GRADE – 6th Grade Mathematics

UNIT 2 – Introducing Ratios

Ms. Hanson

ESSENTIAL QUESTIONS
 Where do we see and use ratios in everyday life?
 How can you keep track of the items in your collection?
 How can you compare the quantity of items in your collection in between categories?
 How can we use ratios to follow recipes to make food for our friends?
 In what ways can the ratio of ingredients change the taste of a recipe?
 In what ways can we represent ratios visually?
 How are ratios used in everyday life?
 How can we create representations of equivalent ratios on a larger scale?
 How can we create a representation of a ratio that can break down into parts?

UNIT OBJECTIVES
 Students will be able to explain and recognize what ratios are.
 Students will be able to recognize and produce equivalent ratios.
 Students will be able to create representations of equivalent ratios, including double
number lines and tables.
 Students will be able to solve ratio and rate problems.
 Students will be able to work with part-part-whole ratios.
 By the end of this unit, students will be able to recognize, create and utilize ratios.

ASSESSMENT FOR OBJECTIVES

 Exit Slips
 Anticipatory Sets
 Worksheet
 Ratio Language Check
 Mini Project
 Are You Ready for More?
CLASS DESCRIPTION
The class in which this unit is designed for is a sixth-grade mathematics class that resides
within a public school that has kids from both rural areas and within the city. This sixth-grade
class has twenty-five students of different backgrounds and levels of education. The majority of
these students – sixteen students – are currently sitting comfortably at meeting the grade level.
As for the other nine students, five of them sit above grade level and four of them fall below
grade level. The demographics within the class include a fourteen to twelve girl to boy ratio,
nineteen of the students are white, four students are black, and two students are Hispanic. All
twenty-five students can speak and comprehend the English language, but the two students of
Hispanic descent are also fluent in Spanish. Seven of the students have IEPs, including 3 math
IEPs and 4 reading IEPs, but there are not any students who regularly spend time within the
special education classrooms. This sixth-grade class has students of different interests. With a
high interest in participation in sports, eighteen of the twenty-five students participate in at least
one sport, whether it is a school sport or a club sport. There is also an interest in reading, as
about half of the students have shown significant interest in reading, particularly sci-fi series.
Even with differences of interests, these students have created their own community within this
classroom.
The students within class can be a little rambunctious as this class meets right before the
end of the day, so remaining attentive can be a struggle for some students. In order to keep
students focused, activities and lessons where students are up and moving or discussing the
content with one another are utilized much more often than lecturing. Overall, these students are
most successful when they are bouncing ideas off of one another and trying to come up with
solutions than they are just sitting in silence as the teacher goes over what they are to learn that
day. It is not uncommon for discussion to get off topic, especially as they are about to get out of
school for the day, but as long as the teacher can recognize how long is long enough, then they
do not usually have an issue staying on task. The students with math and reading IEPs have some
accommodation when it comes to testing and assessment. All of these students, particularly those
with the reading IEPs have the opportunity to have their tests read to. More often than not, the
students choose to do the test on their own and ask questions as needed. Some students were
rather shy at the beginning of the year which really put a strain on active participation within the
classroom, but through creating a safe community for the students and assigning roles and tiering
tasks and discussions, students usually remained engaged and participate often.
 Lesson Plan 1 – Introducing Ratios and Ratio Language
Unit 2: Introducing Ratios
Class: 6th Grade Math
Grade Level: 6th Grade
Teacher: Ms. Hanson
Time Required- 50 minutes

Iowa Core State Standards (ICSS)

 3.MD.C.6 Measure areas by counting unit squares (square cm, square m, square in,
square ft, and improvised units).
 6.RP.A.1 Understand the concept of a ratio and use ratio language to describe a ratio
relationship between two quantities.

21st Century Skill(s)

21.9-12.ES.1 Communicate and work productively with others, incorporating different
perspectives and cross-cultural understanding, to increase innovation and the quality of work.
 Lead or support when appropriate
 Contribute to a team by sharing information and expertise
 Collaborate effectively with other teams/team members toward a common goal
 Recognize own and other’s good efforts
21.9-12.ES.2 Adapt to various roles and responsibilities and work flexibly in climates of
ambiguity and changing priorities.
 Work independently or as a part of a team
 Learn from mistakes and accept feedback
 Consider multiple perspectives and represents a problem in more than one way
 Identifies and suggests alternative ways to achieve goals

Essential Question
 Where do we see and use ratios in everyday life?
 How can you keep track of the items in your collection?
 How can you compare the quantity of items in your collection in between categories?

