Running head: GUIDED NOTES DI LESSON PLAN

Nancy LeBlanc
October 15, 2015
EDU 723: Teaching and Learning in Inclusion Setting
University of New England
Strategy DI Lesson Plan: Guided Notes

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Class Description

General Class Overview

This is a 6th grade math class at the middle school level. There are twentytwo students in the classroom, eleven female students and eleven male students.
Two students were referred at the end of last year and the referral process has not
been completed yet. The students are grouped based on their reading ability, but
math ability is also taken into consideration. There are seven students with
identified learning disabilities and IEP (individualized education plans) in this
classroom. Mark has a 504 plan that addresses the need for frequent check-ins,
movement breaks, and organization help. He has set times during the period to
take a short walk. Most students struggle with organization and two students have
behavior issues that require frequent redirection. We are working on being able to
work with any of our peers to solve problems, note-taking, and organization
within the math class. Typically, four out of the twenty-two students will complete
homework. This class differs from the other math class because the students are
grouped based on their reading levels and mathematics skills. These students tend
to need more explicit instruction and a slower pace in order to master material.
This lesson will be different from the other math group in many ways including
differentiated homework, flexible groups, more informal check-ins, and a slower
pace with visual models.

Students with Disabilities

I have three students with learning disabilities in my classroom with IEP
(individualized educational plans), but they do not struggle with mathematics.

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Harley needs visual supports for auditory instruction and verification for
understanding. Warren sometimes needs small group support. Martin has issues
with hearing and needs preferential seating. Four additional students have IEPs
who would traditionally be pulled from the classroom to receive individualized
instruction from the special education teacher. Instead, the special education
teacher is co-teaching the course. Louise is a transfer out of the life-skills
program. She needs multiple breaks, paraprofessional support, and concise oral
directions. Julie has a paraprofessional accompany them as they are autistic and
often will not speak. Julie needs frequent redirection and the breakdown of
directions. Allyson has missed the majority of school which has led her to be a
few years behind her peers. She needs opportunities to respond orally, directions
verified, and use of a peer tutor. Layla is a few years behind her peers in
mathematics. She needs to preview vocabulary, redirection, extended time, and to
utilize a peer tutor. Three of these students are working below grade-level with
accommodations.
Materials

Guided Notes
Math Binders with Frayer Model of Vocabulary sheets inside
Document Camera
Projector
Exit Tickets

Lesson Time: 45 minutes

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Pre-Assessments and Background Information

Students have completed a ratios pre-assessment (see appendix A) a week prior to
starting the unit. It is a five question assessment that asks basic questions about writing
ratios when given the description, completing the missing values in a ratio table, and
using a given ratio to solve problems. Ratios and proportions is a new concept added by
the sixth grade Common Core Standards (CCSS) and many students have no prior
experience with the concept when they enter sixth grade. This class had no students that
answered any questions correctly, so the pace of the lesson will be much slower than the
other section of math. Additionally, they will have more guided practice and direct
instruction that practices the basics like how to write a ratio and using a table to create
equivalent ratios.
Students completed learning inventories at the beginning of the year. They
completed learning styles inventory. In response to the overwhelming need for kinesthetic
and visual learning I use a document camera in the classroom each day and many handson manipulatives to aid student learning in addition to auditory learning.
Students have clock partners that they regularly work with during mathematics
time. They have these clock partners written down into their mathematics binders, so
when we move into partners it does not take a lot of class time.
The classroom desks are arranged in three big groups to facilitate classroom
discussion and partner work. One group is made of a 2 by 4 rectangle, the second is 4 by
4 of desks and two long tables joined at the front of the room, and the third is a 2 by 3
rectangle with one desk facing the board at the end of the rectangle. There is also a small
table at the back where groups can choose to work.

