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

2. This project is funded by the American Federation of Teachers.

3. 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.

4. 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

5. 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

6. 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

7. 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

8. 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

9. 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

10. 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

11. 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

12. 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

13. 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

14. 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