No Expectations/Standards Selected

##### Ontario Alignment By Overall Expectation

## Proportional Reasoning – Real World Ratio Problems

I’m a big advocate for the grade 9 applied TIPS4RM math resource. When a traditional note followed by questions assigned from a textbook is replaced by this resource, I have only experienced significant improvements to student engagement and achievement in my grade 9 applied courses. Even though **TIPS4RM** offers a helping of lessons tied closely to the Ontario Grade 9 Applied Curriculum, some of the tasks lack the hook to draw students in.

I’ve noticed this especially in the Proportional Reasoning unit. While the lessons suggest multiple strategies for introducing and solving proportions, I find most of the questions pretty bland and boring. Early in the unit, I created an animation to make proportions visual and I’ve used a few 3 act math tasks including Sugar Packets and Super Bear to liven things up with success. However, as we approach the end of the unit, my focus is shifting to the connection between proportions, percentages and then on to direct variation linear relations.

My thought was to do something similar to Dan Meyer’s Incredible Shrinking Dollar 3 Act Math Task, but focus on lowering the bar by enlarging/shrinking something once rather than repeatedly.

What I came up with was 5 tasks, split into 3 acts each. Yes, that means about 15 acts. It seemed to work well this past Wednesday when a group of GECDSB Administrators came in to observe during the System Principal Meeting. Here it is…

## Task 1, Act 1 – Introducing the Problem

Show your students this video:

In Act 1 of this 3 act math task, I walk into the photocopy room, take a cheque out of my wallet and place it on the photocopier. I then begin to press the button to enlarge the photocopy repeatedly.

What’s the question that comes to mind?

I have been using a public Google Doc for my students to brainstorm some questions that might come to mind in real-time, during class. Here’s the Google Doc we used this week to brainstorm questions:

The question we will focus on for this problem is:

How many times bigger is the printed cheque vs. the original?

## Task 1, Act 2: Reveal Some Information

Show your students this photo:

## Task 1, Act 3: Show the Answer

## Task 2, Act 1 – Introducing the Problem

Show your students this video:

## Task 2, Act 2: Reveal Some Information

Show your students this photo:

## Task 2, Act 3: Show the Answer

## Task 3, Act 1 – Introducing the Problem

Show your students this video:

## Task 3, Act 2: Reveal Some Information

Show your students this photo:

## Task 3, Act 3: Show the Answer

[Coming Soon]

## Task 4, Act 1 – Introducing the Problem

Show your students this video:

## Task 4, Act 2: Reveal Some Information

Show your students this photo:

## Task 4, Act 3: Show the Answer

[Coming Soon]

## Task 5, Act 1 – Introducing the Problem

Show your students this video:

## Task 5, Act 2: Reveal Some Information

Show your students this photo:

## Task 5, Act 3: Show the Answer

[Coming Soon]

As usual, please share your feedback on how I can improve this task. Did you try it with your students? Let me know how it went!

Interested in the task this was adapted from? See Dan Meyer’s task below:

## Incredible Shrinking Dollar [3 Act Math Task]

### What will the dollar bill look like after getting reduced that many times?

## Download The Task and Resources

Grab all the videos, images and resources by clicking download below:

Download

## New to Using 3 Act Math Tasks?

Download the 2-page printable 3 Act Math Tip Sheet to ensure that you have the best start to your journey using 3 Act math Tasks to spark curiosity and fuel sense making in your math classroom!

## Share With Your Learning Community:

## About Kyle Pearce

I’m Kyle Pearce and I am a former high school math teacher. I’m now the K-12 Mathematics Consultant with the Greater Essex County District School Board, where I uncover creative ways to spark curiosity and fuel sense making in mathematics. Read more.

Access Other Real World Math Tasks

## Search More 3 Act Math Tasks

Grade 2 [Measurement - M1, Number Sense and Numeration - NS1, Number Sense and Numeration - NS2, Number Sense and Numeration - NS3]

Grade 3 [Measurement - M1, Number Sense and Numeration - NS1, Number Sense and Numeration - NS3]

Grade 4 [Measurement - M1, Number Sense and Numeration - NS1, Number Sense and Numeration - NS3, Patterning and Algebra - PA2]

Grade 5 [Measurement - M1, Measurement - M2, Number Sense and Numeration - NS1, Number Sense and Numeration - NS3, Patterning and Algebra - PA2]

Grade 6 [Data Management and Probability - DP3, Measurement - M2, Number Sense and Numeration - NS1, Number Sense and Numeration - NS2, Number Sense and Numeration - NS3, Patterning and Algebra - PA1, Patterning and Algebra - PA2]

Grade 7 [Data Management and Probability - DP3, Geometry and Spatial Sense - GS1, Measurement - M2, Number Sense and Numeration - NS1, Number Sense and Numeration - NS2, Number Sense and Numeration - NS3, Patterning and Algebra - PA1, Patterning and Algebra - PA2]

