|Lesson Plan ID:
How Big Should it Be?
This lesson will allow students to become familiar with the concept of equivalent ratios and similar objects. Through an open investigation students will develop methods to find equivalent ratios. This is a lesson to be used as part of a unit with Painter Problems and How Far Can You Leap found in ALEX.
This is a College- and Career-Ready Standards showcase lesson plan.
|MA2013(6) ||1. Understand the concept of a ratio, and use ratio language to describe a ratio relationship between two quantities. [6-RP1] |
|MA2013(6) ||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. [6-RP3] |
|MA2013(7) ||2. Recognize and represent proportional relationships between quantities. [7-RP2] |
|MA2013(7) ||11. Solve problems involving scale drawings of geometric figures, including computing actual lengths and areas from a scale drawing and reproducing a scale drawing at a different scale. [7-G1] |
Math Practice Standards:
1. Make sense of problems and persevere in solving them.
2. Reason abstractly and quantitatively.
3. Construct viable arguments and critique the reasoning of others.
4. Model with mathematics.
5. Use appropriate tools strategically.
6. Attend to precision.
7. Look for an make use of structure.
8. Look for and express regularity in repeated reasoning.
|Primary Learning Objective(s):
I CAN identify and develop ratios in real world situations.
I CAN identify equivalent ratios.
I CAN compare ratios in real world situations.
|Additional Learning Objective(s):
|Approximate Duration of the Lesson:
|| 61 to 90 Minutes|
|Materials and Equipment:
- How Big Should it be Activity Guide (found in attachments)
- Investigative Activity Rubric (found in attachments)
- Ratio 2 exit Slip (found in attachments)
- Chart paper
- Yard stick
- Math Toolbox which include the following: pencil, paper, graph paper, markers, scissors, glue, calculator, sticky notes
|Technology Resources Needed:
Interactive Whiteboard (Optional) with required software, Document camera, projector, laptop or computer capable of showing videos (TV and DVD player can be used if the DVD is available).
- The teacher must make the appropriate number of copies of the How big should it be activity guide (found in attachments). Copies should be made so that students can work collaboratively.
- The teacher must make the appropriate number of copies of the Rate Exit Slip (found in attachments). Each student should have one.
- Teacher must prepare the appropriate number of Math Tool Boxes.
- Teacher must download the video at the link below. Zoolander Center for Ants (If youtube is not available through your school system, you may download the the video using www.keepvid.com)
- The students must have knowledge of ratios.
Teacher will show the video clip of Zoolander to the students (video shows an unintelligent supermodel angered at the reveal of a model of a building, he claims the building is for ants and has to be at least 3 times as big). The teacher will ask the students, "Why did Zoolander get so upset at Mugato?" Ideal response, "He thought the model of the building was the actual building." The teacher will ask, "What do you think about his statement 'The building has to be at least 3 times that big'?" Ideal response, "3 times as big would still not be big enough for any one to fit in."
The teacher will introduce the idea of a scale factor as "a ratio used to enlarge or shrink any shape or object."
The teacher will present the How big should it be activity (found in attachments). The teacher may have to demonstrate how to measure. Students will begin the investigative activity. They will be producing a poster with a shape 5x the original and 10 times the original. The teacher will act as a facilitator and coach throughout the investigation. The teacher should address misconceptions and drive inquiry related to ratios.
Once adequate time (30-45 minutes) is given, the students will share their finding on the document camera. (If a document camera is not available students may present their work in the front of the class, this is where the students would need chart paper). As the students are sharing, the teacher is acting as the facilitator and coach asking questions that drive ratio understanding. "How did you know to multiply by _____?" "How did you know to do _______?" "Did someone do this differently?"
Students will complete the Ratio #2 Exit Slip.
|Attachments:**Some files will display in a new window. Others will prompt you to download.
Formal formative assessment: Ratio #2 Exit Slip
Formal Assessment: Using the Investigative Activity Rubric (found in attachments) teacher will evaluate students' work.
Informal Formative Assessment: As the students are working the teacher will act as the facilitator and coach. Teacher will ask questions to evaluate students (i.e. How do you know ______? What did you do to get that?) Teacher may pull small groups during investigation on a needs basis.
The investigation has an included extension on the How big should it be Activity Sheet (found in attachment)
Because this is part of a unit, teacher may develop small groups based on the Ratio #2 Exit Slip or informal questioning as part of the investigative activity.
Struggling students should be grouped with a peer tutor and teacher should pay close attention to the those groups to assure complete understanding.
Each area below is a direct link to general teaching strategies/classroom
for students with identified learning and/or behavior problems such as: reading
or math performance below grade level; test or classroom assignments/quizzes at
a failing level; failure to complete assignments independently; difficulty with
short-term memory, abstract concepts, staying on task, or following directions;
poor peer interaction or temper tantrums, and other learning or behavior problems.
|Presentation of Material
||Using Groups and Peers
|Assisting the Reluctant Starter
||Dealing with Inappropriate
Be sure to check the student's IEP for specific accommodations.
|Variations Submitted by ALEX Users: