503 Proportion Project Handouts

8/3/2019 503 Proportion Project Handouts

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Baseball Bat Proportion:Student Activity Sheet

Name _____________________ Period ______

Group Arrangement: Students work individually or in pairs

Tools:

1 regulation-sized baseball bat 1 souvenir miniature baseball bat 1 piece of poster board per student

1 metric measuring stick or tape for each pair of students

Procedure: (height of person with regular bat is already measured for you)

1. Measure the length of the regular bat in centimeters. _______cm

2. Measure the length of the souvenir bat in centimeters. ______cm

3. Record the height of the student holding the regular bat. ______cm

4. Determine how tall a person should be in order to be proportional tothe souvenir bat. ______cm

5. Using the poster board, draw a cutout figure whose height isproportionally correct for the souvenir bat.

6. Have students show their work and/or explain in words the processfor determining the correct height of the figure on the poster board.

Create your proportion here:

---------- = ----------


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Means and Extremes Student

Activity SheetName ________________________ Period _______

5(14) = 7(10)

70 = 70

It is proportional!

Solve the following proportions.1. x = 6

2 3

5=10

714Extremes

Means


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2. x = 121 3

3. 2 = 6

x 184. 1 = x

8 40

5. 3 = 512 x

6. 13 = 261 x

7. 2 = 24x 12

8. 8 = x12 3

9. x = 321 9

10. 5 =485x 97

11. 4 = 8x 20

12. 10 = 5x 1

13. 6 = x

1 2

14. 2x = 103 1

15. 6x = 361 3


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16. 3 = 145 5x

17. 3x = 15

30 10018. 15 thingies cost $43. What is the cost of six thingies?

19. When my blank CD package is full it holds 100CDs. It is5 inches tall. Now my CD package only has 1.5 inchesworth of CDs. About how many CDs are left?

20. The field Jordan moves pipe for produces 2100 poundsof potatoes. If all the fields produce at the same rate, how

many fields are needed to produce 50,000 pounds?


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Baseball Bat Proportion:Teacher Activity Sheet

Name _____________________ Period ______

Group Arrangement: Students work individually or in pairs

Tools:

1 regulation-sized baseball bat 1 souvenir miniature baseball bat 1 piece of poster board per student

1 metric measuring stick or tape for each pair of students

Procedure: (height of person with regular bat is already measured for you)

7. Measure the length of the regular bat in centimeters. _______cm

8. Measure the length of the souvenir bat in centimeters. ______cm

9. Record the height of the student holding the regular bat. ______cm

10.Determine how tall a person should be in order to be proportional tothe souvenir bat. ______cm

11.Using the poster board, draw a cutout figure whose height isproportionally correct for the souvenir bat.

12.Have students show their work and/or explain in words the processfor determining the correct height of the figure on the poster board.

Create your proportion here:

Reg bat length = Souvenir bat lengthHeight student x

Answers should be consistent afteryou solve the proportion

------------- = -------------


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Baseball Bat Activity Rubric Points Possible Score

Assignment completed on time 1

Figures height measures within 0.5cm

of the correct height 1

Written explanation shows goodthinking and calculations are correct

1

Poster board figure is neat andcreative in design

1

TOTAL 4

Enrichment Activity Rubric Points Possible Score

Assignment completed on time 1

Table is created correctly andcalculations are correct

1

TOTAL 2


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Means and Extremes TeacherActivity Sheet

Name ________________________ Period _______

5(14) = 7(10)

70 = 70

It is proportional!

Solve the following proportions.1. x = 6

2 3 x = 4

2. x = 121 3 x = 4

5=10

714Extremes

Means


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3. 2 = 6x 18 x = 6

4. 1 = x

8 40 x = 55. 3 = 51

2 x x = 34

6. 13 = 261 x x = 2

7. 2 = 24x 12 x = 1

8. 8 = x12 3 x = 2

9. x = 321 9 x = 7

10. 5 =485

x 97 x = 111. 4 = 8

x 20 x = 10

12. 10 = 5x 1 x = 2

13. 6 = x1 2 x = 12

14. 2x = 103 1 x = 15

15. 6x = 361 3 x = 2


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16. 3 = 145 5x x = 3

17. 3x = 12

25 100 x = 4

18. 15 thingies cost $43. What is the cost of six thingies?

