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Baseball Bat Proportion:Student Activity Sheet
Name _____________________ Period ______
Group Arrangement: Students work individually or in pairs
Tools:
1 regulation-sized baseball bat 1 souvenir miniature baseball bat 1 piece of poster board per student
1 metric measuring stick or tape for each pair of students
Procedure: (height of person with regular bat is already measured for you)
1. Measure the length of the regular bat in centimeters. _______cm
2. Measure the length of the souvenir bat in centimeters. ______cm
3. Record the height of the student holding the regular bat. ______cm
4. Determine how tall a person should be in order to be proportional tothe souvenir bat. ______cm
5. Using the poster board, draw a cutout figure whose height isproportionally correct for the souvenir bat.
6. Have students show their work and/or explain in words the processfor determining the correct height of the figure on the poster board.
Create your proportion here:
---------- = ----------
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Means and Extremes Student
Activity SheetName ________________________ Period _______
5(14) = 7(10)
70 = 70
It is proportional!
Solve the following proportions.1. x = 6
2 3
5=10
714Extremes
Means
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2. x = 121 3
3. 2 = 6
x 184. 1 = x
8 40
5. 3 = 512 x
6. 13 = 261 x
7. 2 = 24x 12
8. 8 = x12 3
9. x = 321 9
10. 5 =485x 97
11. 4 = 8x 20
12. 10 = 5x 1
13. 6 = x
1 2
14. 2x = 103 1
15. 6x = 361 3
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16. 3 = 145 5x
17. 3x = 15
30 10018. 15 thingies cost $43. What is the cost of six thingies?
19. When my blank CD package is full it holds 100CDs. It is5 inches tall. Now my CD package only has 1.5 inchesworth of CDs. About how many CDs are left?
20. The field Jordan moves pipe for produces 2100 poundsof potatoes. If all the fields produce at the same rate, how
many fields are needed to produce 50,000 pounds?
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Baseball Bat Proportion:Teacher Activity Sheet
Name _____________________ Period ______
Group Arrangement: Students work individually or in pairs
Tools:
1 regulation-sized baseball bat 1 souvenir miniature baseball bat 1 piece of poster board per student
1 metric measuring stick or tape for each pair of students
Procedure: (height of person with regular bat is already measured for you)
7. Measure the length of the regular bat in centimeters. _______cm
8. Measure the length of the souvenir bat in centimeters. ______cm
9. Record the height of the student holding the regular bat. ______cm
10.Determine how tall a person should be in order to be proportional tothe souvenir bat. ______cm
11.Using the poster board, draw a cutout figure whose height isproportionally correct for the souvenir bat.
12.Have students show their work and/or explain in words the processfor determining the correct height of the figure on the poster board.
Create your proportion here:
Reg bat length = Souvenir bat lengthHeight student x
Answers should be consistent afteryou solve the proportion
------------- = -------------
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Baseball Bat Activity Rubric Points Possible Score
Assignment completed on time 1
Figures height measures within 0.5cm
of the correct height 1
Written explanation shows goodthinking and calculations are correct
1
Poster board figure is neat andcreative in design
1
TOTAL 4
Enrichment Activity Rubric Points Possible Score
Assignment completed on time 1
Table is created correctly andcalculations are correct
1
TOTAL 2
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Means and Extremes TeacherActivity Sheet
Name ________________________ Period _______
5(14) = 7(10)
70 = 70
It is proportional!
Solve the following proportions.1. x = 6
2 3 x = 4
2. x = 121 3 x = 4
5=10
714Extremes
Means
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3. 2 = 6x 18 x = 6
4. 1 = x
8 40 x = 55. 3 = 51
2 x x = 34
6. 13 = 261 x x = 2
7. 2 = 24x 12 x = 1
8. 8 = x12 3 x = 2
9. x = 321 9 x = 7
10. 5 =485
x 97 x = 111. 4 = 8
x 20 x = 10
12. 10 = 5x 1 x = 2
13. 6 = x1 2 x = 12
14. 2x = 103 1 x = 15
15. 6x = 361 3 x = 2
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16. 3 = 145 5x x = 3
17. 3x = 12
25 100 x = 4
18. 15 thingies cost $43. What is the cost of six thingies?