Objectives
 Students will be able to write or say a sentence that describes a ratio.
 Students will be able to organize the words and numbers to accurately describe the ratio.
I Can Statements

 I can write or say a sentence that describes a ratio.

 I know how to say words and numbers in the correct order to accurately describe the
ratio.
Assessment
 What Kind and How Many? – Preassessment
 Worksheet
 Ratio Language Check

Anticipatory Set
 What Kind and How Many? (5 minutes)

o With the image above projected for the class to see, they will be tasked with the
following: Think of different ways you could sort these figures. What categories
could you use? How many groups would you have?
o For this task, give them about one minute of quiet think time and then 2 minutes for
partner discussion followed by a whole class discussion.

Teaching: Activities
 The Teacher’s Collection (10 minutes)
o The dinosaurs in the image above are considered the teacher’s collection. Present
these objects to the students and allow 2 minutes of quiet time for students to
think and find as many ways to categorize these objects as possible.
o Have students share the categories they came up with and make a list of these
categories on the board. Using one of the categories that was mentioned by a
student, have students help sort and count the number of dinosaurs in each
category.
 Display this categorization on the board via a table similar to the one
below:
Category A: Green Category B: Orange Category C: Purple
3 2 4

o Introduce what a ratio is – telling students ratios are how we can talk about and
compare quantities in different categories – A ratio is an association between two
or more quantities. We use a colon, or the word “to,” between two values we are
associating. Then give the following examples for students to see the ratios in
different forms.
 The ratio of purple dinosaurs to orange dinosaurs is 4 to 2.
 The ratio of purple dinosaurs to orange dinosaurs is 4 :2.
 The ratio of orange dinosaurs to purple dinosaurs is 2 to 4 .
 The ratio of orange dinosaurs to purple dinosaurs is 2 :4 .
o The phrasing of ratios – now that students have seen how they can be written,
practice the phrasing of ratios. For every a these objects, there are b those objects.
 For every 4 purple dinosaurs, there are 2 orange dinosaurs.
 For every 2 orange dinosaurs, there are 3 green dinosaurs.
o Simplification of ratios – find two categories that can be smaller in size. This
shows students you can look at the same categories (color) with different
proportions.
 For every 4 purple dinosaurs, there are 2 orange dinosaurs. But we can
think of this as for every 2 purple dinosaurs, there is 1 orange dinosaur.
Rearranging the dinosaurs as shown below when presenting this to
visually show students.
 o Quick End of Activity Check - Have students take 2 minutes to write their own
sentences based on the categories they came up with to share with the class,
circulate as they write to see what students are coming up with.
 The Student’s Collection (20 minutes)
o Distributing 4 bags, each of a different collection, and worksheets with blank
tables to each pod, have each student open and share with their partners what is in
their collection. Bring class in for discussion after a minute or so to share what
they noticed about these collections.
 Table:
Category
Name:
Category
Amount:
 4 Bags of Collections
 Bag 1 – 3 1cm x 1cm x 1cm blue bits, 2 big pink erasers, 5 black
mini binder clips
 Bag 2 – 3 large binder clips (one grey, one green, one black), 6
medium binder clips (two grey, two green, two black), 6 small
binder clips (two grey, two green, two black)
 Bag 3 – 4 pens (two red, two blue), 6 crayons (two red, two blue,
two yellow), 3 colored pencils (one red, one blue, one yellow)
 Bag 4 – 12 dice (5 six-sided die, 3 eight-sided die, 4 ten-sided die –
three green, seven white, 2 pink)
o Have students come up with three different categories that they can sort their
collection into, they can fill out the table that was handed out with the collections.
o Once categorized, ask that students come up with 3 ratio sentences to represent
their collection. Reminding students of the 3 different ways to write these:
 The ratio of one category to another category is ________ to ________.
 The ratio of one category to another category is ________: ________.
 There are _______ of one category for every _______ of another
category.
o Once students create their sentences, have them orientate the objects within their
collection to correspond with at least one of their sentences. As students are
 finishing this, have them share their displays with their table and then bring the
class together to share their findings.
 Worksheet of Practice Problems (5 minutes)

