LESSON PLAN 1

Name:  Almeca Ross

WGU Task Objective Number: Objective 603.2.3-04

Lesson Title & Subject(s):  Ratios From Words: Mathematics

Topic or Unit of Study:  Ratios and Proportions

Grade/Level: 6th

Instructional Setting:  Students will be aligned in groups of four inside a regular education classroom setting.  The classroom has rectangular desks and separate chairs.  Students will be grouped in fours consisting of one proficient student, two approaching students and one struggling student. 

Common Core Georgia Performance State Standards(s):

Ratios and Proportional Relationships 6.RP

Understand ratio concepts and use ratio reasoning to solve problems.

MCC6.RP.1 Understand the concept of a ratio and use ratio language to describe a ratio relationship between two quantities. For example, “The ratio of wings to beaks in the bird house at the zoo was 2:1, because for every 2 wings there was 1 beak.” “For every vote candidate A received, candidate C received nearly three votes.”

MCC6.RP.2 Understand the concept of a unit rate a/b associated with a ratio a:b with a/b and (b not equal to zero), and use rate language in the context of a ratio relationship. For example, "This recipe has a ratio of 3 cups

of flour to 4 cups of sugar, so there is 3/4 cup of flour for each cup of sugar." "We paid $75 for 15 hamburgers, which is a rate of $5 per hamburger."

MCC6.RP.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.

MCC6.RP.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.

MCC6.RP.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?

MCC6.RP.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.

MCC6.RP.3d Use ratio reasoning to convert measurement units; manipulate and transform units appropriately when multiplying or dividing quantities.

Lesson Objective(s): Students will be able to write ratios correctly in all three forms for three out of five word problems.    

Instructional Materials: Students will be given graphic organizer to fill out during instruction.  The template is attached.  Ticket out the door to close the lesson will be administered to all students.

Resources:  Purple Math website http://www.purplemath.com/modules/ratio.htm was used for information about ratios and math slice was used for the problems that were assigned to students. http://www.mathslice.com/ratios_ws.php

Sequence of Instructional Procedures/Activities/Events:

1. Identification of Student Prerequisite Skills Needed for Lesson: (5 minutes) Students will be able to understand real number concepts.  Students will understand the numerator and denominator of fractions. The class opener will allow students to review their ability to reduce fractions.   

2. Presentation of New Information or Modeling:  (10 minutes) Students will be instructed through the concept of ratios.  Students will be directed by the educator on the different ways in which to write ratios.  Students will fill in the graphic organizer as the teacher presents the information using the attached file.  The file is presented to the class as an Interwrite file; but presented here as a pdf file. 

3. Guided Practice:  (10 minutes) This lesson is teacher directed.  Students will be given the graphic organizer to fill in while they are being led through the information by the teacher.  Teacher will lead student with the overhead and the Interwrite program.  The students will follow along and complete their own organizer.  Instruction attached.  Students will be guided through the process as well as simplifying the fractions at the end of the problem.

4. Independent Student Practice: (20 minutes) Students will be given 10 word problems to work on independently.  Students will compare their answers with the others in their group.  Students will report out from each group to show their work.  Questions students will ask is, “What does it mean when the numerator and the denominator is the same?  The student will then be exposed to the concept of a 1 to 1 ratio.  The classwork examples will address this question as the students move through the problems.  The teacher will anticipate the students question and remind them what happens with a fraction when the numerator and denominator are the same number.  Also, students will have questions on whether they have to reduce the fractions and that practice has to be emphasized for the student. 

5. Culminating or Closing Procedure/Activity/Event: (10 minutes) Ticket out the door.  Students will have to complete a ticket out the door to show proficiency.  Questions the students may have are:  Do we have to finish this now?  Can we take it home for homework?  As part of classroom procedures students are often given tickets out the door and should be familiar with the process. 

Pedagogical Strategy (or Strategies):  Students will work independently and then share out their work with their group.  Think Pair Share

Differentiated Instruction:  Students with learning disabilities will be given a graphic organizer that will have more filled out then the regular education students.  The modified version is attached.

Student Assessment/Rubrics: Student will be given a ticket out the door.  There will be five word problems the students will have to correctly list as ratios.

