Lesson Plan The Cafeteria Grade 7 Proportional Reasoning

Transcription

1 CCSSM - Grade 7 Lesson Plan DOMAIN: Ratios and Proportional Relationships Cluster: Analyze proportional relationships and use them to solve real-world and mathematical problems. Standard: 7.RP.2: Recognize and represent proportional relationships between quantities. 2a. Decide whether two quantities are in a proportional relationship. VSC Topic: C: Number Computation VSC Indicator 3: Analyze ratios, proportions, and percents VSC Objective c: Solve problems using proportional reasoning Clarification: The clarification is an explanation of the indicator and objective and how these math concepts appear in the puzzle. Materials and/or Set Up: Interactive Resources 1-5, Assessment Relevant Vocabulary: proportion, equation, ratios, equivalent Note to Teacher Students should have attempted Levels 1 and 2 of the Cafeteria puzzle before this lesson seed is implemented. Activities: 1. After students have played Levels 1 and/or 2 of the Cafeteria puzzle, have them discuss their experiences. Have students explain how they determined the correct amounts of food to give each monster. 2. Review that a proportion is an equation that indicates that two fractions or ratios are equivalent. In other words, two fractions with an = sign between them form a proportion. (An example of proportion is the relationship between a fraction and its 35 7 reduced form, such as = ) Distribute Interactive Resource 1 and ask students to identify the ratios they see. Encourage students to name the ratios between the foods on the same tray and foods in the same place on different trays. ( 10 5, 10 2 and 5 2 on the 2nd tray from the left 10 and between the 2 nd and 4th trays are the given ratios.) Have students reduce the ratios, and. (,, and ) Identify that these reduced ratios establish the simplified relationship between the corresponding foods next to and diagonal to the food on each tray, and among trays. Copyright 2012 Maryland Public Television Page 1 of 11

2 6. As a class, ask students to decide on which tray to place the next number, 10, that is next to the arrow. 7. Discuss the possible placements (The 1 st, 3 rd, 4 th and 5 th trays); why placement on the empty trays is not helpful; (We have no numbers to work with to establish a ratio) and why the 4 th tray with the 20 is the only logical placement. ( 10 5 = 2 1 on the 2 nd 10 1 tray, so, working across trays, = on the 4 th tray Pair students and distribute Interactive Resource 2 (This is the same screen shot after the previous placement of the number 10.). Ask students to discuss the possible placement of the drumstick numbered 8, (1 st, 3 rd, 4 th or 5 th trays) and why the 4 th 2 8 tray should be eliminated as a possibility ( ). Discuss the possibility of trays 1, 3 or 5, and why the empty tray is often the element of chance in this game. Have selected pairs share and explain their recommended placement of the drumstick. (The 1 st tray on the left is its destination, but this is determined purely by chance, not logical reasoning.) 9. Group students and distribute Interactive Resource 3. (This is the same screen shot as Interactive Resource 1 & 2, showing the placement of 5 additional numbers.) Have students list, in lowest terms, all the ratios that exist among items on the same trays and the same items across trays. (Ratios on like trays: 5 1 on first tray; 2 1, 5 2, and 5 1 on 2 nd tray; 5 1, 10 1, 2 1, and 5 2 on the 4 th tray. Ratios across trays: drumsticks- 4 1, 5 2, 10 1, 2 1, 4 3, 5 1, 3 1,10 3 and 3 2 ; slop- 4 1, 2 1 ; burger- 2 1 ) 10. Instruct groups to determine the possible placements of the burger numbered 50 and explain how they reached their solution. (Placement on the 1st tray is unacceptable because or. Placement on the furthest to the right doesn t work because or 5 2, so the middle tray is the only logical placement. It does 20 2 maintain the ratio = ) Have students complete Interactive Resource 4 independently and explain how they arrived at their conclusion. (The sushi must be placed on the last tray on the right to preserve the proportion 6 3 = 4 2 ) Then ask students to predict and write the anticipated numbers for the unoccupied locations on each tray. (See Interactive Resource 4- Answer Key) Copyright 2012 Maryland Public Television Page 2 of 11

3 Differentiation Suggestions: Lesson Plan For students who had difficulty with Interactive Resource 4, distribute Interactive Resource 5 and in small groups, instruct students on how to predict what the next 20 number will be and why. (The answer must be 100 to maintain the ratios. = ). Then discuss with students whether the ratios are consistent among items on 5 trays and across trays. As a challenge, have students create their own cafeteria puzzle by setting up numbers on some of the trays and have fellow students figure out the remaining numbers. Assessment: Distribute the Assessment resource sheet. Answers: 1. All are equal to 3 2 except 9 4 Follow Up: Answers will vary, such as,,, Have students return to the puzzle to apply what they learned in the lesson. Ask: Did the lesson help you to clarify the math in the puzzle? How so? What other strategies could you have used to help you solve the puzzle? Additionally, check teacher stats in the game to determine students level of understanding. Provide students with the following scenario: You find a summer job that pays you $2000 for working 10 weeks. How much would you earn if you worked there all year? (Yearly employees work an average of 50 weeks.) Real World Connection: Provide students with the following scenario: In major league baseball, you are considered to be pretty good if you are batting 300 or more, which means that you get a hit about 300 times for every 1000 times at bat. If you got 4 hits out of your last 10 times at bat, are you doing as well as Copyright 2012 Maryland Public Television Page 3 of 11

4 someone batting 300? Explain ( =, so this is a better batting average than 300 out of 1000.) Copyright 2012 Maryland Public Television Page 4 of 11

5 Interactive Resource 1 Copyright 2012 Maryland Public Television Page 5 of 11

6 Interactive Resource 2 Copyright 2012 Maryland Public Television Page 6 of 11

7 Interactive Resource 3 Copyright 2012 Maryland Public Television Page 7 of 11

8 Interactive Resource 4 Copyright 2012 Maryland Public Television Page 8 of 11

9 Interactive Resource 4 Answer Key Copyright 2012 Maryland Public Television Page 9 of 11

10 Interactive Resource 5 Copyright 2012 Maryland Public Television Page 10 of 11

11 1. Circle each of the ratios in the list below that are equivalent to the first fraction. 2 3 = Write three ratios that are equivalent to = = = Copyright 2012 Maryland Public Television Page 11 of 11