Solution: 15/43 = 6/x x = $17.20
19. When my blank CD package is full it holds 100CDs. It is5 inches tall. Now my CD package only has 1.5 inchesworth of CDs. About how many CDs are left?
Solution: 100/5 = x/1.5 x = 30 CDs
20. The field Jordan moves pipe for produces 2500 poundsof potatoes. If all the fields produce at the same rate, howmany fields are needed to produce 50,000 pounds?
Solution: 1/2500 = x/50,000 x = 20 fields
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INDIRECT MEASUREMENTSTUDENT RECORDING SHEET
Name ____________________________________Period _____________
Some lengths are almost impossible to measure directly. Thales ofMelitius, a Greek mathematician, devised mathematical relationships tofind these lengths. He is considered the first person to develop a methodfor finding the height of the Egyptian pyramids. By measuring shadows onthe ground and heights that could be reached from the ground, he createda relationship to compare them and determine the height of the totalpyramid after measuring the total length of the pyramid shadow.
Can you determine the height of a tall tree or telephone polewithout climbing to the top?
Using the Shadow Method, measurements are taken of thelengths of the shadows on the ground as well as the height ofthe person taking the measurements. The similar triangles areused to set up proportions, so you may find the missing height.
5.5ft.
4.4ft. 8ft.
xft.
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What you need to complete this activity:
Divide into groups of 2 or 3 Sunshine Measuring tape (1 per group)
Now what do you do?
1) Go outside. Measure the height and the length of the shadows of one ofthe members of your group. Record your data in the table below.
Name Height Length of Shadow
1.
2) Measure the length of the shadows of the other two members of yourgroup. Record your data in the table below.
Name Length of Shadow
2.
3.
3) Use the measurements in a ratio to predict the height of the 2nd and 3rdstudents.
Use the formula:
Height of Student 1 = Height of Student 2 (X)
Length of Student 1s Length of Student 2s
Shadow Shadow
Cross multiply and divide to find Student 2s height. Repeat for Student 3.
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4) Choose a nearby tall object, like a tree or a telephone pole, and measurethe length of its shadow. Use the previous ratio to find the height of thenew object. Record your data in the table below. Measure the shadowsof two more tall objects and record the data below.
Object Length of Shadow Height
What applications would this activity have in the business world?
What occupations would need this skill to do their job?
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INDIRECT MEASUREMENTTEACHER SHEET
Name ____________________________________Period _____________
Some lengths are almost impossible to measure directly. Thales ofMelitius, a Greek mathematician, devised mathematical relationships tofind these lengths. He is considered the first person to develop a methodfor finding the height of the Egyptian pyramids. By measuring shadows onthe ground and heights that could be reached from the ground, he createda relationship to compare them and determine the height of the totalpyramid after measuring the total length of the pyramid shadow.
Can you determine the height of a tall tree or telephone polewithout climbing to the top?
Using the Shadow Method, measurements are taken of thelengths of the shadows on the ground as well as the height ofthe person taking the measurements. The similar triangles areused to set up proportions, so you may find the missing height.
Solution: 5.5/4.4 = x/8 4.4x = 5.5(8) 4.4x = 44 x= 10
5.5ft.
4.4ft. 8ft.
xft.
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What you need to complete this activity:
Divide into groups of 2 or 3 Sunshine Measuring tape (1 per group)
Now what do you do?
5) Go outside. Measure the height and the length of the shadows of one ofthe members of your group. Record your data in the table below.
Name Height Length of Shadow
1.
6) Measure the length of the shadows of the other two members of yourgroup. Record your data in the table below.
Name Length of Shadow
2.
3.
7) Use the measurements in a ratio to predict the height of the 2nd and 3rdstudents.
Use the formula:
Height of Student 1 = Height of Student 2 (X)
Length of Student 1s Length of Student 2s
Shadow Shadow
Cross multiply and divide to find Student 2s height. Repeat for Student 3.
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8) Choose a nearby tall object, like a tree or a telephone pole, and measurethe length of its shadow. Use the previous ratio to find the height of thenew object. Record your data in the table below. Measure the shadowsof two more tall objects and record the data below.
Object Length of Shadow Height
What applications would this activity have in the business world?
What occupations would need this skill to do their job?
