A computer lab or computer should be available with Internet access. Bookmark the BrainPOP Web site on each computer. Have an LCD projector set up in the classroom if no computer lab is available.
The teacher will prepare for Jeopardy by making an overhead of the Jeopardy Game and having an overhead available in the classroom. Use post-it notes to cover the questions. Predetermine five Double Jeopardy questions with an erasable check on the overhead sheet. (The check will be visible to the teacher through the post-it but not to the students.)
Evenly divide the class into five cooperative teams. The teams should be a diverse grouping of students. Assign students on each team a number from “One” to “Five.” (Some students may have two numbers if the number of students in the groups is small.) The number “One” person will be the spokesperson for round one, the number “Two” person for round two, etc. Choose one student to be the scorekeeper for the class. He/she should record scores on a blackboard or chart that is visible to all students.
Also needed for the lesson is a copy of the Ratio, Proportion, Percent Exit Quiz and a pencil for each student.
Teacher Presentation & Motivation:
Ask the students how many of them are familiar with the game show “Jeopardy” on television. Recall that on the show the contestants score points by answering questions in 5 categories. Tell the students that today we are going to review the concepts of ratio, proportion and percent through a class game of Jeopardy. Unlike the show, we are going to work in teams. It is important that each student participates; he or she may be called on to explain the team’s answer.
Ratio, proportion and percent have many "Real Life" applications. Give some "Real Life" examples to the students before beginning the game.
Activity 1 - Jeopardy Game
Introduce the game categories: Proportions, Scale, Unit Rate, Decimals/Percents, Percent of a Number. Clarify the scope of the categories. The game begins with the spokesperson for Team One choosing a question category and point value (after discussion with the team). The teacher removes the post-it note to reveal the question. The team of students collaborates on the answer and the spokesperson reports it. All students in the class should be working on the problem. If the student gives the incorrect answer, the number One spokesperson (or representative for that round) from another team may stand up and steal the points by offering the correct answer. Round one concludes after team five has had its turn.
In round two, Team Two begins the game and spokesperson two is the category chooser and reporter. The game continues until the board is empty.
Daily Doubles! This adds suspense, chance and excitement to the game. If a spokesperson chooses a Daily Double, predetermined by a check, the team can choose a higher point value. To stay within reason and to keep all students engaged, a team may bid fifty points if they have less than fifty points posted on the scoreboard. A team may bid up to one hundred points if they already have one hundred points or more. However, if they answer incorrectly, they will forfeit the amount bid from their score!
All members of the Team should be prepared to explain how they arrived at the answer to anyone who challenges or does not understand the concept.
Prizes are awarded to the winning team as well as the scorekeeper (who has forfeited his/her opportunity to be on a winning team). Prizes can range from pencils, erasers, candy, passes, etc.
Review verbally the concepts of ratio, proportion, and percent with the students.
Activity 2 - BrainPOP Video Clip - Ratio
Students will view the BrainPOP video clip on ratios. A computer lab setting works best. If one is not available, display the Web site using an LCD projector in the classroom. Students can answer the questions displayed on the Web site while the video clip is loading.
Focus for Media Interaction
Focus for Media Interaction: The focus for media interaction is a specific task to complete and/or information to identify during or after viewing of video segments, Web sites or other multimedia elements.
After viewing this video clip, students should be able to define ratio and explain how it is written.
What will your students be responsible for while viewing this piece of multi-media or video?
Students will answer the questions given on the Web site while they are waiting for the video clip to load. As they view the ratio video clip, students should take notes in order to define what a ratio is and how is it written.
Post Viewing Activities
How will students utilize the information they gathered while viewing the multi-media or video?
The teacher will have several students read their definition of a ratio and will have several students write on the chalkboard the various ways a ratio may be written.
Activity 3 - Exit Quiz
The students will complete the Ratio, Proportion, Percent Exit Quiz. Students will complete this quiz independently. The teacher will assess the quiz and return it to the students the following class.
The teacher will lead a discussion that answers the class challenge question posed at the beginning of this lesson.