Name: Mary Sramek

Ratios!!
Name: Mary Sramek
Grade Level: Middle School (6th grade)
Materials Required:
Sticky Notes
Celebrity Ratios pictures
Shapes and Animals cutouts
Varied Ratio Middles

Time Allotted: 45 minutes

Subject(s): Mathematics

Dry Erase Marker

Tape/Sticky Tac
Paper
Cooking Ratios Worksheet

Michigan Content Expectations:

6.RP.A.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." "For every vote candidate A received, candidate C received nearly three votes."

Objective(s): A specific, measurable portion of a GLCE, CCSS, or NGSS (may more clearly state with
Blooms taxonomy verb) including the level of proficiency. (3Cs = Content/Performance, Condition and
Criteria i.e. The student will {Blooms taxonomy verb}{level of Blooms taxonomy learning} so that they demonstrate 4out of
5 or higher proficiency on the {end of lesson assessment rubric}.

Objective 1: The student will understand that the concept of ratio is the relationship between two quantities
by working together as a class to sort pictures of celebrities into four (or more) categories so that they can
correctly compare the categories to one another using correct ratio language and achieving a 2/2 or 100%
proficiency on the Celebrity Ratio Rubric.
Objective 2: The students will individually use correct ratio language and the Shapes and Animals
assessment to describe the at least three relationships between different categories of objects given to them so
that they are able to get 5/6 proficiency on the Shapes and Animals rubric.

Assessment: Throughout the entire lesson (For-formative and Of-Summative) how do you assess that
students are progressing towards or have mastered EACH objective? (Formally- tests, quizzes, worksheets, rubric
based projects or performances/Informally observations, conversations). Make sure to include necessary rubrics and/or
scoring guides and answer keys.

Objective 1 Informal Formative Assessment:

The teacher will be listening to the initial conversation to see whether the students can sort the celebrities into
their own criteria. If the students cannot sort the celebrities, they wont be able to make ratios from them.
The teacher will also be listening to the conversations between the students as they are working with sorting
part-to-part and part to whole ratios. The students will also explain their reasoning to the teacher.
Objective 1 Formal Formative Assessment:
The students will be asked to give a thumbs up or a thumbs down to tell if they feel comfortable with
identifying the relationships between to quantities to make a ratio.

Name: Mary Sramek

Objective 1 Formal Interim Assessment:

The teacher will ask the students to make a ratio with their group or as a class that represents the categories of
students. The students will also read the ratio. I.e. The ratio of boys to girls is 4 to 9.
Objective 2 Informal Formative Assessment:
The teacher will watch the students as they are sorting the shapes and animals into different categories and
prompt with questions that could encourage them to think deeper about their thinking. I.e. What differences
between these objects could give you more sections to use in your ratio? Is there anything thats a little less
obvious than just shapes and animals?
Objective 2 Formal Interim Assessment:
The students will use the shapes and animals assessment to show that they are able to independently make
correct ratios from a selection of shapes and animals.
Data & Intervention: What data could you generate? What specific plan do you have in place including
resources if a student/or multiple students have/have not met the minimum level of proficiency on the interim
or summative assessment? Please cross-reference where the assessment occurs with the component below (i.e. formative
conversation about the objectives/topic during the anticipatory set; 10-question, summative, whiteboard quiz after independent
practice, before closure).

Using the Shapes and Animals rubric, the teacher will measure proficiency of the students based on their
ability to correctly set up the ratio with the use of a : , / or to and their ability to correctly compare
two different sets of criteria in a ratio.

Student Name:

The student
correctly compares
two different sets of
criteria to each
other.
(_____/3)

The student is
correctly set up the
ratio with the use of
a : , / or to.
(_____/3)

Total
(____/6)

Student A

Student B

Student C

By the end of the lesson:

Students who achieve 100% will be given the Cooking ratio sheet to extend their understanding and
challenge their thinking.
Students who achieve an 83% will be have achieved proficiency and will be ready for the next lesson to
continue.
Students who achieve 0-67% will be worked with individually to edit their finalized assessment. During this
time the students and teacher will sort the shapes and animals into different sets, and subsets, of objects (i.e.
animals, shapes, rectangles, circles,

Name: Mary Sramek

Note: You will embed the names of your assessments into the sections below to communicate when during the instruction part of
your lesson you will implement each assessment and the allotted time necessary. Depending on how quality and detailed your
section above is, you should be able to minimally explain below to keep from repetition.

