Baseball Bat Proportion: Student Activity Sheet

Name _____________________ Period ______

Group Arrangement: Students work individually or in pairs Tools: 1 regulation-sized baseball bat 1 souvenir miniature baseball bat 1 piece of poster board per student 1 metric measuring stick or tape for each pair of students

Procedure: (height of person with regular bat is already measured for you) 1. Measure the length of the regular bat in centimeters. _______cm 2. Measure the length of the souvenir bat in centimeters. ______cm 3. Record the height of the student holding the regular bat. ______cm 4. Determine how tall a person should be in order to be proportional to the souvenir bat. ______cm 5. Using the poster board, draw a cutout figure whose height is proportionally correct for the souvenir bat. 6. Have students show their work and/or explain in words the process for determining the correct height of the figure on the poster board.

Create your proportion here:

---------- = ----------

Means and Extremes Student Activity Sheet

Name ________________________ Period _______

5(14) = 7(10) 70 = 70 It is proportional!

Means

5 = 10 7 14

Extremes
Solve the following proportions. 1. x = 6 2 3

2. x = 12 1 3 3. 2 = 6 x 18 4. 1 = x 8 40 5. 3 = 51 2 x 6. 13 = 26 1 x 7. 2 = 24 x 12 8. 8 = x 12 3 9. x = 3 21 9 10. 5 =485 x 97 11. 4 = 8 x 20 12. 10 = 5 x 1 13. 6 = x 1 2 14. 2x = 10 3 1 15. 6x = 36 1 3

16. 3 = 1 45 5x 17. 3x = 15 30 100 18. 15 thingies cost $43. What is the cost of six thingies? 19. When my blank CD package is full it holds 100CDs. It is 5 inches tall. Now my CD package only has 1.5 inches worth of CDs. About how many CDs are left? 20. The field Jordan moves pipe for produces 2100 pounds of potatoes. If all the fields produce at the same rate, how many fields are needed to produce 50,000 pounds?

Baseball Bat Proportion: Teacher Activity Sheet

Name _____________________ Period ______

Group Arrangement: Students work individually or in pairs Tools: 1 regulation-sized baseball bat 1 souvenir miniature baseball bat 1 piece of poster board per student 1 metric measuring stick or tape for each pair of students

Procedure: (height of person with regular bat is already measured for you) 7. Measure the length of the regular bat in centimeters. _______cm 8. Measure the length of the souvenir bat in centimeters. ______cm 9. Record the height of the student holding the regular bat. ______cm 10. Determine how tall a person should be in order to be proportional to the souvenir bat. ______cm 11. Using the poster board, draw a cutout figure whose height is proportionally correct for the souvenir bat. 12. Have students show their work and/or explain in words the process for determining the correct height of the figure on the poster board. Create your proportion here: Reg bat length Height student = Souvenir bat length x

Answers should be consistent after you solve the proportion

------------- = -------------

Baseball Bat Activity Rubric

Assignment completed on time Figures height measures within 0.5cm of the correct height Written explanation shows good thinking and calculations are correct Poster board figure is neat and creative in design TOTAL

Points Possible
1 1 1 1 4

Score

Enrichment Activity Rubric

Assignment completed on time Table is created correctly and calculations are correct TOTAL

Points Possible
1 1 2

Score

Means and Extremes Teacher Activity Sheet

Name ________________________ Period _______

5(14) = 7(10) 70 = 70 It is proportional!

Means

5 = 10 7 14
Extremes
Solve the following proportions. 1. x = 6 2 3 2. x = 12 1 3 x=4 x=4

