Review of Ratios and Rates Unit 21st Century Lessons Review of Ratios and Rates Unit Primary Lesson Designer: Stephanie Conklin

This project is funded by the American Federation of Teachers.

21st Century Lessons – Teacher Preparation Please do the following as you prepare to deliver this lesson: Spend AT LEAST 30 minutes studying the Lesson Overview, Teacher Notes on each slide, and accompanying worksheets. Set up your projector and test this PowerPoint file to make sure all animations, media, etc. work properly. Feel free to customize this file to match the language and routines in your classroom. *1st Time Users of 21st Century Lesson: Click HERE for a detailed description of our project.

Try these thinking questions Warm Up Objective: SWBAT solve real-world and mathematical problems using ratio and rate reasoning to review for unit assessment. Language Objective: SWBAT apply ratio language in real-world problems. Try these thinking questions for our warm-up. Pick two odd numbers between 0 and 100. Write these numbers as a simplified ratio. Pick two even numbers between 0 and 100. Write these numbers as a simplified ratio. (3 min) Time passed 3min In-Class Notes There are no answers to this slide as student answers will vary. We hope that in this warm up students will review how to write ratios and also will review number theory. Most likely, students will discover that their odd ratio cannot be simplified or is a weird simplified ratio, whereas the even ratio can always be simplified, sometimes even into a unit rate. Teachers may want to review how to write ratios in 3 ways, as a fraction, using “to” and using the colon. Preparation Notes - Class notes What do you notice that is different between the ratio of #1 and #2? Agenda

Agenda: 1) Warm Up (Individual) 2) Launch – Job Offer and Brainstorm Objective: SWBAT solve real-world and mathematical problems using ratio and rate reasoning to review for unit assessment. Language Objective: SWBAT apply ratio language in real-world problems. 1) Warm Up (Individual) 2) Launch – Job Offer and Brainstorm (Partner Work and Whole Class) 3) Explore – JEOPARDY (Whole Class) 4) Summary – Letter to a Friend (Independent and Whole Class) 5) Practice (Partner Work) (1 min) Time passed 4min 6) Assessment

Launch (Partner Work) After studying computer science in college, you have two job offers from both Apple and Google. Based on the information provided, which job would you choose? Why? Discuss with a partner! Google Work 40 hours per week and make $1,400. Apple Work 50 hours per week and make $2,000. (4 min) Time passed 8min In-Class Notes Give students 3 minutes to answer this question. Teachers should call on students to determine which job they should choose – teachers should push students to defend their answer using unit rate (Apple $40 per hour and Google $35 per hour) Teachers may also want to question students on why they may choose Google even though it is lower paying. Teachers could enrich this question by including vacation time, one suggestion would be adding 2 weeks of vacation for Apple and 3 weeks for Google. Or teachers can make one company IBM and another Apple – it would be interesting to see if students wanted to work for a “cooler” (Apple) company versus one that is less popular (IBM) Ultimately with this slide we’d like students to consider more than just money per hour when thinking about a job – i.e. they can think about quality of life, and time off. Preparation Notes None Agenda

Launch (Whole Class) In this unit on ratio and rates, what other real-world situations have we discussed? Brainstorm list: (2 min) Time passed 10min In-Class Notes This last part of the launch will help students to make connections from previous lessons and to spring into our Jeopardy game. Teachers can call on students or can have students write/type in their examples. Real-world examples can include – time and distance, speed, recipes, fabric, costs, etc. Preparation Notes None Agenda

Explore – Jeopardy (Whole Class) Let’s play Jeopardy! Before we begin, let’s get into small groups and review the rules! Suggested Jeopardy Rules: 2-3 students per group All students must show their work on Jeopardy sheet We only count points for correct answers We do NOT take away points for wrong answers (except in Final Jeopardy) 1 answer per group for each question 90 seconds time limit for each question (2 min) Time passed 12min In-Class Notes Website: jeopardylabs.com/play/ratio-and-rates-review-game. Please note that Jeopardy can allow for up to 12 groups of students. Teachers should make sure to review how to use the game prior to teaching it. The questions and answers are embedded in the game. Jeopardy work sheets are included in class notes that provide students with a box for each question to show their work. It is suggested that teachers require students to show their work in these boxes, and teachers may want to collect the worksheets at end of the game. We would strongly suggest that teachers have students work in groups of 2 and if possible, give each student or each pair their own whiteboard or dry-erase board to display their answers. Another suggestion, it is often very hard to subtract points when students get the wrong answer, and we’d like to encourage all student participation so we would suggest NOT taking points away, only adding. If time remains at the end of the game, we’ve included on the next slide a final Jeopardy question. Preparation Notes Jeopardy Work handout Agenda

