CCSS.ELA-LITERACY.RH.6-8.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.
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.ELA-LITERACY.W.7.1 Write arguments to support claims with clear reasons and relevant evidence.
Technology required
Device with a browser for AzTech Game. Printer for printing codex and related worksheet and activity pages.
Time
4-5 hours
Lesson Summary
This is an augmentation of a lesson from the Library of Congress uses a primary source – the Huexotzinco Codex – as a basis for document analysis, inquiry and applied mathematics. Students analyze pages documenting tribute paid to Spanish administrators, compute the tribute paid, read a one-page overview of the codex and analyze the codex. A presentation is given on connections between Aztec, Mayan and contemporary methods. Students begin or end classes playing a game that includes Mayan history and middle school mathematics.
Lesson
First, some background for the teacher. The Huexotzinco Codex was part of the evidence in a case brought by the Nahuas, Indigenous people of what is now Mexico, against the Spanish administrators, alleging excessive taxation (tribute). This case was won by the Nahuas. In this lesson, students do not learn the full story until the third or fourth class period.
NOTE TO THE TEACHER: Allow at least 30 minutes before using this lesson the first time, to read through the Library of Congress lesson, download and print out documents for students.
Play a game
Have students sign in and begin the game, AzTech: Meet the Maya. Students should play for about 15 minutes.
Computation – How much was the tribute?
Continue with the second part of Library of Congress lesson, “The Huexotzinco Codex”, and have students complete Activity 2, Computation. After students have completed one tribute sheet and corrected their answers, use this slide presentation to show the connection between the Aztec and Maya codices and our modern system of numbers and graphs. Optionally, have students complete one or two more tribute sheets from the linked lesson. This should take one to two class periods.
Play a Game
At the beginning of class, have students continue the AzTech: Meet the Maya game. Students should play for 15-20 minutes by which time some of the students should have reached the codex activity and explanation in the game.
Four types of assessments are included; observation of student understanding of historical document analysis in the class discussion, student self-corrected math computation, student written assignments (analysis sheet, observations and scenario outlines) and the math problems in the AzTech game which are scored automatically with data available in teacher reports.
Differentiated instruction (optional)
Advanced Students who complete their assignments early can continue with the AzTech: Meet the Maya game. If they complete this game, they can choose to play AzTech: The Story Begins or AzTech: Empiric Empire.
English learners can play the AzTech : Meet the Maya and AzTech: The Beginning games in English or Spanish.
Note: When we surveyed teachers from the 2021-22 academic year, the most requested addition to the site was to combine the lessons into units. This cross-curricular statistics unit has 12 lessons that total 14 hours of class time, although some assignments could be completed as homework. With the length of this unit, it could be taught as a complete summer school course, addressing primarily mathematics standards but also incorporating English language arts, Social Studies (predominantly Indigenous and Latino history and culture) and science.
Standards
STATISTICS STANDARDS
CCSS.MATH.CONTENT.6.SP.A.1 Recognize a statistical question as one that anticipates variability in the data related to the question and accounts for it in the answers CCSS.MATH.CONTENT.6.SP.A.3 Recognize that a measure of center for a numerical data set summarizes all of its values with a single number. CCSS.MATH.CONTENT.6.SP.B.4 Display numerical data in plots on a number line, including dot plots, histograms, and box plots. CCSS.MATH.CONTENT.6.SP.B.5 Statistics & Probability: Summarize numerical data sets in relation to their context. CCSS.MATH.CONTENT.7.RP.A.2.B Ratios & Proportional Relationships: Identify the constant of proportionality (unit rate) in tables, graphs, equations, diagrams, and verbal descriptions of proportional relationships. CCSS.MATH.CONTENT 7.SP.A.1 Understand that statistics can be used to gain information about a population by examining a sample of the population; generalizations about a population from a sample are valid only if the sample is representative of that population. CCSS.Math.Content.7.SP.C.5 Understand that the probability of a chance event is a number between 0 and 1 that expresses the likelihood of the event occurring. Larger numbers indicate greater likelihood. A probability near 0 indicates an unlikely event, a probability around 1/2 indicates an event that is neither unlikely nor likely, and a probability near 1 indicates a likely event. CCSS.Math.Content.7.SP.C.6 Approximate the probability of a chance event by collecting data on the chance process that produces it and observing its long-run relative frequency, and predict the approximate relative frequency given the probability.
