Kim Dillingham

EDU 6201
Final Lesson Plan
Due: 12/3/16

1
M&M Ratio Lesson Plan - Final

Lesson Title: Exploring M&M Ratios

Grade Level(s): Designed for grade 6; Adaptations can be made for grades 4-5.
Rationale for Lesson:
The rationale behind this lesson is important for students to comprehend ratios apparent
in everyday life. Ratios are comparisons between two different objects. Students will come to
recognize ratio situations outside of an academic setting as they are provided with real-world
interactions to explore and grapple with. For example, a person can view a group of people and
refer to the ratio of men to women in the group or how many miles you can go on so many
gallons of gasoline, or how many feet are in yards. This becomes even more useful as students
begin to set up and solve proportions. The M&Ms become the real-world interaction in this
lesson.
This math lesson is meant to be an introductory lesson to ratios and utilizes embedded
TESOL activities where students will listen, speak, read, and write. This has been accomplished
by using activities on a variety of WIDA levels of 2-5. I did not include any level 1 activities as it
is not applicable in my current classroom placement. For the purposes of this assignment, I have
chosen to focus on day 2 of direct instruction.
Utah State Core Curriculum Content Standard, Objective and Indicator(s):
Content Standard, Objective and Indicator(s):

Standard 6.RP. A: Understand ratio concepts and use ratio reasoning to solve problems.
o Objective 1: Understand the concept of a ratio and use ratio language to describe a
ratio relationship between quantities. For example, The ratio of wings to beaks in
the bird house 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.
Identify and compare two quantities to make ratios. Translate two quantity
ratio relationships from numerical form to ratio language.

Content Objective:
Day 1: SWBAT identify ratios represented by the use of manipulatives using a graphic
organizer individually.
Day 2: SWBAT compare two quantities and express the comparison in ratio form while
working with a partner and through whole class discussion.

M&M Ratios Final EDU 6201

Language Objective:
Day 1: SWBAT translate ratio relationships between two quantities from numerical form
orally into sentences while working in small groups of 3-4 students.
Day 2: SWBAT develop and write the beginning of a short story using ratios and then
orally share their work in small groups and then whole class.
Current Lesson Vocabulary
Focus:
Ratio
Expression
Comparison
Proportion
Numerator
Denominator

Preparation/Materials:
Preparation:
In preparing prior to this lesson, the teacher should have the following created:

Math Journals (kept all year long with artifacts and notes to be used for frequent
assessment and for reference)
M&M Ratio Graphic Organizer teacher created for all students. Graphic organizers are an
important tool because students may often need to recall information from them.
(Figure 1.1 Front of graphic organizer, Figure 1.2 Back of graphic organizer)
PowerPoint slides with student friendly definitions and characteristics of ratios for review
and introduction. (Teacher updated each year)
Students already know staggered math groups and should come in ready to learn (no
more than 3-4 students per group) If not already in groups, decide how to group students
based on ability level(s).
M&M Candy manipulatives
Word Wall Vocabulary Review Posters
Proportion Rap (YouTube)
Ratio Cards with Matching Sentences

M&M Ratios Final EDU 6201

Materials:

Individual bags of M&Ms in packs ready to be distributed to each group.

Lysol Wipes (To clean desks before M&Ms are poured out)
Hand Sanitizer (To use before eating any M&Ms)
Markers (Coloring can help some students) and Pencils
Graphic Organizer
Journal
Whiteboard(s) and Marker(s) for recording ratios
Ratio Cards and Matching Sentences for search and find activity

Lesson Description & Introduction:

Warm Up/Activate and Build Background Knowledge:
1. Introduce content objective and language objective.
2. Students have learned briefly about what ratios represent and did a matching and
movement activity the day before and were tasked with finding a person with the same
ratio no their card that matched. Day 2 sequencing of the warm up will be whole class.
Students will be tasked by making ratios using identifiable information within the room
using 3 or 4 examples. Students will walk to separate sides of the room to make a ratio
(one side of the classroom being the numerator, the other side of the classroom being the
denominator). For example, the teacher might say or post at the beginning of a
PowerPoint, How many students are wearing sneakers vs. students wearing another type
of shoe? Review with students using 3 more concrete examples readily available in the
classroom.
3. A class recorder will then record the answers and students will quickly walk back to their
desks and record the answers writing ratios three different ways (:, /, or to).
Procedures:
4. With students sitting in assigned math groups, review with students previous words added
to the word wall in a previous days lesson (numerator, denominator, comparison, ratio).
As students review with teacher aloud, have students write in daily math journals a
student-friendly version of the definition and draw a picture or example.
5. Have students turn to elbow partners and describe to them the picture they drew or give
an example of their student-friendly definition. Allow 2-3 minutes for discussion in
partners. Conversation examples may sound like, I did a drawing of the numerator and
denominator in my math journal because I always get the two words mixed up. My
drawing has a numerator animal on the top since that is what comes first in the ratio, and

