Developing Concepts of Ration and Proportion
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This document discusses developing proportional reasoning in children. It explains that proportional thinking involves understanding covariation between quantities and recognizing proportional relationships. Children develop these skills through activities involving comparing and determining equivalence of ratios without using rules or formulas. The document provides examples of informal activities to help children explore ratios, such as selecting equivalent ratios, comparing ratios, using ratio tables, and construction/measurement tasks.
Developing Concepts of Ration and Proportion
- 1. Developing Concepts of Ratio and Proportion Becky Unker, M.Ed. Education Specialist, Special Education Utah State Office of Education becky.unker@schools.Utah.gov
- 2. ▪ Proportional reasoning has been referred to as the capstone of the elementary curriculum and the cornerstone of algebra and beyond (Lesh, Post, & Behr, 1987). ▪ The ability to reason proportionally was a hallmark of Piaget’s distinction between concrete levels of thought and formal operational thought. ▪ It represents the ability to begin to understand multiplicative relationships where most arithmetic concepts are additive in nature.
- 3. Big Ideas in Ratio and Proportion ▪ A ratio is a comparison of any two quantities. A key developmental milestone is the ability of a student to begin to think of a ratio as a distinct entity, different from the two measures that made it up. ▪ Proportions involve multiplicative rather than additive comparisons. Equal ratios result from multiplication or division, not from addition or subtraction. ▪ Proportional thinking is developed through activities involving comparing and determining the equivalence of ratios and solving proportions in a wide variety of problem-based contexts and situations without recourse to rules or formulas.
- 4. Examples of Ratios in Different Contexts ▪ A ratio is an ordered pair of numbers or measurements that expresses a comparison between the numbers or measures. ▪ To students, ratios in different settings or contexts may present very different ideas and different difficulties. Part-to- Whole Ratios Part-to- Part Ratios Rates as Ratios
- 5. Part-to-Whole Ratios ▪ Ratios can express comparisons of a part to a whole, for example, the ratio of girls to all students in the class. ▪ Because fractions are also part-whole ratios, it follows that every fraction is also a ratio. ▪ In the same way, percentages are ratios, and in fact, percentages are sometimes used to express ratios. ▪ Probabilities are ratios of a part of the sample space to the whole space.
- 7. Part-to-Part Ratios ▪ A ratio can also express one part of a whole to another part of the same whole. ▪ For example, the number of girls in the class can be compared to the number of boys. ▪ For other examples, consider Democrats to Republicans or peanuts to cashews. ▪ Although probability of an event is a part-to-whole ratio, the odds of an event happening is a ratio of the number of ways an event can happen to the number of ways it cannot happen –a part –to- part ratio.
- 9. Rates as Ratios ▪ Both part-to-whole and part-to-part ratios compare two measures of the same type of thing. ▪ A ratio can also be a rate. A rate is a comparison of the measures of two different things or quantities; the measuring unit is different for each value.
- 13. Solution:
- 18. Proportional Reasoning and Children ▪ Proportional reasoning is difficult to define in a simple sentence or two. ▪ Proportional reasoning is not something that you can or cannot do. ▪ It is both a qualitative and quantitative process.
- 19. Proportional Thinkers: ▪ Have a sense of covariation. That is, they understand relationships in which two quantities vary together and are able to see how the variation in one coincides with the variation in another. ▪ Recognize proportional relationships as distinct from non-proportional relationships in real-world contexts. ▪ Develop a wide variety of strategies for solving proportions or comparing ratios, most of which are based on informal strategies rather than prescribed algorithms. ▪ Understand ratios as distinct entities representing a relationship different from the quantities they compare.
- 20. Proportional Thinkers Continued… ▪ It is estimated that more than half of the adult population cannot be viewed as proportional thinkers (Lamon,1999). ▪ That means we do not acquire the habits and skills of proportional reasoning simply by getting older. ▪ Lamon’s research and that of others indicate that instruction can have an effect, especially if rules and algorithms for fraction computation, for comparing ratios, and for solving proportions are delayed. ▪ Students may need as much as three years’ worth of opportunities to reason in multiplicative situations in order to adequately develop proportional reasoning skills. ▪ Premature use of rules encourages students to apply rules without thinking and, thus, the ability to reason proportionally often does not develop.
