Teaching Experiment Lesson Plan (Review)

Learning Goals Prior Knowledge

Become comfortable with ratio and related Basic multiplication facts

forms of comparisons to solve problems
Find equivalent ratios
Further develop strategies for comparing
ratios
How to divide
Basic understanding of fractions
Know that a part is a piece of
something or one thing in a group
Know that a whole represents all the
combined pieces of something or all
the items belonging to a particular
group

Probing Questions and Opportunities to Lesson Tasks

Further Learning
Chalk Talk Review
What does it mean for a mixture to taste
the most lemoney?
Should you use a part-to-part or part-to-
whole comparison? How do you know?
If a mix has the most lemonade mix, does
that mean it is going to taste the most
lemoney? Why or why not?
How could you express this relationship as
a ratio? Percent? Fraction?
Are your ratios equivalent? How do you
know?
How many total cups are in one batch of
lemonade?
What are some strategies you could use to
scale the ratio up?
Could you simplify this fraction?
How could you scale this ratio down to
make it easier to understand?

Activity Flow
Launch (5 minutes)
o After class begins, I will use power point to communicate with the students
The power point will include:
Greeting the class
A reminder about no talking
Having them put all of their belongings under their desk
Instructions for the review
o All members need to put their name on the review poster in the
colored pencil color they will be using
o They will work in their groups to solve review problems for their
upcoming quiz
o Everyone is expected to participate
I will know if they are participating or not because they
will each have a different colored pencil for writing
 o I will explain to them that this is not an opportunity to be an
artist, unless the pictures they are drawing are helping them to
solve the problem
o All work must be shown, and if a member of the group has a
question or doesnt know how another group member is solving
a problem, they are to communicate by writing to each other on
the poster
o I will be circulating around the classroom, asking questions to
each group by writing on their poster
o If a group is stuck or has a question for me, they need to raise
their hand and write their question on the poster
o If a group gets done early, they are expected to work on fluency
or to work on any unfinished problems in their evidence packets
silently
The Review (40-45 minutes)
o I will pass out poster paper with questions already on them and I will pass out
different colored pencils for each group member to use
o Students will be given the rest of class to work in their groups on the review
o As students work in their groups, I will be writing down names of students that talk
o I will also be asking probing/clarifying questions for groups to answer as they work
End of Class (5-10 minutes)
o I will gather all of the poster papers the students worked on, as well as the colored
pencils
o I will put up another power point slide that praises them for their hard work and no
talking and reminds them that their fluency is due the next day
o I will also hand them a worksheet that has the review problems they worked on so
they can finish any questions they didnt get done at home and they can bring in
questions they have about problems on Wednesday

Misconceptions

Students may think that the recipe with the most lemonade mix will be the most
lemoney or that the recipe with the most water will be the least lemoney.
Students may use a part-to-part comparison to find the percent of water in a recipe
instead of a part-to-whole comparison.
Students might find a part-to-part ratio percentage and think that the percentage they
found is the percent lemonade mix in the entire mixture
Students may scale up ratios but multiply both parts of the ratio by the same number so
their ratios wont be equivalent
Students might write a ratio but when they turn it into a fraction, they put the wrong
number in the numerator and other number in the denominator (ex. 2 to 3 and write it as
3/2)

Summary

The idea behind this teaching experiment review is for students to be given a different
way to communicate with their group on a task. Often times, students are uncomfortable
asking questions aloud in front of the whole class. This way, students can ask questions
via writing in a small group setting and hopefully, feel more comfortable doing so. My
hope is that students will work together and help each other solve mathematical problems
in a more comfortable setting so they get the most out of their review before their quiz.