Hambleton.PBL.

6th
Title
Teacher
Content Focus:
Project Idea:
Summary of the issue,
challenge, investigation,
scenario, or problem

Ratios & Proportion

Est. Start Date: Fall, Duration: 1 Week
Relationships
2015
Hambleton
Grade Level: 8th
Math
Ratio & Proportion Intervention for 8th grade students presented at 6th grade level

Essential Question:

Content and Skills to be

addressed: (CCCSS,
NGSS, California

Driving Question

Math
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.

T+
A
21st Century Skills
and MPS to be
explicitly taught and
assessed (T + A) or
that will be
encouraged (E) by
Project work but not
taught or assessed:
For this PBL, goals
selected from
p21.org: Life and
Career Skills
INITIATIVE AND
SELF-DIRECTION
and Media-LiteracyANALYZE/CREATE
MEDIA

Set goals with tangible

and intangible success
criteria

T+A

Demonstrate commitment to
learning as a lifelong process

Balance tactical (shortterm and strategic

(long-term) goals

Reflect critically on past experiences

in order to inform future progress

Utilize time and

manage workload
efficiently

Work Independently

Understand both how and why

media messages are constructed, and
for what purposes
x

Apply a fundamental understanding

of the ethical / legal issues
surrounding the access and use of
media

x
Go beyond basic
mastery of skills and/or

Understand and utilize the most

appropriate media creation tools,
1

Hambleton.PBL.6th
curriculum to explore
and expand ones own
learning and
opportunities to gain
expertise
Demonstrate initiative
to advance skill levels
towards a professional
level

Culminating Products
and Performances

characteristics and conventions

Group:

Class

Presentation Audience
X

School
Community
Experts

Individ
ual

Web
Other
Entry Event
Launch inquiry,
engage students

Play game of Heads Up, 7-Up. Ask students to record in their math notebooks what they
believe will be their chances of winning; starting from the 1 st person who guesses through
the last person who guesses.

Pre-Assessment: Students should be able to analyze patters and relationships between

pairs or sets of numbers.
EL Intervention: Start Word Wall: ratio, unit rate, equivalent ratio, tape diagram,
double number line diagram, unit pricing, constant speed, percent, rate per 100
Differentiation: Additional visuals, modeling, and/or modified questions and time
allotment.
Project Overview
Outline or
Conceptual
Flow
Include
assessment
points:

I.

Lesson #1
Understanding Ratio Concepts
Students will understand the concept of a ratio and use ratio language to describe a
ratio relationship between two quantities.
Students work individually in book activities
Students work in groups to create ratio questions
Students present to class and solve each others questions.
Formative Assessment Questions in Book and Group Exercises
Lesson#2
Understand ratio and Concepts: part 2
Students will be able to understand the concept of a unit rate a/b associated with a
ratio a:b and use rate language in the context of a ratio relationship.
Students work individually in book activities

Hambleton.PBL.6th
Students work in groups to create ratio questions pertaining to recipes
Students present to class and solve each others questions.
Formative Assessment Questions in Book and Group Exercises
Lesson#3
Understand ratio and Concepts: part 3
Students will be able to make tables of equivalent ratios, find missing values in the
tables, use tables to compare ratios, and plot the pairs of values on the coordinate
plane.
Students will work in groups and be given the following prompt:
o They are imagining they are a paint manufacturer. They are
making charts for customers to easily mix paints. They will be
given the amount of water they need to mix with different
quantities of paint. Students fill in gaps and graph coordinates.
Formative Assessment Questions in Book and Group Exercises
Lesson#4
Understand ratio and Concepts: part 4
Students will be able to use ratio and rate reasoning to solve real-world and
mathematical problems.
Students will solve problems (individually & groups) using a tape
diagrams and double line diagrams to assist with understanding of how to
look at ratios in a visual manner.
Formative Assessment Questions in Book and Group Exercises
Lesson#5
Understand ratio and Concepts: part 5
Students will be able to find a percent of a quantity as a rate per 100 and solve
problems involving finding the whole, given a part and the percent.
Students work individually exercises in book.
Students work in pairs to solve additional problems; using tape diagrams.
Students work in groups to work out what weight or volume corresponds
to percentages in food boxes (supplied by teacher)
Formative Assessment Questions in Book and Group Exercises

Final Activity: Play game of Heads Up, 7-Up.