3. 2 = 6 x 18 4. 1 = x 8 40 5. 3 = 51 2 x 6. 13 = 26 1 x 7. 2 = 24 x 12 8. 8 = x 12 3 9. x = 3 21 9 10. 5 =485 x 97 11. 4 = 8 x 20 12. 10 = 5 x 1 13. 6 = x 1 2 14. 2x = 10 3 1 15. 6x = 36 1 3

x=6 x=5 x = 34

x=2 x=1 x=2 x=7 x=1 x = 10 x=2 x = 12 x = 15 x=2

16. 3 = 1 45 5x 17. 3x = 12 25 100

x=3 x=4

18. 15 thingies cost $43. What is the cost of six thingies? Solution: 15/43 = 6/x x = $17.20 19. When my blank CD package is full it holds 100CDs. It is 5 inches tall. Now my CD package only has 1.5 inches worth of CDs. About how many CDs are left? Solution: 100/5 = x/1.5 x = 30 CDs 20. The field Jordan moves pipe for produces 2500 pounds of potatoes. If all the fields produce at the same rate, how many fields are needed to produce 50,000 pounds? Solution: 1/2500 = x/50,000

x = 20 fields

INDIRECT MEASUREMENT STUDENT RECORDING SHEET

Name ____________________________________Period _____________ Some lengths are almost impossible to measure directly. Thales of Melitius, a Greek mathematician, devised mathematical relationships to find these lengths. He is considered the first person to develop a method for finding the height of the Egyptian pyramids. By measuring shadows on the ground and heights that could be reached from the ground, he created a relationship to compare them and determine the height of the total pyramid after measuring the total length of the pyramid shadow.

Can you determine the height of a tall tree or telephone pole without climbing to the top?
Using the Shadow Method, measurements are taken of the lengths of the shadows on the ground as well as the height of the person taking the measurements. The similar triangles are used to set up proportions, so you may find the missing height.

x ft. 5.5 ft.

4.4 ft.

8 ft.

What you need to complete this activity: Divide into groups of 2 or 3 Sunshine Measuring tape (1 per group)

Now what do you do? 1) Go outside. Measure the height and the length of the shadows of one of the members of your group. Record your data in the table below.

Name
1.

Height

Length of Shadow

2) Measure the length of the shadows of the other two members of your group. Record your data in the table below.

Name
2. 3.

Length of Shadow

3) Use the measurements in a ratio to predict the height of the 2nd and 3rd students. Use the formula: Height of Student 1 Length of Student 1s Shadow = Height of Student 2 (X) Length of Student 2s Shadow

Cross multiply and divide to find Student 2s height. Repeat for Student 3.

4) Choose a nearby tall object, like a tree or a telephone pole, and measure the length of its shadow. Use the previous ratio to find the height of the new object. Record your data in the table below. Measure the shadows of two more tall objects and record the data below.

Object

Length of Shadow

Height

What applications would this activity have in the business world?

What occupations would need this skill to do their job?

INDIRECT MEASUREMENT TEACHER SHEET

Name ____________________________________Period _____________ Some lengths are almost impossible to measure directly. Thales of Melitius, a Greek mathematician, devised mathematical relationships to find these lengths. He is considered the first person to develop a method for finding the height of the Egyptian pyramids. By measuring shadows on the ground and heights that could be reached from the ground, he created a relationship to compare them and determine the height of the total pyramid after measuring the total length of the pyramid shadow.

Can you determine the height of a tall tree or telephone pole without climbing to the top?
Using the Shadow Method, measurements are taken of the lengths of the shadows on the ground as well as the height of the person taking the measurements. The similar triangles are used to set up proportions, so you may find the missing height.

x ft. 5.5 ft.

4.4 ft. Solution: 5.5/4.4 = x/8 4.4x = 5.5(8)

8 ft. 4.4x = 44 x= 10

What you need to complete this activity: Divide into groups of 2 or 3 Sunshine Measuring tape (1 per group)

Now what do you do? 5) Go outside. Measure the height and the length of the shadows of one of the members of your group. Record your data in the table below.

Name
1.

Height

Length of Shadow

6) Measure the length of the shadows of the other two members of your group. Record your data in the table below.

Name
2. 3.

Length of Shadow

7) Use the measurements in a ratio to predict the height of the 2nd and 3rd students. Use the formula: Height of Student 1 Length of Student 1s Shadow = Height of Student 2 (X) Length of Student 2s Shadow

Cross multiply and divide to find Student 2s height. Repeat for Student 3.

8) Choose a nearby tall object, like a tree or a telephone pole, and measure the length of its shadow. Use the previous ratio to find the height of the new object. Record your data in the table below. Measure the shadows of two more tall objects and record the data below.

