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Ratio powerpoint
- 2. Warm Up Agenda 2 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 Write each fraction in simplest form.
- 3. Lucky Charms Launch Agenda 3 Hint: 1. Have you ever had Lucky Charms cereal? 2. Are there more marshmallows or oat pieces in a box of Lucky Charms? 3. Predict how many marshmallows pieces are 1 box. 4. Predict how many oat pieces are in 1 box. Turn and Talk: Hint: There are almost 2,500 marshmallows and oats altogether in 1 box.
- 4. Lucky Charms Continued 4 Agenda 1) a fraction 2) the word, “to” 3) a colon : 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:
- 5. Lucky Charms Continued 5 Agenda Remember in 1 box: 287 Marshmallows 2,583 Oats Write the ratio of marshmallows to oats in 3 ways. Let’s try together: 1) A Fraction 2) The Word “to 3) A Colon 287 Marshmallows to 2,583 Oats 287 Marshmallows : 2,583 Oats
- 6. Practice – Work with a partner! 6 Agenda Talk to your partner How are the ratios above alike? Does the order matter when writing a ratio? Write a ratio comparing # of people to # of pizzas for each picture. Picture #1 Picture #2 1 person: 4 pizzas 4 people: 1 pizza Yes! The situation changes if we change the order of pizza & people.!
- 7. Explore 7 Agenda Partner Work: Use the picture above to write a ratio in 3 ways comparing the # of lions to # of birds. lions to birds 6 lions to 1 bird lions : birds 6 lions : 1 bird
- 8. Simplifying Ratios 8 Agenda 1) 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. = 8 hours of biking 16 hours of basketball = 1 hour of biking 2 hours of basketball
- 9. Simplifying Ratios 9 AgendaScaffold 2) 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. Hint: Add to find the total # of points
- 10. Summary – Try Independently 1) A ratio is a comparison of two different _________. 2) We can write a ratio in ____ different ways. 3) Ratios can be written as As a fraction Using the word “to” Using a colon : 10 Agenda
- 11. Complete the following problems then move to the next slide to check. Practice 11 Agenda
- 13. Practice 13 Agenda Complete the following problems then move to the next slide to check.
Notas del editor
- (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.
- (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.
- (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 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.
- (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.
- (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.
- (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.
- (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.
- (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
- (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.
- (2 mins) Time passed In-Class Notes Depending on student questions, teacher can post answers and go over any questions that students have on fractions and #1, 2. Teachers are encouraged to have students post their answers and ask them to explain how they got their answer. Preparation Notes Teachers may want to review vocabulary with students, particularly ELL students.
- (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.
- (2 mins) Time passed In-Class Notes Depending on student questions, teacher can post answers and go over any questions that students have on fractions and #1, 2. Teachers are encouraged to have students post their answers and ask them to explain how they got their answer. Preparation Notes Teachers may want to review vocabulary with students, particularly ELL students.