Ratios: a lesson plan for every learner

This is a great lesson for all students, whether they love of math or struggle to stay afloat. It can be taught in the middle of the unit as review, but works great as an introduction, helping kids to place ratios into contexts they can relate to.

Lesson Plan:

1. hand out white boards to each student (*if you don’t already have a classroom set, order one! This is the most useful tool I have in the classroom to gauge understanding and to guarantee participation).

2. Show students an image of several animals (*mes-english.com has excellent handouts)

3. Ask students “How many of these animals have tails?” Allow them time to count, write an answer on their whiteboards and hold up their answer. Do not comment until all whiteboards are displayed. In this photo, all the animals have tails. Some debate may ensue, which is great! Once students have all agreed, write the ratio on the board, saying “So 15 out of 15 animals have tails.”

4. Next, ask students to write this as a ratio: 15:15. Ask them to explain what the “:” means: “out of” or “of”. It can also mean “compared to”, “related to” or “relative to.”

5.  Quiz students again, this time asking which animals have humps/ wings/ paws/ feathers, etc.” Each time, ask students to write their answer as a ratio.

6. Next, hand out 3 smarties or skittles to each student. Ask them to write a ratio to represent the candy they have been given. Some students will write 1:3, 2:3 or 3:3. Others will write 1:2, 2:1.

7. Ask students how many smarties/skittles they have in total: 3. Ask them if, when they look at the ratio they have written, it gives a clue to someone else as to the “Secret language” you have written. In other words, math is a code language, have they written the code correctly? What does 1:3 mean? What does 2:1 mean? Do these ratios tell the same story?

8. What is the difference between a ratio and a pattern? For example, if I have 2:1 red:orange smarties, what would be the next in the pattern?

9. Tally each students smarty or skittles using the language “I have a ratio of one to three, red to pink“

10. Next, hand out a worksheet that shows ratios as they are represented pictorially (in nature). This worksheet asks students to count the leaves and then to count the trees and write a ratio.  In other words, students are comparing parts vs. parts:

“For every 10 leaves, there are 3 threes. As a ratio this looks like 10:3.”

 

This next worksheet asks students to look at parts vs. whole:

“For every 8 beech leave I see, there are 2 oak leaves. As a ratio this looks like 8:2. I can simplify it further as 4:1.”

11. Ask students where it may be helpful to compare parts to parts, and where it is better to compare parts to whole.

• Ex. When cooking rice, there is a 1:2 ratio. For every cup of rice, add two cups of water. This is a parts to parts ratio.
• Ex. When you are watching a U10 soccer game, you notice that six players out of 11 can be on the field at one time. This is a ratio of 6:11.

 

12. Check in with students. Do they have any questions? Where have they used ratios in their own lives? How can they apply ratios to make life simpler?

13. Hand out a new worksheet. This time students are asked to convert pictures into numerical ratios:

14. Finally, students work with equivalent ratios worksheet:.

“This type of math is most commony used in cooking, when we double or half recipes. Where else is it used?”

Use word problems to quiz students understanding in follow up lesson. Once it is clear that they understand where ratios are used, the language that is used to describe ratios, and how to represent them pictorially or numerically, provide students with a visual that helps them understand that ratios and fractions are cousins/ best friends!

If you have lessons of your own that have helped students understand ratios, be sure to leave a comment below 🙂

 

 

 

 

Prop Boxes for Early and Middle Years Learners

Even before Mr. Dressup iconicized the “Tickle Trunk,” kids have been using their sibling’s hand-me-downs, their mother’s old dresses and wooden sticks from the forest to live out their wildest fantasies.

The power of the prop is the ultimate tool to set the mood for a new topic in the classroom. Whether you are introducing a new topic in science, a famous mathematical theory or setting the stage for histories greatest battle, a prop box allows students to let down their guards and become fully immersed in the learning. Moreover, students of any age will find these random experiences more memorable than you can imagine!

Prop boxes come in a variety of forms: costume and prop boxes, small item “tool” kits, and formal theme boxes.