ADDITIONAL MATHEMATICS STANDARDS
CCSS.MATH.CONTENT.5.NF.B.4 Apply and extend previous understandings of multiplication to multiply a fraction or whole number by a fraction.
CCSS.MATH.CONTENT.7.RP.A.2 Recognize and represent proportional relationships between quantities.
ENGLISH/ LANGUAGE ARTS STANDARDS
CCSS.ELA-LITERACY.RI.6.7 Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue. CCSS.ELA-LITERACY.RI.6.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings. CCSS.ELA-LITERACY.RST.6-8.3 Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks.
SCIENCE STANDARDS
Next Generation Science StandardMS-LS2-1 Ecosystems: Interactions, Energy, and Dynamics: Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem.
SOCIAL STUDIES STANDARDS
D2.His.13.3-5 Use information about a historical source, including the maker, date, place of origin, intended audience, and purpose to judge the extent to which the source is useful for studying a particular topic.
Time Required
About 14 hours for all twelve lessons
Technology Required
Projector or smart board for in–class or access to computer or tablet for web meeting for remote learning. Presentations could be printed for students at home without computer access. Some lessons require use of Google sheets or similar spreadsheet software.
Unit Summary
This seven-lesson unit teaches sixth- and seventh-grade standards on statistics integrated with games, Indigenous and Latino history and culture. The complete multi-media unit requires about 14 hours and includes multiple hands-on activities.
Find your way back using clues from the plants around you
CCSS.MATH.CONTENT.6.SP.A.1 Recognize a statistical question as one that anticipates variability in the data related to the question and accounts for it in the answers
Teachers begin the lesson with a Google slides presentation explaining the requirements for a statistical question. Students complete an assignment identifying whether or not a question qualifies as a statistical question. After class discussion, students complete a second assignment using a small data set shown on a map. In Part 3, students write and answer their own statistical questions using a data set provided, giving an explanation for their answers. Optionally, students can complete a more challenging assignment drawing conclusions from a graph and/or play a game and identify statistical questions.
CCSS.MATH.CONTENT.6.SP.B.5 Summarize numerical data sets in relation to their context
Students play a game teaching basic statistics and history. Next, they are given a presentation with problems students solve finding mean, median, mode, range and outliers.
CCSS.MATH.CONTENT.6.SP.B.5 Summarize numerical data sets in relation to their context. CCSS.ELA-LITERACY.RH.6-8.7 Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.
In this lesson, students will learn how to find the mean and calculate the average and practice finding the average in a game environment. They will learn about skunks and skunk farming through primary source material. Then analyzing historical data, students will calculate the average.
CCSS.MATH.CONTENT.5.NF.B.4 Apply and extend previous understandings of multiplication to multiply a fraction or whole number by a fraction. CCSS.MATH.CONTENT.6.SP.A.3 Recognize that a measure of center for a numerical data set summarizes all of its values with a single number. D2.His.13.3-5 Use information about a historical source, including the maker, date, place of origin, intended audience, and purpose to judge the extent to which the source is useful for studying a particular topic.
This multi-media lesson begins with a storyboard on the route and major events of the Ojibwe migration. Students then play the Forgotten Trail game, computing the average number of miles a character walked per day, followed by watching a video on map reading. As a group, students reflect on the challenges of the Ojibwe migration, compute the distance for just one segment and convert the distance from miles to kilometers.
CCSS.ELA-LITERACY.RI.6.7 Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue. CCSS.ELA-LITERACY.RI.6.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings. Next Generation Science StandardMS-LS2-1 Ecosystems: Interactions, Energy, and Dynamics: Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem. CCSS.MATH.CONTENT.6.SP.A.3 Recognize that a measure of center for a numerical data set summarizes all of its values with a single number.
This is a true STREAM lesson. Combining science, reading, art and mathematics. Students read a description of the pine forest ecosystem and life zones. They define any new words in their personal dictionary. Students then use information on plant life to identify life zones and locate these zones in terms of altitude. Students who complete the activity before the allotted class time play a game that teaches fractions and basic statistics.
CCSS.MATH.CONTENT.6.SP.B.4 Display numerical data in plots on a number line, including dot plots, histograms, and box plots.
