Math 2A Lesson Plans

OBJECTIVE: NS02 1.1.4 a) Items may ask students to identify or determine a ratio, percent, or proportion in a given situation. b) Items may ask students to explain or illustrate the meaning of a ratio, percent, or proportion. c) Items may ask students to select the appropriate concept in a given situation to show understanding of ratio, percent and/or proportion. d) Items may ask students to identify or determine a term or ratio to complete a proportion. Items may ask students to identify or represent equivalent ratios and/or percents using pictures, diagrams, or symbols. ACTIVITIES/ASSESSMENT: Page 36 Reflections 1-4 plus similar; Students will generate similar type situations from their own experiences; Start on Additional Practice #3 (handout). NOTES: HOMEWORK: Page 155 4-7 (handout)

OBJECTIVE: See 2-6 above. •To find unit rates •To represent data in tables and graphs •To look for patterns in tables in order to make predictions beyond the tables •To connect unit rates with the rule describing a situation •To begin to recognize that constant growth in a table will give a straight line graph •To find the missing value in a proportion [1.1.4 Understand the concept of direct proportion.] ACTIVITIES/ASSESSMENT: Read 37 to 41. Do page 41 Problem 4.2 plus follow Up NOTES: HOMEWORK: Page 46 4-8

What this unit is about...

1) ratios - ratios are comparing two numbers. 
	There are three forms of ratios:
		a) three cats to five dogs = 3 to 5
		b) three cats to five dogs = 3:5
		c) three cats to five dogs = 3/5
	There are three kinds of ratios:
		a) part to whole - three cats of eight pets
		b) part to part - three cats to five dogs 
		c) comparing two different kinds of things
			 - three cats to two chairs
2) differences - The difference between two sets
	a) there are two more dogs then cats
	b) there are two less cats then dogs
3) fractions (Must be part to whole ratios)
	a) 3/8 of the pets are cats
	b) 5/8 of the pets are dogs
4) percentages (Must be part to whole ratios)
	a) (3/8 x 100) = 37.5% of the pets are cats
	b) (5/8 x 100) = 62.5% of the pets are dogs
5) scaling (up or down to make equivalent ratios)
	a) There are 1.666 times as many dogs as cats
	b) there are  cats = 0.6 times dogs

NOTE: Percents are useful for making comparisons because everthing is changed to 'out of 100.'

NOTE: Fractions and percents can only be used when referring to the part of a whole. For example, comparing 3 cats to 5 dogs cannot be indicated with a fraction or a percent. While it is true that 3/5 IS a fraction, in this case it is not a comparison that makes sense as a fraction of a percent. As a RATIO it is OK. Consider: 3/5 = 0.6 as a decimal and 60% as a fraction. But in the context of the problem of 3 cats and 5 dogs, what exactly would the 60% mean? Of course, if we talk about the WHOLE group of 8 pets, then 3/8 for the cats would mean 37.5% of the pets.

OBJECTIVE: •To find unit rates •To represent data in tables and graphs •To look for patterns in tables in order to make predictions beyond the tables •To connect unit rates with the rule describing a situation •To begin to recognize that constant growth in a table will give a straight line graph •To find the missing value in a proportion [1.1.4 Understand the concept of direct proportion.] ACTIVITIES/ASSESSMENT: Finish Page 41 Problem 4.2 plus follow Up; Page 41 Problem 4.2 plus follow Up with a partner. NOTES: HOMEWORK: Page 48 12-16&21

OBJECTIVE: See 2-8 above. ACTIVITIES/ASSESSMENT: P89-90 Quiz 2 (timed); collect week scores on basics drills. WASL review worksheets as assigned (TBA) and/or 1.2.5 Apply formulas to find measurements of circles, triangles, and rectangular prisms. NOTES: HOMEWORK: TBA