Solution: 15/43 = 6/x x = $17.20

19. When my blank CD package is full it holds 100CDs. It is5 inches tall. Now my CD package only has 1.5 inchesworth of CDs. About how many CDs are left?

Solution: 100/5 = x/1.5 x = 30 CDs

20. The field Jordan moves pipe for produces 2500 poundsof potatoes. If all the fields produce at the same rate, howmany fields are needed to produce 50,000 pounds?

Solution: 1/2500 = x/50,000 x = 20 fields


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INDIRECT MEASUREMENTSTUDENT RECORDING SHEET

Name ____________________________________Period _____________

Some lengths are almost impossible to measure directly. Thales ofMelitius, a Greek mathematician, devised mathematical relationships tofind these lengths. He is considered the first person to develop a methodfor finding the height of the Egyptian pyramids. By measuring shadows onthe ground and heights that could be reached from the ground, he createda relationship to compare them and determine the height of the totalpyramid after measuring the total length of the pyramid shadow.

Can you determine the height of a tall tree or telephone polewithout climbing to the top?

Using the Shadow Method, measurements are taken of thelengths of the shadows on the ground as well as the height ofthe person taking the measurements. The similar triangles areused to set up proportions, so you may find the missing height.

5.5ft.

4.4ft. 8ft.

xft.


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What you need to complete this activity:

Divide into groups of 2 or 3 Sunshine Measuring tape (1 per group)

Now what do you do?

1) Go outside. Measure the height and the length of the shadows of one ofthe members of your group. Record your data in the table below.

Name Height Length of Shadow

1.

2) Measure the length of the shadows of the other two members of yourgroup. Record your data in the table below.

Name Length of Shadow

2.

3.

3) Use the measurements in a ratio to predict the height of the 2nd and 3rdstudents.

Use the formula:

Height of Student 1 = Height of Student 2 (X)

Length of Student 1s Length of Student 2s

Shadow Shadow

Cross multiply and divide to find Student 2s height. Repeat for Student 3.


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4) Choose a nearby tall object, like a tree or a telephone pole, and measurethe length of its shadow. Use the previous ratio to find the height of thenew object. Record your data in the table below. Measure the shadowsof two more tall objects and record the data below.

Object Length of Shadow Height

What applications would this activity have in the business world?

What occupations would need this skill to do their job?


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INDIRECT MEASUREMENTTEACHER SHEET

Name ____________________________________Period _____________

Some lengths are almost impossible to measure directly. Thales ofMelitius, a Greek mathematician, devised mathematical relationships tofind these lengths. He is considered the first person to develop a methodfor finding the height of the Egyptian pyramids. By measuring shadows onthe ground and heights that could be reached from the ground, he createda relationship to compare them and determine the height of the totalpyramid after measuring the total length of the pyramid shadow.

Can you determine the height of a tall tree or telephone polewithout climbing to the top?

Using the Shadow Method, measurements are taken of thelengths of the shadows on the ground as well as the height ofthe person taking the measurements. The similar triangles areused to set up proportions, so you may find the missing height.

Solution: 5.5/4.4 = x/8 4.4x = 5.5(8) 4.4x = 44 x= 10

5.5ft.

4.4ft. 8ft.

xft.


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What you need to complete this activity:

Divide into groups of 2 or 3 Sunshine Measuring tape (1 per group)

Now what do you do?

5) Go outside. Measure the height and the length of the shadows of one ofthe members of your group. Record your data in the table below.

Name Height Length of Shadow

1.

6) Measure the length of the shadows of the other two members of yourgroup. Record your data in the table below.

Name Length of Shadow

2.

3.

7) Use the measurements in a ratio to predict the height of the 2nd and 3rdstudents.

Use the formula:

Height of Student 1 = Height of Student 2 (X)

Length of Student 1s Length of Student 2s

Shadow Shadow

Cross multiply and divide to find Student 2s height. Repeat for Student 3.


