Lesson Plan: Solving VAPA-related Worded Problems Using Ratios

SCHOOL OF EDUCATION, UNIVERSITY OF THE WEST INDIES, ST. AUGUSTINE

MATHEMATICS LESSON PLAN

Teacher: C Jodhan School: Malick Secondary School

Date: Class: 2N Time: 35-40 minutes
Unit: Rate, Ratio & Proportion
Topic: Solving VAPA-related Worded Problems Using Ratios
Pre-knowledge: Concept of a ratio; apply the four basic operations to whole numbers; decimals and
fractions; recall fractions topics – equivalent fractions and reducing fractions; calculate HCF; use of
calculators, variables, primary colours
OBJECTIVES: Learners will: Classification
1. Solve for an unknown quantity in worded problems involving ratios AT
2. Apply ratios to compare quantities in a practical context. Aff

OUT LEARNING OUTCOMES: By the end of this session learners will: Classification
1. Accurately develop steps to translate worded problems into ratios AT
through examples.
2. Solve worded problems involving ratios using the steps developed AT
3. Apply the Mathematical concept of ratio to compare quantities in Aff
VAPA related scenarios using illustrated examples.
SET INDUCTION: (Time:3 minutes) Resources

Ask the students if they know about the primary colours, red, yellow, and
blue. Recall that mixing the primary colours can create other colours called
secondary colours. Students are asked to give examples of colours that can be
made by mixing two primary colours. The example of mixing yellow and blue
acrylic paint to get green is then used to present the following scenario:

A student needs to mix colours to get forest green.

She has two tubes of blue paint, and needs to know how many tubes of yellow

paint she needs to get mix with the yellow to get this shade of green.
SECTION 1 (Time: 20 minutes)
Content: Steps to solve Worded Problems involving Ratios Associated Objective(s): 1,2
Teaching Points:
Questions:
1 .In a recipe for chocolate chip cookies, you use 3 cups of flour to 2 cups of chocolate chips. If the recipe
is increased to use 12 cups of flour, how many cups of chocolate chips are needed?
2. The ratio of berries to oranges in a crate is 10:1. If there are 25 oranges, how many berries are there?
3. Orange can be obtained by mixing 3 parts red with 5 parts yellow. If Meg has 15ml of yellow paint,
how many ml of red paint should she add to get orange?
4. To make orange paint, Pedro mixes red paint and yellow paint in the ratio 3:2 respectively. If he uses
8.5 gallons of yellow paint, how many gallons of red paint does he use?

Steps for translating worded problems into ratios and solving for an unknown quantity
1. Read the problem
2. Identify the order of the ratios.
3. Identify the known ratio in the specified order.
4. Write the ratio identified in step (2) as a fraction in its lowest terms.
5. Identify the unknown ratio, using a variable to represent the quantity to be determined.
6. Write the ratio identified in step (4) as a fraction.
7. Equate the two fractional ratios.
8. Cross-multiply
9. Solve for the unknown quantity.

Integrating Art

At first glance, making green paint is easy: Just mix yellow and blue. Done! But that's not the end of the
story. In fact, it's only the very beginning. What if you need aqua? Or forest green? Or chartreuse? To
create all the gorgeous permutations of green, you're going to need a few more color-mixing tricks up
your smock sleeve
Method
Teaching Strategy Student Activity/Task Resources
Guided practice – Teacher uses Students follow the teacher’s Power-point slides, laptop,
several examples to model the explanation of the examples and ask projector, worksheet
steps involved in translating questions for clarification if necessary.
worded problems into ratios and
using these ratios to find the value Students work in pairs to solve the
worded problems by applying the
of an unknown quantity.
steps developed.
Students are then presented with
two worded problems related to
ratios in VAPA and are asked to
solve for the unknown quantity.

Sectional Review (Assessment): (Time:3 minutes) Associated Outcomes:1

Students are given the steps for translating worded problems in a non-sequential order and are asked to
work in groups to place the steps in the correct order.
Groups then check each other’s work.

CLOSURE: (Time: 5 minutes)

Students complete the exercise from the set induction and create their own forest green paint given that
the ratio of blue paint to yellow paint is 4:3.

FINAL ASSESSMENT TASK/ACTIVITY: (Time: minutes)

Students are asked to answer the following question and present the answer to the teacher upon exit.

Lisa needs to mix two colours to get purple. She has one tube of blue paint and four tubes of red paint.
How many more tubes of blue paint does she need to mix with red paint to get purple, given that the
ratio of blue paint to red paint is 3:2?

Reasonable level of Achievement: Outcome(s)

90% of students will accurately develop the algorithmic steps for translating worded 1
problems to ratios using given examples.
90% of students will accurately solve worded problems involving ratios by applying the 2
steps developed. 3
90% of students will accurately solve VAPA related problems involving ratios through
examples.

CONTINUOUS EVALUATION:
Research Tertiary colours and explore some of the colours and the ratios used to obtain these colours.

TEACHER EVALUATION OF THE LESSON:

TUTORS COMMENTS