1. Ask students to visit their records in their math notebooks what they believe will be their
chances of winning; starting from the 1st person who guesses through the last person
who guesses.
2. Play again. Have students write down their guesses again.
3. Whole group Compare and discuss previous and current recordings.
Assessment
s

Formative
Assessments
(During Project)

Quizzes/Tests

Journaling/Learning Log

Preliminary Plans/Outlines

Rough Drafts

Online Tests/Exams
Summative
Assessments
(End of Project)

Written Product(s), with

rubric

Other Products

Oral Presentation, with

rubric

Peer Evaluation

Hambleton.PBL.6th
Multiple Choice/Short
Answer Test

Essay Test

Resources
Needed

Self-Evaluation

Other

On-site people,
facilities
Classroom laptops.

Equipment

Laminated mini white boards, dry erase pens, Grid Paper, rulers,
food packages with nutritional information

Materials
Community resources

Reflection
Methods

(Individual, Group,
and/or Whole
Class)

Journal/Learning Log

Focus Group

Whole-class Discussion

Fishbowl Discussion

Survey

Other

Project Teaching and Learning Guide

Knowledge and Skills Needed by Students
(to successfully complete culminating projects and to do well on summative assessments)

Lessons 1
o
Students should know about:

Analyzing patters and relationships

between pairs or sets of numbers

How to generate numerical patterns

using given rules

Lesson 3
o
Students should know about:

The concept of a ratio

The concept of a unit rate a/b

associated with a ratio a:b

How to generate numerical patterns

using given rules

How to analyze patterns and

relationships between pairs or sets of
numbers

How to use ratio language to describe a

ratio relationship between two
quantities.

How to use rate language in the context

of a ratio relationships
Lessons 5
o
Students should know about:

The concept of a ratio

The concept of a unit rate a/b

associated with a ratio a:b

How to use ratio language to describe a

ratio relationship between two
quantities

How to use rate language in the context

Lessons 2
o
Students should know about:

The concept of a ratio

How to generate numerical patterns using

given rules

How to analyze patterns and relationships

between pairs or sets of numbers

How to use ratio language to describe a ratio

relationship between two quantities.
Lessons 4
o
Students should know about:

The concept of a ratio

The concept of a unit rate a/b associated

with a ratio a:b

How to use ratio language to describe a

ratio relationship between two quantities

How to use rate language in the context

of a ratio relationship

How to make tables of equivalent ratios,

find missing values in the tables, use
tables to compare ratios, and plot the
pairs of values on the coordinate plane.

Hambleton.PBL.6th

of a ratio relationship
How to make tables of equivalent ratios,
find missing values in the tables, use
tables to compare ratios, and plot the
pairs of values on the coordinate plane.
How to use ratio and rate reasoning to
solve real-world and mathematical
problems.

Questions to be Provided by the Project Teacher

(to successfully complete culminating products and to do well on summative assessments)

Teacher asks questions to summarize, analyze, organize,

or evaluate:

What are the similarities between patterns and ratios?

Whats another way we could express ratios?
What is the difference between a tape diagram and double
number line diagram?

Teacher asks questions to recall facts, make observations,

or demonstrate understanding:

Teacher asks questions to predict, design, or create:

How can you see a possible solution to deal with a ratio

situation where neither of the numbers are one?
How would design a graph to illustrate your ratios?
How can you teach your partner how to use a tape diagram?
How can you teach your partner how to use a double
number line diagram?

Teacher asks questions to apply or relate:

What can you tell me about patterns and relationships

between numbers?
What is a unit?
What can you recall about ratios?
What are equivalent ratios?

How do you know ratios work?

Can you show me the answer on your tape diagram?
How can you illustrate to help regroup the numbers in order
to find out the unit rate?
How would you collect the data for your graph?
Can you apply what you know about ratios to this real-world
problem?
Where can you use knowledge about ratios in everyday life?

Teacher Reflection:
How did the unit flow? What worked well? What needs to be changed for next time? What did the students learn? What evidence do
you have to support students learning?