CARLOW UNIVERSITY

Detailed Lesson Plan

KC Burgos

I. General Considerations

How do Ratios and Fractions differ?

Why is this difference important?

Subject and the inquiry of the lesson

Week __4__ and day __2__ in the unit

Grade level 7th

Course title Pre-Algebra

Overarching inquiry question of the unit

How Do Fractions and Ratios the World?

How Do Fractions and Ratios affect your world?
Why are Fractions and Ratios important?

Concept(s) under study/pertaining to this lesson

Integers, Rational Numbers, Irrational Numbers, Fractions, Ratios

Learning goal (desired result) of this day’s lesson

Students will understand the differences between ratios and fractions.

Students will transfer the knowledge of integers, rational numbers, and irrational numbers and
apply them to fractions and ratios
Student will be able to identify fractions and ratios from written problems

Amount of time allotted for teaching the lesson (e.g. the length of the class period)

45 minutes

Number of students in the class

21

How this lesson incorporates the principles of student-centered inquiry-based learning.

Students will lead the task of defining fractions and ratios.

Students will create questions and inquiries that others will begin to answer.

How this particular day in the unit advances the inquiry.

 By creating an understanding of ratios and fractions from a student lead perspective, it will allow
them to begin diving into their own assessments and understandings while creating more perspective for
the project they will be working on for the ed of the unit.

II. Standards

M07.A-R.1.1.1
M07.A-R.1.1.3
M07.A-R.1.1.4
M07.A-N.1.1.1
M07.A-N.1.1.3

III. General Aim(s)

Students will understand that…

Students will understand that the interactions between integers and fractions are fundamental in
Mathematics
Students will understand that the wording in mathematics is detailed
Students will understand that the relationship between fractions and ratios is close but slightly
different.
Students will understand that identifying fractions and ratios without obvious numbers is key to
solving easier problems

IV. Essential Question(s)

How do fractions and Ratios play a role in my life?

Why do fractions and ratios play vital roles?
Why does it matter that fractions and ratios are different?

V. Specific Aims/Objectives (concepts, attitudes, skills)

Students will have opportunities to…

Students will have the opportunity to identify fractions and ratios.

Students will have the opportunity to compare and contrast fractions and ratios.
Students will have the opportunity to reflect on fractions and ratios within their own live

The objevtive of this lesson is for students to be able to identify, explain, and be able to imagine
the differences between fractions and ratios in both a mathematical sense and a real world area.

VI. Materials and Resources

https://www.youtube.com/watch?v=h2vkrxvh76c
A Bag of Apple, Oranges, Grapes, and Snickers
A bag of pre-cut Apples and Oranges
Youtube.com (Internet access in general for last assignment.)
Pre-Printed Framework for Problem
 Mathematics Sightings Book
Personal Sized White Boards for groups

VII. Procedure

1. Introduction/Engagement/Motivation

Introduction/Engagement/Motivation:

A. As students enter the classroom each will be greeted by the door (the specifics of how
depends on each student, whether it be fist bump, handshakes, or just a verbal greeting)
B. Once the class is seating I will begin our Math starter, a simple problem, video,
exercise, etc, that we can begin the day with to get the brain focused and achieving.
(Some of these will be student lead and developed once the concept has been given time
to settle as a pattern) For this Math Cooler we will be using the video link above which
goes over possible combinations in making a number using 3 other numbers. Some are
very simple, others are not. But it is designed to get the students basic math function
going while letting them inquire into perhaps harder things in their own time.
C. This Math Cooler will take at most 10 minutes

Key Questions: What was your preferred methods? Did you know to use fractions?

2. Activities

Apples and Oranges – 15 minutes - Using sliced Apple and Oranges along with other fruit
we will go over fraction’s ratios. The intrinsic differences in them. Students will broken into
groups of 4 and given bags of apples split into different fractions from 3rds to 7ths and be
asked to try and identify the fraction and add them together. They will then be given pre-
sliced oranges and asked to create a conversion rate of there choice that will be used later.
They will write this down on their white boards. Each group will then be given whole grapes
and be asked to break apart the grapes into fractions however they see fit but must write the
fractions they make. Then create a conversion for the grapes to any other fruit. Lastly the
candy will be brought out. Each group will be able to receive the candy but must give me the
correct number of items for it. Each group must go to another groups table and create an
exchange of fractions and ratios in order to supply the goods to get their candy.

After this I will asked for a student definition of Fractions and Ratios based on what was
learned

Scaffold: Students will have previous been working on integers and rational numbers while
assembling fractions. This activity is designed to get hands on experiences with fractions
without bombarding students with numbers (which they previously had in their lessons) while
staying on topic.

This activity also introduces the concept of ratios in a barter system that allows a simple way
to visualize the concept of comparing and contrasting different things like fractions and
ratios. This activity, designed to get the kids thinking and moving about these concepts using
food, something they use every day, will lead into the inquiry about their individual every
day lives as we move toward the project at the end of the unit plan.
 Key Questions: how do we visualize ratios in our everyday lives? Why do we do this?

