Proportions, Ratios, and Percentsby Dana Pet

Standards

Grade Level Content Expectations

N.ME.06.06 Represent rational numbers as fractions or terminatingdecimals when possible, and translate between these representations.

N.ME.06.11 Find equivalent ratios by scaling up or scaling down.

N.FL.06.12 Calculate part of a number given the percentage and thenumber.

N.MR.06.13 Solve contextual problems involving percentages such assales tax and tip.

A.PA.06.01 Solve applied problems involving rates.

A.FO.06.03 Use letters, with units, to represent quantities in a varietyof contexts.

A.FO.06.13 Understand that multiplying or dividing both sides of anequation by the same non-zero number creates a new equation thathas the same solutions.

outcome statements

The learner will use proportions, ratios, and percents to solve mathproblems.

Objectives

Write proportions to change a recipe, determine a unit price, and findthe size of objects.

Determine unit prices using proportions and decide the "better buy."

Create a game.

Convert fractions, decimals and percents to one of the other forms.

Construct and solve equations to find the sales tax and discount on anitem.

Cooperatively work with other classmates.

Audience

Grade Level: 6th grade

Number of Students: 25-30

Content Areas: Math, Language Arts, and Character Education

Special Accommodations: None

jResources

Resources

Baseball Proportionshttp://fcit.usf.edu/fcat8m/resource/activity/basebalt.htmA math lesson on using proportions to solve a baseball problem.

Details

References

Baseball proportion: teacher notes, (n.d.) Florida Center for InstructionalTechnology. Retrieved February 5, 2009, from

http://fcit.usf.edu/fcat8m/resource/activity/basebalt. htm

materials list

General:

-Classroom in a group formation

-Tables, chairs, or desks arranged in 5 separated groupings

-Attached worksheet (1 per student)

-Calculator (1 per student)

-Pencil (1 per student)

-Direction sheets (1 at each station) attached

Stations:

ffl

-Muffin box with recipe

#2

-Regular sized baseball bat

-Souvenir baseball bat

-Meter stick

#3

-Grocery shopping book (attached)

#4

-Notecards (5 per student cut in half- 10 halves per student plus a fewextra for mistakes)

-Markers

#5

-4 Pieces of clothing with tags

-Discount sign

Opening/ Introduction-10 minutes total

Anticipatory Set: Make a list of all the things we can use proportions;ratios, and percents for. "We have been talking a lot aboutproportions, ratios, and percents. Lets make a list of all the things wehave discussed."

-Explain station set up for student understanding and tell themacceptable behavior.

Example: Work with your groups members cooperatively, you onlysucceed as much as they do.

Stay on task.

Ask < luestions if vou need helo.

Body- 60-70 minutes total

-Thoroughly explain each station

Station #1:

-Use the muffin recipe on the back of the box and write a recipemaking triple the recipe (i.e. 18 muffins instead of 6)

-Set up proportions to change each ingredient from one "serving" tothree.

-Fill in the worksheet and show your work.

Station #2:

-Measure the full size baseball bat and the souvenir bat in inches.

-Then measure your tallest group member in feet.

-Set up a proportion to determine the size (feet) of the person thatwould use the small baseball bat if your group member uses the largebaseball bat.

-NO hitting with the bats or meter sticks.

Station #3:

-Using the list of ingredients given for tacos to go shopping.

-Compare prices of items and find the lowest unit price to find the"best buy" for each ingredient.

Station #4:

-Using the notecards and markers create a memory game for fractiondecimal, and percent conversions. (10 matches each, 20 cards total)

Example: Green 50% and Green .50

Blue 60% and Blue 3/5

-Play your memory game with a friend.

-Place all the cards face down on the table. Take turns flipping overtwo cards. If they don't match flip them back over. Then it is the otheiperson's turn. When a match is found the person takes it and places iton their side of the table. The person that has the most pairs ofmatches when all the cards are gone wins.

Station #5:

-Look at the price tag on each item and the discount sign.

-Find the cost of each item after the discount.

-Then find the total cost of all the items including a 6% sales tax.

*Remind them to work with the people in their groups and be on theirbest behavior.

*Explain that there are also directions in the middle of each station ifthey need help knowing what to do.

*If they finish early at any station they can create a blueprint of theircabin with a scale on graph paper.

-Break them into groups by numbering off 1 to 5. The ones start atstation one, the twos at station two, etc.

-Let them get started. (10-15 minutes per station.)

Closure-15 minutes total

-Bring the entire class together.

-Discuss the findings of each station.

-Add any other things we can use ratios, proportions, and percents forto our list.

Assessment

-Observe students as they work.

-Class discussion Darticioation.

-Collect worksheets for station cycle and assess understanding ofvarious concepts.

Extension of activities

-If students finish early at their stations they may use graph paper tocreate their cabin blueprint including a scale.

-The students can look over the list of ways we can use proportions,ratios, and percents and see all the ways they can bring this skillhome.

Self-reflection

What worked? What would you change? How did the student react?How did you react? What where your expectations? Where therealistic? Why? Why not? Did you meet the objectives? How did youadapt?

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