Object

Length of Shadow

Height

What applications would this activity have in the business world?

What occupations would need this skill to do their job?

Answers to all questions will vary, but groups should have a very close consensus of the heights of the students in the group.

DIRECT PROPORTION STUDENT WORKSHEET

Name _______________________________ Period ________

Class-completed Examples: 1. An advertised job pays $10 per hour. How much money would you make at this job if you worked one hour? Two hours? Five hours? Zero hours? Wage Hours worked 0 $10 1 2 4

2. Suppose you got a raise and made $2.00 more per hour. How do you think your table will change? Wage Hours worked 0 $12 1 2 3 4 5

3. How much money will you make if you work for one week? Two weeks? A month? Wage Hours worked 40 = 1 wk

On Your Own: Complete the tables below given that they form direct proportions: 1. Hours Number of cars 2. Number of haircuts Total due to hairstylist 3. Number of tickets Total cost 4. Parcels Weight 0 4.5 7 10.5 12 12 0 2 $10 7 $50 100 0 3 $18 10 $24 20 0 0 1 4 8 12 16 20

5. Every 10 grams of margarine contain 8 grams of fat. Make a table to show the fat content of: a. 0g b. 10g c. 20g d. 30g e. 40g of margarine

Margarine (grams) Fat (grams)

6. Using the table above, what is the fat content of 35g of margarine? How do you feel justified in giving this answer? Margarine (grams) Fat (grams)

7. 1 EU can be exchanged for 1.5 US dollars. Create a table showing how many Euros you can get for 40 US dollars. Show incremental values between 1.5 and 40 US dollars. 1 1.5

8. To make lemonade, you mix 2 parts concentrate with 5 parts water (in ml). Complete a table to follow the pattern of making larger and larger amounts of lemonade.

a. Use your graph to work out how much water you need for: i. 1 ml ii. 12ml iii.40ml of concentrate

b. Use your graph to work out how much concentrate you would require for: i. 60ml ii. 10ml iii. 115ml of water

DIRECT PROPORTION TEACHER WORKSHEET

Name _______________________________ Period ________

Class-completed Examples: 1. An advertised job pays $10 per hour. How much money would you make at this job if you worked one hour? Two hours? Five hours? Zero hours? Wage Hours worked 0 0 $10 1 $20 2 $30 3 $40 4 $50 5

2. Suppose you got a raise and made $2.00 more per hour. How do you think your table will change? Wage Hours worked 0 0 $12 1 $24 2 $36 3 $48 4 $60 5

3. How much money will you make if you work for one week at $12 an hour? Two weeks? A month? Wage Hours worked 0 0 $480 40 = 1 wk $960 $1440 $1920 80 120 160

On Your Own: Complete the tables below given that they form direct proportions: 1. Hours Number of cars 0 0 1 4 2 8 3 12 4 16 5 20

The pattern is: Hours x 4 = Number of cars 2. Number of haircuts Total due to hairstylist The pattern is: Haircuts x 6 = Total due 3. Number of tickets Total cost The pattern is: Tickets x 5 = Total cost 4. Parcels Weight The pattern is: Parcels x 1.5 = Weight 0 0 3 4.5 7 10.5 8 12 12 18 0 0 2 $10 7 $14 25 $50 100 $500 0 0 3 $18 4 $24 10 $60 20 $120

5. Every 10 grams of margarine contain 8 grams of fat. Make a table to show the fat content of: a. 0g b. 10g c. 20g d. 30g 0 0 10 8 e. 40g of margarine 20 16 30 24 40 32

Margarine (grams) Fat (grams) The pattern is: Margarine / 1.25 = Fat

6. Using the table above, what is the fat content of 35g of margarine? How do you feel justified in giving this answer? Margarine (grams) Fat (grams) 35 28

7. 1 EU can be exchanged for 1.5 US dollars. Create a table showing how many Euros you can get for 40 US dollars. Show incremental values between 1.5 and 60 US dollars. Euro US dollars Pattern is: Euro x 1.5 = US dollars 1 1.5 10 15 20 30 30 45 40 60

