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Lesson Plan: Mathematical Literacy

Teacher: Mr Z. Ndzungu

School: Urban Academy

Class contact time: 45 minutes

Duration: 5 weeks

Grade: 10

Topic: Contexts focusing on Numbers and calculations with numbers Ratio


Lesson Outcomes:
Learners will be able to
1. To convert the number formats.
2. Round of to the nearest whole number and to the nearest term
3. Identify the different number formats.
Integration with other subjects:
English as the content is delivered in English it is important for the learners to understand the
literature part of this Subject.
Prior Knowledge:
Dividing a number by another mean how many times does that number goes to the other
number.
Context:
The school is situated in the Urban Area, with more than Six Hundred learners from grade R to
grade 12, with an average of plus minus 17 learners in a class. In grade 10 Mathematical
Literacy class there are 16 learners with no special needs
Teacher Reflection:
Is the introduction attention grabbing to learners?
Are there enough supporting aids for the lesson for everyone to understand?
Which parts need more attention that learners did not understand?
Did I achieve the purpose of the lesson?
Teacher, Learner and assessment activities
Introduction phase
Teacher Action
Learner Action
Resources
Assessment
Time
strategies
Introduce the
Take notes and
Mathematical
Informal
5
meaning of ratio and
ask questions
Literacy stationery,
assessment;
minutes
how does one
when they do not
textbook and
questioning and
recognize a ratio and understand what
workbooks
answering
does Ratio mean in
is being taught
numbers. Respond to and ask questions
the questions asked
when they are not
by the learners in
clear
class by the learners
that do not

understand.
Presentation Phase
Teacher Action
Further explain what
is the ration and
show how is a ratio is
calculated using
examples.
See Annexure

Classwork Phase
Teacher Action

Learner Action

Resources

Take notes and do


the example as
the teacher is
doing and
contribute when
necessary also
ask questions
when they are not
clear.

Mathematical
Literacy stationery,
textbook and
workbooks

Learner Action

Resources

Give classwork to the Start doing


class and assess if
classwork as
the topic taught the
given by the
learners understand
teacher and make
it. See Annexure
sure that they are
Mark the classwork to aware of what is
identify those
required for the
learners that did not
classwork.
understand the work
presented.
Conclusion Phase
Teacher Action
Learner Action

Mathematical
Literacy stationery,
textbook and
workbooks

Recap from what


has been done in
class by asking
questions to
assess now that
teaching took
place also

Mathematical
Literacy stationery,
textbook and
workbooks

Respond to the
teacher and cooperate
in the class
discussion. Take notes
and make note of
homework given.

Resources

Assessment
strategies
Informal
assessment;
questioning and
answering

Time

Assessment
strategies
Formal
assessment;

Time

Assessment
strategies
Informal
assessment;
questioning and
answering

Time

15
minutes

20

5
minutes

learning has
taken place.
Give homework
See Annexure

Ratio, rate and proportion


What is a ratio?
A ratio is a comparison of two or more numbers that are usually of the same type or
measurement. If the numbers have different units, it is important to convert the units to
be the same before doing any calculations.
We write the numbers in a ratio with a colon (:) between them.
For example, if there are 8 learners who travel by bus and 12 learners who travel by taxi,
then we say we have a ratio of 8 learners travelling by bus to 12 learners travelling by
taxi.
We can write this as 8 : 12. We can also simplify this ratio to 2 : 3, by dividing both parts
by 4.
It is important in which order you state the ratio. A ratio of 1 : 7 is not the same as a ratio
of 7 : 1.

Note:
Ratios don't have measurement units, because the units cancel out. So we write a ratio
of 3 litres to 4 litres as 3 : 4, without writing 'litres'. The units only cancel out if they are
the same, though! For example, a ratio of 300 ml to 1 litre must always be written as 300
: 1000 before we can simplify it to 3 : 10.