A n s w e r s t o a l l q u e s t i o n s w i l l v a r y , b u t g r o u p s s h o u l d h a v e av e r y c l o s e c o n s e n s u s o f t h e h e i g h t s o f t h e s t u d e n t s i n t h eg r o u p .
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DIRECT PROPORTIONSTUDENT WORKSHEET
Name _______________________________ Period ________
Class-completed Examples:1. An advertised job pays $10 per hour. How much money would you make atthis job if you worked one hour? Two hours? Five hours? Zero hours?
Wage $10Hours worked 0 1 2 4
2. Suppose you got a raise and made $2.00 more per hour. How do you thinkyour table will change?
Wage $12Hours worked 0 1 2 3 4 5
3. How much money will you make if you work for one week? Two weeks? Amonth?
WageHours worked
040 =1 wk
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On Your Own:Complete the tables below given that they form directproportions:1.
Hours 0 1Number of cars 0 4 8 12 16 20
2.
Number of haircuts 0 3 10 20Total due to hairstylist $18 $24
3.
Number of tickets 2 7 100Total cost 0 $10 $50
4.
Parcels 7 12Weight 0 4.5 10.5 12
5. Every 10 grams of margarine contain 8 grams of fat. Make a table to show
the fat content of:
a. 0g b. 10g c. 20g d. 30g e. 40g of margarine
Margarine (grams)Fat (grams)
6. Using the table above, what is the fat content of 35g of margarine? How doyou feel justified in giving this answer?
Margarine (grams)
Fat (grams)
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7. 1 EU can be exchanged for 1.5 US dollars. Create a table showing howmany Euros you can get for 40 US dollars. Show incremental values between1.5 and 40 US dollars.
11.5
8. To make lemonade, you mix 2 parts concentrate with 5 parts water (in ml).Complete a table to follow the pattern of making larger and larger amounts oflemonade.
a. Use your graph to work out how much water you need for:
i. 1 ml ii. 12ml iii.40ml of concentrate
b. Use your graph to work out how much concentrate you would require for:
i. 60ml ii. 10ml iii. 115ml of water
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DIRECT PROPORTIONTEACHER WORKSHEET
Name _______________________________ Period ________
Class-completed Examples:1. An advertised job pays $10 per hour. How much money would you make atthis job if you worked one hour? Two hours? Five hours? Zero hours?
Wage 0 $10 $20 $30 $40 $50Hours worked 0 1 2 3 4 5
2. Suppose you got a raise and made $2.00 more per hour. How do you thinkyour table will change?
Wage 0 $12 $24 $36 $48 $60Hours worked 0 1 2 3 4 5
3. How much money will you make if you work for one week at $12 an hour?Two weeks? A month?
Wage 0 $480 $960 $1440 $1920Hours worked
040 =1 wk
80 120 160
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On Your Own:Complete the tables below given that they form directproportions:1.
Hours 0 1 2 3 4 5Number of cars 0 4 8 12 16 20
The pattern is: Hours x 4 = Number of cars
2.
Number of haircuts 0 3 4 10 20Total due to hairstylist 0 $18 $24 $60 $120
The pattern is: Haircuts x 6 = Total due
3.
Number of tickets 0 2 7 25 100Total cost 0 $10 $14 $50 $500
The pattern is: Tickets x 5 = Total cost
4.
Parcels 0 3 7 8 12Weight 0 4.5 10.5 12 18
The pattern is: Parcels x 1.5 = Weight
5. Every 10 grams of margarine contain 8 grams of fat. Make a table to showthe fat content of:
a. 0g b. 10g c. 20g d. 30g e. 40g of margarine
Margarine (grams) 0 10 20 30 40Fat (grams) 0 8 16 24 32
The pattern is: Margarine / 1.25 = Fat
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6. Using the table above, what is the fat content of 35g of margarine? How doyou feel justified in giving this answer?
Margarine (grams) 35
Fat (grams) 28
7. 1 EU can be exchanged for 1.5 US dollars. Create a table showing howmany Euros you can get for 40 US dollars. Show incremental values between1.5 and 60 US dollars.
Euro 1 10 20 30 40US dollars 1.5 15 30 45 60
Pattern is: Euro x 1.5 = US dollars
8. To make lemonade, you mix 2 parts concentrate with 5 parts water (in ml).Complete a table to follow the pattern of making larger and larger amounts oflemonade.
