1. Lesson 1 Target
I will understand that a ratio is an ordered pair of non-negative numbers, which are not both zero.
I will use the precise language and notation of ratios (e.g., 3: 2, 3 to 2). I will understand that the order of the pair of numbers in a ratio matters and that the description of the ratio relationship determines the correct order of the numbers.

2. Are 5 players enough for a team?+
Classwork
Example 1: 15 minutes
Lesson 1
Let’s create a table to show how many boys and how many girls are on the team. Copy this table into your student packet.
# of Boys
# of Girls
Total # of Players 4 1 5
Are 5 players enough for a team?

3. +
Classwork
Example 1: 15 minutes
Lesson 1
From the table, we can see that there are four boys for every one girl on the team.
What are some other options that show four times as many boys as girls or a ratio of boys to girls of 4 to 1?
# of Boys
# of Girls
Total # of Players 4 1 5 8 2 10 12 3 15

4. +
Classwork
Example 1: 15 minutes
Lesson 1
Suppose the ratio of number of boys to number of girls on the team is 3:2.
# of Boys
# of Girls
Total # of Players 3 2 5 6 4 10 9 15
What are some other options that show that there are three boys for every two girls on the team?

5. +
Classwork
Example 1: 15 minutes
Lesson 1
I can’t say there are 3 times as many boys as girls. What would my multiplicative value have to be? There are ___ as many boys as girls.
# of Boys
# of Girls
Total # of Players 3 2 5 6 4 10 9 15

6. There are 𝟑 𝟐 as many boys as girls.+
Classwork
Example 1: 15 minutes
Lesson 1
There are 𝟑 𝟐 as many boys as girls.
# of Boys
# of Girls
Total # of Players 3 2 5 6 4 10 9 15

7. Can you visualize 𝟑 𝟐 as many+
Classwork
Example 1: 15 minutes
Lesson 1
Can you visualize 𝟑 𝟐 as many
boys as girls?

8. +
Classwork
Example 1: 15 minutes
Lesson 1
Can we make a tape diagram that shows that there are 𝟑 𝟐 as many boys as girls?
Boys
Girls

9. Which description makes the relationship easier to visualize: saying the ratio is 3 to 2 or saying there are 3 halves as many boys as girls?
Classwork
Example 1: 15 minutes
Lesson 1
Uhhhh…..
Which description makes the relationship easier to visualize: saying the ratio is 3 to 2 or saying there are 3 halves as many boys as girls?

10. Find the ratio of boys to girls in our class.
Which description makes the relationship easier to visualize: saying the ratio is 3 to 2 or saying there are 3 halves as many boys as girls?
Classwork
Example 2: 8 minutes
Lesson 1
Find the ratio of boys to girls in our class.
Raise your hand when you know!

11. What is the ratio of boys to girls in our class?
boys as girls?
Classwork
Example 2: 8 minutes
Lesson 1
What is the ratio of boys to girls in our class?

12. Classwork
Example 2: 8 minutes
Lesson 1
How can we say this as a multiplicative comparison without using ratios?

13. Write the ratio of boys to girls here
Classwork
Example 2: 8 minutes
Lesson 1
Write the ratio of boys to girls here

14. Classwork
Example 2: 8 minutes
Lesson 1
It is ok to use either the colon symbol or the word ‘to’ between the two numbers of the ratio.

15. The ratio itself does not have units or descriptive words attached.
Classwork
Example 2: 8 minutes
Lesson 1
The ratio itself does not have units or descriptive words attached.

16. What is the ratio of number of girls to number of boys?
Classwork
Example 2: 8 minutes
Lesson 1
What is the ratio of number of girls to number of boys?

17. Classwork Write the ratio of boys to girls here
Example 2: 8 minutes
Lesson 1
Write the ratio of boys to girls here
Write the ratio of girls to boys here
Have at least one sibling or
Is an only child
Traveled out of state this summer or
Did not travel out of state this summer
Favorite class is math or
Favorite class is not math
Likes to play soccer or
Does not like to play soccer

18. Lesson 1
10 Minutes

19. Ex. - For every one year, there are twelve months
Lesson 1
10 Minutes
Ex. - For every one year, there are twelve months

20. Lesson 1
10 Minutes

21. Lesson 1
Closing
What is a ratio? Can you verbally describe a ratio in your own words using this description?
How do we write ratios?
What are two quantities you would love to have in a ratio of 5:2 but hate to have in a ratio of 2:5?
A ratio is an ordered pair of non-negative numbers, which are not both zero. The ratio is denoted 𝐴:𝐵 or 𝐴 to 𝐵 to indicate the order of the numbers. In this specific case, the number 𝐴 is first, and the number 𝐵 is second.