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8) Choose a nearby tall object, like a tree or a telephone pole, and measurethe length of its shadow. Use the previous ratio to find the height of thenew object. Record your data in the table below. Measure the shadowsof two more tall objects and record the data below.

Object Length of Shadow Height

What applications would this activity have in the business world?

What occupations would need this skill to do their job?

A n s w e r s t o a l l q u e s t i o n s w i l l v a r y , b u t g r o u p s s h o u l d h a v e av e r y c l o s e c o n s e n s u s o f t h e h e i g h t s o f t h e s t u d e n t s i n t h eg r o u p .


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DIRECT PROPORTIONSTUDENT WORKSHEET

Name _______________________________ Period ________

Class-completed Examples:1. An advertised job pays $10 per hour. How much money would you make atthis job if you worked one hour? Two hours? Five hours? Zero hours?

Wage $10Hours worked 0 1 2 4

2. Suppose you got a raise and made $2.00 more per hour. How do you thinkyour table will change?

Wage $12Hours worked 0 1 2 3 4 5

3. How much money will you make if you work for one week? Two weeks? Amonth?

WageHours worked

040 =1 wk


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On Your Own:Complete the tables below given that they form directproportions:1.

Hours 0 1Number of cars 0 4 8 12 16 20

2.

Number of haircuts 0 3 10 20Total due to hairstylist $18 $24

3.

Number of tickets 2 7 100Total cost 0 $10 $50

4.

Parcels 7 12Weight 0 4.5 10.5 12

5. Every 10 grams of margarine contain 8 grams of fat. Make a table to show

the fat content of:

a. 0g b. 10g c. 20g d. 30g e. 40g of margarine

Margarine (grams)Fat (grams)

6. Using the table above, what is the fat content of 35g of margarine? How doyou feel justified in giving this answer?

Margarine (grams)

Fat (grams)


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7. 1 EU can be exchanged for 1.5 US dollars. Create a table showing howmany Euros you can get for 40 US dollars. Show incremental values between1.5 and 40 US dollars.

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8. To make lemonade, you mix 2 parts concentrate with 5 parts water (in ml).Complete a table to follow the pattern of making larger and larger amounts oflemonade.

a. Use your graph to work out how much water you need for:

i. 1 ml ii. 12ml iii.40ml of concentrate

b. Use your graph to work out how much concentrate you would require for:

i. 60ml ii. 10ml iii. 115ml of water


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DIRECT PROPORTIONTEACHER WORKSHEET

Name _______________________________ Period ________

Class-completed Examples:1. An advertised job pays $10 per hour. How much money would you make atthis job if you worked one hour? Two hours? Five hours? Zero hours?

Wage 0 $10 $20 $30 $40 $50Hours worked 0 1 2 3 4 5

2. Suppose you got a raise and made $2.00 more per hour. How do you thinkyour table will change?

Wage 0 $12 $24 $36 $48 $60Hours worked 0 1 2 3 4 5

3. How much money will you make if you work for one week at $12 an hour?Two weeks? A month?

Wage 0 $480 $960 $1440 $1920Hours worked

040 =1 wk

80 120 160


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On Your Own:Complete the tables below given that they form directproportions:1.

Hours 0 1 2 3 4 5Number of cars 0 4 8 12 16 20

The pattern is: Hours x 4 = Number of cars

2.

Number of haircuts 0 3 4 10 20Total due to hairstylist 0 $18 $24 $60 $120

The pattern is: Haircuts x 6 = Total due

3.

Number of tickets 0 2 7 25 100Total cost 0 $10 $14 $50 $500

The pattern is: Tickets x 5 = Total cost

4.

Parcels 0 3 7 8 12Weight 0 4.5 10.5 12 18

The pattern is: Parcels x 1.5 = Weight

5. Every 10 grams of margarine contain 8 grams of fat. Make a table to showthe fat content of:

a. 0g b. 10g c. 20g d. 30g e. 40g of margarine

Margarine (grams) 0 10 20 30 40Fat (grams) 0 8 16 24 32

The pattern is: Margarine / 1.25 = Fat


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6. Using the table above, what is the fat content of 35g of margarine? How doyou feel justified in giving this answer?

