1. Introduction to Ratios

2. Warm Up Write each fraction in simplest form.
OBJECTIVE: Students will write real-world quantities as ratios and explain their meaning.
Language Objective: Students will define ratio and will be introduced to ratio language. .
Write each fraction in simplest form.
(5 min) Time passed
In-Class Notes
This warm-up will allow teachers to review key math terms like common factors, GCF, equivalent fractions, numerator and denominator.
This warm-up serves as a review for simplifying fractions which is a pre-requisite skill for simplifying ratios and rates later in this lesson as well as to find unit rates in future lessons.
Preparation Notes
It would be helpful to utilize terms like numerator, denominator, factor and GCF when instructing this lesson.
3) Which fraction above has the greatest value?
5/9 is bigger than 3/10 because 5/9 is about 0.55 and 3/10 = 0.3
Agenda

3. Agenda: 1) Warm Up - Individual 2) Lucky Charms Launch – Whole Class
OBJECTIVE: Students will write real-world quantities as ratios and explain their meaning.
Language Objective: Students will define ratio and will be introduced to ratio language
What does the word quantity mean?
1) Warm Up - Individual
2) Lucky Charms Launch – Whole Class
3) Exploration - Partner
Hint: How many ears do I have?
4) Summary - Individual
5) Practice – Small Group
6) Assessment - Individual
(2-3 mins) Time passed
In-Class Notes
Teachers should take one minute to review the agenda for the day’s lesson, and also ask a student to read the objective. Teachers should also ask students to define the word quantity – this can be done as a whole class review. The hint button and final answer button can be displayed once students have a chance to brainstorm answers.
Preparation Notes
None
A quantity is an amount of anything that we can count. Like my ears!

4. Lucky Charms Launch Turn and Talk: Hint:
Have you ever had Lucky Charms cereal?
Are there more marshmallows or oat pieces in a box of Lucky Charms?
Predict how many marshmallows pieces are 1 box.
Predict how many oat pieces are in 1 box.
(8-10 min) Time passed
In-Class Notes
This introduction will hopefully engage and “hook” students into the lesson.
Teachers can have students read over each question and then work in pairs to answer each question.
Teachers can ask students to write their predictions on the board or can take volunteers to give their answers.
This lesson can also be done interactively with real Lucky Charms. Students can be given bowls of Lucky Charms, and can count marshmallows compared with oat pieces. If this is not possible, then students can watch the video to learn the ratio of marshmallows to oat pieces.
Preparation Notes
Teachers can provide students with structured class notes, please find this with the lesson as well as attached class work.
Hint:
Agenda

5. 2,500 marshmallows and oats altogether in 1 box.
Lucky Charms Launch
Turn and Talk:
Have you ever had Lucky Charms cereal?
Are there more marshmallows or oat pieces in a box of Lucky Charms?
Predict how many marshmallows pieces are 1 box.
Predict how many oat pieces are in 1 box.
Hint: There are almost
2,500 marshmallows and oats altogether in 1 box.
(8-10 min) Time passed
In-Class Notes
This introduction will hopefully engage and “hook” students into the lesson.
Teachers can have students read over each question and then work in pairs to answer each question.
Teachers can ask students to write their predictions on the board or can take volunteers to give their answers.
This lesson can also be done interactively with real Lucky Charms. Students can be given bowls of Lucky Charms, and can count marshmallows compared with oat pieces. If this is not possible, then students can watch the video to learn the ratio of marshmallows to oat pieces.
Preparation Notes
Teachers can provide students with structured class notes, please find this with the lesson as well as attached class work.
Agenda

6. Lucky Charms Continued
 There are 287 marshmallow pieces and 2,583 Oat Pieces in 1 box of Lucky Charms.
We can write this real-world situation as a ratio!
A ratio is a comparison of two different quantities.
We can write a ratio in 3 ways using:
1) a fraction
2) the word, “to”
(3 min) Time passed
In-Class Notes
This part of the lesson will allow students to write down the definition of ratio and the 3 ways in which to represent ratios.
Teachers should also reinforce the definition of ratio, and discuss quantity as a term that refers to real-world examples of numbers.
Preparation Notes
Students will need paper and pencil to write down the definition.
3) a colon :
Agenda

7. Lucky Charms Continued
Write the ratio of marshmallows to oats in 3 ways.
Remember in 1 box:
287 Marshmallows
2,583 Oats
Let’s try together:
1) A Fraction
2) The Word “to
287 Marshmallows to 2,583 Oats
(3 min) Time passed
In-Class Notes
This part of the lesson will allow students to write down the definition of ratio and the 3 ways in which to represent ratios.
Teachers should also reinforce the definition of ratio, and discuss quantity as a term that refers to real-world examples of numbers.
Preparation Notes
Students will need paper and pencil to write down the definition.
3) A Colon
287 Marshmallows : 2,583 Oats
Agenda