Grade 8 [Data Management and Probability - DP1, Data Management and Probability - DP3, Geometry and Spatial Sense - GS2, Measurement - M2, Number Sense and Numeration - NS1, Number Sense and Numeration - NS2, Number Sense and Numeration - NS3, Patterning and Algebra - PA1, Patterning and Algebra - PA2]

MAP4C [Mathematical Models - MM1, Mathematical Models - MM2, Mathematical Models - MM3]

MAT1LMAT2LMBF3C [Data Management - DM1, Data Management - DM2, Geometry and Trigonometry - GT1, Geometry and Trigonometry - GT2, Mathematical Models - MM1, Mathematical Models - MM2, Mathematical Models - MM3]

MCF3M [Exponential Functions - EF2, Quadratic Functions - QF1, Quadratic Functions - QF2, Quadratic Functions - QF3, Trigonometric Functions - TF1, Trigonometric Functions - TF3]

MCR3U [Characteristics of Functions - CF1, Characteristics of Functions - CF2, Exponential Functions - EF2, Exponential Functions - EF3, Trigonometric Functions - TF3]

MCT4C [Exponential Functions - EF1, Trigonometric Functions - TF3]

MCV4U [Derivatives and Their Applications - DA2]

MDM4U [Counting and Probability - CP2, Organization of Data For Analysis - DA2, Probability Distributions - PD1, Statistical Analysis - SA1, Statistical Analysis - SA2]

MEL4EMFM1P [Linear Relations - LR1, Linear Relations - LR2, Linear Relations - LR3, Linear Relations - LR4, Measurement and Geometry - MG1, Measurement and Geometry - MG2, Measurement and Geometry - MG3, Number Sense and Algebra - NA1, Number Sense and Algebra - NA2]

MFM2P [Measurement and Trigonometry - MT1, Measurement and Trigonometry - MT2, Measurement and Trigonometry - MT3, Modelling Linear Relations - LR1, Modelling Linear Relations - LR2, Modelling Linear Relations - LR3, Quadratic Relations in y = ax^2 + bx + c Form - QR1, Quadratic Relations in y = ax^2 + bx + c Form - QR2, Quadratic Relations in y = ax^2 + bx + c Form - QR3]

MHF4U [Characteristics of Functions - CF3, Exponential and Logarithmic Functions - EL2, Exponential and Logarithmic Functions - EL3]

MPM1D [AG3, Analytic Geometry - AG1, Analytic Geometry - AG2, LR1, LR2, LR3, MG1, MG2, MG3, NA1, Number Sense and Algebra - NA2]

MPM2D [AG1, AG2, AG3, QR2, Quadratic Relations - QR3, Quadratic Relations - QR4, T2, T3]

Functions [F-BF.1, F-BF.3, F-IF.4, F-LE.1, F-LE.2, F-LE.3, F-TF.5]

Geometry [G-C.5, G-C.8, G-C.9, G-GMD.3, G-GMD.4, G-GPE.4, G-GPE.5, G-GPE.7, G-MG.1, G-MG.2, G-SRT.11]

Grade 1 [1.NBT.4, 1.OA.1]

Grade 2 [2.NBT.5, 2.OA.2]

Grade 3 [3.NBT.2, 3.NF.1, 3.NF.3, 3.OA.1, 3.OA.5, 3.OA.9]

Grade 4 [4-MD.3, 4.MD.2, 4.NBT.6, 4.NF.3, 4.OA.1]

Grade 5 [5.MD.1, 5.MD.3, 5.MD.4, 5.MD.5, 5.NBT.6, 5.NF.1, 5.OA.1, 5.OA.2, 5.OA.3]

Grade 6 [6.EE.1, 6.EE.2, 6.G.1, 6.G.2, 6.NS.1, 6.RP.2, 6.RP.3]

Grade 7 [7.EE.4, 7.G.3, 7.G.4, 7.G.6, 7.RP.1, 7.RP.3, 7.SP.2, 7.SP.6]

Grade 8 [8.EE.1, 8.EE.5, 8.EE.6, 8.EE.7, 8.EE.8, 8.F.2, 8.F.3, 8.F.4, 8.F.5, 8.G.5, 8.G.7, 8.G.9, 8.SP.1]

Practice [MP.1, MP.2, MP.3, MP.4, MP.6, MP.7]

Statistics & Probability [S-ID.6, S-MD.4]

This is working well as I am using 1-2 tasks at the beginning of 3 different geometry classes. As they are familiar with the problem the 2nd and 3rd time on different days, they get into it a bit more. Cheers!

Awesome to hear, Wes! Thanks for keeping me posted with how you’re using the tasks. Hoping to see you this summer in Berlin (crossing fingers) or sooner!