Closure
 Ratio Language Check (10 minutes)

o Presenting the image above, ask the students, “One way to write this ratio is, there
are 6 squares for every 3 circles. What are some other ways to write this ratio?”
o Wrap-Up Class Discussion
 Explain what a ratio is in your own words.
 What do you need to pay attention to when writing a ratio?
 What are some words and phrases we use when writing a ratio?
OTHER NOTES:
Materials
 Dinosaurs (Teacher’s Collection)
 Bags of collections for students – 4 types of bags, 7 of each bag
 Worksheet – shown in lesson plan

Duration:
Activity Duration
Bell Ringer – What Kind and How Many? 5 minutes
The Teacher’s Collection 10 minutes
The Student’s Collection 20 minutes
Worksheet 5 minutes
Ratio Language Check 10 minutes
TOTAL: 50 minutes
 Lesson Plan 2 – Recipes and Equivalent Ratios
Unit 2: Introducing Ratios
Class: 6th Grade Math
Grade Level: 6th Grade
Teacher: Ms. Hanson
Time Required- 50 minutes

Iowa Core State Standards (ICSS)

 6.RP.A.1 Understand the concept of a ratio and use ratio language to describe a ratio
relationship between two quantities.

21st Century Skill(s)

21.9-12.ES.1 Communicate and work productively with others, incorporating different
perspectives and cross-cultural understanding, to increase innovation and the quality of work.
 Lead or support when appropriate
 Contribute to a team by sharing information and expertise
 Collaborate effectively with other teams/team members toward a common goal
 Recognize own and other’s good efforts
21.9-12.ES.2 Adapt to various roles and responsibilities and work flexibly in climates of
ambiguity and changing priorities.
 Work independently or as a part of a team
 Learn from mistakes and accept feedback
 Consider multiple perspectives and represents a problem in more than one way
 Identifies and suggests alternative ways to achieve goals

Essential Question
 How can we use ratios to follow recipes to make food for our friends?
 In what ways can the ratio of ingredients change the taste of a recipe?

Objectives
 Students will be able to explain the meaning of equivalent ratios using a recipe as an
example.
 Students will be able to use a diagram to represent a recipe, a double batch, and a triple
batch of a recipe.
 Students will understand what it means to double or triple a recipe.
I Can Statements

 I can explain the meaning of equivalent ratios using a recipe as an example.

 I can use a diagram to represent a recipe, a double batch, and a triple batch of a recipe.
 I know what it means to double or triple a recipe.
Assessment
 Pre-Assessment – Flower Pattern
 Are you Ready for More? – Formative Assessment
 Mini Project

Anticipatory Set
 Flower Pattern (5 minutes) – Pre-Assessment

o Write sentences to describe the ratios of the shapes that make up this pattern.
o How many of each shape would be in two copies of this flower pattern? Try to
solve without counting every shape.

Teaching: Activities
 Powered Drink Mix (15 minutes)
o Display the following diagram for the class to observe. This will be the
representation of the mixtures that are to be made for students to taste test. Prompt
students to explain how these diagrams relate to the mixtures.
o As shown in the diagram, there are two mixtures for this powered drink mix. It
can be noted that drink A has a ratio of 1 teaspoon of the drink mix to 1 cup of
water, but drink B has a ratio of 4 teaspoons of the drink mix to 1 cup of water.
o Have volunteered students taste test the two different mixtures and determine
which diagram corresponds to each mixture. The following questions can prompt
the taste testers and students to discuss.
 Which mixture has a stronger flavor?
 How can we make Mixture A taste like Mixture B?
o Now, add 3 more teaspoons of the drink mix to mixture A. Asking the students
how this changes mixture A, and its comparison to mixture B, while showing this
diagram below.

o Discussion
 Describe the ratio of ingredients that is now in container A.
 Describe the ratio of ingredients that is in container B.
 How do you think they compare in taste?
o Pour mixtures A and B into a new container, thus creating a mixture C, and mix
them together.
 How would the taste of mixture C compare to the taste of mixture A and
mixture B?
o Are you ready for more? – Formative Assessment
 Introduce that sports drinks use sodium (salt) to help people replenish
electrolytes. Present the following image of two sports drinks nutrition
labels. And ask the following questions.
  Which of these drinks is saltier? How do you know?
 If you wanted to make sure a sports drink is was less salty than both of the
ones shown, what ratio of sodium to water would you use?
 Batches of Cookies (10 minutes)
o Begin by asking students: Let’s say you are planning to make cookies using your
favorite recipe, and you’re going to ‘double the recipe’. What does it mean to
double a recipe?”
o A recipe for one batch of cookies calls for 5 cups of flour and 2 teaspoons of
vanilla.
 Have students draw a diagram that shows the amount of flour and vanilla
needed for TWO batches of cookies.
 How many batches can you make with 15 cups of flour and 6 teaspoons of
vanilla? Show the additional batches by adding more ingredients to your
diagram.
 How much flour and vanilla would you need for 5 batches of cookies?
 Whether the ratios of cup of flour to teaspoons of vanilla is 5 :2, 10 :4 ,
15 :6, the recipes would make cookies that taste the same. We call these
equivalent ratios.
 Find another ratio of cups to flour to teaspoons of vanilla that is
equivalent to these ratios.
 How many batches can you make using this new ratio of
ingredients?
 Mini Project – Recipe! (15 minutes)
o Students will choose two ingredients from their favorite or original recipe. With
these two ingredients, students will create a visual diagram to display one, two,
and three batches of the recipe. From the diagram, students will write at least 5
ratio statements that correspond to the recipe. Once completed, students will share
with a partner their recipe and then turn in a completed recipe with visuals and
ratio statements.
Closure
 Class Discussion (5 minutes)
 o A recipe for fizzy juice says, “Mix 5 cups of cranberry juice with 2 cups of soda
water.”
o To double this recipe, we would use 10 cups of cranberry juice with 4 cups of
soda water. To triple this recipe, we would use 15 cups of cranberry juice with 6
cups of soda water.
o Draw a diagram to represent this recipe and the product of it being doubled and
tripling.
o Close by asking students if they how they would alter the recipe to their liking,
what would their ratios look like if the batch is doubled? Tripled?

OTHER NOTES:
Materials
 Powered Drink Mix Activity –
o Drink mix o Paper Cups
o Empty container o Teaspoons
o Markers o Water

 Rubric for Mini Project

Needs Work (1) Almost There Good (3) Wow! (4)
(2)
Accuracy of Ratios and Shows The ratios and The ratios and
Ratios and relations are not understanding of relationships are manipulations
Relations – present or manipulations of correct and are correct and
student creates equivalent at all. recipe and ratios, sufficiently applied beyond
recipe and can Ratio statements but not all ratios applied. Ratio desired batch
come up with a are missing. are true to statements are minimum. Ratio
variety of ratios original recipe. correct, but may statements are
and batches. (x2) Ratio statements be missing some thorough and
are unclear or wording. correct.
incomplete.
Supportive Diagrams do not Diagrams are Visuals are well Relationships
Visuals – portray ratios missing some representing the are portrayed
Students create and relationships information or ratios and well in visuals.
diagrams or as noted in the maintain some relationships The diagrams
representation to recipe. error. within recipe of alone could
show choice. represent the
relationships recipe.
between
ingredients. (x2)
Organization of Missing or lack Organization is a Well organized Information and
information of organization, little out of order information and displays
 cannot follow and information displays, some presented are
what and displays information may clearly ordered
information is appear to be be missing. and present.
being shared. missing.
TOTAL / 20

Duration:
Activity Duration
Bell Ringer – Flower Pattern 5 minutes
Powdered Drink Mix 15 minutes
Batches of Cookies 10 minutes
Mini Project - Recipe 15 minutes
Discussion 5 minutes
TOTAL: 50 minutes
 Lesson Plan 3 – Double Number Lines
Unit 2: Introducing Ratios
Class: 6th Grade Math
Grade Level: 6th Grade
Teacher: Ms. Hanson
Time Required- 50 minutes

Iowa Core State Standards (ICSS)

 6.RP.A.3 Use ratio and rate reasoning to solve real-world and mathematical problems,
e.g., by reasoning about tables of equivalent ratios, tape diagrams, double number line
diagrams, or equations.