22. Lesson 1
Exit Ticket
Lesson 1

23. Exit Ticket

24. Lesson 6
Exit Ticket
Lesson 1
3:1 or 3 to 1

25. Answers will vary. An example would be:
Lesson 6
Exit Ticket
Lesson 1
Answers will vary. An example would be:
For every four teaspoons of cream in a cup of tea, there is one teaspoon of honey.

26. 6:2 or 6 to 2 You could also use the equivalent ratio of 3:1
Lesson 6
Exit Ticket
Lesson 1
6:2 or
6 to 2
You could also use the equivalent ratio of 3:1

27. Do these questions in the packet for homework.
Problem Set

28. Lesson 2 Target
Students reinforce their understanding that a ratio is an ordered pair of non-negative numbers, which are not both zero.  Students continue to learn and use the precise language and notation of ratios (e.g., 3:2, 3 to 2).  Students demonstrate their understanding that the order of the pair of numbers in a ratio matters.
Students create multiple ratios from a context in which more than two quantities are given.  Students conceive of real-world contextual situations to match a given ratio.

29. Classwork
Exercise 1: 7 minutes
Lesson 2
Be careful to include some of the verbal clues that indicate a ratio relationship: to, for each, for every

30. Classwork
Exercise 1: 7 minutes
Lesson 2
My brother watches twice as much television as I do. The ratio of number of hours he watches in a day to number of hours I watch in a day is usually 2:1.
For every 2 chores my mom gives my brother, she gives 3 to me. The ratio is 2:3.
Your turn!

31. Exploratory Challenge: 30 minutes
Classwork
Exploratory Challenge: 30 minutes
Lesson 2
Read and study the description of the data in the chart. Explain what the chart is about.

32. Exploratory Challenge: 30 minutes
Based on the survey, should the company order more pink fabric or more orange fabric?
Classwork
Exploratory Challenge: 30 minutes
Lesson 2

33. Exploratory Challenge: 30 minutes
What is the ratio of the number of bolts of pink fabric to number of bolts of orange fabric you think the company should order?
Classwork
Exploratory Challenge: 30 minutes
Lesson 2

34. Exploratory Challenge: 30 minutes
Someone said 5 to 3, and another person said it would be 3 to 5. Are those the same? Is a ratio of 3 to 5 the same as a ratio of 5 to 3?
Classwork
Exploratory Challenge: 30 minutes
Lesson 2

35. Exploratory Challenge: 30 minutes
Write a statement that describes the ratio relationship of this 3 to 5 ratio that we have been talking about.
Classwork
Exploratory Challenge: 30 minutes
Lesson 2

36. Exploratory Challenge: 30 minutes
Classwork
Exploratory Challenge: 30 minutes
The number of girls who answered orange to the number of girls who answered pink.

37. Exploratory Challenge: 30 minutes
Classwork
Exploratory Challenge: 30 minutes
7:4
4:7
7:19
1:4
4:3
6:6
3:26

38. Exploratory Challenge: 30 minutes
Classwork
Exploratory Challenge: 30 minutes
They should make 4 yellow t-shirts for every 3 orange t-shirts. The ratio of number of yellow t-shirts to number of orange t-shirts should be…
They should make 3 orange t-shirts for every 4 blue t-shirts. The ratio of number of orange t-shirts to number of blue t-shirts should be…
For every 19 colored t-shirts, there should be 7 white t-shirts. The ratio of number of colored t-shirts to number of white t-shirts should be…
7 out of 26 t-shirts should be white. The ratio of white t-shirts to total t-shirts should be…

39. Lesson 2
10 Minutes

40. Closing Are the ratios 2:5 and 5:2 the same? Why or why not?
Lesson 2
Closing
Are the ratios 2:5 and 5:2 the same? Why or why not?
A ratio is an ordered pair of non-negative numbers, which are not both zero. The ratio is denoted 𝐴:𝐵 or 𝐴 to 𝐵 to indicate the order of the numbers. In this specific case, the number 𝐴 is first, and the number 𝐵 is second.

41. Lesson 2
Exit Ticket
Lesson 1

42. Do these questions in the packet for homework.
Problem Set