I. Costume and Prop boxes:

Costume boxes, or “tickle trunks,” are compilations of hand-me-downs, vintage clothing and old costumes from school plays, thrift stores or Halloween. The DollarStore also provides great little props, such as pirate, princess, and police paraphernalia. But also try to think outside the box. Include scarves, towels, hats, aprons, feathers, curlers and so forth. Students will let their imaginations do the real work. Include props such as swords, jewelry, face paint and other small items. Don’t worry about keeping these boxes orderly- they tend to get a little out of hand in all the fun. I keep my hats, scarves and wigs in a large plastic Tupperware bin, and the costumes in another. Students have added to the collection over the years, not to mention scavenging at Halloween sales!

II: Small “tool” kits

Include items such as fake money and coins, plastic animals and people, stuffed animals, plastic fruit and vegetables, geometry kits, musical instruments, Lego, balloons, Popsicle sticks, fabric samples, masks, cue cards, construction paper and so forth in these kits. The goal is for students to make their own props and costumes, or to create small diagrams and sets.

III. Formal Theme boxes:

These kits take the most planning. They include novels, non-fiction, flashcards, costumes and props and sometimes even scripts. The goal of these kits is to provide an independent experience for the kids. In other words, once the kit is in their hands, the teacher has very little work to do. Using the self-directed kits, students let their imagination guide their experiences.

Here are some example of kits that I have used successfully in the classroom:

FRENCH KIT:

– post cards of France

– wigs and mustaches

– French skits/ plays (for example “Louis La Grenouille“)

– access to costume and prop box

– flashcard making material

– stuffed animals

FORENSIC SCIENCE KIT

– CSI field kit, complete with paintbrush, black ink pad, rubber gloves, index cards, “caution” tape, scissors, tweezers, zoplock pages, permanent marker, flashlight,  magnifying glass and evidence log.

– murder mystery instructions and script OR worksheets from  The ScienceSpot

– file folder to hold worksheets, reference cards, vocabulary cards, etc

– camera

– Eyewitness books “forensic science” and other non-fiction literature

– Harriet the Spy (Louise Fitzhugh), The Club CSI series (David Lewman)

– optional: laptop

MAD SCIENTIST  “guess who” KIT
– microscope

– mustaches, green afro wigs, costumes, white lab coat and glasses (3-D glasses with lenses popped out)

– handouts for each student with a famous scientist bio and picture

– worksheet for each student: “fact card” (For example: “I discovered the theory of relativity. I did not graduate high school, etc”

– “Hello, my name is” stickers

* for this prop box, students study their character and create a persona for them. They play a game similar to Guess Who. One students receives a “Hello, my name is” card with a scientists name on it. For example, Einstein. They must interview various people to discover the real Einstein. Once they have identified them they give them the name tag to wear.

– books: Eyewitness science books , A Short History of Nearly Everything (Bill Bryon), biographies

ANCIENT CIVILIZATION KIT

– skits “Archemede’s Bath” (Read-aloud plays: Everyday life in Ancient civilizations)

– prop box and costumes

– video camera

* for this prop box, groups of students each had a different play. They rehearsed and filled their plays, previewing them for the class after editing them.

EARLY MAN KIT

– sticks, rocks, brown, red and grey felt

– Eyewitness books

– handout: stone tools

– script writing worksheet

– Science experiment: students watch”Ice Age DeathTrap” (NOVA). Stop movie at 24:30. Ask students to write down their theories about what happened to the animals. Students are given a box filled with sand, a jug of water and a plastic mammoth (or elephant). The answer is shown at 28:26…

* for this prop box, students played outside, recreating moments from the books provided. Their goal was to create an interactive museum that “tourists” could look at, but also interview. The students explained how they made and used tools, how they lived and what their challenges were. We watch the film (which they LOVE) and try the experiment. Students write out the scientific process of their experiment.