Writing ratios in the simplest form and equal ratios


You can write a ratio in its simplest form in the same way as you would write a fraction in
its simplest form. Check if there is a number that divides into both numbers, starting with

the smallest number in the ratio, and then checking with 2; 3; 5; etc. If there is none,
then the ratio is already in its simplest form.
To check if ratios are equivalent write both of them in their simplest form, which will be
exactly the same if they are equal. For example 5 : 10 and 30 : 60 are equivalent ratios
because they both simplify to 1 : 2.
Example 1: Writing ratios in the simplest form

Question
Write these ratios in their simplest forms:
1 5 : 30
2 14 : 18
3 18 : 30
4 7 : 280

Answer
1 5 and 30 are both divisible by 5. So the ratio simplifies to 1 : 6.
2 14 and 18 are both divisible by 2. So the ratio simplifies to 7 : 9.
3 18 and 30 are both divisible by 3. So the ratio simplifies to 6 : 10. However, these
two numbers can both be divided by 2. So it simplifies further to 3 : 5.
4 7 and 280 are both divisible by 7. So the ratio simplifies to 1 : 40.

Writing ratios in unit form

Writing a ratio in the simplest form will sometimes result in one of the numbers being
equal to 1. This is called a unit ratio. For example, the ratio of 5 lillies to 15 daisies in a
bunch of flowers is simplified to 1 : 3.
In some situations a unit ratio is not in the simplest form, for example, 5 : 9 can be
written as 1 : 1,8, which is a unit ratio, but not in the simplest form. To calculate the unit
form, we simply divide both numbers by the smaller number, so

55:95=1:1,8 .

Let's look at some situations in which the unit ratio is useful.


Example 2: Writing ratios in the unit form

Question
1 There are 23 nurses in a hospital and 7567 patients. How many patients does
each nurse have to care for?

2 In a Grade 10 class, learners are voting for a class badge. 4 learners vote for
badge A and 17 vote for badge B. How many learners vote for badge B for each
learner voting for badge A?

Answer
1 23 : 7567.
Divide both numbers by 23:

2323:756723=1:329

So each nurse has 329 patients to care for on average.


2 4 : 17.
Divide both numbers by 4.

44:174=1:4,25
So there are 4,25 votes for Badge B for every one vote for Badge A.
Exercise 1: Working with ratios

Problem 1:
Which of these pairs of ratios are equal?
1. 3 : 4 and 75 : 10
2. 2 : 3 and 10 : 20
3. 5 : 1 and 100 : 20
4. 10 : 1 and 40 : 5

Answer 1:
1. Not equal
2. Not equal
3. Equal
4. Not equal
Problem 2:

The ratio of female learners to male learners in a class is 3 : 2. If there are 30 female
learners in the class, work out:
1. the number of male learners
2. the total number of learners in the class

Answer 2:
1. 3 : 2 is equal to 30 : 20 so there are 20 male learners.
2. 20 + 30 learners = 50 learners
Problem 3:
A fruit and nut company has the following standards requirement: In a packet of dried
fruit and nuts, there must be two hundred grams of fruit for every 50 g of nuts.
1. Write this as a simple ratio.
2. What will the amount of fruit be if there are 500 g of nuts?
3. What will the amount of fruit be if there are 25 g of nuts?

Answer 3:
1. 200 : 50
2. 200 : 50 is equal to 2000 : 500, so there will be 2000 g of fruit and 500 g of nuts
3. 200 : 50 is equal to 100 : 25 so there will be 100 g of fruit and 25 g of nuts.
Problem 4:

Tshepo wants to make orange juice out of concentrated juice. The bottle says that it
must be diluted 1 : 7 with water. If he wants to make 2 litres (2000 ml) of juice in total,
how many millilitres of water must he mix with how much of the concentrated juice?

Answer 4:
1 plus 7 parts equals 8 parts in total.

2000 by 8 is 250 ml. 1 : 7 is equal to 250 :

1750. So he must mix 250 ml of concentrate with 1750 ml of water.

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