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During guided practice and independent practice the two teachers and
paraprofessional in the room are going around asking questions while the students are
working and making observations to see which students might need to work in a guided
group (see Appendix C for how we track which students need small group instruction).
Small groups of students who have been identified through informal questioning will
work with a teacher during independent practice. Typically, guided practice and
independent practice last longer and the explicit instruction is only 10 minutes. However,
since this is the very first lesson using ratios and proportions there is more instruction
time needed.
Lesson Plan
CCSS Standard Addressed
6.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.
IEP Goals Addressed

Having Julie speak to peers and in front of the class

Practice with organization skills including note-taking

Using Reasoning skills to solve real-world problems

Basic operation goals in addition, subtraction, multiplication, and division

Working for a short amount of time in their seat

Word association and relationships

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Essential Question:
Can students understand ratio concepts and use ratio reasoning to solve problems?
Learning Targets/Lesson Objectives
1. I can define the term ratio and demonstrate my understanding by giving various
examples.
2. I can write a ratio that describes a relationship between two quantities.
Procedure
Explicit Instruction (20 minutes)

Put a blank frayer model vocabulary sheet under the document camera. Then,
have students open to their vocabulary section of math binder and define tape
diagram into the Frayer Model graphic organizer. A drawing that looks like a
segment of tape, used to illustrate number relationships. Then, show students an
example and have them draw it into the examples section of organizer. Under
facts and other characteristics have them write the other names for this diagram
including strip diagram, bar model, fraction strip, and length model. Finally, in the
non-examples box have them draw a coordinate graph.

To start the lesson put up a picture of 3 pairs of sunglasses and 5 dogs under the
document camera. Ask students if anyone knows the ratio of sunglasses to dogs.
Have students write their answers on their whiteboards and hold them up when
they are ready. Almost all students will be confused as to what a ratio is, but this
will get their juices flowing and allow the teacher to see if anyone already has
grasped the concept. Say, Today we will be writing and defining ratios. Define
ratios in vocabulary section of notes. A ratio is a comparison of two values. So,

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to compare the number of sunglasses to dogs, we count the number of sunglasses

first (3) and then the number of dogs (5). We write this as 3:5 using a colon in the
middle.

Hand out the guided notes (Appendix E) for students, remind them to place the
date on the top right corner of their notes. Model this on a copy of the guided
notes using the document camera and projector. Read the first example aloud.
The coed soccer team has four times as many boys on it as it has girls. We say
the ratio of the number of boys to the number of girls on the team is 4:1, we read
this as four to one.
o In the blank space below this example have students draw a table to show
the different possibilities for the number of boys and the number of girls
on the soccer team. Model this using the document camera and a copy of
the guided notes. Check with an elbow partner to ensure they have
correctly copied the notes.
o One possibility is that there are 4 boys and 1 girl on the team. Is this
enough for a team? Use the popsicle sticks with student names to
randomly call on student to answer.
o What are some other options to show there are 4 times as many girls as
boys, or a ratio of 4 to 1? Have students think-pair- then share out.

8 boys and 2 girls, 12 boys and 3 girls are possibilities (show

model using 4 dots and 1 dot. Then, add 4 more dots and 1 more
dot. Say, With ratios, we need to add 4 dots to one side and 1 dot
to the other each time Now, we have 8 dots on one side and 2 on

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the other, so 8:2 is an equivalent ratio) Model the 12:3 ratio using
dots as we just did to prove that it is another ratio possibility. I will
also model with colored cubes for example: 4 blue cubes and 1 red
cube. Then, I will add 4 more blue cubes and 1 more red cube.
These cubes will be available if students need to use them as
visuals as they scale up and scale down their ratios.

Have students add these options to their table in their guided notes

Read the second example aloud Suppose the ratio of number of boys to number
of girls on the team was 3:2. Have them work with their twelve oclock partners
to create a table to show this ratio and other possibilities for the girls and boys on
the team. Then, have pairs check their work with a group beside them. Remind
them they can make dots or use cubes as models to help create their tables.
o Bring class back together and share out solutions using the document
camera
o I cant say there are 3 times as many boys as girls. What would my
multiplicative value have to be? There are _________ as many boys as
girls
o Encourage the students to say there are 3:2 as many boys as girls. Ask if
anyone can visualize this. Then, show them a tape diagram using this
ratio. Have them draw the diagram in their guided notes modeling using a
copy of the guided notes.

