Part One: Insights into childrens understanding of the mathematics

content area (700 words)

A ratio is a number that compares two quantities or measure within a given

situation in a multiplicative relationship (Van de Walle, Karp & Bay-Williams, 2014;
Lamon, 2006) that is a challenging yet central concepts (Tabart, Skalicky & Watson,
2005). There are a number of types of ratios that should be explored with students,
which include part-to-part ratios, part-whole ratios, ratios as quotients and ratios as
rates (Van de Walle et al., 2014). A part-to-part ration relates on part of the whole
to another part of the whole (Van de Walle et al., 2014), for example, 12 girls to 9
boys. This is different to part-whole ratios, that express comparisons of the part to
the whole (Van de Walle et al., 2014), for example 12 girls in a class of 21. Ratios
can also be expressed as quotients, that is, 6 apples cost $2.00 so the cost of one
apple is 2.00 6 = 0.33 cents per apple. A ratio becomes a rate when it implies a
constant which is indicated with per (Parish, 2010), that is kilometres per hour,
beats per minute, etc. Rates can be thought of as an extended ratio that applies to
a wider range of situations; not just the one at hand (Lamon, 2006). Rates also
describe the way that a quantity changes over time (Lamon, 2006).

Proportional reasoning is a second order relationship involving an equivalent

relationship between two ratios (Christou & Philippou, 2002) that looks at students
capacity to compare situations in multiplicative or relative terms rather than
absolute or additive (Fielding-Wells, Dole & Makar, 2014). Like ratios, proportional
reasoning is well recognised for being a source of difficulty for students but also
being an important focus (Beswick, 2011). Part of the reason students may struggle
with ratios and proportional reasoning is that many students continue to struggle
with fraction concepts (Banker, 2012). A common misconception students have is
the role of equal parts, so it is important that teachers ensure students make the
connection that they are comparing equal parts (Banker, 2012). Parish (2010) and
Kastberg et al (2012) both note that proportional reasoning is the backbone and
cornerstone to success during higher levels of mathematics. An understanding of
proportional reasoning and ratios is important to prepare students for mathematics
topics such as similarity, scaling, sampling, statistics, probability and trigonometry
and science topics such as speed, density and molarity (Beswick, 2011; Lamon,
2006).
As is the case with most topics in mathematics, using realistic contexts to teach
ratios and proportional reasoning is advocated widely as it improves student
motivation, engagement and understanding; while also providing them with a way
to connect a mathematical concept with familiar experiences within their lives
(Beswick, 2011). Students need to experience a variety of questions about
proportions and ratios that stimulate discussion and encourage them to make
decisions in the problem solving process (Christou & Philippou, 2002). As ratio and
proportion problems draw on multiplicative thinking, it also gives students a reason
to know their multiplication facts that is not rote exercises like tables challenges
(Parish, 2010). This will also allow students to travel a familiar path as they
continue to make connections between concepts (Clark et al., 2003).

Students may draw on strategies that connect to their prior knowledge and
understanding of fractions, decimals and percentages intuitively, before moving on
multiplicative reasoning as their strategies develop (Ercole, Frantz & Ashline, 2011).
Often students will initially rely on techniques that use informal knowledge to solve
problems (Christou & Philippou, 2002). More structured methods for solving
problems about ratios and proportion include ratio tables, graphs and cross
multiplication (Ercole et al., 2011). A student may move back and forth between
strategies as they work towards an answer (Clark, Berenson & Cavey, 2003).
Additionally, the developmental of ratio and proportional reasoning is difficult to
measure as students may follow a number of different paths as they work towards
becoming proportional reasoners and the growth in understanding is not
necessarily linear (Ercole et al., 2011; Parish, 2010). Ultimately all teachers should
be concerned with is that students are able to approach and solve any proportional
problem efficiently and accurately (Ercole et al., 2011).