Concentrate 2 10 20 30 40Water 5 25 50 75 100
Pattern is: Concentrate x 2.5 = Water
a. Use your graph to work out how much water you need for:
i. 1 ml 2.5ml ii. 12ml 30ml iii.40ml of concentrate 100ml
b. Use your graph to work out how much concentrate you would require for:
i. 60ml 24ml ii. 10ml 4ml iii. 115ml of water 46ml
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The Vitruvian Man Student Recording SheetName ________________________________ Period ________Vitruvius, a Roman engineer of the first century B.C., influenced Leonardo daVincis work in architecture and also his drawing of the human figure. One ofLeonardos drawings is called the Vitruvian Man. It is based on a model of idealproportions that Vitruvius established. To make sure that the ratios equal one,the height of the person must equal the length of the persons arm span,meaning the ratio of height to arm span must equal 1.
Example: Height = 60 cm
Arm Span = 60 cm
Ratio of height to arm span is 60/60 = 1
The ratio of 1 supports Vitruvius theory.
Height = 56 cm
Arm Span = 54 cm
Ratio of height to arm span is 56/54 = 1.037037
The ratio of 1.037037 does not support Vitruvius theory.
Work in pairs and measure both your heights and arm spans.Record this information, rounding quantities to the nearestcentimeter. When you are finished, go to another pair andrecord the information on the other two students. Continue untileach students measurements have been recorded on yourRecording Sheet. Get back into your pair and calculate theratios to see if you agree or disagree with the theory. Graph theinformation as requested and see if you agree or disagree withVitruvius theory.
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Height(cm) Gender(M or F) Arm Span(cm) HeightArm SpanRatio(reducedform)
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1. What do you notice from the table of data? ______________________
__________________________________________________________
__________________________________________________________
2. Which students most closely fit Leonardos theory?_______________
3. What helped you decide that a student fits this theory? ____________
__________________________________________________________
4. Check your prediction by plotting four graphs on pages 4 to 7.
Graph 1: Create your own graph from the data table above and give it a title.
Graph 2: Graph one measurement against the other in a scatter plot. Use onlydata for the girls.
Graph 3: Graph one measurement against the other in a scatter plot. Use onlydata for the boys.
Graph 4: Graph one measurement against the other in a scatter plot. Use datafor all students.
Answer the questions written below each graph after you have plotted the data.
5. Compare the distribution shape, middle range and spread for boys and girls.
Are boys different from girls? _________
What evidence do you have to support your claim?__________________________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
6. Not everybody has an arm span / height ratio equal to 1. Why do you think thisis?
__________________________________________________________
__________________________________________________________
__________________________________________________________
7. Do you think the results would be the same for babies or seniors?
Babies Yes/No Why? ____________________________________
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Seniors Yes/No Why? ____________________________________
Graph 1 Title: _______________________________________________
What is the shape of the plotted data? ____________________________
What is the spread of the plotted data? ___________________________
Is there anything interesting you notice about the graph (middle range, outliers,clusters)?
____________________________________________________________
____________________________________________________________
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Graph 2 - Height versus arm span, girls
Draw a line of best fit.
What is the shape of the plotted data? ____________________________
What is the spread of the plotted data? ___________________________
Is there anything interesting you notice about the graph (middle range, outliers,clusters)?
____________________________________________________________
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Graph 3 - Height versus arm span, boys
Draw a line of best fit.
What is the shape of the plotted data? ___________________________
What is the spread of the plotted data? ___________________________
Is there anything interesting you notice about the graph (middle range, outliers,clusters)?
___________________________________________________________
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Graph 4 - Height versus arm span, all students
Draw a line of best fit.
What is the shape of the plotted data? ___________________________
What is the spread of the plotted data? __________________________
Is there anything interesting you notice about the graph (middle range, outliers,clusters)?
____________________________________________________________
____________________________________________________________
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The Vitruvian Man TEACHER Recording SheetName ________________________________ Period ________Vitruvius, a Roman engineer of the first century B.C., influenced Leonardo daVincis work in architecture and also his drawing of the human figure. One ofLeonardos drawings is called the Vitruvian Man. It is based on a model of idealproportions that Vitruvius established. To make sure that the ratios equal one,the height of the person must equal the length of the persons arm span,meaning the ratio of height to arm span must equal 1.