Class Discussion (4 minutes)

o

Ask the students to find the ratio of boys to girls in the classroom

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Write the ratio of boys to girls in our class in your guided notes
under example 2 question 1 (model this)

Compare your answer with your elbow partners, does everyones

ratio look exactly the same?

Communicate it is ok to use the colon, fraction form, or the word

to between the numbers. Put these forms on the anchor chart.
Also, communicate that the ratio doesnt have to have and
descriptive words or units attached.

Ask what is the ratio of girls to boys in the class? Raise hands
when you know. Use popsicle sticks to call on random student.

Write the ratio of girls to boys in guided notes under example 2

question 2.

Compare answer with different elbow partner.

Indicate the order matters and the ratio must be different

from the first example.

Exercise 1 (2 minutes)
o Have students look around the room to think of their own ratio, create a
written ratio statement and represent the ratio in ratio form. Have a few
students share their ratio.
o Discuss key words for writing a ratio description including, for every,
there are, and for each

Guided Practice (5 minutes)

o Students work with 3 oclock partner to write a ratio in words using a given ratio

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o Teacher will go around and check answers when pairs are complete before
they move on to independent practice.
Independent Work (5 minutes)
Students will work independently on three additional given ratios to write
descriptions of the ratio in words. Teacher will work with a guided group (if necessary) to
give them further guided practice with this task.
Guided Math Group Students
Based on the pre-assessment results there are four students did not answer any
part of the ratio problems correctly. So, they will be working with the teacher during
guided practice on the problems. If they are still struggling they will continue working in
a small group with the teacher instead of independent practice.
Individual Students to Check on
I use a form for lesson planning (see appendix C). I will write down any students
who are struggling with this concept that I observe while they are working on guided
practice, individual practice, showed need based on the previous lessons exit slip, or
struggle with the previous nights homework. These students will get additional check-ins
to make sure they are understanding the material.
Extension Groups
None for this lesson based on the pre-assessment, however please see Appendix B for a
sample of what these students would be working on if they needed an extension or
challenge.

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Wrap-up
o Show this using the document camera A ratio is an ordered pair of non-negative
numbers, which are not both zero. The ratio is denoted A:B or A to B to indicate
the order of the numbers. The number A is first and the number B is second.
What is a ratio?
How do we write ratios?
What are two quantities you would love to have in a ratio of 5:2, but hate
to have in a ratio of 2:5?
Evaluation
o Hand out exit slip (see Appendix D), have students complete and then place exit
slip into the folder on the wall they feel they understand todays lesson. The
choices include got it, almost, need some help, and nope.
o Hand out and go over homework

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Appendix A
Ratios Pre-Assessment
1. In a forest, there are 90 tigers and 45 deer. What is the ratio of deer to tigers?
Express the answer in simplest form.

2. Complete the ratio table below:

2
4

4
8

32
32

3. For a holiday party Jake decided to make 12 pizzas, 10 burgers, and 5 chocolates
for his guests. What is the ratio of pizzas to other items (excluding pizza) made by
Jake?

4. In a school, there are 48 total students and 23 of those students are boys. What is
the ratio of the number of girls to the number of boys in the school?

5. To bake a chocolate cake, Annie uses cups of flour, sugar, and chocolate in the
ratio of 10:6:4. Annie only has 2 cups of chocolate with her. How many cups of
flour and sugar will she need?
Appendix B

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Challenge Project for Students who Compact Out

RATIOS AND PROPORTIONS RECIPE PROJECT
You will apply ratios and proportions to help you convert a recipe to serve more people.
You have found your favorite recipe for a dessert or appetizer and want to bring it to the class
party. The problem is your recipe only serves 8 people. Use proportions to increase the recipe to
serve 30 people. Make 1 serving per person.
For this project you will need to:
1. Choose one recipe from the internet, cookbook or home.
2. The recipe must have at least 5 ingredients.
3. Use proportions to increase the recipe to serve 30 people (1 serving per person). 4. Create a
poster board that includes the following: (Use attached table to assist you.)