CCSS.MATH.CONTENT.6.SP.B.5 Summarize numerical data sets in relation to their context
With a Google slides presentation, students are introduced to the concept of answering a question with data. A video is also provided for review. Using a data set of all tribal leaders in 2019, they are walked though an example of using Google Sheets to create frequency table and plots of data. Students then use the data set to create their own tables and plots. Students finish the lesson by playing a game where they learn about computing distributions in Mayan history.
CCSS.MATH.CONTENT 7.SP.A.1 Understand that statistics can be used to gain information about a population by examining a sample of the population; generalizations about a population from a sample are valid only if the sample is representative of that population.
The two videos here combine math and social studies, because, clearly, the Maya understood math. The concept of distributions is introduced in the context of trading, explaining why some objects are more valuable. Students play AzTech: Meet the Maya, which teaches measures of central tendency. The lesson concludes with a question and another video on distributions. (NOTE: Videos are available in Spanish and English – for English only lesson, click here. )
CCSS.ELA-LITERACY.RI.6.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings. CCSS.ELA-LITERACY.RST.6-8.3 Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks. CCSS.MATH.CONTENT.6.SP.B.4 Display numerical data in plots CCSS.MATH.CONTENT.6.SP.B.5 Summarize numerical data sets in relation to their context CCSS.MATH.CONTENT.7.RP.A.2 Recognize and represent proportional relationships between quantities
This truly cross-curricular assignment begins by watching a video about seed rematriation, that is returning Indigenous seeds to their original lands. They read a short booklet on cooking and nutrition, then do a cooking activity at school or home. A presentation on food deserts includes definitions, data and actions students can take. Students add new words or phrases to their word journal and complete a math assignment using data from the presentation. Advanced students play a game to learn more math and Navajo culture.
CCSS.MATH.CONTENT.6.SP.B.5 Statistics & Probability: Summarize numerical data sets in relation to their context.
CCSS.MATH.CONTENT.7.RP.A.2.B Ratios & Proportional Relationships: Identify the constant of proportionality (unit rate) in tables, graphs, equations, diagrams, and verbal descriptions of proportional relationships.
This lesson introduces students to reading and comparing bar graphs with proportional relationships. Students receive a slide or handout with four bar graphs and complete a set of cards with questions on the graphs. They can also complete the activity in Google slides . The lesson ends with an adventure game that includes discussion of interpreting bar graphs.
CCSS.MATH.CONTENT.6.SP.B.5.C Giving quantitative measures of center and variability, as well as describing any overall pattern and any striking deviations from the overall pattern with reference to the context in which the data were gathered. CCSS.ELA-LITERACY.RH.6-8.7 Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.
Students play three games that teach fractions and statistics. Students learn enhanced features of Google slides. They then create a Google slides presentation stating which is their favorite game and why.
CCSS.Math.Content.7.SP.C.5 Understand that the probability of a chance event is a number between 0 and 1 that expresses the likelihood of the event occurring. Larger numbers indicate greater likelihood. A probability near 0 indicates an unlikely event, a probability around 1/2 indicates an event that is neither unlikely nor likely, and a probability near 1 indicates a likely event. CCSS.Math.Content.7.SP.C.6 Approximate the probability of a chance event by collecting data on the chance process that produces it and observing its long-run relative frequency, and predict the approximate relative frequency given the probability.
The Google slides presentation begins with definitions of probability, impossibility and certainty. Students are then given an example of a basket with different types of fruits and the probability of each. Students each come to the front of the class and pull a piece of fruit from the basket, writing down the probability of their selecting the type they obtained. The class data is used to create a table and compare the obtained probabilities to actual distribution of fruit in the basket. The lesson closes with students creating their own probability question.
NOTE: This lesson plan requires a basket of fruit. You could use pictures of fruit printed out or drawn on paper instead but using actual fruit from your area might be more fun. If you’d rather, though, we do have a random fruit basket generator to use with this lesson.
CCSS.MATH.CONTENT.6.SP.A.1 Recognize a statistical question as one that anticipates variability in the data related to the question and accounts for it in the answers CCSS.MATH.CONTENT.7.SP.A.1 Understand that statistics can be used to gain information about a population by examining a sample of the population; generalizations about a population from a sample are valid only if the sample is representative of that population.
This lesson includes game-based instruction and data analysis. Data can be collected at home on students’ phones or using a computer. Google sheets is used to compute descriptive statistics to answer a statistical question. Lab instructions, Sheet templates and a sample answer are included. You can modify this in an infinite number of ways to compare any two groups on any numeric variable.