Margarine (grams) 35

Fat (grams) 28

7. 1 EU can be exchanged for 1.5 US dollars. Create a table showing howmany Euros you can get for 40 US dollars. Show incremental values between1.5 and 60 US dollars.

Euro 1 10 20 30 40US dollars 1.5 15 30 45 60

Pattern is: Euro x 1.5 = US dollars

8. To make lemonade, you mix 2 parts concentrate with 5 parts water (in ml).Complete a table to follow the pattern of making larger and larger amounts oflemonade.

Concentrate 2 10 20 30 40Water 5 25 50 75 100

Pattern is: Concentrate x 2.5 = Water

a. Use your graph to work out how much water you need for:

i. 1 ml 2.5ml ii. 12ml 30ml iii.40ml of concentrate 100ml

b. Use your graph to work out how much concentrate you would require for:

i. 60ml 24ml ii. 10ml 4ml iii. 115ml of water 46ml


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The Vitruvian Man Student Recording SheetName ________________________________ Period ________Vitruvius, a Roman engineer of the first century B.C., influenced Leonardo daVincis work in architecture and also his drawing of the human figure. One ofLeonardos drawings is called the Vitruvian Man. It is based on a model of idealproportions that Vitruvius established. To make sure that the ratios equal one,the height of the person must equal the length of the persons arm span,meaning the ratio of height to arm span must equal 1.

Example: Height = 60 cm

Arm Span = 60 cm

Ratio of height to arm span is 60/60 = 1

The ratio of 1 supports Vitruvius theory.

Height = 56 cm

Arm Span = 54 cm

Ratio of height to arm span is 56/54 = 1.037037

The ratio of 1.037037 does not support Vitruvius theory.

Work in pairs and measure both your heights and arm spans.Record this information, rounding quantities to the nearestcentimeter. When you are finished, go to another pair andrecord the information on the other two students. Continue untileach students measurements have been recorded on yourRecording Sheet. Get back into your pair and calculate theratios to see if you agree or disagree with the theory. Graph theinformation as requested and see if you agree or disagree withVitruvius theory.


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Height(cm) Gender(M or F) Arm Span(cm) HeightArm SpanRatio(reducedform)


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1. What do you notice from the table of data? ______________________

__________________________________________________________

__________________________________________________________

2. Which students most closely fit Leonardos theory?_______________

3. What helped you decide that a student fits this theory? ____________

__________________________________________________________

4. Check your prediction by plotting four graphs on pages 4 to 7.

Graph 1: Create your own graph from the data table above and give it a title.

Graph 2: Graph one measurement against the other in a scatter plot. Use onlydata for the girls.

Graph 3: Graph one measurement against the other in a scatter plot. Use onlydata for the boys.

Graph 4: Graph one measurement against the other in a scatter plot. Use datafor all students.

Answer the questions written below each graph after you have plotted the data.

5. Compare the distribution shape, middle range and spread for boys and girls.

Are boys different from girls? _________

What evidence do you have to support your claim?__________________________________________________________________________

__________________________________________________________

__________________________________________________________

__________________________________________________________

6. Not everybody has an arm span / height ratio equal to 1. Why do you think thisis?

__________________________________________________________

__________________________________________________________

__________________________________________________________

7. Do you think the results would be the same for babies or seniors?

Babies Yes/No Why? ____________________________________


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Seniors Yes/No Why? ____________________________________

Graph 1 Title: _______________________________________________

What is the shape of the plotted data? ____________________________

What is the spread of the plotted data? ___________________________

Is there anything interesting you notice about the graph (middle range, outliers,clusters)?

____________________________________________________________

____________________________________________________________


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Graph 2 - Height versus arm span, girls

Draw a line of best fit.




____________________________________________________________


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Graph 3 - Height versus arm span, boys


What is the shape of the plotted data? ___________________________



___________________________________________________________


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Graph 4 - Height versus arm span, all students



What is the spread of the plotted data? __________________________


____________________________________________________________

____________________________________________________________


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The Vitruvian Man TEACHER Recording SheetName ________________________________ Period ________Vitruvius, a Roman engineer of the first century B.C., influenced Leonardo daVincis work in architecture and also his drawing of the human figure. One ofLeonardos drawings is called the Vitruvian Man. It is based on a model of idealproportions that Vitruvius established. To make sure that the ratios equal one,the height of the person must equal the length of the persons arm span,meaning the ratio of height to arm span must equal 1.