Example: Height = 60 cm
Arm Span = 60 cm
Ratio of height to arm span is 60/60 = 1
The ratio of 1 supports Vitruvius theory.
Height = 56 cm
Arm Span = 54 cm
Ratio of height to arm span is 56/54 = 1.037037
The ratio of 1.037037 does not support Vitruvius theory.
Work in pairs and measure both your heights and arm spans.Record this information, rounding quantities to the nearestcentimeter. When you are finished, go to another pair andrecord the information on the other two students. Continue untileach students measurements have been recorded on yourRecording Sheet. Get back into your pair and calculate theratios to see if you agree or disagree with the theory. Graph theinformation as requested and see if you agree or disagree withVitruvius theory.
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Height(cm) Gender(M or F) Arm Span(cm) HeightArm SpanRatio(reducedform)
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1. What do you notice from the table of data? ______________________
__________________________________________________________
__________________________________________________________
2. Which students most closely fit Leonardos theory?_______________
3. What helped you decide that a student fits this theory? ____________
__________________________________________________________
4. Check your prediction by plotting four graphs on pages 4 to 7.
Graph 1: Create your own graph from the data table above and give it a title.
Graph 2: Graph one measurement against the other in a scatter plot. Use onlydata for the girls.
Graph 3: Graph one measurement against the other in a scatter plot. Use onlydata for the boys.
Graph 4: Graph one measurement against the other in a scatter plot. Use datafor all students.
Answer the questions written below each graph after you have plotted the data.
5. Compare the distribution shape, middle range and spread for boys and girls.
Are boys different from girls? _________
What evidence do you have to support your claim?__________________________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
6. Not everybody has an arm span / height ratio equal to 1. Why do you think thisis?
__________________________________________________________
__________________________________________________________
__________________________________________________________
7. Do you think the results would be the same for babies or seniors?
Babies Yes/No Why? ____________________________________
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Seniors Yes/No Why? ____________________________________
Graph 1 Title: _______________________________________________
What is the shape of the plotted data? ____________________________
What is the spread of the plotted data? ___________________________
Is there anything interesting you notice about the graph (middle range, outliers,clusters)?
____________________________________________________________
____________________________________________________________
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Graph 2 - Height versus arm span, girls
Draw a line of best fit.
What is the shape of the plotted data? ____________________________
What is the spread of the plotted data? ___________________________
Is there anything interesting you notice about the graph (middle range, outliers,clusters)?
____________________________________________________________
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Graph 3 - Height versus arm span, boys
Draw a line of best fit.
What is the shape of the plotted data? ___________________________
What is the spread of the plotted data? ___________________________
Is there anything interesting you notice about the graph (middle range, outliers,clusters)?
___________________________________________________________
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Graph 4 - Height versus arm span, all students
Draw a line of best fit.
What is the shape of the plotted data? ___________________________
What is the spread of the plotted data? __________________________
Is there anything interesting you notice about the graph (middle range, outliers,clusters)?
____________________________________________________________
____________________________________________________________
Each time you do this activity you may get slightly differentanswers. Be open to lots of discussion on this topic anddetermine your answers accordingly.
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Graphing Direct ProportionsStudent Activity Sheet
Name _________________________________ Period ________Two quantities that are in direct proportion will always produce a graphwhere all the points can be joined to form a straight line. Take each ratiolisted below and graph them on your graph paper to see if, whenconnected, they form a straight line. If so, it is showing a direct proportion.
1. You went to the store today and bought a 3-foot licorice rope.
When you took 1 bite, your rope was then 33 inches long. You took another biteand then your rope was 30 inches long. After 3 bites, your rope was 25 incheslong. After 10 bites, your rope was 10 inches long. Are your bites in directproportion to each other?
2. Jordan went to the batting cages to practice his batting before the big game.The prices at the cage include a bucket of baseballs. The costs are as follows:
1 bucket = $5.00
3 buckets = $15.00
7 buckets = $30.00
9 buckets = $40.00
10 buckets = $50.00
Are the prices in direct proportion to the number of buckets of balls?