LESSON PLAN 2

Name:  Almeca Ross

WGU Task Objective Number: Objective 603.2.3-04:

Lesson Title & Subject(s):  Practicing Ratios   MATH         

Topic or Unit of Study:  Ratios and Proportions

Grade/Level:  6^th Grade

Instructional Setting:  Students will go to the computer lab.  Each student will have access to a computer.  Students will practice on the website: http://www.mathslice.com/actionctl.php?actionid=542

Your State Core Curriculum/Student Achievement Standard(s):

MCC6.RP.1 Understand the concept of a ratio and use ratio language to describe a ratio relationship between two quantities. For example, “The ratio of wings to beaks in the bird house at the zoo was 2:1, because for every 2 wings there was 1 beak.” “For every vote candidate A received, candidate C received nearly three votes.”

Lesson Objective(s):  Students will be able to use technology to develop a sense of ratios that they can explain in a written essay using the language of mathematics.

Instructional Materials: http://www.mathslice.com/actionctl.php?actionid=542

Computer Lab access and logins are necessary for all students.

Resources:  None

Sequence of Instructional Procedures/Activities/Events (provide description and indicate approximate time for each):

1. Identification of Student Prerequisite Skills Needed for Lesson: (5 minutes) Students will be given a brief reminder on how to write ratios in fraction for and keep the order as the problem states no matter which value comes first. 

2. Presentation of New Information or Modeling:  Students will be assisted in accessing the website.  Student may have trouble with the logins for the computer. 

3. Guided Practice:  Students will explore writing ratios and get their scores instantaneously.  Students will have the ability to move onto more complex problems as they decided.  Teacher will monitor the students as they move through the web site. 

4. Independent Student Practice:  Students will continue try additional problems through the website and explore their skills.  There are three levels in which the students can explore ratios and proportions.  Students are recommended to use scratch paper once they move up to higher levels of questions.  .

5. Culminating or Closing Procedure/Activity/Event:  Students will be gathered and taken back to the classroom.  Students will have to write a short summary about their progress and success on the site. 

Pedagogical Strategy (or Strategies):  Students will incorporate technology as they explore ratios and proportions.  The lesson is student centered and technology focused.  Educator acts as a facilitator of information.

Differentiated Instruction:  Students with disabilities are usually more comfortable with technology compared to usual classroom work.  Therefore, the lesson is differentiated in design.  No direct differentiation needed.

Student Assessment/Rubrics:  Student essay will be informal.  It will not be graded for a grade but reviewed by the instructor as a way to assess the student’s skills. 

References

Georgia Performance Standards (2012) Retrieved 12/1/2012 https://www.georgiastandards.org/Pages/default.aspx

Mathslice (2012) Retrieved 12/15/2012 from http://www.mathslice.com/ratios_ws.php

Stapel, E (2013) Purplemath.com Retrieved 12/12/2012 from http://www.purplemath.com/modules/ratio.htm

LESSON PLAN 3

Name:  Almeca Ross

WGU Task Objective Number: Objective 602.3.22-08:

Lesson Title & Subject(s): Proportions Math

Topic or Unit of Study: Ratios and Proportions

Grade/Level:  6^th

Instructional Setting: Students will be aligned in groups of four inside a regular education classroom setting.  The classroom has rectangular desks and separate chairs.  Students will be grouped in fours consisting of one proficient student, two approaching students and one struggling student.  

Common Core Georgia Performance Standard (s):

MCC6.RP.1 Understand the concept of a ratio and use ratio language to describe a ratio relationship between two quantities. For example, “The ratio of wings to beaks in the bird house at the zoo was 2:1, because for every2 wings there was 1 beak.” “For every vote candidate A received, candidate C received nearly three votes.”

MCC6.RP.2 Understand the concept of a unit rate a/b associated with a ratio a:b with a/b and (b not equal to zero), and use rate language in the context of a ratio relationship. For example, "This recipe has a ratio of 3 cups of flour to 4 cups of sugar, so there is 3/4 cup of flour for each cup of sugar." "We paid $75 for 15 hamburgers, which is a rate of $5 per hamburger."

MCC6.RP.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.

MCC6.RP.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?

Lesson Objective(s):  The student will be able to independently set up and solve a proportion from a word problem. 