M&M Ratios Final EDU 6201

my drawing also has a denominator animal on the bottom to help remind me that this
number will always be on the bottom. I know this because order matters when dealing
with ratios.
Modeling (I do, We do, You do):
6. Teacher will provide instructions using created PowerPoint and do sample problems with
students on the board. For example,

7. Students will receive graphic organizer and directions will be read aloud. Teacher will
model one more problem for them and students will gradually be released to begin the
task on their own. Clarifying questions might sound like: If I opened my bag of M&Ms
and did not have any red M&M candies, and that is the first M&M color in my sentence
(because order matters), can I still have

0
3

M&Ms as my ratio? The answer is yes!

You can still divide by a zero so therefore you can still have

0
3

M&Ms.

8. Students will then work through one of the higher order thinking questions (HOTS)
together.
9. Students will then complete their graphic organizer individually, writing the quantity and
completing HOTS questions.
10. Students are asked to stop at HOTS question #5. It is here where the teacher will pull
back to whole group again and provide more modeling. Discuss with students what
proportion means and how it is best recognized. For example, this conversation might
sound like, What number do I use in math to double something? 2. So, if I have another
bag of M&Ms with the exact same color and number of candies in the bag, how many of
each color would I need to keep the two bags of M&Ms in proportion with each other?

M&M Ratios Final EDU 6201

Some answers may differ, but for most students this should be review from 5th grade core
content material.
**(As a side note, this is a great built in opportunity for teachers to do a quick informal
assessment to see who may need a review of previous material.) **
6
The answer is 4 . Students would be challenged to discuss with their partners if they
finish early during their next small group activity why this works. The discussion would
involve asking questions such as: Which two colors are you going to use to keep your
M&M bag in proportion? How many M&Ms are there after you have double the two
colors? Can your ratio be reduced? Is it still in proportion if you use those two colors?
Allow students 10 minutes to complete graphic organizer individually and for ELLs
allow them to work together in partners.
11. Teacher will travel around helping those students who need extra help or will pull 4-5
students to back table for more individualized attention.
12. After majority of students have completed the graphic organizer, then introduce graphic
organizer back; Use ratio card and matching sentence activity to build and activate
background knowledge. Students should be used to doing these activities as they have
been introduced many times over the course of the school year.
13. Teacher will model one match which looks like, For every 1 game at the fair there are 4
rides. What is the ratio of rides to games? I will write on my whiteboard the ratio that I
need to match with my sentence and find that person in the room and stand by them.
14. Students will then complete their matching activity and write their own ratio sentences
from the examples seen. For ELL students, they will be provided with sentence stems or
pictures of the ratios. Teachers should make every effort to accommodate ELLs with
support from students who have the same L1.
15. After students have written or drawn two examples of a ratio sentence, they will share
their sentences verbally with two other people in the classroom. They will obtain
signatures of the students they shared with. This is where student will make connections
to outside real-world interactions. Teachers will travel around the room during this
important assessment and ask those ELL students to share with them their ratio sentences.