Part Two: Critical discussion regarding links with curriculum

documentation (300 words)

When looking at the Victorian Curriculum for mathematics, ratios and proportional
reasoning does not formally appear until Year 7. However, Tabert et al. (2005) state
that proportionality and multiplicative thinking is encountered across the
mathematics curriculum in areas such as fractions, decimals, percentages and
probability, so connections can definitely be made while students are in primary
school with the existing curriculum.
Research suggests that students have a tendency to see ratios and proportions in
additive terms rather than multiplicative terms, and that thinking like this can
impact and influence their capacity for proportional reasoning in later years
(Fielding-Wells et al., 2014); so introducing these concepts earlier on could have a
number of benefits for students. Parish (2010) also found that, while ratio as
proportion is traditionally not taught before secondary school (as evidenced in the
curriculum), when interviewed students were able to make connections with at
least some of the concepts and tasks. Reasoning has also been shown to develop
across the early years of schooling (Kastberg et al., 2012). Unlike secondary school
students who work hard and stress themselves out trying to remember rules and
formulas that they knew they had been taught, younger students in primary school
tended to be more intuitive when solving problems that involved ratios and
proportion (Parish, 2010). This is another encouraging reason to introduce ratios
and proportional reasoning into the curriculum earlier on, as long as the way the
instruction is delivered allows for students to develop an understanding of the
concepts rather than simply teaching them a formula (Parish, 2010).
When looking at what is in the curriculum, ratios are mentioned in Year 7 and Year 8
but are not explored in much detail. The curriculum talks about selecting the most
efficient method to solve problems, and also mentions rates specifically. This is a
good beginning, but to truly explore ratios and proportional reasoning, more detail
would need to be added to the curriculum.

Part Three: Planning for learning of the mathematics content area (1000
words)
Include your plan using the template below.
MATHEMATICS UNIT PLANNER Teacher/Team: Josephine Walton
Topic: Ratios Year Level: Six Term: 3 Week: 4 Date: July 25th 29th 2016
Intended Learning Focus/Intentions (taken directly from Victorian Curriculum documents):
Content strand(s): Number and Algebra Measurement and Geometry Statistics and Probability
Sub-strand(s): Real Numbers

Level content descriptions:

Recognise and solve problems involving simple ratios (Year 7)
Proficiency strand(s)
Understanding Fluency Problem Solving Reasoning
The same fraction has many an infinite number of equivalent deduce and justify strategies used and conclusions reached
names that come from partitioning or combining the number
of equal parts that form one (these include ratios)
identify commonalities and differences between aspects of
content
Common misconceptions (related to the Success criteria - Key skills to develop Equipment / resources:
mathematical idea/topic): and practise whiteboard, whiteboard markers
Because ratios involve more obscure I am successful if I paper, pencils, textas
measurements like people, students student workbooks
often forget that ratios are still working can define what a ratio is and how they blocks
with equal parts could be used in everyday life paint
Students try to use their knowledge of can solve problems involving ratios worksheet: rectangles
fractions, which is sometimes using a variety of methods worksheet: empty jug
applicable but sometimes is very worksheet: jugs of cordial
can provide accurate justifications for
different to how a ratio is read
my answers using correct terminology
Students struggle with the Key vocabulary:
fundamental understanding of what
fractions, ratios, equal parts
ratios are, the comparison of any two
quantities stronger, weaker, higher, lower
ratio table
proportion
 MATHEMATICAL TUNING IN INVESTIGATIONS REFLECTION & ADAPTATIONS ASSESSMENT
FOCUS SESSION MAKING STRATEGIES
CONNECTIONS
SESSION
Session 1 Have the word ratios Pizza Problem: In Students return to the Enabling: What do you know
Understanding written on the board. groups of 2-3, floor with their - can you draw a about ratios sheet:
ratios Give each student a students answer the answers. picture/use concrete pre assessment
large piece of white following questions on Discuss students materials/make a
paper and markers, a piece of paper answers, and come up model? Students can
and ask them to write - Four friends order with an answer for - The number of understand how and
down what they know six pizzas. How much each problem that the pieces in a pizza is why a ratio can be
about ratios on the pizza does each friend whole class agrees not important, we are used, demonstrated
left side of the paper get? on. looking at the fraction through work samples
(have them rule a line - Another friend Introduce the concept of the pizza. (answer to pizza
down the middle of shows up late. How of the ratio, and work - If two friends share problems).
the page). much pizza do they to express each one pizza, how much
each get now? answer as a ratio of do they each get? If
- a class is ordering pizza to person, three friends share
pizza to celebrate the starting with drawings two pizzas, how much
end of term. There are and moving to do they each get? Use
20 students and they answers in the form of these as a starting
order 15 pizzas. How 1:(amount of pizza). point/example.
much pizza does each
student get? Extending: Each
person gets half a
pizza. How many
people could there be
and how many pizzas
would they order?
(multiple answers)
Session 2 Reminder about what Cordial Recipes: In Each group creates Enabling: Students can solve
Solving problems ratios are and how we groups of 2-3, their own jug of - use coloured blocks problems involving
involving simple write ratios. Ask students are given a cordial. The class then to encourage students ratios and provide
ratios questions, then have picture of two jugs of works together to look at how many justification for their
students think-pair- cordial. One has 2 red cooperatively to place blue blocks per red choices,
share their responses. squares (cordial) and the jugs on the board blocks. demonstrated through
4 blue squares from weakest to - Start with a the language they use
Question on the board (water). The other has strongest; giving simplified question: when placing their jug
to work through 3 red squares and 4 justifications for their one jug with 1 red on the board and their
together: blue squares. choices. cube and 1 blue cube, answer to the cordial
Ask students Encourage use of and one jug with 1 red recipe problem.
 - which is stronger? technical language, cube and 2 blue Do students
How do you know? and have students cubes. Which is understand that some
- what is the ratio of write the ratios stronger? How do you ratios are the same,
cordial to water in underneath. know? just written different?
each jug? (eg 2:3 and 4:6).
Extending:
- If you were making
batches of cordial that
were three times as
large, how many parts
of cordial and water
would you need?
- The ratio of a jug of
cordial is 2:3. How
many parts of cordial
and water could there
be?
Session 3 Icing Cupcakes: Ratio Tables: Students think-pair- Enabling: Create a Students can solve
Solving problems Pose the following Students use ratio share in partners, with ratio table with simple problems
involving simple problem to students tables to investigate someone who has concrete materials for involving ratios using
ratios and have them think- one of the following answered the same a cordial problem the a ratio table.
pair-share their questions question as them. If students have Work samples: ratio
answers (students can Plants come with 35 their answers are previously looked at. tables.
use paper and pencil plants in one box. different, they work Use coloured blocks Answers to discussion
if they wish). How many plants collaboratively to find that correspond to the questions,
In a recipe for icing, to would be in 16 boxes? an answer they are cordial colour, and justifications and
ice one batch of Five wheel rotations both happy. use a large sheet of responses to talk
cupcakes you need 2 on a bike take you 7 paper for the ratio moves.
drops of red food metres. How many Each pair reports back table.
colouring and 4 drops wheel rotations to go to the group with their Ask: what do you
of blue food colouring. 50 metres? answer and their notice?
How many drops of strategies. How does this help
food colouring will you you?