3. Make a table and graph the ordered pairs to see if they create a directproportion with each other.
(1, 4) (8,32) (3, 12) (5, 20) (4, 16)
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Direct Proportion Graphs Student Activity SheetName ________________________ Period ______
By looking at the graphs below, find two other sets of values that would bein direct proportion to those that are already shown by the graphed line.You may not name those values already marked for you on the graph.
.
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Using Direct Proportion GraphsStudent Activity Sheet Answer Key
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Unit Final Assessment
Name___________________________________ Period _________
1. (Obj 1) Solve the following proportions by writing out all steps using the Means
and Extremes Property for each equation.
a. 3 / 8 = 9 / xb. x / 4 = 27 / 36
2. (Obj 2) Find the height of a flagpole when its shadow is 4 feet long, while atthe same time, a person 6 feet tall is casting a 2-foot long shadow. Draw apicture to solve your proportion.
3. (Obj 2)A 28-foot tall tree casts a 7-foot shadow. The person standing next toit casts a 1-foot shadow. How tall is the person? Draw a picture to illustrate theproportion.
4. (Obj 3)Create a table to illustrate appropriate quantities of Idaho sales tax.The sales tax represents 5 cents per dollar spent.
5. (Obj 3) Rusty was paid $45 to wash 5 cars. Create a table to show the rate atwhich he was paid to wash 1 to 5 vehicles.
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6. (Obj 4) Use the following information to compute the ratios and determinewhether the resulting ratios are the same.
CUPS POUNDS RATIO
4 2
6 4
10 5
12 6
Are the ratios the same? YES / NO
7. (Obj 4) The movie theater is selling tickets for an upcoming show. The costsare as follows: 2 tickets = $8, 3 tickets = $12, 7 tickets = $28 and 10 tickets =$35. Create a table illustrating this information. After finding the ratio of people todollars spent, determine if a certain quantity of people get a better deal than therest.
Is there one group getting a better deal? If so, how many are in their party? ___
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8. (Obj 5) Graph the following information.
$ Amount 1.25 2.50 5.50 6.25 8.75
CandyBars
1 2 4 5 7
Does this chart show a proportional relationship? YES / NO
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9. (Obj 5) Graph the following information.
Hours Miles
3 45
6 90
2 2
5 5
Does this chart show a proportional relationship? YES / NO
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10. (Obj 6) Use the following graph to find the missing values.
Hours 3 6
Feet
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11. (Obj 6) Use the following graph to find the missing values.
Miles 30 50
Days
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Objective 7: The student will apply the knowledge he/she gained aboutproportions to complete a real-life activity. (Christmas Cookie Caper)
This item will be measured using the following rubric
The Christmas Cookie Caper web quest is online at
http://edtech2.boisestate.edu/meslerk/573/webquest.html
Christmas Cookie Caper Assessment Rubric
Excellent90 100%
Adequate
70 89%
Insufficient
0 69%
Did you followdirections?
(25 pts.)
Followed all of thedirections
Followed most of thedirections
Did not followdirections
Does yourspreadsheet reflect
the quantities ofingredients in the
recipes?
(25 pts.)
Calculations andgraphs are done
correctly
Most of thecalculations were
done correctly; graphwas completed
correctly
Most of thecalculations wereincorrect and/orgraph was done
incorrectly
Is your shopping listcomplete and
correct?
(25 pts.)
Compiled list wasorderly and
calculated correctly
Compiled list wassomewhat orderly
and mostly calculatedcorrectly
List was in disarray ormost calculations
were done incorrectly
How did you rate inyour contribution andparticipation in your
group?
(25 pts.)
Rated highly by themembers of the team
Rated somewhathighly by the
members of the team
Rated poorly by themembers of the team
Extra Credit: Did youmake and bring toclass cookies fromone of your project
recipes?(15 pts.)
Made and broughtcookies to class from
project recipe
Did not make andbring cookies to class
from project recipe
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Final Assessment Teacher Answer KeyObjective 1: The student will write and solve proportions correctly usingthe Means and Extremes Property, when given three of the four proportion
values.
1. Solve the following proportions by writing out all steps using the Means andExtremes Property for each equation.
a. 3 / 8 = 9 / x 8(9) = 3x 72 = 3x x = 24b. x / 4 = 27 / 36 4(27) = 36x 108 = 36x x = 3
Objective 2: The student will use similar figures to correctly createproportional ratios.