21st Century Skill(s)

21.9-12.ES.1 Communicate and work productively with others, incorporating different
perspectives and cross-cultural understanding, to increase innovation and the quality of work.
 Lead or support when appropriate
 Contribute to a team by sharing information and expertise
 Collaborate effectively with other teams/team members toward a common goal
 Recognize own and other’s good efforts
21.9-12.ES.2 Adapt to various roles and responsibilities and work flexibly in climates of
ambiguity and changing priorities.
 Work independently or as a part of a team
 Learn from mistakes and accept feedback
 Consider multiple perspectives and represents a problem in more than one way
 Identifies and suggests alternative ways to achieve goals

Essential Question
 In what ways can we represent ratios visually?
 How are ratios used in everyday life?

Objectives
 Students will be able to label a double number line diagram to represent batches of a
recipe or color mixture.
 Students will be able to explain the meaning of a double number line in regards to the
situation presented.
  Students will be able to successfully create a double number line diagram and correctly
place and label to represent equivalent ratios.
I Can Statements
 I can label a double number line diagram to represent batches of a recipe or color
mixture.
 When I have a double number line that represents a situation, I can explain what it means.
 I can create a double number line diagram and correctly place and label tick marks to
represent equivalent ratios.
Assessment
 Number Talk – Preassessment
 Exit Slip

Anticipatory Set
 Number Talk – Adjusting Another Factor (10 minutes)
o Display one problem at a time. Give students 1 minute of quiet thinking time per
problem and ask them to give a signal when they have an answer and a strategy.
Follow with a whole class discussion.
 (4.5) ⋅4
 (4.5) ⋅8
1
 ⋅65
10
2
 ⋅65
10
o Ask students to share their strategies for each problem and record them on the
board. Have the student observe if or how different factors in the problem
impacted the choice of strategy. To involve students in the conversation, ask:
 Who can restate ____’s reasoning in a different way?
 Did anyone solve the problem the same way but would explain it
differently?
 Did anyone solve the problem in a different way?
 Does anyone want to add on to ____’s strategy?
 Do you agree or disagree? Why?

Teaching: Activities
 Drink Mix on a Double Number Line (15 minutes)
o Recall: The mixture of powdered drink mix – ask students the following:
  How much drink mix and water was in one batch?
 What would you need to mix a double batch?
o Introducing the double number line (give students the double number line sheet) –
this is how we will show batches of a mixture using a double number line
diagram. Give students 5 minutes of quiet thinking time to wrestle with the new
representation and answer questions, followed by time to share with a partner and
whole class discussion.
o The following image shows our mixture ratio and if the batch was doubled, the
number line below shows the ratio as the number of batches of drink mixtures
increases. Present these to the students and ask the following questions:
 How can we tell that 4 :1 and 12 :3 are equivalent ratios?
 How are these representations the same? How are these representations
different?
 How many teaspoons of drink mix should be used with 3 cups of water?
 How many cups of water should be used with 16 teaspoons of drink mix?
 What numbers should fill in the empty boxes of the double number line?
What do those numbers mean?

 Grocery Shopping (15 minutes)

o Students will be working with ratios involving one unit of something. Using the
term unit price to describe cost per unit to determine the prices of grocery items.
 Divide the cost by the number of items.
 Use discrete diagrams.
 Use a double number line.
o When we go shopping, we often see prices for multiple items, for example – 2
bottles for $3 or $1.99 for 3 pounds, but we want to know how much it is for just
one item.
o Working amongst their pods, have students work with one another, prior to class
discussion, to answer the following questions (encourage using the double
number line sheet to help organize thoughts):
 Eight avocados cost $4.
 How much do 16 avocados cost?
 How much do 20 avocados cost?
  How much do 9 avocados cost?
 Twelve large bottles of water cost $9.
 How many bottles can you buy for $3?
 What is the cost per bottle of water?
 How much would 7 bottles of water cost?
 A 10-pound sack of flour costs $8.
 How much does 40 pounds of flour cost?
 What is the cost per pound of flour?
o Close with a whole group discussion and have students share out their strategies
as to how they reached their answers.

Closure
 Discussion (5 minutes)
o Reflecting on unit price, present the following double number line and have
students fill in the missing pieces.
 To help mainstream students, ask students to begin by starting how much
one ticket costs.