FRACTIONS PROP BOX

– empty pizza box

– construction paper “toppings”

– measuring cups and spoons

– pizza orders (for example: 1/4 pepperoni, 1/2 cheese)

– play money

DECIMALS & PERCENTS PROP BOX

– math menu

– play money

– cash register

– props and costumes

* for this prop box, students were asked to plan either their “vacation budget” or “Christmas shopping list” (in groups of two or three). Once they were done, they were informed that their allowance for the budget was $150. They went back to the drawing board and made major cuts to their original list (this helped them practice subtraction of decimals). Next they came with their new list to the cash register to purchase their items. I pretended to ring through the items. At the end they gave me the money but I informed them they did not have enough. They had forgot to include the 12% tax (this led into an excellent conversation about why we pay tax, where the money goes, how much other countries pay, etc!). Students RE-tallied their results yet again, subtracting some purchases and then adding the tax. Once again they came to the cash register with their play money. I rang each item through “beep, beep” and then they paid me. It was wonderful to see them problem solving together, helping other groups and feeling like they had TRULY purchased their items. PS- these are 13 year olds! No age limit on play here!

These are just some of the ideas that I have used over the years. There are hundreds more, for so many age groups and themes. I find these an excellent way to introduce a new topic or theme. Students get into role and become APART of the learning. I know that these are the moments in the classroom they remember!

Please leave a comment about your own successful prop box. Which age group did you create it for? What would you like to try in the future?

 

Check out the new lesson plans TAB

I have started to post some of the units from math, science, socials and language arts seven on a separate tab. These lessons include tests, PowerPoints, projects and unit booklets. These units are all in their early forms (I haven’t had a chance to go back and edit them or proofread…). Please let me know what you think. I would love to hear your feedback!

Math Books that actually rock!

Last year, I came across some wonderful math resources last year while replenishing the math section of the library. I have since come back to these books time and time again, expanding our classroom library for each new math unit. My goal was to find books that related math to the real world, AS WELL as entertaining students on some level.

I think I was inspired by The Number Devil, which SEEMED to have all the nuance of an entertaining story centered on number literacy. However, I found the book to be a close cousin to The Phantom Toll-Booth, which was lovely in theory, but somewhat painful to consume (even in my 20’s, when I finally got around to reading it).

So then… books that got the point across, were age appropriate, did not beat you over the head with computation skills…

There is a sports series that incorporates math: The Math of the Game. These feature football, basketball, baseball, soccer, hockey and other typically male dominated sports.

At the other end of the spectrum (this one made me laugh… in a sad sort of way) is the female-geared books for middle school students (read: GIRLS) by Danica McKeller. She is also the author of “Math Doesn’t Suck.”

What I wanted, I decided, was a resource that didn’t scream “You struggle in math so I am going to make it look cook.” Just a nice, tidy book that allowed kids to picture math, as it is used in the real world- because isn’t that the end game?

Finally! I came across this wonderful series published by Capstone Press. Whether you are teaching 2-D shapes or volume and area, these books can easily be found on Amazon under different authors names: Dawn McMillan – Dianne Irving – Diana Noonan – Julia Wall – John Lockyer – Moira Anderson – Tony Hyland – Suzanne Barchers – M. W. Penn – Maria Alaina.

These books are even more engaging because they come in different levels for the same unit.

For example:

Collecting data (level 3): estimating

People Who Predict (level 4):

I bought a set for my classroom, one for each subject that we are going to cover. The books are used as extension activities and can be signed out by students to take home. Before I introduced them I made up a handout that explained the different levels of engagement students could take with books (we use a classroom currency, which is how is the extrinsic incentive):

LEVEL 1: read the book and write a summary ($5 clementbucks)

LEVEL 2: complete the mini-math problems, as well as a summary ($10)

LEVEL 3: complete the mini problems as well as the main problem as the end of the book. ($15)

I have also been able to use the books as a springboard for projects and class activities. For instance, the fractions books include recipes. The Amusement Part includes a map that we use for our 3-D mapping an amusement park project. One of my favorites is the Cartesian Plane books, which really give students an understanding of when they would use these skills in the real world.

Gender Bias: No

Varied levels of reading: Yes

Graphics: Amazing, detailed and current

Topics: current, interesting and applicable to Young Adults.

I give this resource two thumbs up!