Wrap Up/Review & Assessment:

16. Revisit content and language objective goals for the day. Have students check-in their
objective boxes on the front and back of their graphic organizer papers for teachers

M&M Ratios Final EDU 6201

quick assessment of understanding. Review with students new vocabulary; Ask students
clarifying questions such as:
a. Who can tell me what number goes on the top and the bottom in this ratio
sentence?
b. Who can tell me 3 ways to write this ratio?
c. What number do I use to multiply in order to keep my ratio in proportion if I am
doubling, tripling, etc.?
d. How do I know if my ratio sentence carries the correct form?
e. Who can show me how to write a numerical ratio and verbally tell me what it
means?
Time (Minutes)
0:00 1:00

1:00-9:00

9:00-21:00

21:00-41:00

41:00-57:00

57:00-62:00

Assessment:

Activity
Preparing class

Description
Handing out graphic
organizer/T-Chart, organizing
students into groups (if
necessary)
Introduce Objective(s);
Introduce objective(s);
Activate & Build Background Listening Activity Using
Knowledge
movement make ratios with
supplies or students in room.
Word Wall, Graphic
Pass out graphic organizer;
Organizers Rules &
Review word wall from
Vocabulary Review; Write in previous day. Introduce new
Journals; Partner share.
vocab; Write and share in
journals.
Direct Instruction; Modeling
Model for students examples
(I do, We do, You do)
of higher order thinking
questions. Build in
scaffolding during instruction
and use clarifying questions
throughout.
Grouping Strategy/Small
Ratio Sentences - Speak and
Group Work
Share; Write ratio sentences;
Listen to other ratio sentences
from classmates.
Wrap up/Review and
Revisit objective(s). Ask
Questioning; Assessment;
questions for inform
assessment. Journals and
graphic organizers turned in.
Homework extended;

M&M Ratios Final EDU 6201

The assessments for this lesson are four-fold. The teacher should be walking around the
classroom conducting an informal assessment during student centered exploration checking for
understanding, questioning their depth of knowledge and to be certain they are using correct
vocabulary. Secondly, the teacher will debrief as a whole group informally before the conclusion
of the lesson to check for understanding and that the objective for the day was met. In addition to
those methods, the teacher can check student portfolios or journals that contain graphic
organizers from todays lesson as well as homework that was introduced for a more formal
version of assessment. End of unit assessments will also aid in gathering data to see which area
needs supplemental instruction or small group reviews.
Accommodations for ELLs & School/Home Connections:
A school or home connection can be made for this lesson by allowing students to show on
their graphic organizer where they might see ratios in the real world. They could
brainstorm in partners by using real-world experiences or show how to double, triple and
quadruple by keeping ratios in proportion. In addition, students could go home and find
ratios in their everyday life and begin to recognize how prevalent ratios are.
For English Language Learners to adequately access the curriculum it is necessary to
present content in a pace that is manageable and in an organized manner. For this
particular lesson students are getting sufficient amounts of hands on action with help
from their group. Also, ELLs are provided scaffolding for vocabulary by posting it on
the PowerPoint for them to look back on for the information needed to make a concrete
connection. ELL students are also provided with a reference in their journals with ample
evidence of examples/drawings to help make the concept concrete. If ELL students are
struggling with math vocabulary, the teacher should try to simplify the terms into even
more student friendly terms and try to group the student with partners who share the
language or who they know work well together. Be cognizant of these students and try to
group them with other students who speak their native language.
In addition, this lesson utilizes the four domain features of the TESOL as well as many
WIDA standards. It incorporates multiple activities that include listening, reading,
writing, and speaking skills. WIDA framework standards for math range from levels of
emergent to bridging and include, but are not limited to:

(Listening): Following multi-step oral directions to change proportional

representation of percent or fractions from sentences or real-world applications.
(Speaking): Define or describe 3 different ways to write ratios.
(Reading): Identify ratios from sentence stems and identify important information
from higher order thinking questions.
(Writing): Provide examples and express meanings of ratios in simple short
sentences, using manipulatives, models or visuals.

M&M Ratios Final EDU 6201

Web-Based Resources:
-

Review/Introduction for next day:

o BrainPop Website - https://www.brainpop.com/\
Small Group Rotation:
o GoMath Student Interactive Center (teacher assigned tasks on differentiated
levels) - https://wwwk6.thinkcentral.com/ePC/start.do;jsessionid=657179AB7302033C8B081E8C8732
7266
o Ratio Color Game http://www.softschools.com/math/ratios/ratio_coloring_game/
Introduction for equivalent ratios (extension):
http://www.math.com/school/subject1/practice/S1u2L2/S1U2L2Pract.html
Homework Help:
o Kahn Academy - https://www.khanacademy.org/

M&M Ratios Final EDU 6201

Figure 1.1 Graphic Organizer
(Front)

Figure 1.1 Graphic Organizer

(Back)