 Have students share aloud what they got and share the strategies used to
get there.
 Exit Slip (5 minutes)
o If a cookie recipe calls for 4 cups of sugar and 3 tablespoons of butter, how much
of each ingredient would be used for 5 batches?
o Looking at the cookie recipe, how many cups of sugar would be needed to make 2
batches with 6 tablespoons of sugar?
o If 2 bags of rice cost $3, how much does 1 bag of rice cost?
o How many bags of rice could you buy with $24?

OTHER NOTES:

Materials:
 Double Number Line Sheet
Duration:
Activity Duration
Bell Ringer 10 minutes
Drink Mix on the Double Number Line 15 minutes
Grocery Shopping 15 minutes
Discussion 5 minutes
Exit Slip 5 minutes
TOTAL: 50 minutes
 Lesson Plan 4 – Representing Ratios with Tables
Unit 2: Introducing Ratios
Class: 6th Grade Math
Grade Level: 6th Grade
Teacher: Ms. Hanson
Time Required- 50 minutes

Iowa Core State Standards (ICSS)

 6.RP.A.3.a Make tables of equivalent ratios relating quantities with whole-number
measurements, find missing values in the tables, and plot the pairs of values on the
coordinate plane. Use tables to compare ratios.

21st Century Skill(s)

21.9-12.ES.1 Communicate and work productively with others, incorporating different
perspectives and cross-cultural understanding, to increase innovation and the quality of work.
 Lead or support when appropriate
 Contribute to a team by sharing information and expertise
 Collaborate effectively with other teams/team members toward a common goal
 Recognize own and other’s good efforts
21.9-12.ES.2 Adapt to various roles and responsibilities and work flexibly in climates of
ambiguity and changing priorities.
 Work independently or as a part of a team
 Learn from mistakes and accept feedback
 Consider multiple perspectives and represents a problem in more than one way
 Identifies and suggests alternative ways to achieve goals

Essential Question
 How can we create representations of equivalent ratios on a larger scale?

Objectives
 Students will be able to look at a table of values and know where the rows are and where
the columns are.
 Students will be able to come up with numbers to make a new row when they see a table
representing a set of equivalent ratios.
  Students will be able to explain what the numbers mean in a table representing a set of
equivalent ratios.
I Can Statements
 If I am looking at a table of values, I know where the rows are and where the columns
are.
 When I see a table representing a set of equivalent ratios, I can come up with numbers to
make a new row.
 When I see a table representing a set of equivalent ratios, I can explain what the numbers
mean.

Assessment
 Exit Slip

Anticipatory Set
 How’s it Growing? (5 minutes)
o With the image below displayed, present the following questions to students with
2 minutes of quiet think time followed by whole group discussion.
 How many total tiles will be in:
 The 4th figure?
 The 5th figure?
 The 10th figure?
 How do you see it growing?

Teaching: Activities
 A Huge Amount of Sparkling Orange Juice (15 minutes)
o Displaying the following double number line and questions, have students work
on the first two questions and then pause. Bring the class together for discussion
and talk about the approaches used by students as well as how the double number
line can support reasoning.
  Using a double number line, show how many liters of each ingredient to
use for different-sized batches of sparkling orange juice.
 If someone mixes 36 liters of orange juice and 45 liters of soda water, how
many batches would they make?
 If someone uses 400 liters of orange juice, how much soda water would
they need?
 If someone used 455 liters of soda water, how much orange juice would
they need?
 Explain the trouble with using a double number line diagram to answer the
last two questions.
o Introduce a more suitable way to represent the ratio – a table. From the number
line assigned students begin to create a table for the sparkling orange juice recipe.
 Each student will be given one of the three tables below to fill in. For
students that are below grade level, the first table will be available. The
middle table will be provided to the at grade level, and the bottom table
will be given to those above grade level.
 o Bring students in for discussion once tables are completed, highlight the benefits
of utilizing a table as opposed of using a double number line. The list below is the
key highlights.
 Labels are still important in tables.
 Each row is a pair of values that are equivalent to other rows, similar to a
double number line but spacing does not matter.
 The order of the rows in a table does not matter.
 Batches of Trail Mix (10 minutes)
o A table is a list of equivalent ratios. For this activity, one column is the amount of
almonds, and the other is the amount of raisins. Each row represents a batch.
o A trail mix recipe says, “Mix 7 ounces of almonds with 5 ounces of raisins.” The
table below has been started to look at the ratio in different batches, answer the
following questions..

