MATP610 SIGNATURE ASSIGNMENT

LEARNING SEGMENT
Lesson Plan # 1

Teacher Name: Nicole Girgis Date: November 1, 2018

Grade Level(s): 6th Subject Area(s): Mathematics Duration: 50 minutes

Content Standard(s): CCSS.MATH.CONTENT.6.RP.A.3

Use ratio and rate reasoning to solve real-world and mathematical problems, e.g., by reasoning
about tables of equivalent ratios, tape diagrams, double number line diagrams, or equations.

Learning Objective: Students will explain and properly express what a ratio is using measures in the
classroom (ex: boys to girls, teacher to students, summer birthdays to winter birthdays) to describe
the relationships made with ratios through making a table.

Materials: Document camera, M&Ms, Notebooks, Worksheet, Writing utensil

LESSON PLAN PROCEDURES

Teacher/Student Script Student Engagement and Differentiation

Script what you will say, ask, and do. Include Describe how students will engage in the learning
anticipated student responses and actions. process. Explicitly state how you will differentiate
to meet student needs.

Anticipatory Set Students will have already understood Students will be engaged by participating
that a “part” is a piece of something and in an activity with the teacher.
a “whole” represents all of the pieces
belonging to a group. Students will be introduced to the topic
by prior knowledge of another concept.
T: “Good morning class! How are you
feeling this morning?”

S: “Good morning Ms. G! Tired…Ready

to work…don’t want to be here…etc.”

T: “I know it’s early, but we’ll get through

this together! Can I have two
volunteers?”

S: *raise their hands*

T: “…Andrew and Rosa. Can one of you

count how many boys there are in the
class and the other count how many girls
there are? Once you’ve finished, please
write the number of each on the board.”

S: Andrew: “I’ll count the boys.”

MATP 7-Step Lesson Plan based on the work of Madeline Hunter

 Rosa: “Okay then, I’ll count the girls.”
“There are 13 girls and 11 boys in our
class.”

T: “Great! And including me, 14 girls! We

rule! Just kidding… Thanks you two,
have a seat. So you see class, these
numbers express two different quantities
that are comparable.”

Perceived Objective T: “This is exactly what we will be

and Rationale discussing today. Two different quantities
compared may be labeled or quantified in
the form of what is called a ratio. You will
learn what a ratio is, how to express
them, and we will implement real-world
examples to describe these relationships
as well. At the end of class, you’ll be able
to compare any two quantities that have
some relationship to one another.”

Input T: “What did we say a ratio was?”
S: “ahhh…I don’t remember”
T: “That’s okay, I had said it very briefly,
let’s go over it once more. We had
discussed the number of boys and girls
in our classroom…”
Students will receive a sheet to utilize
that portrays the different ways to
express a ratio. This is a visual scaffold
for learners to refer to when needed.
The teacher explains and models
providing multiple learning styles for
students.

S: “I remember! Two numbers that we

can compare.”

T: “Exactly! A ratio is a comparison of

two quantities that could be the number
of boys versus the number of girls, the
number of hours studying versus number
of hours on your phone, or the number of
iPhone holders versus the number of
Samsung holders. Does anyone have an
example they can share?”

S: “The number of siblings I have versus

the number of siblings Jen has.”

T: “That’s a great example! Any others?”

S: “…”

MATP 7-Step Lesson Plan based on the work of Madeline Hunter

Modeling T: “Now that we understand what a ratio
is, let’s try expressing them on paper.
Let’s go back to the number of boys and
girls we have in our class. Does anyone
remember?”

S: “11 boys & 13 girls”

T: “Wow you guys have great memory!

Yes, there are 11 boys and 13 girls
without me in our classroom. This is one
way to express it.

11:13 even though there is a semicolon

present we verbally state “11 to 13”
which is our second way of expressing
this ratio.

How many students do we have in this

class in total?”

S: “24”

T: “How’d you get to that answer?”

S: “I added the boys and the girls.”

T: “Great! So now what if I asked you to

give me the ratio of boys to the total
class.”

*Walk around to check understanding*

“Joy could you please go write your

expression on the board?”

S: “Yes.”
*Writes 11:24 on the board*

T: “Perfect, this is one way to write it.

Does anyone have another way to
express this ratio?”

S: “11 to 24”

T: “Does everyone agree?”

S: “Yes!”

