Pre-assessment Instruction Plan

6th Grade

CCSS.MATH.CONTENT.6.RP.A.1
Understand the concept of a ratio and use ratio language to describe a ratio relationship
between two quantities. For example, "The ratio of wings to beaks in the bird house at
the zoo was 2:1, because for every 2 wings there was 1 beak." "For every vote candidate
A received, candidate C received nearly three votes."

CCSS.MATH.CONTENT.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.

CCSS.MATH.CONTENT.6.RP.A.3.B
Solve unit rate problems including those involving unit pricing and constant speed.For
example, if it took 7 hours to mow 4 lawns, then at that rate, how many lawns could be
mowed in 35 hours? At what rate were lawns being mowed?

Objective: Students will demonstrate their understanding of the concept of a ratio by

using ratio language to describe relationships between quantities.

Materials: Fraction Burger, cube links,

Attention Getter: Put out Legos while they wait for everyone to come.
Desert Island: one piece of music, one book, and one luxury item that you can carry with
you.
Would you rather: Would you rather have legs as long as fingers, or fingers as long as
legs? Would you rather be deserted on an island alone or with some that you don’t like?
Would you rather hairy all over, or completely bald? Come up with your own!
Teach: Take 5-10 minutes to do a class survey, depending on the time and the
management issues you may have with your class, you can ask the questions and record
the information yourself, OR, you can have the students design the survey themselves.
Get information such as:

Brothers Color shirt

Sisters Hair color
Cats Eye color
Dogs Glasses
Fish Number of people with long sleeves verses short sleeves
Types of shoes they are wearing
Step-by Step Procedure:
1. Talk about birds. How many legs? How many beaks?
2. Today we will explore the concept of ratio, which is a relationship between two
quantities. What we will try to do today is compare quantities in ratio format, which
usually looks like 2:1, 1:3, 10:1,ect.
3. Review what we talk about of the bird. Construct a t-chart on the board. In one
column, write “legs”, in another, write “beaks”. If we have 2 legs, we have one beak.
What if we have 4 legs? (2 beaks)
4. Tell students that for birds, the ratio of their legs to beaks is 2:1. For every two legs,
we’ll see one beak.
5. Bring it to the students’ bodies. How many fingers do you see? (10) How many
hands? (2)
6. On the t-chart, write 10 in one column, and 2 in the other. Remind students that our
goal with ratios is to get them to look as simple as possible. What if we only had one
hand? (5 fingers) So the ratio of fingers to hands is 5:1.
7. Use the information gathered earlier to come up with new ratios:
• Ratio of eyes to heads
• Ratio of toes to feet
• Ratio of legs to feet
• Ratio of: (use survey answers if they are easily divisible: shoelaces to velcro, etc.)
Closure: Table football
ex . Ian 2 out of three attempts, so 2:3
If he attempted to make a goal 20 times how many would get get?

Assessment: Ratio and Proportion

1) Susan found a bag of 20 golf balls at a garage sale, and bought the bag for 75
cents. Express the ratio of cost to number of balls in lowest terms.
a) 20:75
b) 75:20
c) 4:15
d) 15:4
2) A stackable CD rack holds 25 CDs and costs $4. Charlie has a collection of 150
CDs. How much will it cost him to buy enough racks to hold all of his CDs?
a) $4
b) $24
c) $25
d) $150
3) A gardening magazine suggested that a good mix for a flower bed is 20 pails of
clay dirt, 15 pails of sand, and 5 pails of manure. Express this in lowest terms.
a) 20:15:5:
b) 10:7:3
c) 4:3:1
d) 4:3:2
4) How many pails of soil will result from the mixture in the previous question?
a) 8
b) 10
c) 20
d) 40
5) Aram estimates that he needs 120 pails of soil for his new flower bed. How many
pails of manure will he need?
a) 15
b) 10
c) 5
d) 1