Ratio & Proportion Skit

Anthony Bocija
Sixth Grade/Math

Common Core Standards:

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

6.RP.2
Understand the concept of a unit rate a/b associated with a ratio a:b with b≠ 0, and use rate
language in the context of a ratio relationship.

6.RP.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.

Lesson Summary:

This lesson is designed to build upon student’s knowledge of ratios and proportions. After a homework
assignment and a brief review of said assignment, students will form groups of three or four to film a skit in
which they use ratios or proportions to solve a real-world problem. The skit has to be a minimum of one and
no longer than two minutes as well as involve the solving of at least two problems using ratios or proportions.
Throughout the week the teacher meets with each group to make sure they are understanding concepts and are
devoting the appropriate amount of time to complete the assignment. Following filming, which should take no
more than a day or two, students present their skits to the class.

Estimated Duration:

This lesson will take place over five fifty minute class periods.

Commentary: Prior to our in class lesson, students will be assigned to play an interactive game called “Dunk
Tank: Ratio & Proportions”, which will introduce them to key vocabulary terms and using ratios and really
interest them in the lesson which will start the next day. Students will get an ample amount of time in the
classroom to write or film their skit’s and meet with me to make sure they understand the concepts and are
meeting the requirements of the assignment. I do anticipate time being a challenge anyway though, which is
why I will give the students a schedule to follow for completing the assignment on time.
Instructional Procedures:
Day 1: The day or weekend prior to starting the lesson, students will be assigned to play “Dunk Tank!: Ratio &
Proportion”, an interactive game via PBS learning media, which can be accessed through a computer or tablet.
A calculator may be required for students to complete some of the problems in the game.
First 20 minutes: As a class, we will discuss topics covered in the homework assignment, do two or three
problems on a smartboard involving ratio and proportions, and watch a skit involving proportions, which they
should have seen already while playing “Dunk Tank!”.
10 minutes: I introduce the assignment to the students. They will have to write and film a skit that is at least
one and no more than two minutes long that features characters solving real-world problems through the use of
either ratios or proportions. The characters in the skit can be of their choosing or they can play themselves as
long as it involves real-world problem solving.They can film the skit using any of the iPad’s that we have
available in the classroom. It is essential that we use the iPads for filming because we are going to utilize the
Splice video editor application. The class will be divided into groups of preferably three students who will
work with one another to write and film the skit.
20 minutes: The remaining twenty minutes of the class will be devoted to brainstorming ideas for the skits.
Also have the groups form a google doc that they can all access so they can save their ideas and build upon
them outside of school. I will be present in the classroom should any groups have any questions or concerns.
Day 2: First 5 minutes: remind the class of the expectations of the assignment before we continue preparing
our skits. Also make it clear that you are present should any group want to discuss their skit or have any
questions. Inform the students that they should finish or be close to ending the skit writing process. When they
have finished writing, have the groups bring their written skit to you to examine that it has the required number
of ratio or proportion problems and their solutions as well as meets the necessary length.
40 minutes: The majority of the period should be devoted to students writing their skits on a Google doc.
Students should also consider who will be filming and appearing in the skit, thus ensuring that everyone in the
group has an active role in the project. Once skits are completed students should submit their written skit to
you for critiquing. Have a conversation with every member of the group about the strengths and weaknesses of
their skits. Following that conversation instruct the group to make the necessary revisions to their skit.
Final 5 minutes: Inform the class that we will begin the filming process tomorrow. For groups that have not
submitted their written skits to me for approval, they will have to finish it tonight. Recommend to each group
to utilize Google hangouts so they can video call or message each other to collaborate on finishing touches of
their skit. Also inform groups who are ready to film their skit to bring in any necessary props they made need
for tomorrow.
Day 3: First 10 minutes: Show the entire class how to utilize Splice on the smartboard, which is very similar to
the iPad version of the application. Show the class how to cut and edit videos, combine scenes to make one full
video, and utilize motion effects. There are many other options Splice provides for improving videos but our
goal right now is to simply make a video that adheres to our requirements for the assignment. Give the students
one iPad per group and have them begin filming, which they are welcome to do within the classroom or
throughout the school. Advise students that they must return to the classroom five minutes before the end of
class.
35 minutes: Start/continue the filming process. Any group that has yet to submit their written skit should do so
immediately so they have enough time to make any necessary improvements or start filming. Any group that
finishes filming their skit may move on to editing with Splice.
5 minutes: Groups should be returning to the classroom if they chose to film outside the classroom. Students
are welcome to take the iPads home if they would like to continue filming or editing after school, but make
sure to record who is taking the iPad home.
Day 4: Everyone should continue or finish filming as soon as the class period starts. After filming students will
move on to the editing portion of the skit, which I am present for should any students need any assistance using
Splice. Even if students filmed their skit out of the classroom, all editing should take place in the classroom in
case there is any issue. Students should save their completed video and send it to me via gmail. Ideally
everyone will be finished before the end of class but any group that has any editing to complete may do so at
home, this is the last day to take an iPad home for such a purpose. Every skit should be sent to me before the
end of the night of the fourth day of the lesson.
Day 5: The final day of our lesson is completely devoted to presenting our skits to the entire class. Due to the
short length of the skits this may very well be completed before the end of the class period. Take advantage of
that to discuss with the entire class what they enjoyed about the assignment, what frustrated them, and what
they know now that they did not know prior to the lesson.