8. Practice – Work with a partner!
Write a ratio comparing # of people to # of pizzas for each picture.
Picture #1
Picture #2
1 person: 4 pizzas
4 people: 1 pizza
Talk to your partner
How are the ratios above alike?
Does the order matter when writing a ratio?
(2-3 min) Time passed
In-Class Notes
This slide will allow students to practice writing ratios. You should encourage students to use all forms of writing with the fraction bar and the word “to” as well. We hope that in this slide, we can reinforce the importance of order in a ratio. In this example, if we switch the order then we change the situation completely.
Preparation Notes
Teachers can gauge student learning from last slide to determine if students can work on first part of slide (writing a ratio) by themselves or if partner work or whole group is best.
Yes! The situation changes if we change the order of pizza & people.!
Agenda

9. Explore lions to birds 6 lions to 1 bird lions : birds
(2-3 min) Time passed
In-Class Notes
Students will reinforce the three way to represent a ratio using the word “to,” a fraction, and a colon symbol. Students should work with a partner or in a small group to discuss. Teachers may want to ask students, particularly with an ELL population, to first point out a lion and hyena before beginning their work. This assignment can be modified to ask students to compare a lion to a bird, if teachers are concerned about the difficulty of the word hyena.
Preparation Notes
Teachers should consider their student population when clicking to reveal new parts of the slide. To provide scaffolding, teachers can click once to find the first hint, using the word “to”, while another click provides the set-up for a fraction and then lastly a colon. Teachers should try to just show one way at a time and give students a chance to write their own ratio.
Partner Work:
Use the picture above to write a ratio in 3 ways comparing
the # of lions to # of birds.
Agenda

10. Simplifying Ratios Let’s explain the meaning of this ratio!
Write in simplest form the ratio of Biking to Running.
Let’s explain the meaning of this ratio!
This ratio means that for every 1 hour biking, Christian spent ___ hours
playing basketball.
(2-3 min) Time passed
In-Class Notes
This slide helps to transition students to writing ratios by reading data from a table rather than using pictures. Students will also review how to simplify fractions by finding the GCF of numerator and denominator. Teachers should guide students through the first example, and then ask students to try the next on their own, question #2 on their own.
Preparation Notes
Teachers should remind students that simplifying fractions has already been reviewed in warm-up. Teachers may also want to consider that there may be many answers for the explanation of meaning.
Agenda

11. Simplifying Ratios Let’s explain the meaning of this ratio!
Write in simplest form the ratio of Christian’s time spent running to total hours of activities.
Let’s explain the meaning of this ratio!
This ratio means that for every 25 total hours Christian spent on activities, he spent ____ hours running.
(2-3 min) Time passed
In-Class Notes
This slide helps to transition students to writing ratios by reading data from a table rather than using pictures. Students will also review how to simplify fractions by finding the GCF of numerator and denominator. Teachers should guide students through the first example, and then ask students to try the next on their own. If students struggle with second question, teachers can click on scaffold button to provide a hint. Teachers may also want to ask at end of lesson how else we could have written our answers to #1 and #2 (i.e. using colon or word “to”)
Preparation Notes
Teachers should dipstick to gauge student learning, and determine if students need the hint. The hint can always be added later. Teachers may also want to consider that there may be many answers for the explanation of meaning.
Scaffold
Agenda

12. Summary – Try Independently
A ratio is a comparison of two different _________.
We can write a ratio in ____ different ways.
Ratios can be written as
 As a fraction
Using the word “to”
Using a colon :
(3 minutes) Time passed
In-Class Notes
Students should use their class work sheet to fill in each blank. Teachers should make sure to give wait time for students to think about their answers, and also encourage them to look back at their notes if needed.
Preparation Notes
Agenda

13. Practice Use the CW hand-out to complete the following problems.
(5 - min) Time passed
In-Class Notes
Teachers can have students work on this short in-class assignment individually or in pairs or small groups. Teachers can ask students to post their answers for these questions and #3-4 as they work – calling sticks would be one method to have students participate.
Preparation Notes
Teachers should have a photocopy of this CW for students, if possible. These can also be project and done on lined paper.
Agenda

14. Practice Use the CW hand-out to complete the following problems.
(5 - min) Time passed
In-Class Notes
Teachers can have students work on this short in-class assignment individually or in pairs or small groups. Teachers can ask students to post their answers for these questions as they work.
Preparation Notes
Teachers should have a photocopy of this CW for students, if possible. These can also be project and done on lined paper.
Agenda

15. Assessment Complete the following questions on your own!
Write a ratio comparing # of fish to # of sharks in 3 ways.
(2 min) Time passed
In-Class Notes
This question will help teachers to determine if students are able to apply ideas about ratios to real-world questions. Teachers can ask students to complete their work on a sticky note or sheet of paper to be collected. The goal of this last question is to determine if students know or do not know how to apply ratios – it is strongly encouraged for teachers to determine which students know and do not know how to solve this problem correctly.
Preparation Notes
Teachers may want flashcards, a piece of paper or sticky notes to collect students responses
Agenda