8. To make lemonade, you mix 2 parts concentrate with 5 parts water (in ml). Complete a table to follow the pattern of making larger and larger amounts of lemonade. Concentrate Water Pattern is: Concentrate x 2.5 = Water 2 5 10 25 20 50 30 75 40 100

a. Use your graph to work out how much water you need for: i. 1 ml 2.5ml ii. 12ml 30ml iii.40ml of concentrate 100ml

b. Use your graph to work out how much concentrate you would require for: i. 60ml 24ml ii. 10ml 4ml iii. 115ml of water 46ml

The Vitruvian Man Student Recording Sheet

Name ________________________________ Period ________ Vitruvius, a Roman engineer of the first century B.C., influenced Leonardo da Vincis work in architecture and also his drawing of the human figure. One of Leonardos drawings is called the Vitruvian Man. It is based on a model of ideal proportions that Vitruvius established. To make sure that the ratios equal one, the height of the person must equal the length of the persons arm span, meaning the ratio of height to arm span must equal 1.

Example:

Height = 60 cm Arm Span = 60 cm Ratio of height to arm span is 60/60 = 1

The ratio of 1 supports Vitruvius theory.

Height = 56 cm Arm Span = 54 cm Ratio of height to arm span is 56/54 = 1.037037 The ratio of 1.037037 does not support Vitruvius theory.

Work in pairs and measure both your heights and arm spans. Record this information, rounding quantities to the nearest centimeter. When you are finished, go to another pair and record the information on the other two students. Continue until each students measurements have been recorded on your Recording Sheet. Get back into your pair and calculate the ratios to see if you agree or disagree with the theory. Graph the information as requested and see if you agree or disagree with Vitruvius theory.

Height (cm)

Gender (M or F)

Arm Span (cm)

Height Arm Span

Ratio (reduced form)

1. What do you notice from the table of data? ______________________ __________________________________________________________ __________________________________________________________ 2. Which students most closely fit Leonardos theory?_______________ 3. What helped you decide that a student fits this theory? ____________ __________________________________________________________ 4. Check your prediction by plotting four graphs on pages 4 to 7. Graph 1: Create your own graph from the data table above and give it a title. Graph 2: Graph one measurement against the other in a scatter plot. Use only data for the girls. Graph 3: Graph one measurement against the other in a scatter plot. Use only data for the boys. Graph 4: Graph one measurement against the other in a scatter plot. Use data for all students. Answer the questions written below each graph after you have plotted the data. 5. Compare the distribution shape, middle range and spread for boys and girls. Are boys different from girls? _________ What evidence do you have to support your claim?________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ 6. Not everybody has an arm span / height ratio equal to 1. Why do you think this is? __________________________________________________________ __________________________________________________________ __________________________________________________________ 7. Do you think the results would be the same for babies or seniors? Babies Yes/No Why? ____________________________________

Seniors

Yes/No Why? ____________________________________

Graph 1 Title: _______________________________________________

What is the shape of the plotted data? ____________________________ What is the spread of the plotted data? ___________________________ Is there anything interesting you notice about the graph (middle range, outliers, clusters)? ____________________________________________________________ ____________________________________________________________

Graph 2 - Height versus arm span, girls

Draw a line of best fit. What is the shape of the plotted data? ____________________________ What is the spread of the plotted data? ___________________________ Is there anything interesting you notice about the graph (middle range, outliers, clusters)? ____________________________________________________________

Graph 3 - Height versus arm span, boys

Draw a line of best fit. What is the shape of the plotted data? ___________________________ What is the spread of the plotted data? ___________________________ Is there anything interesting you notice about the graph (middle range, outliers, clusters)? ___________________________________________________________

Graph 4 - Height versus arm span, all students

Draw a line of best fit. What is the shape of the plotted data? ___________________________ What is the spread of the plotted data? __________________________ Is there anything interesting you notice about the graph (middle range, outliers, clusters)? ____________________________________________________________ ____________________________________________________________

The Vitruvian Man TEACHER Recording Sheet

Name ________________________________ Period ________ Vitruvius, a Roman engineer of the first century B.C., influenced Leonardo da Vincis work in architecture and also his drawing of the human figure. One of Leonardos drawings is called the Vitruvian Man. It is based on a model of ideal proportions that Vitruvius established. To make sure that the ratios equal one, the height of the person must equal the length of the persons arm span, meaning the ratio of height to arm span must equal 1.