Note: When we surveyed teachers from the 2021-22 academic year, the most requested addition to the site was to combine the lessons into units. Of course, your average teacher could do this but your average teacher is also short of time.
📖Standards
CCSS.Math.Content.6.RP.A.1 Understand ratio concepts and use ratio reasoning to solve problems.
CCSS.MATH.CONTENT.7.RP.A.1 Analyze proportional relationships and use them to solve real-world and mathematical problems.
CCSS.MATH.CONTENT.7.RP.A.2 Recognize and represent proportional relationships between quantities
⏰Time Required
About 4 hours for all seven lessons
📲Technology Required
Projector or smart board for in–class or access to computer or tablet for web meeting for remote learning. Presentation could be printed for students at home without computer access.
🧾Unit Summary
This seven-lesson unit teaches sixth- and seventh-grade standards on ratio and proportion using real-world problems. Complete unit requires about 4 hours and includes multiple hands-on activities.
CCSS.Math.Content.6.RP.A.1 Understand ratio concepts and use ratio reasoning to solve problems.
Students watch a video from Math Snacks in which Isabella uses the ratio of words she speaks to her date to determine if it was a good or bad day. The video has a companion teacher guide with questions to stimulate students’ thinking about ratios and test their understanding. Students play a game where they brew potions with given ratios to defeat an opponent. Students then complete a learner’s guide assessing and reinforcing their knowledge of ratios.
Standard: CCSS.MATH.CONTENT.7.RP.A.1 Analyze proportional relationships and use them to solve real-world and mathematical problems.
Yes, this lesson plan is just a video. We watched LOTS of boring videos on ratios and rates to find this one! This video can be used before or after the lesson on Introduction to Ratio and Proportion, either as an introduction for students who need more preparation or a second look for students who could benefit from having the material presented in a different way.
Standard: CCSS.MATH.CONTENT.7.RP.A.1 Analyze proportional relationships and use them to solve real-world and mathematical problems.
Summary: Students are presented with definitions of ratio and proportion along with multiple examples and ways to solve these problems. This presentation includes multiple explanations for multiple levels of understanding. There is a solution using algebra, with cross-multiplication and an explanation of why cross-multiplication works. There is also an explanation using equivalent fractions. If you are teaching an algebra class, use the first explanation and delete the second. For a more basic math class, delete the first explanation and just use equivalent fractions. Also includes a baking activity, not required but highly recommended.
Standard: CCSS.MATH.CONTENT.7.RP.A.1 Analyze proportional relationships and use them to solve real-world and mathematical problems.
Students hear or read a presentation on ratio, percentage decrease, rate and proportion. They watch a short video on ratio. Students collect data either outdoors or using images provided. They then compute ratio, rate, increase and proportion using the data.
Standard: CCSS.MATH.CONTENT.7.RP.A.2 Recognize and represent proportional relationships between quantities
Students play the Making Camp Navajo game, selecting the activity that explains ratio and proportion. The teacher reviews the activity with the class in a presentation, that includes three more problems to be completed as a group.
Standards: CCSS.MATH.CONTENT.7.RP.A.1 Compute unit rates, including those that involve complex fractions, with like or different units. CCSS.MATH.CONTENT.7.RP.A.2.C. Represent proportional relationships by equations
Students watch a 4-minute video giving examples of finding unit rates by simplifying fractions. They solve a problem together as a class and are given a short lecture on solving rate problems with complex fractions. Problems provided can be worked by students individually or done together in class.
Standards:CCSS.Math.Content.6.RP.A.1 Understand ratio concepts and use ratio reasoning to solve problems. CCSS.MATH.CONTENT.7.RP.A.2 Recognize and represent proportional relationships between quantities CCSS.ELA-LITERACY.RST.6-8.1 Cite specific textual evidence to support analysis of science and technical texts.
This cross-curricular lesson is from Discover Dairy. Students read a passage on the life cycle of dairy cows. A guided class discussion answers questions on the life cycle. The lesson concludes with a challenging lab in which students create a healthy cow diet.
CCSS.Math.Content.6.RP.A.1 Understand ratio concepts and use ratio reasoning to solve problems.
CCSS.ELA-LITERACY.RST.6-8.1 Cite specific textual evidence to support analysis of science and technical texts.