T: “You’re correct”

MATP 7-Step Lesson Plan based on the work of Madeline Hunter

Checking for T: “Can everyone show me thumbs up if Students will be given a cup with a
Understanding you feel comfortable making some ratios variety of M&M’s in it. Using the M&Ms,
or thumbs down if you want me to review students will be provided with a sheet
another question.” with specific questions needed to be
answered.
*Majority of students have thumbs up
and about 3 students show thumbs
down. For these particular students, I will
go around and guide one-on-one as they
begin their guided practice.*

Guided Practice T: “Okay, I have a bowl of M&Ms that I

will pour onto a white piece of paper so
we can all see them. Can everyone see
all the M&Ms?”

S: “Yes!”

T: “Perfect. Let’s start. The first line asks

for total number of M&Ms. Let’s count.
1…2...3….”

S: “You have 14 total Ms. G”

T: “Thanks Brenda! I will write 14 on the

line that asks how many M&Ms I have.
Next, it asks me for how many of each
color. We will count each color and write
it on the corresponding line. Following,
we will make ratios with these numbers.
For the sake of time, we will only count
the yellow M&Ms.”

S: “There are 3.”

T: “Great Devon! We will write 3 on the

corresponding line for the number of
yellow M&Ms. You all will continue with
each color. When you finish you will
continue to writing the ratios asked for.
With the information we have, which ratio
could we fill in?”

S: “Yellow & total?”

T: “Why would you choose that one

Alex?”

S: “We only have the number of yellow

M&Ms and the number of total M&Ms.”

T: “That’s exactly it, we don’t have any

other information to fill in. So for the ratio

MATP 7-Step Lesson Plan based on the work of Madeline Hunter

 that is yellow to total, we would write
3:14. Did you all notice I didn’t write
14:3? We were specifically asked for the
ratio of yellow M&Ms to the total not the
total M&Ms to yellow M&Ms. Does
anyone have any questions?”

S: “No! Can we start?”

T: “Almost, Logan!”

Independent Practice T: “Now for the fun stuff! I will be placing
4 cups down at each table. Each of you
will take a cup to work with and fill in your
worksheets. You may eat your M&Ms
AFTER you finish!”
Student chooses two questions from a
generic list to respond to about the day’s
lesson.

S: “oooooo M&Ms!”
“Ms. G., Steven ate all his M&Ms!’
“What are we doing with this?”
“Do we get to eat the M&Ms?

T: “Has everyone taken a cup?”

S: “Yes!”

T: “Okay, for those who have eaten their

M&Ms, please look over with your
shoulder partner. For the rest of you, I
will be walking around checking in and
I’m available to help anyone who needs
help.”

*The teacher walks around to overlook

the work of students. At this time, many
students are engaged with the activity
and are conversing with one another.
The teacher checks in at 5 minute mark
and students ask for more time. Teacher
gives 5 more minutes as she walks
around to provide guidance for those
students who gave a thumbs down and
for any who were not engaged in the
activity.*

Closure T: “From your list of questions, please choose two to think about and write a couple
sentences on each. I will give you 5 minutes and if we have time, we will discuss with a
shoulder partner.”

MATP 7-Step Lesson Plan based on the work of Madeline Hunter

Students choose two questions from a generic list to respond to about the day’s
lesson. This will provide the teacher with individual struggles or strengths that the
teacher will utilize to strengthen the lesson in upcoming periods and also more
effective. This also provides the teacher an opportunity to reflect on their own teaching
style and better the strategies used.

1. The thing that made the most sense to me today was…

2. One thing that I just don’t understand is…
3. When someone asks me what I did in math today, I can say…
4. One thing I would like more information about is…
5. I need more examples of…
6. I enjoyed…
7. The most important concept that we discussed today was…
8. Today’s class would have been better if we had…
9. I was confused by…
10. The thing we did in class today that best fit my learning style was…
11. The one thing the teacher did today that best fit my learning style was…
12. The one thing the teacher did today that did not work well for me was…
13. This point is really clear…
14. One thing that squares with things I already know is…
15. An idea that is still going around in my head is…

T: “We have about a minute left, show me how many more minutes you need using
your fingers.”

*Students are between 1 & 3 minutes*

T: “I will give you guys 2 more minutes and afterwards I want you to choose one of the
two questions you responded to and you will take a turn sharing with your shoulder
partner.”

T: “Alright class, we will begin with the students on the left side to share first and the
student on the right next. You will each have a minute.”

T: “Switch.”

T: “Thank you class for being so cooperative and engaging. We will continue with
ratios tomorrow.”

MATP 7-Step Lesson Plan based on the work of Madeline Hunter