Instructional Materials:  The students will need appropriate copies of the graphic organizer to follow along with teacher directed instruction.  An overhead projector with a computer connection is necessary for the students to be able to copy the notes.  The guided note template is attached.   

Resources:  Questions will be taken from Kuta Software.com; the school subscribes to the site and encourages usage.

Sequence of Instructional Procedures/Activities/Events (provide description and indicate approximate time for each):

1. Identification of Student Prerequisite Skills Needed for Lesson:  Student will understand how to set up ratios.  Students will need to remember that the numbers in the ratio follow the comparison in the ratio.  Even though the number comes first in the explanation of the problem that may not be the order when stating the ratio. 

2. Presentation of New Information or Modeling:  (5 minutes) Copies of graphic organizers will be given to each student.  Students will be following along filling in their graphic organizer as the teacher presents information to the class. The organizer will be show on an overhead projector to students and exposed slowly.  Students will have an opportunity to discuss with their group about the information on the organizer. 

3. Guided Practice: (15 minutes) Students will have guided notes to fill in to go through the process of setting up and solving proportions.  Once the information on the graphic organizer is delivered to the student, those who show proficiency can move ahead on their own.  Those who need additional instruction will be remediated immediately.

4. Independent Student Practice: (25 minutes) Students will have several proportions they will have to set up on their own after filling out the graphic organizer.  Students will use this organizer to practice the skill on several word problems taken from Kutasoftware.com.  Informal observation will be going on as teacher remediates students.  Educator will be listening for meaningful conversations as students work in groups to complete the problems.

5. Culminating or Closing Procedure/Activity/Event:  (10 minutes) Students turn in a question of their choice as a ticket out the door. 

Pedagogical Strategy (or Strategies):  The lesson will go from teacher centered to student centered.  Students will engage their partners in thoughts and information throughout the lesson.  Students will follow along with the graphic organize then move to independent practice working with a partner.  

Differentiated Instruction:  Students will be given a partially filled in graphic organizer for the learning disabled.  Modified version attached.

.

Student Assessment/Rubrics:  Students will be assessed informally by the teacher as she moves around to help the students set up the proportions.  The problem student submit will be checked for accuracy to determine if a) students are setting up the proportions correctly; b) students are solving for the missing value by one of the two methods. 

Group Presentation LESSON PLAN

Name:  Almeca Ross

WGU Task Objective Number: Objective 602.4.21-04:

Lesson Title & Subject(s):  Present your ideas   MATH      

Topic or Unit of Study:  Ratios and Proportions

Grade/Level:  6^th Grade

Instructional Setting: Students will be aligned in groups of four inside a regular education classroom setting.  The classroom has rectangular desks and separate chairs.  Students will be grouped in fours consisting of one proficient student, two approaching students and one struggling student.   

Common Core Georgia Performance Standards:

MCC6.RP.1 Understand the concept of a ratio and use ratio language to describe a ratio relationship between two quantities. For example, “The ratio of wings to beaks in the bird house at the zoo was 2:1, because for every 2 wings there was 1 beak.” “For every vote candidate A received, candidate C received nearly three votes.”

MCC6.RP.2 Understand the concept of a 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. For example, "This recipe has a ratio of 3 cups

of flour to 4 cups of sugar, so there is 3/4 cup of flour for each cup of sugar." "We paid $75 for 15 hamburgers, which is a rate of $5 per hamburger."

MCC6.RP.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.

MCC6.RP.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.

MCC6.RP.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?

Lesson Objective(s): Students will be able to correctly present a solution to their proportion problem using the language of mathematics and ratios. 

Instructional Materials:  Students will choose from problems from Kutasoftware.com.  The students will have poster paper for each group.  Students can use color pencils, markers and chalk to design their poster

Resources:  None

Sequence of Instructional Procedures/Activities/Events (provide description and indicate approximate time for each):

1. Identification of Student Prerequisite Skills Needed for Lesson: Students need to know how to write and solve proportions.    

2. Presentation of New Information or Modeling:  Students will not be given any new information but be expected to build upon the prior lessons in the unit.  .

3. Guided Practice: (15 minutes) Students will be allowed to work in groups to create the problems and make a presentation to the class.  This lesson is totally student centered and the educator will only facilitate the lesson and urge students towards the right path. 