- 21. Additive vs Multiplicative Situations ▪ Two weeks ago, two flowers were measured at 8 inches and 12 inches, respectively. Today they are 11 inches and 15 inches tall. Did the 8- inch or 12-inch flower grow more? Problem adapted from: Adding It Up, National Research Council, 2001 Your Task: Find and defend two different answers to this problem
- 22. Answers: ▪ One answer is that they both grew the same amount—3 inches. ▪ This correct response is based on additive reasoning. ▪ That is, a single quantity was added to each measure to result in two new measures. ▪ A second way to look at the problem is to compare the amount of growth to the original height of the flower. ▪ The first flower grew 3/8 of its height while the second grew 3/12. ▪ Based on the multiplicative view (3/8 times as much more), the first flower grew more. ▪ This is a proportional view of this change situation. ▪ An ability to understand the difference between these situations is an indication of proportional reasoning.
- 23. Helping Children Develop Proportional Reasoning: ▪ Provide ratio and proportion tasks in a wide range of contexts. These might include situations involving measurements, prices, geometric and other visual contexts, and rates of all sorts. ▪ Encourage discussion and experimentation in predicting and comparing ratios. Help children distinguish between proportional and non-proportional comparisons by providing examples of each and discussing the differences.
- 24. Helping Children Develop Proportional Reasoning: ▪ Help children relate proportional reasoning to existing processes. The concept of unit fractions is very similar to unit rates. Research indicates that the use of a unit rate for comparing ratios and solving proportions is the most common approach among junior high students even when cross-product methods have been taught. ▪ Recognize that symbolic or mechanical methods, such as the cross-product algorithm, for solving proportions do not develop proportional reasoning and should not be introduced until students have had many experiences with intuitive and conceptual methods.
- 25. Informal Activities to Develop Proportional Reasoning ▪ Selection of equivalent ratios ▪ Comparison of ratios ▪ Scaling with ratio tables ▪ Construction and measurement activities
- 26. Selection of Equivalent Ratios ▪ In selection activities, a ratio is presented, and students select an equivalent ratio from others presented. ▪ The focus should be on intuitive rationale for why the pairs selected are in the same ratio. ▪ Sometimes numeric values will play a part to help students develop numeric methods to explain their reasoning.
- 27. On which cards is the ratio of truck to boxes the same? Also, compare trucks to trucks and boxes to boxes. 1. 2. 3. 4. 5. 6.
- 28. Comparing Ratios ▪ An understanding of proportional situations includes being able to distinguish between two ratios as well as to identify those ratios that are equivalent.
- 29. ▪ Two camps of Scouts are having pizza parties. The Bear Camp ordered enough so that every 3 campers will have 2 pizzas. The leader of the Raccoons ordered enough so that there would be 3 pizzas for every 5 campers. Did the Bear campers or the Raccoon campers have more pizza? ▪Your Task: ▪ Solve this problem without using any numeric algorithms such as cross-products. You may want to draw pictures or use counters, but there is no prescribed method to use. ▪ Be ready to share your solutions with the group.
- 30. Each gets ½ and 1/6 Each get ½ and 1/10 6 pizzas for 9 campers 6 pizzas for 10 campers
- 31. Scaling with Ratio Tables ▪ Ratio tables or charts that show how two variable quantities are related are often good ways to organize information. Consider the following table: ▪ If the task were to find the number of trees for 65 acres of land or the number of acres needed for 750 trees, students can easily proceed by using addition. ▪ Although this efficient and orderly, it is an additive procedure and does little as a task to promote proportional reasoning. ▪ The instructional “trick” is to select numbers that require some form of multiplicative thinking. Acres 5 10 15 20 25 Pine Trees 75 150 225
- 32. Choose one of the following situations, the task is to build a ratio table and use it to answer the question. Be ready to share your reasoning with the group! ▪ A person who weighs 160 pounds on Earth will weigh 416 pounds on the planet Jupiter. How much will a person weigh on Jupiter who weighs 120 pounds on earth? ▪ The tax on a purchase of $20 is $1.12. How much tax will there be on a purchase of $45.50?
- 33. Construction and Measurement Activities ▪ In these activities, students make measurements or construct physical or visual models of equivalent ratios in order to provide a tangible example of a proportion as well as look at numeric relationships.
- 38. My Example: • The 3 inch frog can jump 20 times its own body length. • My height is 5’ 3” or 63 inches tall • 63 x 20 = 1,260 inches or 105 feet • If I were a frog, I could jump 1,206 inches or 105 feet. 20
- 39. Your Turn:
- 40. Resources: ▪ Elementary and Middle School Mathematics Teaching Developmentally by: John A. Van De Walle- Fifth Edition ▪ Achieve the Core: www.achievethecore.org/coherencemap ▪ Illustrative Mathematics: www.illustrativemathematics.org ▪ Adding It Up, National Research Council, 2001 ▪ Mathematical Thinking- what’s worth learning, teaching and assessing in math; A Blog by Carole Fullerton: https://mindfull.wordpress.com/