Detailed Lesson Plan

In a certain theater, there are 16 empty seats out of 240 total seats. Write the ratio of empty seats to total seats as a fraction in simplest form. Then explain its meaning. 1:15. 1 empty seat out of 15 seats.

I am going to solve this problem using an area model. (Please see Attachment 1). I am going to show 3/5 groups of 3 ½ by first drawing 3 wholes, and a half of the fourth whole. I am going to use a pink highlighter to show the fraction 3 ½. Each of the wholes is divided into 2 parts because the denominator shows me how many equal parts there are in a whole group. Now, I have to find 3/5 of 3 ½. I am going to break apart the entire model/amount of 3 ½ into five parts using a horizontal line and a green pen. Again, the denominator is showing me how many equal parts there are in a whole group. Horizontal line allows me to see a new denominator that is being created. My new denominator is 10 because I can see a new amount in each whole; there are 10 pieces now. Next, I have to figure out what would be the 3/5 size group of all of the model. The green loop is showing the 3/5. Then I am going to count the pieces to find out how many of them there are in the amount, which is 3/5. I can see that there are 21/10 in 3/5 groups of 3 ½. I am going to rename this fraction. To do this, I am drawing

So I thought that if you know that there is 5 bales of hay and 10 weights, you should just add 80+82, 83+84, 85+86, 87+88, and 90+91, then divide by two. The reason why you would divide by two is because half of ten is five, and there are ten weights and five bales. But then I figured out that that didn’t work.

What is a ratio?  What are the different ways of expressing the relationship of two amounts?  What information does a ratio provide?

I am still having trouble when it comes to solve fractions especially if the are in parenthesis, of course I always have a weapon to use when it comes to this and this week was not the exception, I am talking about my friends the videos, man like I repeatedly said they do help a lot especially when you see something for the first time like for me the level of difficulty presented in chapter five for the log functions, I have never been exposed to resolve anything like it , I have to say though I know the whole mechanism behind it now, but unless I keep practicing I do not thing they will stick in my head, we will

T said, “Well, Jenny made 6 for every 2. And 3 x 2 is 6. So that means that Jenny scored 6 baskets 3 times. And 6 x 3 is 18. So Jenny scored 18 baskets.”

The teacher will prompt the students with questions. For example, if the students do not know where to begin, the teacher may ask: “What do we do first? We have to underline all the important information in the problem that we need to solve it” - the students will then point out all of the important information for the teacher to underline (i.e. “43-page book”, “first day - 14 pages”, etc.) As with the problem modeled by the teacher, the students will first decide how to demonstrate the problem using counters. As the teacher places and counts the counters on the overhead projector, students can use their own counters to try and solve the problem on their desks. Afterwards, the teacher will help the students make an equation for the problem based on the actions they performed with the counters.

It is important to teach children numeracy to suit their age and use appropriate techniques to suit their age and ability because sometimes too much emphasis on formal recording of 'sum' if introduced to early to children could make it difficult for them to understand. The learning style of numeracy is given more emphasis today to make them understand it much better. In the early years emphasis is made on how to make children understand different methods of working out to be able to arrive to an answer. Working with children the aim is to give children solid ground on

| Students will tell how addition and subtraction can be applied to solving an equation?

Many students get confused when learning about fractions. At our grade level we teach about parts of a whole, equal shares, and partitioning.

In this task i will be stating the different types of ratios and calculating them for the each type.

To do this, you need to divide the top and the bottom number by the same number to get a smaller whole number on both parts of the fraction.

Simplify this fraction by determining the largest common denominator of both numbers. The largest common denominator of both numbers is 4.

This essay will provide details about how the lesson plan and sequence of lessons for the mathematics unit of symmetry caters for individual students’ needs in regards to active engagement in learning activities and what differentiation measures are put into place for students with varying levels of ability.

The calculation of ratios is the calculation technique for analyzing a company’s financial performance that divides or standardize one accounting measure by another economically relevant measure. Financial ratios can be used as a tool to demonstrate financial statement users for making valid comparisons of firm operating performance, over time for the same firm and between comparable companies. External investors are mostly interested in gaining insights about a firm’s profitability, asset management, liquidity, and solvency.