Title: Equivalent Ratios

Teachers Name: Ms. Fitzgerald

Grade Level: 7

th

Standards (CCSS-M): CCSS.Math.Content.7.RP.A.1 Compute unit rates associated with

ratios of fractions, including ratios of lengths, areas and other quantities measured in like or
different units.
CCSS: CCSS.ELA-LITERACY.L.7.6: Acquire and use accurately grade-appropriate general
academic and domain-specific words and phrases; gather vocabulary knowledge when
considering a word or phrase important to comprehension or expression.
Learning Objectives: Students will demonstrate equivalent ratios using technology. Students
will define ratios, equivalent ratios, and give at least 4 examples of an equivalent ratio.
Assessment: Students will be assessed using a check/plus system for their ability to answer
questions on their exit ticket. I will also have a running record of working towards, exceeds, met.
Materials/Resources:
Computers for every student
Ratio Index Cards (provided)
Ratio Exit Tickets (attached)
Paper for every student
Pencils for every student
15 decks of cards
Dry Erase marker
Vocabulary:
Equivalent Ratio=two ratios that express the same relationship between numbers. We
can create equivalent ratios by multiplying or dividing both the numerator and
denominator of a given ratio by the same number.
BEFORE = Anticipatory Set: (5-7 minutes)
1. Each student will be given an index card with a ratio on it.
2. Tell students they have to find the one person who has the equivalent ratio to them.
3. Before they start to look for their partner, point out that the matches may be in a different
form (i.e. one student has and the match to it is 2:4)
Review the ratio forms from the previous day:
o -Fraction Bar
o -Colon
o -To (words)
DURING = Procedures & PRE-Planned questions-to-ask:
1. Set-up Ratio Rumble for every student (3-5 minutes)
2. Play Ratio Rumble for 3 minutes.
3. Have a discussion on the game. Ask the following questions(10-12 minutes)

4.
5.
6.
7.

1. What makes this game challenging for you? (For this question simply ask it and have
some volunteers share their answers aloud)
2. Yesterday you learned about equivalent ratios, so what is an equivalent ratio?
(While stating the following definition, write it on the board as well: Equivalent ratios
are two ratios that express the same relationship between numbers. We can create
equivalent ratios by multiplying or dividing both the numerator and denominator of a
given ratio by the same number.)
3. Demonstrate this definition by writing 4:12 on the board. If we wanted to create an
equivalent ratio for this problem, we could multiply 4 and 12 by 2, to get 8:24. Also, I
noticed that this ratio isnt in simplest form. I know that both 4 and 12 are divisible by
2, so then I would get 2:6.
4. Ask the class if this is in simplest form. (If they say yes, point out that both numbers
are divisible by 2. If they say no, ask a volunteer for the simplest form and what steps
they took to reach that number.) (1:3)
5. Next, write 6:24 is equivalent to __: 40 (10 fills in the blank) ask students if they are
given this problem, how would they solve it? (If students are unsure, prompt them by
stating the hint simplest form, then simplify 6:24 to simplest form (1:4). Ask
students, 40 divided by 4 is what? (10) Then ask, If we multiplied the 4 by 10, what
do we do to the 1? Multiply it by 10. Thus the blank would be 10.
6. What operations do you use to build equivalent ratios? (Multiplication, division)
7. Tell students if they use equivalent ratios when connecting the potions to represent
ratios, they will defeat their opponent faster.
Play for 10 more minutes. (Skip to equivalent ratio level 5)
Ask students: Why are equivalent ratios important in the game?
Have students create their own ratio on a paper, then participate in throw and toss, where
they crumble their paper and toss it somewhere in the room. (5 minutes)
Then students will pick up a paper and write an equivalent ratio to the one on there.
Then throw and toss again twice more.

AFTER = Connections & Next Steps (Closure): (8-10 minutes)

1. Pass out exit ticket worksheets to students.
2. Tomorrow well be talking about unit rates, please answer each question provided on your
exit ticket.
What is a ratio?
What is an equivalent ratio?
Write an equivalent ratio in three different ways.
Give an equivalent ratio for 4:6.

If a rate is a comparison of two quantities that have different units, what do you think a
unit rate is?

Evaluation/Reflection:
Back-up Plan:
If Ratio Rumble doesnt work. Complete the lesson from the During Portion as follows:
1. Start with discussion steps 2-6 from the above portion.
2. Students will find a partner.
3. Give students paper and pencils.

4. Each pair will be given a deck of cards and must remove the Jacks,
Queens, and Kings.
5. Each pair will divide the rest of the deck evenly.
6. Students will each flip one card at a time, thus two cards should be turned
up at any given time. (i.e. 4 of hearts and 2 of clubs).
7. On their paper each student will write the ratio (i.e. 4:2) then must write
an equivalent ratio next to it.
8. As soon as one player has an equivalent ratio written he or she may flip
another card to create a new ratio (i.e. 8:2) then write an equivalent ratio.
The player who didnt have an equivalent ratio written first doesnt flip a
card.
9. The first player to run out of cards in their stack, wins.
10.Depending on time, have students play a second round where with each
flip, they must create two equivalent ratios.
11.Ask students:
What makes this game challenging for you?
What did you learn about ratios or are reminded of playing Card
Ratio?
12.Proceed from step 5 on the During Portion of the lesson above.

*If a student finishes quickly (all of the levels of Ratio Rumble), let he or she choose
between the following two activities:
1. Go to the following website and solve the problems provided.
http://www.commoncoresheets.com/oat.php?
oattype=Math/Ratios/Creating%20Equivalent%20Ratios
2. Give him or her a deck of cards with the J,Q,Ks removed. He or she will
flip two cards at a time. (i.e. 2 and a 3) Then write that ratio on paper.
Next, create an equivalent ratio for the cards (i.e. 4:6) on their paper.
Continue flipping through cards to create new ratios.
Differentiation: This lesson is differentiated because it utilizes low to high level
math problems, while also using technology to enhance understanding of the
content.

Exit Ticket
1. What is the definition of a ratio?

2. What is an equivalent ratio?

3. In the first box write a ratio in any form. In the second box, write an equivalent
ratio in a different form than the first box. In the last box, write an equivalent
ratio to the first two in a different form than the forms in box 1 and box 2.

4. What is an equivalent ratio for 4:6?

5. If a rate is a comparison of two quantities that have different units, what do you
think a unit rate is?