4. Independent Student Practice:  (30-40 minutes)Students will work together in a group to solve their chosen problem.  Students will all work the problem and then compare answers and approaches to the problem.  They will use all problems to apply to the poster even if they are done the same.  Students will present only the different ways they approached the problem.  Students will decide who will present for their group.   

5. Culminating or Closing Procedure/Activity/Event: (5 minutes) Students will be asked to grade their own papers to get an idea of accuracy.  Teacher will go around and write down student scores as an informal assessment to see student achievement. 

Pedagogical Strategy (or Strategies):  Student will be working in cooperative learning groups.  Students will use oral and visual presentation to communicate mathematically.  The lesson is totally student centered.

Differentiated Instruction:  Students with learning disabilities will have an appointed peer tutor and one on one instruction for the educator.  .

Student Assessment/Rubrics:  Student assessment of this task will be informal.  Each group will be given a rubric to complete for their peers.     

References

Georgia Performance Standards (2012) Retrieved 12/1/2012 https://www.georgiastandards.org/Pages/default.aspx

Kutasoftware (2012)  Retrived 12/20/2012 from http://kutasoftware.com/

LESSON PLAN 5

Name:  Almeca Ross

WGU Task Objective Number:  Objective 603.2.3-04: Create multiple lesson plans and integrated resources for standards-based lessons.

Lesson Title & Subject(s):  Post Assessment           

Topic or Unit of Study:  Ratios and Proportions      

Grade/Level:  6^th

Instructional Setting:  Since this is a testing environment students will be lined up in individual rows.  Student will be given a blank manila file folder to create a partition from the other students. 

Common Core Georgia Performance Standard (s): MCC6.RP.1 Understand the concept of a ratio and use ratio language to describe a ratio relationship between two quantities.

For example, “The ratio of wings to beaks in the bird house at the zoo was 2:1, because for every 2 wings there was 1 beak.” “For every vote candidate A received, candidate C received nearly three votes.”

MCC6.RP.2 Understand the concept of a unit rate a/b associated with a ratio a: b with a/b (b not equal to zero), and use rate language in the context of a ratio relationship. For example, "This recipe has a ratio of 3 cups of flour to 4 cups of sugar, so there is 3/4 cup of flour for each cup of sugar." "We paid $75 for 15 hamburgers, which is a rate of $5 per hamburger."

MCC6.RP.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.

MCC6.RP.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.

MCC6.RP.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?

MCC6.RP.3c Find a percent of a quantity as a rate

Lesson Objective(s):  Students will be able to solve proportions correctly for a missing value 7 out of 10 times. 

Instructional Materials:  Each student will be given a paper copy test to write on.  The voting system that allows students to input their answer will be assigned to each student. 

Resources: School Net the program the information is input into and categorized by standards. 

Sequence of Instructional Procedures/Activities/Events (provide description and indicate approximate time for each):

1. Identification of Student Prerequisite Skills Needed for Lesson: (0 minutes) Students will require the information taught in the unit.  Students will need to know how to write ratios, write proportions and solve them for a missing variable.    

2. Presentation of New Information or Modeling:  (5 minutes) Students will be instructed to take everything off of their desk except for a pencil.

3. Guided Practice:  (0 minutes) No guided Practice.

4. Independent Student Practice:  (40 minutes) Students will be monitored by educator as they are testing. 

5. Culminating or Closing Procedure/Activity/Event:  (10 minutes) Student will be able to hand in their test upon completion.  Once they have completed the test they can then work on other homework or the anchor activity.

Pedagogical Strategy (or Strategies): The educator institutes an atmosphere of testing situation.  This strategy lets students know that this is not a regular classroom setting but is a highly sensitive situation that should be treated with Integrity. 

Differentiated Instruction:  Students with learning disabilities will be serviced based on their IEP’s.  Students will receive accommodations not limited to the use of a calculator. Another accommodation is a modified test or modified scoring. 

Student Assessment/Rubrics:  The assessment and key is attached.   

References

Georgia Performance Standards (2012) Retrieved 12/1/2012 https://www.georgiastandards.org/Pages/default.aspx

Kutasoftware (2012)  Retrived 12/20/2012 from http://kutasoftware.com/