Instructional Procedure: What information do students need to accomplish the objective?

(The following steps do NOT have to occur in number order 1-6, nor are they necessarily separate components. You may
structure your lesson however you like to best meet your planning needs but make sure to somehow still identify that you have
each component. For Direct Interactive Instruction, you may use the To, With & By Model Direct Teaching with Integrated
Modeling, Guided Practice and Independent Practice. For Inquiry, you may use the 5 E model Engage, Explore, Explain,
Elaborate, and Evaluate.) Consider and plan how you will transition and other classroom management components that will
affect your instruction.

Anticipatory Set: (Allotted Time 4 minutes)

a. The teacher will give each group a stack of celebrity pictures and tell the students that their job is to
find a way to sort these individuals into two different categories based on the criterion that the students
choose. The teacher will be listening to the conversation to see how they are sorting the items.
i. *The point of their sorting is based on the idea that ratios are a comparison of the relationship
between two quantities. For the students to make ratios, they must first be able to establish
different quantities in a set of objects. (SORTING INTO CATEGORIESHIGH YIELD
STRATEGY)
b. After allowing the activity to work through, the teacher will explain that we are going to be using our
criteria to make comparisons in mathematical terms.
i. Throughout the activity, the teacher will prompt struggling students with their sorting (if
needed) through questioning.
1. What kinds of things are different about each of these people?
2. Is there a way to make the male to female separation even stronger?
3. What about certain traits that these people have that are different?
4. How can you make four different sections of people?
(SPARKING/CUING/QUESTIONINGHIGH YIELD STRATEGY)

State Purpose and Objective of Lesson: (Allotted Time 1 minute)

a. The teacher will tell the students that they will be learning about ratiosthe relationship between two
quantities.
b. If you can compare different objects or situations, you can make logical decisions. For example, if you
have a line of thee people at the store and a total of 5 items it will be faster than a line where one
person have 15 items.
c. Sometimes we have to compare aspects of our lives mathematically. Learning ratios and how they
work leads us into comparison between two objects. We will also use this later when looking at
comparing the price of an object to the amount of product we will be getting.

Instruction: (Allotted Time 23 minutes total) You may want to break the times out by DII, Modeling, GP and IP to make sure youve planned effectively)
a. Direct Instruction: 11 minutes
i. When the students are finished sorting the celebrities, the teacher will have the students write
two sentences describing why and how the celebrities were sorted into the groups they were
(QUICK WRITEAVID/SUMMARIZING AND NOTE TAKINGHIGH YIELDING).
The teacher will then lead a discussion about final decisions on the groupings and then make

Name: Mary Sramek

group for the whole class to use during the guided practice and instruction. As a class, they will
decide if this is good criterion.
1. Why did you choose to separate the celebrities like you did?
2. By sorting these out as we have, we are saying that they different. We could sort by
height, weight, eye color, or even by how many Oscars they have. When we do this we
can then compare the criterion to one another with what we call a ratio (Ratios, 2015).
3. The students will put the celebrities on the board in their sorted order so they are able to
see the sorting as a class. (This will be used in the modeling portion of the lesson).
4. The teacher will then tell the students the purpose for the lesson and go through the
objectives with them as a whole (FOLLOW OBJECTIVE THROUGH
LESSON/GIVE STUDENTS GOALSHIGH YIELD STRATEGY/HIGH
LEVERAGE PRACTICES).
a. Today we are going to be able to:
i. Understand that a ratio is the relationship between two quantities.
ii. Use correct ratio language to describe the relationship between two
different categories of objects given to them.