Example: Height = 60 cm

Arm Span = 60 cm

Ratio of height to arm span is 60/60 = 1

The ratio of 1 supports Vitruvius theory.

Height = 56 cm

Arm Span = 54 cm

Ratio of height to arm span is 56/54 = 1.037037

The ratio of 1.037037 does not support Vitruvius theory.

Work in pairs and measure both your heights and arm spans.Record this information, rounding quantities to the nearestcentimeter. When you are finished, go to another pair andrecord the information on the other two students. Continue untileach students measurements have been recorded on yourRecording Sheet. Get back into your pair and calculate theratios to see if you agree or disagree with the theory. Graph theinformation as requested and see if you agree or disagree withVitruvius theory.


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Height(cm) Gender(M or F) Arm Span(cm) HeightArm SpanRatio(reducedform)


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1. What do you notice from the table of data? ______________________

__________________________________________________________

__________________________________________________________

2. Which students most closely fit Leonardos theory?_______________

3. What helped you decide that a student fits this theory? ____________

__________________________________________________________

4. Check your prediction by plotting four graphs on pages 4 to 7.

Graph 1: Create your own graph from the data table above and give it a title.

Graph 2: Graph one measurement against the other in a scatter plot. Use onlydata for the girls.

Graph 3: Graph one measurement against the other in a scatter plot. Use onlydata for the boys.

Graph 4: Graph one measurement against the other in a scatter plot. Use datafor all students.

Answer the questions written below each graph after you have plotted the data.

5. Compare the distribution shape, middle range and spread for boys and girls.

Are boys different from girls? _________

What evidence do you have to support your claim?__________________________________________________________________________

__________________________________________________________

__________________________________________________________

__________________________________________________________

6. Not everybody has an arm span / height ratio equal to 1. Why do you think thisis?

__________________________________________________________

__________________________________________________________

__________________________________________________________

7. Do you think the results would be the same for babies or seniors?

Babies Yes/No Why? ____________________________________


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Seniors Yes/No Why? ____________________________________

Graph 1 Title: _______________________________________________




____________________________________________________________

____________________________________________________________


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Graph 2 - Height versus arm span, girls





____________________________________________________________


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Graph 3 - Height versus arm span, boys





___________________________________________________________


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Graph 4 - Height versus arm span, all students



What is the spread of the plotted data? __________________________


____________________________________________________________

____________________________________________________________

Each time you do this activity you may get slightly differentanswers. Be open to lots of discussion on this topic anddetermine your answers accordingly.


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Graphing Direct ProportionsStudent Activity Sheet

Name _________________________________ Period ________Two quantities that are in direct proportion will always produce a graphwhere all the points can be joined to form a straight line. Take each ratiolisted below and graph them on your graph paper to see if, whenconnected, they form a straight line. If so, it is showing a direct proportion.

1. You went to the store today and bought a 3-foot licorice rope.

When you took 1 bite, your rope was then 33 inches long. You took another biteand then your rope was 30 inches long. After 3 bites, your rope was 25 incheslong. After 10 bites, your rope was 10 inches long. Are your bites in directproportion to each other?

2. Jordan went to the batting cages to practice his batting before the big game.The prices at the cage include a bucket of baseballs. The costs are as follows:

1 bucket = $5.00

3 buckets = $15.00

7 buckets = $30.00

9 buckets = $40.00

10 buckets = $50.00

Are the prices in direct proportion to the number of buckets of balls?

3. Make a table and graph the ordered pairs to see if they create a directproportion with each other.

(1, 4) (8,32) (3, 12) (5, 20) (4, 16)


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Direct Proportion Graphs Student Activity SheetName ________________________ Period ______

By looking at the graphs below, find two other sets of values that would bein direct proportion to those that are already shown by the graphed line.You may not name those values already marked for you on the graph.