Pre-Assessment:
The students and I will review the terms covered in “Dunk Tank!” and go through similar real-world problems
involving ratios and proportions.
Scoring Guidelines:
Teacher will use their own judgement to assess students understanding of ratios and proportions. The
teacher and the students will discuss on day two or three the progress being made on the assignment,
giving the teacher an opportunity to determine students understanding of the material. Throughout the
lesson the teacher should be present to answer any questions or provide any necessary feedback as
students continue their projects.

Post-Assessment:
Following the project, students will be given an assessment with real-world based ratio and proportion
problems. Students will take the assessment on the iPads through testmoz, a software that allows students to
take quizzes via tablets or computers. Students will be given ten questions all related to material we learned in
the lesson.
Scoring Guidelines:
Each question will be worth one point, so the assessment will be graded based on a score out of ten
possible points. Students who get at least eight questions right will have mastered the content. Those
who got six or seven correct may need to revisit the content with the a teacher or a small group. Any
student who got five or fewer questions right will need to meet with me individually since they have
yet to master the material.

Differentiated Instructional Support

Students who have clearly mastered the material may peer tutor students who are struggling to understand the
material or are encouraged to try solving ratios on a coordinate plane and introduce themselves to percentages
through activities on Khan Academy.

During the skit making process, students struggling with the material can be scaffolded by students in their
group. If the students still show signs of struggling based on their post assessment score, they should meet with
me individually and we can utilize tools like Khan Academy to improve on their skills. Once students can
define ratio, proportion, and variable as well as solve ratio, proportion, and cross multiplication problems, they
will have successfully mastered the material.

Extension
Khan Academy is a fantastic resource for students to improve their skills in solving ratio and proportion
problems. The site offers videos, quizzes, and practice questions that really motivate and interest students in
learning math.
https://www.khanacademy.org/math/pre-algebra/pre-algebra-ratios-rates

Homework Options and Home Connections

Students are required to complete the interactive game “Dunk Tank!” at home as well as any writing or editing
that was not completed during our class time. Students may choose to email me their completed work from
school or at home. Students are encouraged to share their skit at home.

Interdisciplinary Connections
Art - Students are filming and editing as they layout their videos.
Writing - Students are creating fictional scenarios that require them to write dialogue for their skit.
Social Sciences: Students are sharing thoughts and ideas, listening to each other, and collaborating to complete
a shared goal.

Materials and Resources:

For teachers iPads, smartboards, Google account, Google hangouts, Gmail, internet capable
computers, and Splice video editor.

For students iPads, laptops or internet capable computers, Google account, Gmail, calculator, Splice
video editor, and any props needed for skits.
Key Vocabulary
Ratio, proportion, and variable.