b. Modeling: 15 minutes
i. Before beginning, the teacher will review a few terms to be sure that the students have a basic
understanding of the vocabulary.
1. We said that a ratio is the relationship between two quantities. What words on our word
wall (HIGH YIELD STRATEGY) could relate to the definition of a ratio? What
words in the definition should we know before we can actually work with ratios?
a. Students may say the definition of relationship or quantities.
ii. The teacher will then explain that a ratio is the relationship between two quantities. When we
compare the relationship we separate each object by to.
1. For example: For every ONE person in this room there are TWO hands. If you were to
say the ratio you would say that the person to hand ration is two hands to every one
person.
2. A ratio is a part-to-part comparison, but also a part to whole. We can compare
something to another object, but it can also be compared to an entire group.
iii. The teacher will use the example to show the students what the ratio should look like on the
board. It will be written in three different ways.
1. 1 person : 2 hands
2. 1 person / 2 hands
3. 1 person to 2 hands
iv. The teacher will use a sample of the celebrities to show the students the part to part and the
part to whole example.
1. There are 4 females to 9 males.
a. This is a part-to-part ratio.
b. The teacher will then have students pair up to think-pair-share and discuss
different part-to-part ratios. The students will then explain what the ratio is and
why it is a part-to-part ratio.
2. There are 4 females to 13 people.
a. This is a part to whole ratio.
b. The teacher will then have the students discuss different part to whole ratios I
the group and explain what they are and why they would be considered to be a
part to whole ratio.
v. The teacher will also explain that it is sometimes a relationship between sizes.
1. If I am 6 feet tall and my husband is 5 feet tall, we would have a ratio of 6 feet to 5 feet.

Name: Mary Sramek

vi. The teacher will write the examples on the board and leave them (and the celebrity practice) up
for the student to reference in their independent practice.
c. Guided Practice: 4 minutes
i. Using the students sorting of the celebrities, the students will be told to create a ratio with the
partner or groups. The pictures will be used as a manipulative if (NON LINGUISTIC
REPRESENTATIONHIGH YIELD STRATEGY/SUMMARY and JUSTIFICATION
AVID) they would like and there will be different ways to show ratios (i.e. : , /, and
to) so the students can use the one most comfortable to them. The teacher will be listening to
the conversation. After the students are given time to discuss their ratios, each student will be
asked to come up and share their ratio.
1. The student will be asked to read the ratio and explain their thinking.
a. The teacher will not tell whether or not the ratios are correct.
ii. The teacher will formatively assess the students based on their presentation and conversations
that are heard when the students were creating their ratios.
d. Independent Practice: 3 minutes
When the students have achieved proficiency they will each be given a set of shapes and
animals assessment cut outs and a piece of paper. They will be instructed to create ratios from
the cut outs given.
The students can arrange the cut outs at their desk, on the floor, or at another seat if they like,
(MAKE A LEARNING ENVIORNEMT STUDETNS CAN USEHIGH LEVERAGE
PRACTIVCES) but it must be done alone. When they are finished with their three ratios, they
will be asked to challenge themselves and see if they can find some more!

Differentiated Consideration (Adjust instruction and assessments, tools, resources or activities for students
who):
When the students are finished with the independent practice and there is time, they will be asked to
continue the activity by spending more time and finding some more ratios around the classroom OR they
can write an explanation on their paper some places they could find ratios in their daily lives! (AVID
PROCESSING AND APPLYING INFORMATION TO REAL LIFE)
Students who are not able to successfully create the ratio during the guided practice will be walked
through the concept starting with two criteria. The teacher will begin by asking questions to the students to
prompt thinking about comparisons.
o What happens if we separate these by gender?
o If there are a total of 13 people and 4 are girls, how many are boys?
If there were 9 boys and 4 girls, what would this mean?
o The student and the teacher together would separate the celebrities by gender and place the to
card in the middle of the two sections. This would give a visual representation with the faces of the
celebrities. The teacher would then verbally say, There are 4 boys to every 9 girls. (MODEL
FOR STUDENTS AND GIVE FACE TO FACE INSTRUCTIONHGIH LEVERAGE
PRACTICES)
If students are not able to get it, the teacher will ask the student direct questions. How many fingers does
your hand have? The questions will then a bit more obvious. Okay, so if you have five fingers and one
hand, how could you say that as a comparison? Can we write that as a ratio?
The teacher can use fractions to help explain the concept of rations as a part to a whole.
Closure: (Allotted Time1 minute)

Name: Mary Sramek

a. The teacher will have the students turn to their partner or group and tell each other one ratio that is in
the classroom, on their interim formal assessment, or from the celebrity activity. If there is time, they
can share some ratios with the class!
b. The teacher will have the students take a sticky note and write something down for the parking lot at
the end of the lesson.
i. They will one of the following:
1. They Dont Understand
2. They Are Starting to Understand
3. Something They Completely Understand. (PARKING LOT STRATEGYAVID)

References:

Full Cast of Random Actors/Actresses. (n.d.). Retrieved February 22, 2015, from
http://www.ranker.com/list/fullcast-of-random-actors-and-actresses/reference.