Explore – Jeopardy (Whole Class) Click Jeopardy to begin!  (25 min) Time passed 37min In-Class Notes - Here are example class rules for Jeopardy – teachers may want to modify these to fit their class room rules Website: jeopardylabs.com/play/ratio-and-rates-review-game. Please note that Jeopardy can allow for up to 12 groups of students. Teachers should make sure to review how to use the game prior to teaching it. The questions and answers are embedded in the game. We would strongly suggest that teachers have students work in groups of 2 and if possible, give each student or each pair their own whiteboard or dry-erase board to display their answers. Another suggestion, it is often very hard to subtract points when students get the wrong answer, and we’d like to encourage all student participation so we would suggest NOT taking points away, only adding. If time remains at the end of the game, we’ve included on the next slide a final Jeopardy question. Preparation Notes Jeopardy Work handout jeopardylabs.com/play/ratio-and-rates-review-game. Agenda

Launch - Final Jeopardy (Whole Class) If Oscar runs 9 miles in 72 minutes. How many miles will he run in 2 hours? Make sure to label your answer! ANSWER: 15 miles 72 minutes/9 miles = 8 minutes per mile 2 hours = 120 minutes 120 minutes/8 minutes per mile = 15 miles (3 min) Time passed 40min In-Class Notes Students can write their team # on a post it or sticky notes, and then make a wager. It would be a good idea to ask students to show all their work because this final jeopardy is a challenging problem. Students who have the right work and answer can get their wager added to their score, students who do not should lose their wager. The work shown is just one way to get an answer, students may use tables or tape diagrams. If time remains, it may be a good idea to review these other methods. Preparation Notes White boards and materials for Jeopardy Agenda

Summary (Independent) Michelle is not in class today! Write her a letter that : Tells her how to write a ratio in 3 ways Reminds her the definition of rate Reviews 2 key concepts that we covered in Jeopardy A suggestion on how to study for our test Dear Michelle, Today in class, _________________________________ _______________________________________________. (5 min) Time passed 45min In-Class Notes Teachers can read through requirements for letter with students. Teachers may want to modify this assignment and ask students for more specific topics to explain than just 2 key concepts. Teachers can also make this a turn and talk rather than an individual writing assignment. 2 or more students should share out their letter to the class as a review. Teachers may want to highlight how to study suggestions. Preparation Notes Paper to write letter to Michelle. Agenda

Practice – Class work (Partner Work) (10 min) Time passed 55min In-Class Notes Students can work in small groups on this assignment, and depending on how long Jeopardy took – students may also want to bring this class work home to finish as homework. Preparation Notes Class work worksheets Agenda

Practice – Class work (Partner Work) Answer Key (3 min) Time passed 58min In-Class Notes Teachers can show students answers and go over questions if time remains. Agenda

Assessment (Independent) Ms. Dean is the adviser of Eastern High School’s student council. At their last meeting, 20 students ate 5 pizzas. 1) Write a ratio in simplest terms of students to pizzas in 3 ways. 4 students to 1 pizza 4 students : 1 pizza 4 students 1 pizza 2) Write a sentence explaining your ratio in #1. For every 4 students at the meeting, 1 pizza will be eaten. 3) Based on last meeting’s student to pizza ratio, how many pizzas should Ms. Dean order for the next meeting, if there will be 30 students in attendance? (2 min) Time passed 60min In-Class Notes Teachers can have students write their answers on an index card or sticky note to collect and review. This question can also go in class notes and teachers can call out on students to check answers before class ends. Teachers may want to ask students to consider a time when they’ve had to make a decision like Ms. Dean (maybe for a party!) Preparation Notes Index cards, sticky notes Ms. Dean will need to order 8 pizzas to feed 30 students. There will be ½ a pizza leftover. Agenda