## Lesson Routines

## Opening

# Lesson Routines

In each lesson, you have the same routines.

- Read through the list of routines.
- Listen as your teacher explains what you will do during each routine.

In each lesson, you have the same routines.

- Read through the list of routines.
- Listen as your teacher explains what you will do during each routine.

These are our classroom expectations.

Discuss them with your classmates.

- As I enter the classroom, I am expected to…
- I am expected to submit exercises before…
- To get the technology and any additional materials, I am expected to…
- To put away materials at the end of the lesson, I am expected to…
- I am also expected to…

During Work Time, you often prepare a presentation.

Discuss the following with your classmates.

- How do you organize your work to clearly communicate your thinking about a problem?
- What kinds of visuals are helpful?
- How can you make sure you explain your strategies and reasoning well?

Here are ideas about how to prepare clear presentations:

- Understand your own work.
- Use visuals and gestures to help others know what you are talking about.
- Say fewer words and choose them carefully.
- Include diagrams and graphs when appropriate.
- Speak clearly and slowly.
- Stay calm. Remember to breathe.
- Listen carefully to comments and questions.
- Pause to think about your response before speaking.

Watch your teacher demonstrate how to complete this task with a partner.

- Take turns matching cards that represent the same footwear store.
- Explain to your partner how you know the cards match. Challenge your partner to have clear and complete explanations.
- Continue matching cards until all the cards for the same store are in a set.

HANDOUT: Shoes and Stockings: Comparing Ratios

Connect different representations of equivalent ratios.

Work with your partner.

- Take turns matching cards that represent the same footwear store.
- Explain to your partner how you know the cards match. Challenge your partner to have clear and complete explanations.
- Continue matching cards until all the cards for the same store are in a set.

HANDOUT: Shoes and Socks Reflection

- How is the ratio of socks to shoes different than the ratio of socks to all items?
- Think about whether the ratio describes the relationship between parts or between the part and the whole.
- You can write a ratio as a fraction or a decimal using division.

Focus on the set that was hardest to match.

- Describe your strategies for matching the ratio cards.
- Explain your reasoning and justification.
- Identify any mistakes you made and what you learned from them.
- Include any questions your partner asked about your explanation.

Another footwear store has 1,800 shoes and 1,350 socks.

- Write the simplified ratio of shoes to socks.
- Write a decimal for the ratio of socks to shoes.
- Write a fraction for the ratio of shoes to all items.
- Write a percent for the ratio of socks to all items.

- Take notes about how your own thinking is similar to and different from your classmates’ thinking.
- Are there new ideas that you want to try out?
- What critiques do you have about your classmates’ ways of thinking?

As your classmates present, ask questions such as:

- What words helped you know if it was a part-to-part or part-to-whole ratio?
- Did you find it harder to match the decimals, the fractions, the ratios, or the percents?
- Where did you include your strategy and explanation in your presentation?
- Are there any visuals that would be helpful to add to your presentation?

**Read and Discuss**

- A ratio is the comparison of two quantities by division.
- A ratio can be expressed as a fraction, a decimal, or a percent.
- Ratios can compare a part to a part or a part to a whole.

Can you:

- Write a ratio as a fraction if it is given as a decimal?
- Determine whether a ratio is a part-to-part or a part-to-whole comparison?
- Explain how you know what the ratio is comparing?

Write a reflection about the ideas discussed in class today. Use this sentence starter below if you find it to be helpful.

**Something I wonder about ratios is…**