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Rectangle ratios
This inquiry lesson is designed to extend learning and explore students' understanding of rectangle ratios as they interpret, explore and test cases, reason and relate to context. Students can work collaboratively to share their thinking, strategies to draw comparisons and simplification of ratios, equivalent ratios and apply algebraic manipulation. Worked examples are provided for the teacher to reference as they explicitly teach ratios with opportunities to move from the abstract to concrete materials.
Additional details |
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| Year level(s) | Year 7 |
|---|---|
| Audience | Student, Teacher |
| Purpose | Assessment task, Content knowledge, Evidence-based approaches, Student task, Teaching resource, Teaching strategies |
| Format | Downloadable resources |
| Teaching strategies and pedagogical approaches | Collaborative learning, Concrete Representational Abstract model, Explicit teaching, Feedback, Growth mindset, Mathematics investigation, Metacognitive strategies, Questioning, Structuring lessons |
| Keywords | algebraic manipulation, ratio, width, height, length, equivalent ratios, multiplier, common part, rectangles, explicit teaching |
Curriculum alignment |
|
| Curriculum connections | English, Numeracy, Critical and creative thinking |
| Strand and focus | Algebra, Number, Measurement, Apply understanding, Build understanding |
| Topics | Area, volume and surface area, Fractions, Multiples, factors and powers, Multiplication and division, Patterns and algebra, Addition and subtraction, Shapes and objects |
| AC: Mathematics content descriptions |
ACMMG159
Establish the formulas for areas of rectangles, triangles and parallelograms, and use these in problem-solving
ACMNA173
Recognise and solve problems involving simple ratios
|
| National numeracy learning progression |
Additive strategies
Comparing units (ratios, rates and proportion) - CoU3 Number patterns and algebraic thinking Multiplicative strategies |
Copyright details |
|
| Organisation | Inquiry Maths |
| Copyright | © Andrew Blair 2012-21. Creative Commons BY-NC-SA 4.0. |
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