o Complete the table so that ratios represented by each row are equivalent.
 o What methods did you use to fill in the table?
o How do you know that each row shows a ratio that is equivalent to 7 :5? Explain.
 Moving 3,000 Meters (15 minutes)
o In groups of 2, students will spend three minutes of quiet work time, and then
have students work with their partner.
 The other day, we saw that Han can fun 100 meters in 20 seconds.
 Han wonders how long it would take for him to run 3,000 meters at this
rate. He made a table of equivalent ratios.
 Do you agree that this table represents the situation? Explain your
reasoning.

 Complete the last row with the missing number.

 What question about the situation does this number answer?
 What could Han do to improve this table?
 Priya can bike 150 meters in 20 seconds. At this rate, how long
would it take her to bike 3,000 meters?
 Priya’s neighbor has a dirt bike that can go 360 meters in 15
seconds. At this rate, how long would it take them to ride 3,000
meters?

Closure
 Exit Slip (5 minutes)
o You have created a best-selling recipe for chocolate chip cookies. The ratio of
sugar to flour is 2 :5. Create a table in which each entry represents amounts of
sugar and flower that would be used in a recipe.

OTHER NOTES:
Duration:
Activity Duration
Bell Ringer 5 minutes
A Huge Amount of Sparkling Orange Juice 15 minutes
Batches of Trail Mix 10 minutes
Moving 3,000 Meters 15 minutes
Exit Slip 5 minutes
TOTAL: 50 minutes
 Lesson Plan 5 – Part-Part-Whole Ratios
Unit 2: Introducing Ratios
Class: 6th Grade Math
Grade Level: 6th Grade
Teacher: Ms. Hanson
Time Required- 50 minutes

Iowa Core State Standards (ICSS)

 3.OA.B.5 Apply properties of operations as strategies to multiply and divide.
 5.NF.B.7 Apply and extend previous understandings of division to divide unit fractions
by whole numbers and whole numbers by unit fractions. Students able to multiply
fractions in general can develop strategies to divide fractions in general, by reasoning
about the relationship between multiplication and division. But division of a fraction by a
fraction is not a requirement at this grade.

21st Century Skill(s)

21.9-12.ES.1 Communicate and work productively with others, incorporating different
perspectives and cross-cultural understanding, to increase innovation and the quality of work.
 Lead or support when appropriate
 Contribute to a team by sharing information and expertise
 Collaborate effectively with other teams/team members toward a common goal
 Recognize own and other’s good efforts
21.9-12.ES.2 Adapt to various roles and responsibilities and work flexibly in climates of
ambiguity and changing priorities.
 Work independently or as a part of a team
 Learn from mistakes and accept feedback
 Consider multiple perspectives and represents a problem in more than one way
 Identifies and suggests alternative ways to achieve goals

Essential Question
 How can we create a representation of a ratio that can break down into parts?

Objectives
 Students will be able to create tape diagrams to help reason about problems involving a
ratio and a total amount.
  Students will be able to solve problems when they know a ratio and a total amount.
I Can Statements
 I can create tape diagrams to help me reason about problems involving a ratio and a total
amount.
 I can solve problems when I know a ratio and a total amount.

Assessment
 Bell Ringer – True or False
 Exit Slip

Anticipatory Set
 True or False: Multiplying by a Unit Fraction (10 minutes)
o Students will get up and moving by standing on the right side of the room if they
think a statement is true and stand on the left side of the room if they think the
statement is false. Present each problem one at a time and give the students 1
minute of think time, then have them choose whichever side they think. Have
students share out why they think the statement is true or false.
1 45
 ⋅ 45=
5 5
1 1
 ⋅20= ⋅ 24
5 4
1 1
 42 ⋅ = ⋅ 42
6 6
1 480 6
 486 ⋅ = +
12 12 12

