```Ratios and ProportionsMamie P. Scott                 Edward Coles Elementary School                               8440 South Phillips                               Chicago, Il. 60617                               312-535-6650Objectives:    The seventh grade student will:        Review ratios and proportions.        Determine the relationship between individual height and reach.         Find equal ratios.        Solve word problems using ratios by trial and error.        Practice finding pictorial expressions of fractions to           decode a message.Materials:    Measuring tapes or string    Chart paper     Construction paper  (red, to make 15 Red beans; white, to make                           15 Black-eyed peas; and green, to make 15                         Lima beans)    Worksheet with pictorial expressions of fractionsRecommended Strategies:   . Form small groups of three or four students.     . Distribute measuring tape or string to each group.    . Use the tape or string to measure and compare height to reach.   . Record results on chart paper in this order:   ________________________________________________________________
Tall-Rectangle     Perfect-Square     Short-Rectangle

If the height > reach, record name under "tall-rectangle"
If the height < reach, record name under "short-rectangle"
If the height = reach, record name under "perfect-square"

. Students whose names are in the "Perfect-Square" column will be the Chef
Cook to make the "Three Bean Salads" for the first activity.
. Distribute beans randomly (one per student).
. Write salad recipe on the chalkboard.
. Call a Chef Cook to read and make the first salad by selecting beans
(students) from any group.

Each salad contains Red beans, Lima beans and Black-eyed peas

4 Red beans
1/2 as many Black-eyed peas as Red beans
10 beans in all

2 Lima beans
Twice as many Red beans as Lima beans
10 beans in all

An equal number of Red beans and Black-eyed peas
5 more Lima beans than Red beans
No more than 20 beans

. Groups should be encouraged to make up 3 different salads
and continue the activity.

. Next, distribute worksheet to each student with fraction message:

Students will solve problems, analyze which of the
coded solutions would best fit and, by substitution
of the lettered answer, be able to decode the
message.

. Discuss the message.

References:    Burns, Marilyn. The I Hate Mathematics Book. Boston, Mass.:     Little, Brown, and Company, 1975.    National Council of Teachers of Mathematics, Fraction Message.    Arithmetic Teacher 36 (December 1988): 32.    Stenmark, Jean Kerr, Thompson, Virginia, and Cossey, Ruth.            Family Math. Berkley, Calif.: Lawrence Hall of Science, 1986.```