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Lesson Idea Name: Unit 1 - Analyzing Numerical Data – Introduction to Ratios
Grade Level/Content Area: 12th / Advanced Mathematical Decision Making

Content Standard Addressed: MAMDM.N.1 (Gwinnet AKS 1) Students will extend the understanding of
proportional reasoning, ratios, rates, and percent by applying them to various settings to include business,
media, and consumerism; use proportional reasoning to solve problems involving ratios; analyze and use
averages, weighted averages, and indices; solve problems involving large quantities that are not easily
measured; explain how identification numbers, such as UPCs, are created and verified. 

ISTE Technology Standard Addressed: 1.3 What would you like students to know and be
Knowledge Constructor - Students critically curate a able to do by the end of this lesson: By the end of
variety of resources using digital tools to construct the lessons, student will have reviewed writing ratio
knowledge, produce creative artifacts and make sentences that describe an association between two
meaningful learning experiences for themselves and or more quantities, learned about equivalent ratios,
others. and started to learn how to use ratios to make
decisions.
What is the student learning goal(s) for this lesson idea? 
This is an introductory lesson into ratios. Students first learned ratios in 6 th grade. The content
standard for AMDM has students use ratios to solve problems. This lesson reviews the basics of
ratios, and has students start to use them to make comparisons. The technology tools used in this
lesson are Pear Deck and Quizizz. Pear Deck enhances the slides in two ways. First, it allows the
slides to be interactive, so students can post their answers even if they don’t want to speak in class.
Second, it allows students who are not in class or those who want to review the lesson to listen to it
again using the audio clips. Quizizz is used as a formative assessment, so that the teacher can see
who needs more review in the next lesson versus who needs extension.

Bloom’s Taxonomy Level(s):

☒ Remembering ☒ Understanding ☒ Applying ☒ Analyzing ☒ Evaluating ☒

Creating

Students are asked to evaluate if two recipes for Kool-Aid will taste the same, and then are asked
again if they taste the same if combined together. Students must analyze the situation using what
they know about ratios. At the end of the lesson, student must create a new set of ratios.

How do you plan to implement this lesson and integrate the technology? Check all that apply: 
 
X Teacher-led: There is no student voice and choice in the activities. Students are guided by
teacher direction and expectations. Learning activities are assigned to the
student and mostly practice based. 
    
X Student-Led: Students are given voice and choice in the activities. They may select the topic
of learning and/or determine the tool they will use to meet the learning goal. The
teacher facilitates the learning as the students direct their own learning processes. 
 

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☐ Problem-based and/or Publishable: Students are solving problems
and completing projects to demonstrate their learning. Additionally, the projects can be shared
outside of the classroom. (Note: This objective could be reached by displaying the project on the
school’s morning newscast, posting the project to the classroom blog, presenting it to another
class, or publishing via an outside source.) 

Lesson idea implementation:

This lesson opens with warm-up (Slide 3) that has a picture of different colored Tetris pieces and
asks students to come up with as many different ways to categorize the Tetris pieces as possible. A
Pear Deck is used to get initial student responses. Once the students have a chance to type their
answers and see other student responses, the students will be asked to call out any additional
categories that they see. The second slide (Slide 4) introduced what students should learn today,
and also asks students to turn and talk to a neighbor about what they remember about ratios. The
third slide (Slide 5) is similar to the warm-up, in that it asks students to list all the possible categories
that are possible with a collection of colored paper clips. Students are asked to respond in the Pear
Deck, so that all the possible categories can be determined. The fourth slide (Slide 6) uses the
collection of clips to review the definition of a ratio. The fifth slide (Slide 7) gives an example of a
ratio using the clip collection and reminds students how ratios can be listed in ratio notation or as a
fraction. This slide then uses Pear Deck to ask students to add their own ratio using the collection of
clips to the Pear Deck. Once the class adds their ratios, the students will turn and talk with their
neighbors to verify that everyone can state a ratio. The sixth and seventh slides (Slide 8 and Slide 9)
propose a recipe for paint, and students must then answer a list of questions that show their
understanding of using ratio sentences and ratio notation. They will enter their answers in the Pear
Deck, and then as an extension, turn and talk with a neighbor to create their own statement. The
eighth slide introduces a recipe task for Kool-Aid. Students must decide whether a mixture with just
1 teaspoon of Kool-Aid Powder will taste stronger or weaker than a mixture with 4 teaspoons of
Kool-Aid Powder. Students will then be asked how to make both have the same taste. Students
may choose to answer in the Pear Deck or answer verbally. The ninth slide (Slide 11) reviews the
answer to the prior slide and then extends student’s thought process by asking what happens to the
taste of the mixture if both mixtures are poured into one container and mixed thoroughly. The
teacher should make sure she asks students why both mixtures can be made to taste the same, and
what students think. The tenth slide (Slide 12) reveals the answer as to why Mixture A, Mixture B
and Mixture C all taste the same. The eleventh slide (Slide 13) gives the definition of equivalent
ratios. The teacher should use this slide to reinforce the definition of equivalent ratios. Students are
asked to come up with their own examples of equivalent ratios. They may extend on the Kool-Aid
example or come up with a totally different topic. The twelfth slide (Slide 14) is a link to a Quizizz
that the students will do to show their knowledge on this topic. This 10-question formative
assessment will be used in planning the next day’s lesson and differentiating students for the next
day’s lesson. The final slide (Slide 15) asks students to come up with a solution to a problem using
the Pear Deck, and then come up with a similar problem and answer alone or with a partner. The
teacher can use this time to help those with misunderstandings.

Using the Pear Deck throughout the lesson allows the teacher to see answers from all students, not
just the few that will verbally answer. If students have misunderstanding during the lesson, the
teacher can spend more time on those concepts. The questions in the Pear Deck lean towards

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 Web 2.0 Tools for Communication and Collaboration
conceptual understanding of the topic. The questions in the Quizizz are more procedural in nature.
Including both the Quizziz and the Pear Deck allows the teacher to check for both conceptual and
procedural understanding and balance out the lesson.
Managing student learning: The use of the Pear Deck during the lesson, in addition to the turn and
talk strategies turn this lesson from passive learning into engaged learning. Students are asked to
respond after every other slide or so in Pear Deck, as well as being asked for verbal feedback and
turning and working with their peers.
Universal Design for Learning (UDL): This lesson includes multiple forms of engagement,
representation and actions and expression in the UDL framework. Multiple forms of engagement
are attended by using the option of responding through technology versus just out loud. The lesson
slides are run through Pear Deck, so there are several questions asked of students during the lesson.
Students can answer through the computer or by raising their hand and sharing with the class
verbally. “Turn and Talks” are embedded through the lesson so that students can share with a
neighbor using either words or whiteboards as they discuss questions. Multiple forms of
representation are also supported by the use of the Pear Deck. While the intention is to have the
lesson during class and led by the teacher, students can review the lesson again and listen to the
embedded audio clips. Finally, multiple forms of expression is attended to in the summary section of
the lesson when students are asked to come up with a recipe of their own. They can choose any
subject they like and represent in any media they like.
Reflective Practice: The use of Pear Deck enhances the lesson by allowing all students to interact in
real time. It also allows students who are not in class or those who want to review the lesson to
listen to it again using the audio clips. Quizizz is used as a formative assessment, so that the teacher
can see who needs more review in the next lesson versus who needs extension. I look forward to
using this lesson, mostly because I am excited about being able to hear from students after almost
every slide without making them uncomfortable by calling out their names. While I like that the
Quizizz is easy to grade, a paper quiz could just as easily be implemented. This lesson is only easily
implemented because each student in my class will be assigned a Chromebook next year. This
lesson would not have been possible this past year when I only had a Chromebook cart of 16
Chromebooks and classes of over 33 students, so I look forward to adding technology to my
everyday lessons.

Frazier, 2021