Jones, A. (n.d.). Sixth Grade Math Lesson Plan: Ratios. Retrieved February 22, 2015, from
http://mathlessons.about.com/od/sixthgradelessons/a/Lesson-Plan-Ratios.htm

Microsoft Word (Office 2013) [Computer Software]. Redmond, WA: Microsoft

Ratios. (n.d.). Retrieved February 22, 2015, from http://www.mathsisfun.com/numbers/ratio.html
Top 1000 Actors and Actresses. (n.d.). Retrieved February 22, 2015, from
http://www.imdb.com/list/ls058011111/

Teacher Reflection (Proof your lesson and revisit it before you teach it. Make sure you can answer the
following questions you do not need to physically respond to these questions, just think about them and
check yourself):

Do I have measurable objectives derived directly from the state expectations?

Do I have ways for students to create tangible proof or evidence that they accomplished EACH objective?
What will I do for the students that didnt? What will I do for the students that did?
Do I embed in my direct instruction and guided practice as many possible multiple intelligences to reach as
many types of learners as possible?
Do I have ways to scale-up or scale-back my content, resources, etc. for students functioning on all levels?

 Classroom Objectives:
I will understand that a ratio is the
relationship between two
quantities.

I will be able to use correct ratio

language to describe the

relationship between two different

categories of objects given to them.

(Full Cast of Random Actors/Actresses, 2015.)

(Top 1000 Actors and Actresses, 2015.)
(Top 1000 Actors and Actresses, 2015.)

(Top 1000 Actors and Actresses,

(Top
2015.)
1000 Actors and Actresses,(Top
2015.)
1000 Actors and Actresses,
(Top 2015.)
1000 Actors and Actresses,
(Top
2015.)
1000 Actors and Actresses

(Top 1000 Actors and Actresses,

(Top 1000
2015.)
Actors and Actresses,(Top
2015.)
1000 Actors and Actresses,
(Top 1000
2015.)
Actors and Actresses,
(Top2015.)
1000 Actors and Actresses

Name: Mary Sramek

Varied Ratio Middles:

TO every

Shapes and Animals

Assessment Items

Name: Mary Sramek

(Microsoft Word, 2013.)

(Microsoft Word, 2013.)

(Microsoft Word, 2013.)

(Microsoft Word, 2013.)

(Microsoft Word, 2013.)

Name: Mary Sramek

Shapes and Animals Rubric:

Student Name:

The student
correctly compares
two different sets of
criteria to each
other.
(_____/3)

The student is
correctly set up the
ratio with the use of
a : , / or to.
(_____/3)

Total
(____/6)

Student A

Student B

Student C

Celebrity Ratio Assessment:

Student Name:

The student is
correctly set up the
ratio with the use of
a : , / or to.
(_____/1)

Total
(____/2)

The student is able

to read the ratio
they have created.
(_____/1)

Student A

Student B

Student C

Thumbs Up/Thumbs Down

Student Name:

Thumbs Up

Thumbs Down

 Cooking Ratios

Name: Mary Sramek

If I have a recipe that uses 6 eggs and 12 cups of flour, what is the ratio of eggs to flour?

____________ eggs to every ____________ cups of flour.

Simplify this ratio.

_____ Eggs : ______cups of flour

If I use 3 cups of milk for every 9 cups of sugar, what is the ratio for cups of sugar to milk?

_______ cups of sugar to ________ cups of milk.

I have 4 eggs, 3 cups of sugar, and 8 cups of milk.

What two items create a 1:2 ratio?

____________________________
6 inches

What is the ratio of the sides? ______________

12
inches

 Cooking Ratios (Answer Key)

Name: Mary Sramek

If I have a recipe that uses 6 eggs and 12 cups of flour, what is the ratio of eggs to flour?

6 eggs to every 12 cups of flour.

Simplify this ratio.

1 Egg(s) : 2 cups of flour

If I use 3 cups of milk for every 9 cups of sugar, what is the ratio for cups of sugar to milk?

1 cups of sugar to 3 cups of milk.

I have 4 eggs, 3 cups of sugar, and 8 cups of milk.

What two items create a 1:2 ratio?

Eggs and milk

What is the ratio of the sides? 6 inches to 12 inches OR 1 inch to 2 inches

6 inches

12
inches