.


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Using Direct Proportion GraphsStudent Activity Sheet Answer Key


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Unit Final Assessment

Name___________________________________ Period _________

1. (Obj 1) Solve the following proportions by writing out all steps using the Means

and Extremes Property for each equation.

a. 3 / 8 = 9 / xb. x / 4 = 27 / 36

2. (Obj 2) Find the height of a flagpole when its shadow is 4 feet long, while atthe same time, a person 6 feet tall is casting a 2-foot long shadow. Draw apicture to solve your proportion.

3. (Obj 2)A 28-foot tall tree casts a 7-foot shadow. The person standing next toit casts a 1-foot shadow. How tall is the person? Draw a picture to illustrate theproportion.

4. (Obj 3)Create a table to illustrate appropriate quantities of Idaho sales tax.The sales tax represents 5 cents per dollar spent.

5. (Obj 3) Rusty was paid $45 to wash 5 cars. Create a table to show the rate atwhich he was paid to wash 1 to 5 vehicles.


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6. (Obj 4) Use the following information to compute the ratios and determinewhether the resulting ratios are the same.

CUPS POUNDS RATIO

4 2

6 4

10 5

12 6

Are the ratios the same? YES / NO

7. (Obj 4) The movie theater is selling tickets for an upcoming show. The costsare as follows: 2 tickets = $8, 3 tickets = $12, 7 tickets = $28 and 10 tickets =$35. Create a table illustrating this information. After finding the ratio of people todollars spent, determine if a certain quantity of people get a better deal than therest.

Is there one group getting a better deal? If so, how many are in their party? ___


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8. (Obj 5) Graph the following information.

$ Amount 1.25 2.50 5.50 6.25 8.75

CandyBars

1 2 4 5 7

Does this chart show a proportional relationship? YES / NO


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9. (Obj 5) Graph the following information.

Hours Miles

3 45

6 90

2 2

5 5



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10. (Obj 6) Use the following graph to find the missing values.

Hours 3 6

Feet


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11. (Obj 6) Use the following graph to find the missing values.

Miles 30 50

Days


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Objective 7: The student will apply the knowledge he/she gained aboutproportions to complete a real-life activity. (Christmas Cookie Caper)

This item will be measured using the following rubric

The Christmas Cookie Caper web quest is online at

http://edtech2.boisestate.edu/meslerk/573/webquest.html

Christmas Cookie Caper Assessment Rubric

Excellent90 100%

Adequate

70 89%

Insufficient

0 69%

Did you followdirections?

(25 pts.)

Followed all of thedirections

Followed most of thedirections

Did not followdirections

Does yourspreadsheet reflect

the quantities ofingredients in the

recipes?

(25 pts.)

Calculations andgraphs are done

correctly

Most of thecalculations were

done correctly; graphwas completed

correctly

Most of thecalculations wereincorrect and/orgraph was done

incorrectly

Is your shopping listcomplete and

correct?

(25 pts.)

Compiled list wasorderly and

calculated correctly

Compiled list wassomewhat orderly

and mostly calculatedcorrectly

List was in disarray ormost calculations

were done incorrectly

How did you rate inyour contribution andparticipation in your

group?

(25 pts.)

Rated highly by themembers of the team

Rated somewhathighly by the

members of the team

Rated poorly by themembers of the team

Extra Credit: Did youmake and bring toclass cookies fromone of your project

recipes?(15 pts.)

Made and broughtcookies to class from

project recipe

Did not make andbring cookies to class

from project recipe


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Final Assessment Teacher Answer KeyObjective 1: The student will write and solve proportions correctly usingthe Means and Extremes Property, when given three of the four proportion

values.

1. Solve the following proportions by writing out all steps using the Means andExtremes Property for each equation.

a. 3 / 8 = 9 / x 8(9) = 3x 72 = 3x x = 24b. x / 4 = 27 / 36 4(27) = 36x 108 = 36x x = 3

Objective 2: The student will use similar figures to correctly createproportional ratios.