Example:

Height = 60 cm Arm Span = 60 cm Ratio of height to arm span is 60/60 = 1

The ratio of 1 supports Vitruvius theory.

Height = 56 cm Arm Span = 54 cm Ratio of height to arm span is 56/54 = 1.037037 The ratio of 1.037037 does not support Vitruvius theory.

Work in pairs and measure both your heights and arm spans. Record this information, rounding quantities to the nearest centimeter. When you are finished, go to another pair and record the information on the other two students. Continue until each students measurements have been recorded on your Recording Sheet. Get back into your pair and calculate the ratios to see if you agree or disagree with the theory. Graph the information as requested and see if you agree or disagree with Vitruvius theory.

Height (cm)

Gender (M or F)

Arm Span (cm)

Height Arm Span

Ratio (reduced form)

1. What do you notice from the table of data? ______________________ __________________________________________________________ __________________________________________________________ 2. Which students most closely fit Leonardos theory?_______________ 3. What helped you decide that a student fits this theory? ____________ __________________________________________________________ 4. Check your prediction by plotting four graphs on pages 4 to 7. Graph 1: Create your own graph from the data table above and give it a title. Graph 2: Graph one measurement against the other in a scatter plot. Use only data for the girls. Graph 3: Graph one measurement against the other in a scatter plot. Use only data for the boys. Graph 4: Graph one measurement against the other in a scatter plot. Use data for all students. Answer the questions written below each graph after you have plotted the data. 5. Compare the distribution shape, middle range and spread for boys and girls. Are boys different from girls? _________ What evidence do you have to support your claim?________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ 6. Not everybody has an arm span / height ratio equal to 1. Why do you think this is? __________________________________________________________ __________________________________________________________ __________________________________________________________ 7. Do you think the results would be the same for babies or seniors? Babies Yes/No Why? ____________________________________

Seniors

Yes/No Why? ____________________________________

Graph 1 Title: _______________________________________________

What is the shape of the plotted data? ____________________________ What is the spread of the plotted data? ___________________________ Is there anything interesting you notice about the graph (middle range, outliers, clusters)? ____________________________________________________________ ____________________________________________________________

Graph 2 - Height versus arm span, girls

Draw a line of best fit. What is the shape of the plotted data? ____________________________ What is the spread of the plotted data? ___________________________ Is there anything interesting you notice about the graph (middle range, outliers, clusters)? ____________________________________________________________

Graph 3 - Height versus arm span, boys

Draw a line of best fit. What is the shape of the plotted data? ___________________________ What is the spread of the plotted data? ___________________________ Is there anything interesting you notice about the graph (middle range, outliers, clusters)? ___________________________________________________________

Graph 4 - Height versus arm span, all students

Draw a line of best fit. What is the shape of the plotted data? ___________________________ What is the spread of the plotted data? __________________________ Is there anything interesting you notice about the graph (middle range, outliers, clusters)? ____________________________________________________________ ____________________________________________________________

Each time you do this activity you may get slightly different answers. Be open to lots of discussion on this topic and determine your answers accordingly.

Graphing Direct Proportions Student Activity Sheet

Name _________________________________ Period ________ Two quantities that are in direct proportion will always produce a graph where all the points can be joined to form a straight line. Take each ratio listed below and graph them on your graph paper to see if, when connected, they form a straight line. If so, it is showing a direct proportion.

1. You went to the store today and bought a 3-foot licorice rope. When you took 1 bite, your rope was then 33 inches long. You took another bite and then your rope was 30 inches long. After 3 bites, your rope was 25 inches long. After 10 bites, your rope was 10 inches long. Are your bites in direct proportion to each other?

2. Jordan went to the batting cages to practice his batting before the big game. The prices at the cage include a bucket of baseballs. The costs are as follows: 1 bucket = $5.00 3 buckets = $15.00 7 buckets = $30.00 9 buckets = $40.00 10 buckets = $50.00 Are the prices in direct proportion to the number of buckets of balls?