need for 2 batches, 3 Use talk moves to How can we use the
batches and 5 explore students ratio table to find out
batches? answers and how much cordial and
Once students have eliminate any water we will need to
their answers, ask discrepancies in make 6 jugs? 10? 20?
them if there is a answers.
more systematic way Extending:
to investigate and Answer both
represent their questions
answers. Introduce Write your own
the idea of Ratio question for a partner
Tables. that involves ratio
tables
A student finds out
that to make 40
cookies you need 150
chocolate chips. What
is the original ratio
they could have been
given?
Session 4 Draw a very simple Look Alike Return to floor for Enabling: Students can apply
Apply picture frame on the Rectangles: group discussion. Give students one their understanding of
understanding of board (rectangle) with Students, in groups of How did ratios appear from each category as ratios and use
ratios to more a width of 5 2-3, are given a sheet in this problem? What a starting point. multiplicative thinking
complex tasks centimetres and a with a number of were the ratios? How Discuss what it is and proportional
length of 7 rectangles and did you know? about each one that reasoning to solve
centimetres. Explain squares that fall into Have students group makes it different tasks.
to students that this is certain ratios (1:1, 3:4 the shapes on the from the others. Use Work sample: posters
a prototype, and that and 5:8). Students cut board, providing colours to mark sides, with groupings,
the actual product out the shapes and explanations. and concrete justifications and
needs to be four then have to group Ask students if they materials such as ratios.
times as big. Ask them in sets that look can draw more blocks if needed. Responses to
students to find out alike/similar. The shapes that are in the discussion questions.
how many shapes are then stuck same ratios? How do Extending:
centimetres the down in their groups they know they are in Can you draw more
actual product will be on a large sheet of the same ratio? rectangles and
in width and length. paper, with squares that are:
explanations In the same ratio as
underneath of why the groups you have?
they have been Would fit into a new
grouped together. grouping (aka a
Have students different ratio)?
investigate what the
ratio of each group is.
(Adapted from Van de
Walle et al., 2014)
Session 5 Introduce the idea of Mixing Paint: Return to floor for Enabling: Students can apply
Apply ratios in paint. Students pick two group discussion. - simple ratios 1:2, their understanding of
understanding of Question on the colours (red, yellow, What challenges did 1:3, etc ratios to more
ratios to more board: Two shades of blue, white) to make you have? What did complex tasks and
complex tasks green are made up in various shades of a you find interesting? Extending: can apply their
the following ratios - different colour (eg. Did anything surprise If you needed to make knowledge across
2 parts blue to 3 parts Red and white to you? a much larger amount various problems.
yellow make shades of pink). Try to ascertain if of your shade (say, to Work sample: paint
3 parts blue to 4 parts They are to make 6 anyone ended up with fill a cup or bucket), swatches.
yellow different shades of shades that were the what quantity of each
Which shade is their colour, each in same, just written in colour would you Post assessment:
darker? How do you different ratios. different forms of the need? How do you What do you know
know? Discuss what each one ratio. know it will still be the about ratios 2.0?
equal part is going to same strength? Have students
be (for example, a Students return to provided examples in
blob the size of a their what do you a number of forms
pea). Students write know about ratios? (written, visual, etc).
down the ratio for sheet and fill in the Can students
each shade they are right hand side with articulate their
going to create, in everything they now thinking? Has
order from what they know about ratios. students
think will be darkest understanding
to what they think will expanded since the
be lightest. beginning of the
Students mix the week?
appropriate ratios and
paint the shade
underneath the
written ratio. Are they
in the correct order?
Students may name
their shades if they
wish.
(adapted from
Beswick, 2011)
References
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the Middle School, 17(6), 379-381.
Beswick, K. (2011). Make your own paint chart: A realistic context for developing
proportional reasoning with ratios. Australian Mathematics Teacher, 67(1), 6-11.
Christou, C. & Philippou, G. (2002). Mapping and development of intuitive proportional
thinking. Journal of Mathematical Behaviour, 20, 321-336.
Clark, M. R., Berenson, S. B., & Cavey, L. O. (2003). A comparison of ratios and
fractions and their roles as tools in proportional reasoning. Journal of
Mathematical Behaviour, 22, 297-317.
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Mathematics Teaching in the Middle School, 16(8), 482-490.
Fielding-Wells, J., Dole, S., & Makar, K. (2014). Inquiry pedagogy to promote emerging
proportional reasoning in primary students. Mathematics Education Research
Journal, 26, 47-77.
Kastberg, S. E., DAmbrosia, B., & Lynch-Davis, K. (2012). Understanding proportional
reasoning for teaching. Australian Mathematics Teacher, 68(3), 32-40.
Lamon, S. J. (2006). Teaching fractions and ratios for understanding: Essential content
knowledge and instructional strategies for teachers (2nd e.). Mahwah, New
Jersey: Lawrence Erlbaum Associates, Publishers.
Parish, L. (2010). Facilitating the development of proportional reasoning through
teaching ratio. In L. Sparrow, B. Kissane, & C. Hurst (Eds.) (2010). Shaping the
future of mathematics education (Proceedings of the 33rd annual conference of
the Mathematics Education Research Group of Australasia, pp. 469-476).
Fremantle, WA: MERGA.
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and twos. Australian Primary Mathematics Classroom, 3(10), 27-32.
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