivalent ratios in a table or graphing on a coordinate plane and observing
whether the graph is a straight line through the origin.

MGSE7.RP.2b Identify the constant of proportionality (unit rate) in tables, graphs, equations, diagrams, and
verbal descriptions of proportional relationships.
Technology Standard Addressed: Empowered Learner 1.1C Students use technology to seek feedback that
informs and improves their practice and to demonstrate their learning in a variety of ways.

Selected Technology Tool: Microsoft Excel

URL(s) to support the lesson (if applicable):

Bloom’s Taxonomy Level(s):

☒ Remembering ☒ Understanding ☒ Applying ☒ Analyzing ☐ Evaluating ☐ Creating

Levels of Technology Integration (LoTi Level): (Select the best level) (Delete red instructions before
submitting to your Weebly)

☐ Level 1: Awareness ☒ Level 2: Exploration ☐ Level 3: Infusion ☐ Level 4: Integration

☐ Level 5: Expansion ☐ Level 6: Refinement

Universal Design for Learning (UDL): I selected the Microsoft Excel worksheet for this activity. Using ratios
and proportions in mathematical problems I want the student to find the missing information in the first
problem. They are given some information in the chart. The students are being asked to fill in the chart by
finding the price of 1 pound of apples. Once they complete the chart, they are going to look for patterns
within the chart and the graph. They will be looking for the constant of proportionality. We will go over this
activity together after the students have worked on it for 15 minutes. Each student will work with one
other student to complete the activity. This activity helps students to recognize patterns and solve
problems using a chart and graph. They will be able to see their work.
Lesson idea implementation:
Day 2: Ratios and Proportions, the students will be learning to recognize the constant rate of
proportionality. This is going to be evident in the chart and in the graph as students begin to look for
patterns. They are going to see how each number in the chart is being represented on the graph. The
students will also see where which axis represents each side of the chart. The students will be looking at
the representation of the graph and the chart. To extend the student learning to a higher learning level I
will ask students to create a chart and then choose a graph that best represents the information in the third
problem.
The students will be using technology to help them to create visual representation of the ratio
problems using charts and graphs. This will allow them to explore the different ways of representing the
information in the problems. It will take students approximately 20 minutes to complete. I will be walking
around the room and checking on each groups work as well as asking questions to help guide them and
check for understanding. I will conclude the lesson by allowing volunteers to come up and explain their

Spring 2018_SJB
 Basic Productivity Tools (BPT)
charts and graphs. I will ask them to share what patterns they see in the charts as well as what patterns
they notice in the graphs. I will give them feedback as I am walking around during the group work and after
they share their charts and graphs with the class. The students will turn in the spreadsheets for a grade.

Reflective Practice: I feel that students will have a deeper understanding of ratios and proportions as well
as using graphs and charts to represent data. They will be able to see how patterns in the chart will look in
the graph. They will also see that different graphs are used to represent different types of problems. To
further extend the lesson I would give the students 3 additional real world problems using ratios,
proportions, and percents and ask them to create the chart and the graph for each problem. Then I would
have students volunteer to share their work in front of the class. I will display their charts and graphs on
the SmartBoard so they will be able to interact with the technology in front of the class. We will discuss the
ways they solved the problems, what strategies they used and what patterns the students noticed. I can
also use Desmos to display this same ratios, proportions, and percent problems. There is another
productivity tool that I could also use to create graphs for these real world problems. It is called
www.NCES.Ed.org and is used to create graphs and entering data into the charts. Student can get practice
in using both productivity tools.

Spring 2018_SJB