3. Make a table and graph the ordered pairs to see if they create a direct proportion with each other. (1, 4) (8,32) (3, 12) (5, 20) (4, 16)

Direct Proportion Graphs Student Activity Sheet Name ________________________ Period ______
By looking at the graphs below, find two other sets of values that would be in direct proportion to those that are already shown by the graphed line. You may not name those values already marked for you on the graph. .

Using Direct Proportion Graphs Student Activity Sheet Answer Key

Unit Final Assessment Name___________________________________ Period _________ 1. (Obj 1) Solve the following proportions by writing out all steps using the Means and Extremes Property for each equation.

a. 3 / 8 = 9 / x b. x / 4 = 27 / 36 2. (Obj 2) Find the height of a flagpole when its shadow is 4 feet long, while at the same time, a person 6 feet tall is casting a 2-foot long shadow. Draw a picture to solve your proportion.

3. (Obj 2) A 28-foot tall tree casts a 7-foot shadow. The person standing next to it casts a 1-foot shadow. How tall is the person? Draw a picture to illustrate the proportion.

4. (Obj 3) Create a table to illustrate appropriate quantities of Idaho sales tax. The sales tax represents 5 cents per dollar spent.

5. (Obj 3) Rusty was paid $45 to wash 5 cars. Create a table to show the rate at which he was paid to wash 1 to 5 vehicles.

6. (Obj 4) Use the following information to compute the ratios and determine whether the resulting ratios are the same.

CUPS 4 6 10 12

POUNDS 2 4 5 6

RATIO

Are the ratios the same?

YES / NO

7. (Obj 4) The movie theater is selling tickets for an upcoming show. The costs are as follows: 2 tickets = $8, 3 tickets = $12, 7 tickets = $28 and 10 tickets = $35. Create a table illustrating this information. After finding the ratio of people to dollars spent, determine if a certain quantity of people get a better deal than the rest.

Is there one group getting a better deal? If so, how many are in their party? ___

8. (Obj 5) Graph the following information.

$ Amount Candy Bars

1.25 1

2.50 2

5.50 4

6.25 5

8.75 7

Does this chart show a proportional relationship? YES / NO

9. (Obj 5) Graph the following information.

Hours 3 6 2 5

Miles 45 90 2 5

Does this chart show a proportional relationship? YES / NO

10. (Obj 6) Use the following graph to find the missing values.

Hours Feet

11. (Obj 6) Use the following graph to find the missing values.

Miles Days

30

50

Objective 7: The student will apply the knowledge he/she gained about proportions to complete a real-life activity. (Christmas Cookie Caper) This item will be measured using the following rubric The Christmas Cookie Caper web quest is online at http://edtech2.boisestate.edu/meslerk/573/webquest.html

Christmas Cookie Caper Assessment Rubric

Excellent 90 100%

Adequate 70 89%

Insufficient 0 69%

Did you follow directions? (25 pts.) Does your spreadsheet reflect the quantities of ingredients in the recipes? (25 pts.) Is your shopping list complete and correct? (25 pts.) How did you rate in your contribution and participation in your group? (25 pts.) Extra Credit: Did you make and bring to class cookies from one of your project recipes? (15 pts.)

Followed all of the directions

Followed most of the directions

Did not follow directions

Calculations and graphs are done correctly

Most of the calculations were done correctly; graph was completed correctly

Most of the calculations were incorrect and/or graph was done incorrectly

Compiled list was orderly and calculated correctly

Compiled list was somewhat orderly and mostly calculated correctly

List was in disarray or most calculations were done incorrectly

Rated highly by the members of the team

Rated somewhat highly by the members of the team

Rated poorly by the members of the team

Made and brought cookies to class from project recipe

Did not make and bring cookies to class from project recipe

Final Assessment

Teacher Answer Key

Objective 1: The student will write and solve proportions correctly using the Means and Extremes Property, when given three of the four proportion values. 1. Solve the following proportions by writing out all steps using the Means and Extremes Property for each equation.

a. 3 / 8 = 9 / x b. x / 4 = 27 / 36

8(9) = 3x 72 = 3x 4(27) = 36x 108 = 36x

x = 24 x=3

Objective 2: The student will use similar figures to correctly create proportional ratios. 2. Find the height of a flagpole when its shadow is 4 feet long, while at the same time, a person 6 feet tall is casting a 2-foot long shadow. Draw a picture to solve your proportion. x/4 = 6/2 4(6) = 2x 24 = 2x x = 2ft.

