Name:_Michele Mund_____________________________

Ratios

Name: Michele Mund Time Allotted: 60 Minutes
Grade Level: 6th Subject(s): Science: Math
Materials Required:
Smart board
Red and yellow counters
Michigan Content Expectations: CCSS
6.RP.1 Understand the concept of a ratio and use ratio language to describe a ratio relationship between two
quantities
6.RP.3 Use ratio and rate reasoning to solve real-world and mathematical problems
Objective(s):
Objective 1: The student will use reasoning to solve real world ratio and rate problems by scoring 80%
proficient on the summative assessment.
Objective 2: The student will understand the concept of ratio and ratio language by scoring 80% proficient on
the summative assessment.
Assessment:
Objective 1& 2 Formal Formative Assessment: got it? guided practice
Objective 1& 2 Formal Formative Assessment: ticket out the door
Objective 1 & 2 Formal Summative Assessment: assessment of ratios
Objective 1 & 2 Formal Formative Assessment: independent practice ratio worksheet
Objective 1& 2 Informal Formative Assessment: thumbs up (check for understanding)

Instructional Procedure:
1. Anticipatory Set: (Allotted Time 10 minutes)
a. Oranges and bananas smart board activity
i. Display pictures of oranges (3) and bananas (9)
ii. Ask: How many oranges are pictured? 3
iii. Ask: How many bananas are pictured? 9
iv. Ask: How can you create groups that each have the same number of oranges and the same
numbers of bananas? 3 groups with 1 orange and 3 bananas
v. Have a student come up to the board and move the fruit to show how they placed them into
groups
b. Today we will be talking about ratios. A ratio is a comparison of two quantities by division.
c. Refer to classroom expectations for good math students.

2. State Purpose and Objective of Lesson: (Allotted Time 2 minutes)
a. I can understand and use ratio language
b. I can use ratios in real life examples
Name:_Michele Mund_____________________________

3. Instruction: (Allotted Time 43 minutes)
a. Direct Interactive Instruction:
i. Ratios are another way to express fractions.
ii. Ratios give us the relationship between quantities of two different things.
iii. Ratios can be written three ways: ex. 6:3 6/3 6 to 3
iv. They can be simplified.
v. They can be expanded: to expand multiply them by a number.
vi. Distribute red and yellow counters to each student
vii. Lets look at a real life problem involving ratios.
1. In her dog walking business, Mrs. Smith walks 2 large dogs and 8 small dogs.
2. Compare the number of small dogs to large dogs. Use yellow counters to represent the
large dogs. Use red counters to represent the small dogs.
3. Move the counters around until you form groups that each have the same number of red
counters and yellow counters.
4. How many groups are there? 2
5. How many red and yellow counters are in each group? 1 red 4 yellow
6. Thumbs up and thumbs down: Who had two groups?
b. Modeling:
i. Using the information from Mrs. Smiths dog walking business I am going to write the ratio.
Remember that a ratio can be written three ways. (write each example on the board as you talk
through it). The first way is like a fraction: 2/4 simplifies to . The next way is 2:4 simplified
to 1:4. The last way is 2 to four or simplified 1 to 4.
c. Direct Interactive Instruction:
i. Simplifying a ratio can make it easier to work with.
ii. Write a ratio in simplest form that compares the number or red paper clips to yellow paper
clips. Then explain its meaning. Draw a picture of two red paper clips and 6 yellow paper
clips on the board.
iii. How many red paper clips are there? 2
iv. How many yellow paper clips are there? 6
v. Write a ratio that compares the number of red paper clips to yellow paper clips. 2/6
vi. Is this is simplest form? no
d. Modeling:
i. Watch as I put the ratio into simplest form.
ii. Red paper clips 2 = 1
Yellow paper clips 6 3 GCF of 2 and 6 is 2
iii. The ratio of red to yellow paper clips is 1/3, 1 to 3, or 1:3. This means that for every 1 red
paper clip there are 3 yellow paper clips
e. Guided Practice:
i. got it? guided practice
ii. students work the problem individually and then go over it as a class
f. Independent Practice:
i. Students will independently work through the independent practice ratio worksheet
4. Differentiated Consideration
Individualized independent practice based on level of understanding
Additional videos and practice problems through Khan Academy to increase understanding
Review of greatest common factor and simplifying fractions

5. Closure: (Allotted Time 5 minutes)
a. Today you learned about what a ratio is and how it is written and applied ratios to real life situations.
Name:_Michele Mund_____________________________
b. Ticket out the door: Draw two triangles, four squares, and six circles on the board. Ask students to
write the ratio of squares to total shapes.
6. Summative Assessment:
a. Assessment of ratios
b. Will be administered after independent practice has been completed and reviewed to ensure student
understanding of the concept
7. References:
McGraw hill education (2013). Glencoe math common core edition. New York. McGraw Hill Companies
Inc.