Title

Original Recipe

Ratio for one serving for each ingredient (i.e. if the recipe uses 1 cup of sugar, and the
recipe serves 8, the ratio for one serving equals 1/8 c. sugar). Proportion used to increase
recipe to 30 servings. Use the attached sheet. 1 8 servings = 30 x servings

Show the work to solve proportion. SHOW ALL OF THE WORK!

Scaled Recipe Ingredient and new amount needed for 30 servings.

Explain the math you used to solve this problem. Your strategies!

Directions how to make the recipe.

Be creative! Use drawings, pictures, etc. to demonstrate your knowledge of ratios and
proportions.

Source: Ratios and Proportions Recipe Project. (n.d.). Retrieved September 27, 2015,
from http://daniellmiddle.typepad.com/files/ratios-and-proportions-recipe-project.pdf

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Appendix C
Lesson Planning Form/Data Collection for Grouping

Learning Targets:
Explicit Instruction:

Guided Practice:
Independent Work:
Guided Math Group:

Extension Group:

Individual Students to Check in With:

Notes:

Wrap Up:

Materials Needed:

Appendix D
Exit Slip

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1. Write a ratio for the following description: Kaleel made three times as many
baskets as John during basketball practice.

2. Describe a situation that could be modeled with the ratio of 4:1.

3. Write a ratio for the following description: For every 6 cups of flour in a bread
recipe, there are two cups of milk.

Appendix E
Lesson 1: Ratios
Learning Targets:

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1. I can define the term ratio and demonstrate my understanding by giving various
examples.
2. I can write a ratio that describes a relationship between two quantities.
Classwork Example 1:
The coed soccer team has four times as many boys on it as it has girls. We say the ratio of
the number of boys to the number of girls on the team is 4:1. We read this as four to
one.
Number of Boys

Number of Girls

Total Number of Players

Suppose the ratio if the number of boys to the number of girls on the team is 3:2.
Number of Boys

Tape Diagram
Boys
Girls
3 ways to write a ratio

Exercise 1
Ratio:

Number of Girls

Total Number of Players

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My own ratio compares (ratio description):

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
Key words or phrases that indicate a ratio:
1.
2.
3.
Exercise 2
Using words, describe a ratio that represents each ratio below.
1. 1 to 12
2. 12:1
3. 2 to 5
4. 5 to 2
5. 10:2
6. 2:10
Appendix F

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Reference:
Math Worksheets Land. (n.d.). Retrieved October 13, 2015, from
http://www.mathworksheetsland.com/6/1ratios.html
Appendix G

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Name _____________________ Date _________________________

Tons of Free Math Worksheets at: www.mathworksheetsland.com
The Concept of Ratios - Guided Lesson Explanation

Explanation#1
Step 1) Count the number of each type of dog.
Number of pink dogs = 5 Number of yellow dogs = 4
Step 2) The answer must be in the correct order of pink to yellow dogs,
pink:yellow.
We must write the ratio of the number of pink dogs to yellow dogs.
Therefore the answer will be 5:4.

Explanation#2
Step 1) Find the number of people sitting on chairs and on the ground.
Number of people sitting on chairs = 42
Number of people sitting on the ground = 16
Step 2) We have to write the ratio of the number of people sitting in the
chairs to the number of people sitting on the ground at the beach. So it must
take this form: chairs : ground 42:16 (a)
Explanation#3
Step 1) Find the proper number of children
Number of children that want chocolate cake = 9

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Number of children that want truffle cake = 6

Step 2) We have to write the ratio of the number of children that want
chocolate cake to the number of children that want truffle cake. This is
written as chocolate : truffle. 9:6.The answer will be b.
b) The ratio of the number of children that want chocolate cake to the
number of children that want truffle cake is 9:6

Reference:
Math Worksheets Land. (n.d.). Retrieved October 13, 2015, from
http://www.mathworksheetsland.com/6/1ratios.html