3. A 28-foot tall tree casts a 7-foot shadow. The person standing next to it casts a 1-foot shadow. How tall is the person? Draw a picture to illustrate the proportion. 28/7 = x/1 7x = 28(1) 7x = 28 x = 4ft.

Objective 3: The student will create tables to illustrate proportional reasoning. 4. Create a table to illustrate appropriate quantities of Idaho sales tax. The sales tax represents 5 cents per dollar spent.

Tax Amt. Dollars

$ .05 1

$ .10 2

$ .15 3

$ .20 4

$ .25 5

$ .30 6

5. Rusty was paid $45 to wash 5 cars. Create a table to show the rate at which he was paid to wash 1 to 5 vehicles.

$ Paid # Cars

$9 1

$18 2

$27 3

$36 4

$45 5

Objective 4: The student will use tables to compute comparative ratios.

6. Use the following information to compute the ratios and determine whether the resulting ratios are the same.

CUPS 4 6 10 12

POUNDS 2 4 5 6

RATIO 4/2 = 2/1 6/4 = 3/2 10/5 = 2/1 12/6 = 2/1

Are the ratios the same?

YES / NO

7. The movie theater is selling tickets for an upcoming show. The costs are as follows: 2 tickets = $8, 3 tickets = $12, 7 tickets = $28 and 10 tickets = $35. Create a table illustrating this information. After finding the ratio of people to dollars spent, determine if a certain quantity of people get a better deal than the rest.

Dollars Spent 8 12 28 35

# Tickets 2 3 7 10

Ratio 8/2 = 4/1 12/3 = 4/1 28/7 = 4/1 35/10 = 3.5/1

Is there one group getting a better deal? If so, how many are in their party? 10 YES

Objective 5: The student will use calculated proportions to create correlating graphs. 8. Graph the following information.

$ Amount Candy Bars

1.25 1

2.50 2

5.50 4

6.25 5

8.75 7

The graph would have candy bars on the x-axis and $ amount on the y-axis. The amount $5.50 for 4 candy bars will not be on the line.

Does this chart show a proportional relationship? YES / NO

9. Graph the following information.

Hours 3 6 2 5

Miles 45 90 2 5

Hours will be on the x-axis and Miles will be on the y-axis. Two ratios will make a short line, but the other two will not be on it.

Does this chart show a proportional relationship? YES / NO

Objective 6: The student will use correlating graphs to find other values with the same proportional quantity.

10. Use the following graph to find the missing values.

Hours Feet

3 15

6 30

11. Use the following graph to find the missing values.

Miles Days

30 3

50 5

Objective 7: The student will apply the knowledge he/she gained about proportions to complete a real-life activity. (Christmas Cookie Caper) This item will be measured using the following rubric The Christmas Cookie Caper web quest is online at http://edtech2.boisestate.edu/meslerk/573/webquest.html

Christmas Cookie Caper Assessment Rubric

Excellent 90 100%

Adequate 70 89%

Insufficient 0 69%

Did you follow directions? (25 pts.) Does your spreadsheet reflect the quantities of ingredients in the recipes? (25 pts.) Is your shopping list complete and correct? (25 pts.) How did you rate in your contribution and participation in your group? (25 pts.) Extra Credit: Did you make and bring to class cookies from one of your project recipes? (15 pts.)

Followed all of the directions

Followed most of the directions

Did not follow directions

Calculations and graphs are done correctly

Most of the calculations were done correctly; graph was completed correctly

Most of the calculations were incorrect and/or graph was done incorrectly

Compiled list was orderly and calculated correctly

Compiled list was somewhat orderly and mostly calculated correctly

List was in disarray or most calculations were done incorrectly

Rated highly by the members of the team

Rated somewhat highly by the members of the team

Rated poorly by the members of the team

Made and brought cookies to class from project recipe

Did not make and bring cookies to class from project recipe