📲 Technology Required
Computer with printer to print lab work sheets, for in-class use. Computer or tablet with Internet access for home use.
Heads up! For the lab in this lesson you will need spinach, carrots, cheese sticks, orange juice, and a weight scale and/or measuring cups. It is not required to do the lab 2 component but recommended.
⏰ Time
60-70 minutes
📃 Summary
This cross-curricular lesson is from Discover Dairy. Students read a passage on the life cycle of dairy cows. A guided class discussion answers questions on the life cycle. The lesson concludes with a challenging lab in which students create a healthy cow diet.
You can also go to the Discover Dairy site, which requires a free registration and login to download individual parts of the lesson and see the other lessons they have available.
Read a passage on the life cycle of a dairy cow
You’ll find this on page 14 of the handout linked above or download both reading assignments here (it’s only two pages) or copy the link to assign in your Google classroom to read on line.
Class Discussion on Life Cycle
Using the discussion questions on page 4 of the complete lesson plan, discuss the dairy cow life cycle with students based on their knowledge from the reading.
Lab Exercise #2 Feeding a Dairy Cow
Each student or group will need a scale or measuring cup and the following:
1 cup spinach
Baby or whole carrots
1 cheese stick
One 12 oz. cup of orange juice
Distribute the materials needed and the lab assignment (pages 11 and 12 of the complete lesson plan or you can link directly to those here, if you want to assign in Google classroom or other management system. Note that link includes both labs 1 and 2.) Lab explanation from page 5 of the complete lesson plan.
Teachers should explain that a healthy, well-cared-for cow will give more milk. The way farmers care for their cows and how they feed them has helped to increase the amount of milk cows give over the past 50 years. Just like our diets, a cow’s diet must be balanced based on her stage of life. For instance, a baby calf requires higher energy foods to fuel her rapid growth. A cow that has just given birth requires higher levels of certain nutrients to replenish her body. Farmers must adjust rations to accommodate those needs. Farmers work closely with an animal nutritionist and use a variety of feed products to balance cows’ diets to meet their precise nutrient needs using a variety of feed products. Farmers use a large feeding scale to make sure each cow gets the right amount of each feed. Those feeds are blended together to provide a balanced diet called a Total Mixed Ration (TMR). During the lab, students should use the carrots, celery, cheese and orange juice to balance a diet to meet the required nutrients listed on the lab worksheet. They should use a weight scale to measure the right amount of each feed. If they don’t have a weight scale, they can use measuring cups to determine the amount. Complete the ratios in the worksheet.
Review and Summarize Dairy Cow Life Cycle: What We’ve Learned
Review questions and summary can be found on pages 5 and 6 of the complete lesson plan.
ASSESSMENT
This lesson includes three types of assessment – the initial class discussion gives an estimate of the general class understanding of the dairy cow life cycle. The lab provides individual student data on mastery of both the science and math concepts. The concluding review questions can be poised to the whole class or given to students as a quiz.
CCSS.ELA-LITERACY.RI.6.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings.
CCSS.ELA-LITERACY.RST.6-8.3 Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks.
CCSS.MATH.CONTENT.6.SP.B.4 Display numerical data in plots
CCSS.MATH.CONTENT.6.SP.B.5 Summarize numerical data sets in relation to their context
CCSS.MATH.CONTENT.7.RP.A.2 Recognize and represent proportional relationships between quantities
⏰ Time
70 – 90 minutes, including cooking activity
📲 Technology Required
A computer with projector or smart board is required to show the video and presentation to students.
Summary
This truly cross-curricular assignment begins by watching a video about seed rematriation, that is returning Indigenous seeds to their original lands. They read a short booklet on cooking and nutrition, then do a cooking activity at school or home. A presentation on food deserts includes definitions, data and actions students can take. Students add new words or phrases to their word journal and complete a math assignment using data from the presentation. Advanced students play a game to learn more math and Navajo culture.
📚 Lesson
Watch this video seed rematriation, that is, growing Indigenous seeds in the lands from which they came originally.
Read a short booklet on cooking and nutrition
Scrambled eggs and spinach – available here as a free pdf from the U.S. Department of Agriculture, is directed at parents but should be at the reading level of most sixth- or seventh-graders.
