Date: November 5

Name: Natalie Haller

Revised Lesson : Ratios in Real World Situations
Teacher: Mr. Rex
School: Oelwein Middle School
Subject: Math
Grade level: 6th
# of Ss: 6th hour= 23 students in the class taught 20, 7th hour=19 students in the class taught 13

IC: 6.RP.A.1
Understand the concept of a ratio and use ratio language to describe a ratio relationship between two
quantities. (https://iowacore.gov/iowa-core/grade/6/mathematics/ratios-and-proportional-
relationships/understand-ratio-concepts-and-use-ratio-reasoning-to-solve-problems)

IC: 6.RP.A.3
Use ratio and rate reasoning to solve realworld and mathematical problems(https://iowacore.gov/iowa-
core/grade/6/mathematics/ratios-and-proportional-relationships/understand-ratio-concepts-and-use-ratio-
reasoning-to-solve-problems)

Objective: After seeing and practicing real world ratio problems (condition) 6th grade students will be able to
(audience) demonstrate their knowledge on the post test with 86% accuracy (behavioral verb)

Prerequisite Skills: Students will need to know how to read a story problem and how to use addition. From
what I understand is that some students might have no knowledge and some might have some knowledge of
ratios. Each student is on an individual online program that goes along with where they are at in math.

Materials:
Pre test: for every student
o Will be used before the lesson begins. This will give me data on where the students were at
before I teach.
Post test: for every student
o Will be used for the assessment. This will give me post lesson data.
White board
o Used to demonstrate problems for the the students so they can better understand what real world
ratios are.
Dry erase markers (two different colors)
o Having multiple colors of markers will allow me to use color for ratio differences.
Each student will need a dry erase marker (the students have white board tables)
o Students will collaboratively solve real ratio problems using their dry erase boards and markers.
Each table will need a practice problem slip (7 copies per class)
o This slip of paper will allow students to read the practice problem and solve it before they have
to take the post-test that has similar problems on it.

1. Pre-test: (10 mins) Here is a pre-test. Do your best. Read the instructions and solve the problems. This
will not effect your grade. When you are done create multipiaction problems on the back and solve them.
(When I noticed everyone was done and the time allowed was about up I said:) Pick one person to
gather your tables tests and put the test on the center table when your done.
2. Anticipatory Set: (2 mins) What is a ratio? I looked up the definition of ratio and it said The
qualitative relation between two amounts showing the number of times one value contains or is contain
within the other basically this just means that were comparing two things. Today were going to talk
about how we can find a ratio.

3. Direct Instruction/Activities: (10 mins)

a. First, you must know that ratios are shown in three different ways. (I will write the three ways on
the white board so students can visually see the three ways)
i. With a /
ii. With the word to
iii. And with :

4. Lets say I have 5 blue marbles (draw circles with a blue marker on the white board) and 2 red marbles
(draw circles with a red marker on the white board). What is my ratio of blue to red marbles?
a. First we need to figure out what the problem is asking. Its saying blue to red. (write blue to
red on the board) So than we can replace the words with numbers. So how many blue marbles
do we have? (5) How many red marbles do we have? (2)
i. (these questions will help me see if the students were following earlier when I said I had
5 blue marbles and 2 red marbles)
b. So the answer is 5 to 2. What is another way we could write this? (5/2 and 5:2)
i. You would write this as your answer, but when explaining you would say that you have 5
blue marbles to two red marbles.
ii. What would be the ratio of red to blue? (2 to 5, 2:5, 2/5)
1. (This helps students remember and have to recall the three ways to write a ratio)
iii. (Erase board except for picture of marbles)

c. Another question that could be asked when you have 5 blue marbles and 2 red marbles is What
is the ratio of blue marbles to the total?
i. Again you want to figure out what the problem is asking. Its saying blue to total? (write
blue to total on board) How many blue marbles do we have? (5) How many total marbles
do we have? (7)
a. (these questions will help me see if the students were following earlier
when I said I had 5 blue marbles and 2 red marbles)
ii. So the answer is 5 to 7. What is another way we could write this? (5/7 and 5:2)
iii. You would write this as your answer, but when explain you would say that you have 5 red
marble to all the marble or to the total marbles.
iv. (Erase everything)

5. Lets say I have 6 blue stars (draw stars with a blue marker on the white board) and 4 red stars (draw
stars with a red marker on the white board). What is my ratio of blue to red stars?
a. What do we need to do first? (figure out what the problem is asking. Its saying blue to red.)
(write blue to red on the board)
i. (helps me see if the students understand that we need to figure out what the problem is
asking first. If the students cant answer this, I know that I need to go over it more.)
b. What is the ratio with numbers? (6 to 4, 6:4, 6/4) What are the three ways to write it?
i. (again I want to emphasize that there are three different ways to write a ratio)
ii. Do you think we can reduce this? Would 3 to 2 be the same? For every 3 blue stars there
is 2 red stars. (illustrate this with a picture)
c. (Erase board except for picture of marbles)
d. What is the ratio of red stars to the total? Work as a table.
 i. What is the answer class? (4 to 10) The 4 represents the amount of red stars and the 10
represents the total amount of stars. How can we reduce this?
1. (by saying what the numbers represent it will reiterate what the question was
asking by referencing back to it)

6. Closure to lesson: (5 mins to do the problem. 2 mins to go over the problem)

a. In a moment, but not yet I will hand out a practice problem. As a group work on the problems.
Write the answers on the sheet of paper, but you can use your white boards if you need to. Raise
your hand when you got the problem answers. (This problem and the answer that the students get
will show me if they understand what I taught before even taking the assessment. This is a
formative assessment.)
i. What is the ratio of boys to girls? (9 to 13)
ii. What is the ratio of girls to boys? (13 to 9)
iii. What is the ratio of boys to the class? (9 to 22)
iv. What is the ratio of girls to the class? (12 to 22) (6 to 11)
1. How would you write that in three different ways?
2. What does it mean?

7. Assessment: (10 mins) Im passing out the same test that you took as a pre-test. Hopefully you will do
better. Remember to show your work and read the instructions. (hand out post-test) When your done put
your finished test on the center table and work on your Aleks (differentiation). I wrote on the board the
two skills that you can work on in Aleks Writing Ratios Using Different Notations and Writing Ratios
for Real-World Situations.
a. Grading Assessment Pre/post test (13 points)
i. Question 1:
1. Answer: 4:3, 4/3, 4 to 3
a. 1 point for the 4 in the correct spot
b. 1 point for the 3 in the correct spot
c. 1 point for a picture
ii. Question 2:
1. Answer: 2:3, 2/3, 2 to 3
a. 1 point for the 2 in the correct spot
b. 1 point for the 3 in the correct spot
c. 1 point for a picture
iii. Question 3:
1. Answer: 8 to 18, 8:18, 8/18
a. 1 point for the 8 in the correct spot
b. 1 point for the 18 in the correct spot
c. 1 point for a picture
iv. Question 4:
1. Answer: 2/2, 2:2, 2 to 2 (numbers may vary)
a. 1 point for 2/2
b. 1 point for 2:2
c. 1 point for 2 to 2
v. Question 5:
1. Answer: D
a. 1 point for answer D
b. partial points for answer B
8. Modifications: If I notice that students are not understanding ratios in parts 2 and 3 under direct
instruction I will give another example before going on to allow them to practice in the closure.