Grade 6 Lesson 1
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Lesson Plan
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Student Activity Handout 1
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VISION-SETTING
Marlins Think Tank: Sixth Grade Math
Lesson Plan #1
OBJECTIVE.
KEY POINTS.
What is your objective? 
What knowledge and skills are embedded in the objective? 
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
SWBAT Use ratio reasoning to convert solve
mathematics problems where a ratio is applied to a
real world situation
ASSESSMENT.



A ratio x:y can be described as “for
every x, there is y”
A ratio x:y can be described as x/y
Equivalent fractions can be used to
solve real-world problems where a ratio
is known
Describe, briefly, what students will do to show you that they have mastered (or made progress toward) the objective. 
Students will use ratio reasoning to convert measurement units in real world problems.
OPENING (10 min.)
MATERIALS.
How will you communicate what is about to happen?  How will you communicate how it will happen? 
How will you communicate its importance?  How will you communicate connections to previous lessons? 
How will you engage students and capture their interest? 
Today we are going to use m&m’s to practice working with ratios. I want to start by
creating a ratio of 1:2 with my m&ms. (Write 1:2 on the board). When I see the ratio
1:2, I can describe that fraction as “for every 1 red m&m I have in my bag, I have 1
green m&m’s.” So I will start by taking out 1 red m&m and 2 green m&m’s and putting it
into my bag. I cannot put in 1 red m&m in my bag without also putting in 2 green
m&m’s, or I will be changing the ratio. The ratio must stay 1 red to 2 green.
M&M’s and
plastic bags
DETERMINING METHODS
In your bag, I would like you to use m&m’s to show the ratio 1:2.
INTRODUCTION OF NEW MATERIAL (10 min.)
How will you explain/demonstrate all knowledge/skills required of the objective, so that students begin to
actively internalize key points? 
Which potential misunderstandings do you anticipate? How will you proactively mitigate them?  How will
students interact with the material? 
Zip up your m&m bags. We will be able to eat them later!
As you already know, the ratio red to green m&m’s in my bag can be written as 1:2 and
can be described as “For every 1 red m&m in my bag, there are exactly 2 green
m&m’s.” Anytime you see a ratio, X:Y (write on the board below 1:2), we can read this
ratio as “For every X there is exactly Y.”
We can use this ratio to help us predict how many m&m’s of one color are in the bag.
For example, I know that the ratio of red to green m&m’s in my bag is 1:2. That means
that for every 1 red m&m in the bag, there are exactly 2 green m&m’s. If I know that
there are 10 red m&m’s in the bag, I can use the ratio to help me determine exactly
how many green m&m’s are in the bag using what we know about comparing fractions.
First, I will rewrite my ratio of red to green as a fraction. X:Y can be rewritten as X/Y.
So, 1:2 can be rewritten as ½. Next, I will set my ratio ½ equal to 10/Y, where 10 is the
number of red m&m’s in my bag and Y is the unknown number of green m&m’s in my
bag. If ½ = 10/Y, we can cross multiply to find the value of Y. (10 x 2 = 20. 20 = Y).
Chart paper
(or White
Board) and
markers
GUIDED PRACTICE (20 min.)
How will students practice all knowledge/skills required of the objective, with your support, such that they
continue to internalize the key points? 
How will you ensure that students have multiple opportunities to practice, with exercises scaffolded from
easy to hard? 
Trade m&m bags with a partner. They will answer some practice questions using your
bag.
First, I want you to write down on your paper the ratio that is represented in the bag.
When you write your ratio, I would like you to write the smaller number first. So in the
ratio X:Y, x < Y.
Next, I want you to describe the ratio in a sentence. Your sentence should sound
something like, “For every (blank), there is exactly (blank).” Ask students to share their
sentences out loud.
Now, I want you to copy this question on your paper: There are 12 yellow m&m’s in a
bag. The ratio of yellow m&m’s to blue m&m’s is 1:2. How many blue m&m’s are in the
bag?
Remember, we can rewrite the ratio as a fraction, ½, and set that equal to a second
fraction, 12/Y, where Y is the unknown number of blue m&m’s. When you write your
equation with equivalent fractions, it is very important that your numerators represent
the same quantity and that your denominators represent the same quantity (i.e. if
yellow m&m’s are the numerator of your first fraction, then yellow m&m’s should be in
your numerator for your second fraction).
Let’s try one more question. This one is from the Miami Marlins. The ratio of rookies to
veterans on the Miami Marlins is 1:3. If there are 10 rookies on the team, how many
veterans are on the team?
 Ask student to describe the ratio in a sentence. (“For every (blank),
there is exactly (blank).”
 Ask student to set up a problem using equivalent fractions.
 Ask student to solve for the unknown value.
INDEPENDENT PRACTICE (15 min.)
How will students independently practice the knowledge and skills required of the objective, such that they
solidify their internalization of the key points prior to the lesson assessment? 
You are going to use what you’ve learned today to help you answer some questions
from the Miami Marlins independently.
1. On the Miami Marlins, there ratio of left handed hitters to right handed hitters is
1:4.
a. Describe the ratio in a sentence.
b. If there are 15 left handed hitters on the team, how many right handed
hitters are there on the team?
2. On the Miami Marlins, the ratio of coaches to players is 1:6.
a. Describe the ratio in a sentence.
b. If there are 7 coaches on the team, how many players are there?
Lesson Assessment: Once students have had an opportunity to practice independently, how will
they attempt to demonstrate mastery of the knowledge/skills required of the objective? 
Students will take turns coming to the board to teach the class how they arrived at their
answers.
CLOSING (5 min.)
How will students summarize and state the significance of what they learned? 
Ask students what situations they can think of where knowing a ratio would be useful
to solving a real world math problem.
paper, pencil
Name____________________________
1. On the Miami Marlins, the ratio of left handed hitters to right handed hitters is 1:4.
a. Describe the ratio in a sentence.
b. If there are 15 left handed hitters on the team, how many right handed hitters are there
on the team?
2. On the Miami Marlins, the ratio of coaches to players is 1:6.
a. Describe the ratio in a sentence.
b. If there are 7 coaches on the team, how many players are there?