Make some eggs
It will be a lot more fun for your class if you can actually go to the school kitchen and cook some eggs. Reading the booklet above will give the recipe, optional ingredients and much more. The only 3 ingredients you absolutely need are eggs, spinach and vegetable oil or butter.
Alternative assignment
If you absolutely cannot go to the kitchen at school because of scheduling, safety regulations or other reasons, here are two other options.
Assign this activity for students to do with their parents at home. Here is the link for the recipe. You can make this an extra credit activity because not everyone has parents who have time or money to run out for eggs and spinach. Optional: If students have access to a phone or tablet, have them record themselves/ their parent cooking.
Students add words or terms with which they are unfamiliar to their word journal. Some teachers call it a personal dictionary, to others it’s a word journal. Regardless, the goal is the same, for students to record new words, give a dictionary definition and “make the word their own”. This can be done by rewriting the definition in their own words, using the word in a sentence or including an illustration of the word.
Two dictionary sites to recommend for definitions are below. An added bonus to mention to students is that they can hear words pronounced.
If you’d like a spreadsheet where these tables and graphs were created, you can find it here.
Differentiated Instruction: For Advanced Students
Challenge more advanced students to watch this video on Making Mounds for Three Sisters Gardens. The vocabulary is a little more advanced than the typical sixth-grade with terms like “nitrogen”, “fish emulsion”. In the first farm, they planted 80 mounds. Students should watch the video and figure out from the information given how wide the plot must be .
More advanced students can also play the Making Camp Navajo game, available from the Games for Kids portal on this site, to learn more about farming and expand their knowledge of ratio and proportion.
Assessment
Word journals are graded based on correct or incorrect definition. Data analysis assignments assess student achievement of math standards above.
CCSS.MATH.CONTENT.7.RP.A.2 Recognize and represent proportional relationships between quantities
⏰ Time
30 minutes
📲 Technology Required
Either a project or smart board connected to the computer will be required to view presentation and videos in class or students will need a computer to watch during a web meeting. The game can be played on any computer or tablet with Internet access.
📃 Summary
Students play the Making Camp Navajo game, selecting the activity that explains ratio and proportion. The teacher reviews the activity with the class in a presentation, that includes three more problems to be completed as a group.
📚 Lesson
1. Play Making Camp Navajo and Learn Ratio and Proportion
Begin the lesson with students playing Making Camp Navajo. The following instructions can be pasted into a document linked to an assignment in your Google classroom or other system, or just printed out or written on the board.
Play Making Camp Navajo for an introduction to ratio and proportion
Select the icon for Making Camp Navajo. You may need to scroll down to see it. The icon looks like this:
Login with your username and password your teacher gave you.
Play through the introduction and until you get to the page with Numbers, Life and Random as choices, click on the Numbers box.
Play the two activities that have a girl holding a lamb and an ear of corn. These will teach you about ratio and proportion and give you a few example problems and how to solve them. The two activities you are supposed to select are shown below.
Activities introducing ratio and proportion
2. Review definitions of ratio and proportion with more examples
To reinforce the information, in the presentation, use this 30-slide deck.
The first 13 slides review the information from the game and the subsequent 17 explain how to solve for an equivalent ratio and provide additional examples to solve as a class.
Assessment
Students’ knowledge of ratio and proportion is addressed by problems within the game and by the problems in the presentation, solved together in class.
CCSS.Math.Content.7.RP.A.1 Analyze proportional relationships and use them to solve real-world and mathematical problems.
⏰ Time
60-70 minutes
📲 Technology Required
A computer, phone or tablet with Internet connection is required to watch the video and play Making Camp Navajo. If these are not available, the assignment can be printed out and distributed to students or shown in the classroom on a projector with computer.
📃 Summary
Students hear or read a presentation on ratio, percentage decrease, rate and proportion. They watch a short video on ratio. Students collect data either outdoors or using images provided. They then compute ratio, rate, increase and proportion using the data.
Students complete data collection, ratio, rate and proportion assignment
There are four options for completing this assignment, depending on your environment. Ideally, students would collect data outside, but if you are in the middle of the city or it is winter and there are no animals around, you may want to select one of the other options. Allow students to choose one of the four options or delete whichever does not fit your situation.
If observing animals outside is not an option, here are two images your students can use to identify animals. Click the link for an image you can save in your Google classroom.
Play the Making Camp Navajo game to learn more about ratio and equivalent ratio.
