Post #4

EQUIVALENT RATIOS

Common Core Standard: 6. RP. 3, 6. RP. 3a

        For this weeks topic, I chose to focus on equivalent ratios.  I was intrigued by the lesson that was taught to my students this week and I want to put my own spin on it.  So, this is more of a tweaked reteach.  I observed a few of my students having difficulty with this mathematical concept but overall most of them understood it.  

        Using the Three Act Task that we learned this week, I would begin the lesson by asking my students an essential question such as What is an Equivalent Ratio and when do we use them in real life? to engage them and see if I can recall prior knowledge.  I will give my students 6 minutes to discuss this topic with their accountability partners.  This will allow me to assist my students in drafting a definition and build their mathematical literacy skills.

Equivalent Ratio - can be written in two different ways, such as 2:10 is the same as 2/10.  Even though the ratio is written two different ways, the numbers express the same relationship.  Equivalent ratios are created by multiplying or dividing the numerator and denominator by the same number. 

I would then provide my students with a visual model of an Equivalent Ratio and ask them to make an inference about what they notice.  The students can work with their accountability partners to discuss their observations and make notes. 

 

To give my students further understanding of the Equivalent Ratios, I would make them watch a video which would use a step by step strategy on how to solve for E.R. 

Khan Academy

https://www.khanacademy.org/math/pre-algebra/pre-algebra-ratios-rates/pre-algebra-ratios-intro/v/understanding-equivalent-ratios

I would then have the students break into groups of two and work together on the Ratio matching game to help them get a better understanding of Equivalent Ratios and the concept.  

As my students are playing the game and working together, I would be walking around and observing the students make sure they are grasping the concept and strategies needed to solve.  If I notice some are having difficulties, I would work with them or make a small group to do a reteach.  

For those students who have grasped the concept, I would show them another way of figuring out how to find Equivalent Ratios is by using a table.  I would provide the students with another video that shows them how to use a table to find ER.

Using a table to find Equivalent Ratios

http://virtualnerd.com/middle-math/ratios-proportions-percent/ratios-rates/equivalent-ratios-table-example

 Once I observe all students have an understanding I will assign group projects and make the children come up with their own problems and they will have to facilitate a lesson.  This will be their exit ticket and shows me they mastered the concept of ER.  

Reflection: Based on what I observed with my students and what I have researched there are numerous ways to compute mathematical problems.  However, educators my figure first reflect back on students previous knowledge, if there is any, to see what foundation they need to lay and scaffold from theirs.  Every student learns differently and not every concept will work for every student. It is best to provide them with numerous concepts and see which one they are the most comfortable with using to solve problems.  Then, have them repeat and reflect to show mastery.