Problem Makers – 5-10 minutes – Students will be given a template paper sheet on how to
write a Math Problem. Specifically, one involving fractions. With this template students will
first be asked if they want to work in groups and swap between groups or if they want to
work individually. Once this decision is completed students will be instructed to use the
template to create their own Math Word Problems to give to their fellow students to work on
and solve. These will be turned in at the end of class as an exit ticket.

Scaffolding – In the weeks before, students will have been given multiple Mathematics
writing assignments including sentence breakdowns and rewrites slowly preparing them and
teaching them how to write in mathematics.

3. Possible Modifications

Adaptations of this activity for students who are struggling:

If students are struggling with fractions the lesson can be modified using a whole apple as
opposed to a precut one to help explain the concept of whole vs fractions

If Students are struggling with the concept of ratios we can go from 4 items to 2 in order to
more focus the lesson

If students are having trouble writing or coming up with their own they will be allowed to use
classroom examples

Alternatives for students who have mastered the objective(s) and need an extension. This
will help the student explore the topic more deeply:

If students have mastered the objective and feel they need an extension to it I will allow them
to either begin working on their projects OR give them a peak into fraction multiplications
and divisions.

Ideas for incorporating more structured or controlled or guided or free inquiry-based

learning:

Allowing students to bring in their own fruits (Guided)

Allowing students to determine their own barter system (free)

4. Closure

As we approach the end of class I will have the students do a Brain Dump and allow them to
take 90 seconds to quickly write out as much as they remember, and they know without
looking at their notes and books. This is ungraded.
 After we will discuss what they believe they learned, what they want to know, and if any of
them think it applies to their lives as we transition into discussing the project.

Finally for homework they will be assigned to create two more Math Word Problem but this
time using things from their everyday lives, and one must include addition or subtraction of
fractions and one must include ratios. The topics can be anything whether it is music or
cartoons or tiktok, if it is something that is key to their lives. We will be using it tomorrow as
we discuss Fraction Equations.

Key Questions: How Do Ratios and Fractions effect your lives?

VIII. Assessment

1. …of my students’ learning:

Brain Dumps – I use brain dumps to help assess because at the end of class, or the beginning
of class, it uses recalling beginning to create neuropathways in the student’s brain and
learning. As well as provide me with ideas of what the kids are remembering and what more I
need to work on.

In Class Problems Activity – I use this method as a way to determine their deeper
understanding and to work on their writing skills. This way the student’s aren’t just receiving
problems and solving but by creating problems activate a deeper sense of knowledge about
the material.

2. …of my teaching:

(continued on next page)

Other Components of Your Lesson (Please respond.)

(Of the first four elements below, you need to have at least two. The remaining elements are not optional)

This lesson includes an in-class writing assignment that advances student learning. Your prompt must
engage students in writing as a means of coming to know. ___X__ Yes _____ No
This lesson includes the use of technology. __X___ Yes _____ No

You incorporated a mini-workshop (perhaps unplanned) to help your students with “must know”
content / a concept / a skill related to the lesson.
_____ Yes __X___
No

If you have included student presentations in this lesson plan, you clearly describe the activity and how
it advances student understanding. _____ Yes _____ No
_____________________________________________________________________________________

In your choice of activities and assessments, you incorporate varied genres/media and aesthetic
modalities to reach all learners as they grapple with the inquiry.

_____ elevated use of various genres/media/aesthetic modalities that promote learning.

__X___ adequate use of various genres/media/aesthetic modalities to promote learning.
_____ minimal or no use of various genres/media/aesthetic modalities to support student learning.

_____________________________________________________________________________________

Your lesson is learner-centered. __X___ Yes _____ No

Your lesson incorporates inquiry-based learning ______Yes __X___at times _____No

(Students are involved in inductive thinking. You are facilitating the discovery process.)
_____________________________________________________________________________________

There is an interdisciplinary element to this lesson. ___X__ Yes _____ No

If yes, please explain.

The bartering of Apples and Oranges crosses over with Economics

_____________________________________________________________________________________

Your lesson incorporates opportunities for your students to reflect…

__X___ on their learning _____ on the inquiry _____ on the inquiry

process

___X__ on the concept (s)

_____ No metacognitive opportunity is incorporated in this lesson.

Telwalker, Presh. [Mind Your Decisions]. (2018, July 23) How to solve the 6s challenge. [video] Youtube.
https://www.youtube.com/watch?v=h2vkrxvh76c
 Problem Makers

Use the following template to create your own Fractions World Problem! Make it as zany,
wacky, or boring as you want.

TEMPLATE:

If (Name) has (item) and decides she is going to cut the (item) into
(number) pieces. (Name) then gives away (number) of those pieces to a
friend (Name 2) How much of the original (item) does she have left?
Display your answer as a fraction.

EXAMPLE:

If DONNA has A LARGE PIZZA and decides she is going to cut the
PIZZA into 16 pieces. DONNA then gives away 3 of those pieces to a
friend SUSIE. How much of the original PIZZA does she have left?

Now its your Turn! Give it a chance below, and we will put all of these in a
Google Doc Class Form so you can look over your classmates problems.