(Available Fall, 2021). If you’d like access to the beta version, please email us at growingmath@7generationgames.com We’d be happy to provide it to you.
Differentiated instruction (optional)
The presentation discusses the animal kingdom and the six kingdoms many biologists use for classification of living organisms. For students who are particularly interested in this topic, the post, “Are insects animals?” can be provided as supplemental reading or teachers may wish to print this out for students who do not have home Internet access.
RELATED LESSONS
These two lessons are recommended for students prior to this assignment.
CCSS.Math.Content.6.RP.A.1 Understand ratio concepts and use ratio reasoning to solve problems.
📲 Technology Required
Computer with projector, for in-class use. Computer or tablet with Internet access for home use.
⏰ Time
90 minutes
📃 Summary
Students watch a video from Math Snacks in which Isabella uses the ratio of words she speaks to her date to determine if it was a good or bad day. The video has a companion teacher guide with questions to stimulate students’ thinking about ratios and test their understanding. Students play a game where they brew potions with given ratios to defeat an opponent. Students then complete a learner’s guide assessing and reinforcing their knowledge of ratios.
This three- and-a-half-minute humorous video uses the ratio of words in a conversation to show a couple of bad dates and one good one.
Have a class discussion
Use the discussion questions in the Teacher Guide from Math Snacks to check students’ understanding. Note that this will require you to restart a show the video, stopping at specific points.
If you have not yet introduced equivalent ratios to your class, you may want to skip some of these questions and come back later.
Play the Game Ratio Rumble
The Ratio Rumble game can be played online here at the Math Snacks website or downloaded free for iPads. The first game level begins with 1:1 ratios and gets more complex in higher levels.
Students complete the learner guide
It’s called a learner guide, not a worksheet, so that makes it cool! Seriously, the Bad Date Learner Guide, available here from Math Snacks, has two pages of review and assessment items that test understanding. Students are asked to draw a picture of a ratio, complete “what-if” scenarios and give some examples of other situations in which 1:1 ratios would or would not be desirable.
CCSS.MATH.CONTENT.7.RP.A.1 Analyze proportional relationships and use them to solve real-world and mathematical problems.
⏰Time Required
10 minutes
📲Technology Required
Projector or smart board for in–class or access to computer or tablet for web meeting for remote learning.
📃Lesson Summary
Students are presented with definitions of ratio and proportion along with multiple examples and ways to solve these problems.
📚Lesson
Watch the video Ratios and Rates below, which discusses ratios and fractions.
Yes, this lesson plan is just a video. We watched LOTS of boring videos on ratios and rates to find this one!
This video can be used before or after the lesson on Introduction to Ratio and Proportion, either as an introduction for students who need more preparation or a second look for students who could benefit from having the material presented in a different way.
CCSS.MATH.CONTENT.7.RP.A.1 Analyze proportional relationships and use them to solve real-world and mathematical problems.
⏰Time Required
30 minutes
📲Technology Required
Projector or smart board for in–class or access to computer or tablet for web meeting for remote learning. Presentation could be printed for students at home without computer access.
📃Lesson Summary
Students are presented with definitions of ratio and proportion along with multiple examples and ways to solve these problems.
NOTE TO TEACHER: This presentation includes multiple explanations for multiple levels of understanding. There is a solution using algebra, with cross-multiplication and an explanation of why cross-multiplication works. There is also an explanation using equivalent fractions. If you are teaching an algebra class, use the first explanation and delete the second. For a more basic math class, delete the first explanation and just use equivalent fractions.
Use ratio and proportion in real life
The end of the presentation gives a recipe for biscuits. You can delete the answer in slide 29 if you want to test their knowledge or you can leave it in for students to check themselves.
Here are three ways you can use this:
Have students actually bake using their recipe solution.
Have students simply answer the question (easiest)
Select one or more incorrect answers as well as the correct answer and bake yourself. Then bring the results in and have students taste them. This takes more work from the teacher but can be pretty hilarious if you feel in a baking mood or can get a volunteer to do it.
Assessment
Assessment can be done as a group, having students answer the questions posed in the presentation or students can submit answers individually.
Related lesson
Ratios as fractions is a nine-minute video that can be used to preview this material or for re-teaching for those students who are still struggling.
Standards
Time Required
Technology Required
Unit Summary
Lesson 1: 