2. Find the height of a flagpole when its shadow is 4 feet long, while at the sametime, a person 6 feet tall is casting a 2-foot long shadow. Draw a picture to solveyour proportion.

x/4 = 6/2 4(6) = 2x 24 = 2x x = 2ft.

3. A 28-foot tall tree casts a 7-foot shadow. The person standing next to it castsa 1-foot shadow. How tall is the person? Draw a picture to illustrate the

proportion.28/7 = x/1 7x = 28(1) 7x = 28 x = 4ft.

Objective 3: The student will create tables to illustrate proportionalreasoning.

4. Create a table to illustrate appropriate quantities of Idaho sales tax. The salestax represents 5 cents per dollar spent.

Tax Amt. $ .05 $ .10 $ .15 $ .20 $ .25 $ .30

Dollars 1 2 3 4 5 6


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5. Rusty was paid $45 to wash 5 cars. Create a table to show the rate at whichhe was paid to wash 1 to 5 vehicles.

$ Paid $9 $18 $27 $36 $45

# Cars 1 2 3 4 5

Objective 4: The student will use tables to compute comparative ratios.

6. Use the following information to compute the ratios and determine whetherthe resulting ratios are the same.

CUPS POUNDS RATIO

4 2 4/2 = 2/1

6 4 6/4 = 3/2

10 5 10/5 = 2/1

12 6 12/6 = 2/1

Are the ratios the same? YES / NO


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7. The movie theater is selling tickets for an upcoming show. The costs are asfollows: 2 tickets = $8, 3 tickets = $12, 7 tickets = $28 and 10 tickets = $35.Create a table illustrating this information. After finding the ratio of people todollars spent, determine if a certain quantity of people get a better deal than therest.

Dollars Spent # Tickets Ratio

8 2 8/2 = 4/1

12 3 12/3 = 4/1

28 7 28/7 = 4/1

35 10 35/10 = 3.5/1

Is there one group getting a better deal? If so, how many are in their party? 10

YES

Objective 5: The student will use calculated proportions to createcorrelating graphs.

8. Graph the following information.

$ Amount 1.25 2.50 5.50 6.25 8.75

CandyBars

1 2 4 5 7


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The graph would have candy bars on the x-axis and $ amount on the y-axis. Theamount $5.50 for 4 candy bars will not be on the line.



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9. Graph the following information.

Hours Miles

3 45

6 90

2 2

5 5

Hours will be on the x-axis and Miles will be on the y-axis. Two ratios will make ashort line, but the other two will not be on it.



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Objective 6: The student will use correlating graphs to find other valueswith the same proportional quantity.

10. Use the following graph to find the missing values.

Hours 3 6

Feet 15 30


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11. Use the following graph to find the missing values.

Miles 30 50

Days 3 5


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Objective 7: The student will apply the knowledge he/she gained aboutproportions to complete a real-life activity. (Christmas Cookie Caper)

This item will be measured using the following rubric

The Christmas Cookie Caper web quest is online at

http://edtech2.boisestate.edu/meslerk/573/webquest.html

Christmas Cookie Caper Assessment Rubric

Excellent90 100%

Adequate

70 89%

Insufficient

0 69%

Did you followdirections?

(25 pts.)

Followed all of thedirections

Followed most of thedirections

Did not followdirections

Does yourspreadsheet reflect

the quantities ofingredients in the

recipes?

(25 pts.)

Calculations andgraphs are done

correctly

Most of thecalculations were

done correctly; graphwas completed

correctly

Most of thecalculations wereincorrect and/orgraph was done

incorrectly

Is your shopping listcomplete and

correct?

(25 pts.)

Compiled list wasorderly and

calculated correctly

Compiled list wassomewhat orderly

and mostly calculatedcorrectly

List was in disarray ormost calculations

were done incorrectly

How did you rate inyour contribution andparticipation in your

group?

(25 pts.)

Rated highly by themembers of the team

Rated somewhathighly by the

members of the team

Rated poorly by themembers of the team

Extra Credit: Did youmake and bring toclass cookies fromone of your project

recipes?(15 pts.)

Made and broughtcookies to class from

project recipe

Did not make andbring cookies to class

from project recipe


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503 Proportion Project Handouts