2. Find the height of a flagpole when its shadow is 4 feet long, while at the sametime, a person 6 feet tall is casting a 2-foot long shadow. Draw a picture to solveyour proportion.
x/4 = 6/2 4(6) = 2x 24 = 2x x = 2ft.
3. A 28-foot tall tree casts a 7-foot shadow. The person standing next to it castsa 1-foot shadow. How tall is the person? Draw a picture to illustrate the
proportion.28/7 = x/1 7x = 28(1) 7x = 28 x = 4ft.
Objective 3: The student will create tables to illustrate proportionalreasoning.
4. Create a table to illustrate appropriate quantities of Idaho sales tax. The salestax represents 5 cents per dollar spent.
Tax Amt. $ .05 $ .10 $ .15 $ .20 $ .25 $ .30
Dollars 1 2 3 4 5 6
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5. Rusty was paid $45 to wash 5 cars. Create a table to show the rate at whichhe was paid to wash 1 to 5 vehicles.
$ Paid $9 $18 $27 $36 $45
# Cars 1 2 3 4 5
Objective 4: The student will use tables to compute comparative ratios.
6. Use the following information to compute the ratios and determine whetherthe resulting ratios are the same.
CUPS POUNDS RATIO
4 2 4/2 = 2/1
6 4 6/4 = 3/2
10 5 10/5 = 2/1
12 6 12/6 = 2/1
Are the ratios the same? YES / NO
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7. The movie theater is selling tickets for an upcoming show. The costs are asfollows: 2 tickets = $8, 3 tickets = $12, 7 tickets = $28 and 10 tickets = $35.Create a table illustrating this information. After finding the ratio of people todollars spent, determine if a certain quantity of people get a better deal than therest.
Dollars Spent # Tickets Ratio
8 2 8/2 = 4/1
12 3 12/3 = 4/1
28 7 28/7 = 4/1
35 10 35/10 = 3.5/1
Is there one group getting a better deal? If so, how many are in their party? 10
YES
Objective 5: The student will use calculated proportions to createcorrelating graphs.
8. Graph the following information.
$ Amount 1.25 2.50 5.50 6.25 8.75
CandyBars
1 2 4 5 7
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The graph would have candy bars on the x-axis and $ amount on the y-axis. Theamount $5.50 for 4 candy bars will not be on the line.
Does this chart show a proportional relationship? YES / NO
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9. Graph the following information.
Hours Miles
3 45
6 90
2 2
5 5
Hours will be on the x-axis and Miles will be on the y-axis. Two ratios will make ashort line, but the other two will not be on it.
Does this chart show a proportional relationship? YES / NO
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Objective 6: The student will use correlating graphs to find other valueswith the same proportional quantity.
10. Use the following graph to find the missing values.
Hours 3 6
Feet 15 30
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11. Use the following graph to find the missing values.
Miles 30 50
Days 3 5
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Objective 7: The student will apply the knowledge he/she gained aboutproportions to complete a real-life activity. (Christmas Cookie Caper)
This item will be measured using the following rubric
The Christmas Cookie Caper web quest is online at
http://edtech2.boisestate.edu/meslerk/573/webquest.html
Christmas Cookie Caper Assessment Rubric
Excellent90 100%
Adequate
70 89%
Insufficient
0 69%
Did you followdirections?
(25 pts.)
Followed all of thedirections
Followed most of thedirections
Did not followdirections
Does yourspreadsheet reflect
the quantities ofingredients in the
recipes?
(25 pts.)
Calculations andgraphs are done
correctly
Most of thecalculations were
done correctly; graphwas completed
correctly
Most of thecalculations wereincorrect and/orgraph was done
incorrectly
Is your shopping listcomplete and
correct?
(25 pts.)
Compiled list wasorderly and
calculated correctly
Compiled list wassomewhat orderly
and mostly calculatedcorrectly
List was in disarray ormost calculations
were done incorrectly
How did you rate inyour contribution andparticipation in your
group?
(25 pts.)
Rated highly by themembers of the team
Rated somewhathighly by the
members of the team
Rated poorly by themembers of the team
Extra Credit: Did youmake and bring toclass cookies fromone of your project
recipes?(15 pts.)
Made and broughtcookies to class from
project recipe
Did not make andbring cookies to class
from project recipe
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