Direct instruction

Teacher(s): Mayelly Monteon Subject: Math

Standard(s): Common Core, Arizona Career and College Ready Standards, ISTE Standards apply to this
lesson

6.RP.A.1 Understand the concept of a ratio as comparing two quantities multiplicatively

or joining/composing the two quantities in a way that preserves a multiplicative
relationship. Use ratio language to describe a ratio relationship between two quantities.
For example, "There were 2/3 as many men as women at the concert.
Empowered Learner
Students leverage technology to take an active role in choosing, achieving and
demonstrating competency in their learning goals, informed by the learning sciences.
Students:
Objectives (Explicit): Use Blooms verbiage and formula

Students will be able to find the ratio of a specific quantity given two quantities.
Students will be able to compare two ratios and identify whether one ratio is larger or not.
Students will be able to use ratios to decide whether our class depicts typical gender
stereotypes
Evidence of Mastery (Measurable): An actual product /Include an explanation of how you are going to
grade/grading tool? (rubric, checklist, etc.)

Students will answer a word problem on Peardeck, writing it down, or answering verbally, and will then
provide their answer in context and write a sentence providing the answer and what it represents. They
will then be graded on a Checklist:

Correct Answer
Correct Sentence Format

Sub-objectives, SWBAT (Sequenced from basic to complex): Content and Language objectives action
verbs such as write, list, highlight, etc.)

Students will listen actively while the presentation concerning gender stereotypes is
given.
Students will list the different types of gender stereotypes.
Students will calculate the correct ratios pertaining to gender stereotypes and their class.

Key vocabulary: Materials/Technology Resources to be Used:

ratio, gender stereotype PearDeck,

Opening (state objectives, connect to previous learning, and make RELEVANT to real life) ENGAGE/
hook the students

State Objectives and sub-objectives

View a video pertaining to gender stereotypes
Ask students what a gender stereotype is
Ask students what they know about ratios
 Have students give examples of gender stereotypes

Instructional Teacher Will: Be specific Student Will: Be specific

Input
Explain what a gender
stereotype is and have them
think of positive connotation
and negative connotation
gender stereotypes.
Explain Ratio to them
Go through power point with
students
Actively participate in discussion
about gender stereotypes and
contribute ideas about what
common gender stereotypes are.
State whether they have ever been
gender stereotyped
Find a common ground

Co-Teaching Strategy/Differentiation How will your instruction look different for

those students who need differentiation or accommodations during your instructional
input/teaching?

Pass out a set of written notes for students to follow along with. Post
notes and videos to an online forum. Create a video that depicts ratios in a
simpler and more engaging manner.

Guided Teacher Will: Be specific Student Will: Be specific

Practice
Walk students through
example determining what
the ratio of males to females
are within our class, the ratio
of females to males who
participate in sports, and the
ratio of males to females
who hold executive positions
Help instructor answer question
Play an active role in determining
the correct ratio for class
Raise hands if they thought of
another gender stereotype and
determine the class ratio for that
stereotype

Ask if anyone can think of

any other gender stereotypes

Explain that no one has to

conform to negative gender
stereotypes

Co-Teaching Strategy/Differentiation/Check for Understandinghow are you going

to know if EACH student is ready to move onto independent practice? And how are
you going to differentiate if they do not understand?

If of the students respond correctly on peardeck then we will move onto

independent practice. If or of the students answer incorrectly on peardeck then
more examples will be shown to the class. Ask the students what concepts they are
struggling with and work on similar problems together as a class.
 Independent Teacher Will: Be specific
Practice
Guide students through
Peardeck problems
Ask probing questions when
students seem stuck
Then compare the ratio of
different women in careers.
Be available to students who
may have questions on the
word problem which will be
used to determine our ratios
Walk around and determine
if certain areas need to be re-
taught
Student Will: Be specific
Follow along in lesson and answer
questions through Peardeck
Answer the word problem through
peardeck; asking questions if needed
Answer follow-up questions about
ratio, and how our class reflects
general stereotypes
Engage with group members then
share with the class other negative
and positive connotations relating to
gender stereotypes and how they felt
about them

Do skittles exit ticket Do skittles exit ticket and answer

questions on peardeck

Co-Teaching Strategy/Differentiation How will your instruction look different for

those students who need differentiation or accommodations?

Allow students to write their answers to the Peardeck questions on a piece of

paper, whiteboard or use talk to speech on their mobile devices. Create
simpler world problems for students who need accommodations. Highlight,
underline or circle important information and keywords in the word
problems.

Closing/Student Reflection/Real-life connections: What connections will students make to their real
lives? What essential questions will they reflect on in their closure of the lesson?

Class will have a discussion about how our ratios compared to typical gender stereotypes. Through
ratios, students will be able to determine whether our sample was representative of common
stereotypes and then class can have a discussion on why or why not our group was representative. Class
will discuss what factors may contribute to our being in or out of line with the stereotype.

Are the gender stereotypes we discussed in this lesson true?

Does the ratios of our group prove or disprove gender stereotypes? Why or why not?

If our ratios are representative of the larger sample does that make the stereotype 100% true?