Teaching: Activities
 Cubes of Paint (10 minutes)
o Students will explore paint mixtures and use snap cubes to represent them. “To
make a particular green paint, we need to mix 1 ml of blue paint to 3 ml of
yellow.” Ask the following questions:
  How much green paint will this recipe yield?
 If each cube represents 2 ml instead of 1 ml, how much of blue and yellow
doe the cubes represent? How many ml of green paint will we have?
 Is there another way to represent 2 ml of blue and 6 ml of yellow using
snap cubes?
 How do we refer to 4 ml of blue and 12 ml of yellow in terms of
‘batches’?
o Discuss as a class what the snap cubes represent, strategies used to get to answers
and how the last question was approached.
o Introduce the idea of a tape diagram – a horizontal strip that is partitioned into
parts where each part represents a value. The value of a part is the same in each
part throughout. Like those below.
 If this tape diagram represents a 5 :3 ratio of red paint to blue paint, how
many batches of maroon paint will there be?

o Using the diagram above as an example, if we were to make a diagram

representing a 1 :3 blue to yellow ratio, ask students to find the value of each
part need to make 20 ml of green paint. How do they know?

 Sneakers, Chicken and Fruit Juice (20 minutes)

o In groups, students will use graph paper and snap cubes to practice solving
problems involving ratios and their combined quantities. Present the following
problems and encourage to utilize tape diagrams.
  The ratio of students wearing sneakers to those wearing boots is
5 to 6. If there are 33 students in the class, and all of them are
wearing either sneakers or boots, how many of them are wearing
sneakers?
 A recipe for chicken marinade says, “Mix 3 parts oil with 2 parts
soy sauce and 1 part orange juice.” If you need 42 cups of
marinade in all, how much of each ingredient should you use?
 Elena makes fruit punch by mixing 4 parts cranberry juice to 3
parts apple juice to 2 parts grape juice. If one batch of fruit
punch includes 30 cups of apple juice, how large is this batch of
fruit punch?
Closure
 Discussion (5 minutes)
o Using the recipe from earlier, how much fruit punch can you make if you have 50
cups of cranberry juice, 40 cups of apple juice, and 30 cups of grape juice? Share
your strategy and reason.
 Exit Slip (5 minutes)
o This tape diagram represents the ratio of ducks to swans in a pond. How many
ducks and birds are there?
o How many ducks and birds are in total?
o What would the ratio be if a part is equivalent to 4?

OTHER NOTES:
Materials
 Snap cubes
 Graph paper

Duration:
Activity Duration
Bell Ringer 5 minutes
Introduction to the Information 25 minutes
Lesson Check 10 minutes
Sneakers, Chicken and Fruit Juice 20 minutes
Discussion 5 minutes
Exit Slip 5 minutes
TOTAL: 50 minutes

Name: _____________________________________ Date: _______________

UNIT 2 ASSESSMENT – Introducing Ratios

____ 1. In a fruit basket there are 7 bananas, 8 plums, and 5 apples.

a) The ratio of bananas to apples is _______:________.
b) The ratio of plums to apples is _______ to _______.
c) For every _____ apples, there are ______ plums.
d) For every 3 bananas there is one ______.
____ 2. Stacy makes chocolate milk by mixing 2 cups of milk and 5 tablespoons of cocoa
powder. Draw a diagram that clearly presents two batches of her chocolate milk.

____ 3. In a recipe for fizzy grape juice, the ratio of cups of sparkling water to cups of
sparkling grape juice is 3 to 1.
a) Find two or more ratios of cup of sparkling water to cups of juice concentrate that
would make a mixture the same as this recipe.

b) Describe another mixture of sparkling water and grape juice that would taste different
than this recipe.

____ 4. The double number line shows that 4 pounds of tomatoes cost $14. Draw tick marks
and write labels to show the prices of 1, 2, and 3 pounds of tomatoes.
____ 5. 4 movie tickets cost $48. At this rate, what is the cost of:
a) 5 movie tickets?

b) 11 movie tickets?

____ 6. Lin and Diego travel in cars on the highway at constant speeds. In each case, decide
who was traveling faster and explain how you know.
a) During the first half hour, Lin travels 23 miles while Diego travels 25 miles.

b) After stopping for lunch, they travel at different speeds. To travel the next 60 miles, it
takes Lin 65 minutes and it takes Diego 70 minutes.

____ 7. At the kennel, the ratio of cats to dogs is 4 :5. There are 27 animals in all. Here is a tap
diagram representing this ratio.

a) What is the value of each small rectangle?

b) How many dogs are at the kennel?

c) How many cats are at the kennel?