Method of Classroom Teaching of Ratio Proportion

Running head: METHOD OF CLASSROOM TEACHING OF RATIO-PROPORTION
Method of Classroom Teaching of Ratio-Proportion
Name of the Student:
Name of the University:
Author Note:

2METHOD OF CLASSROOM TEACHING OF RATIO-PROPORTION
Executive Summary:
This report represents the techniques and methods of teaching the chapter of mathematics
“Ratio and Proportion” to the students of a classroom through “Thinking Through a Lesson
Protocol”(TTLP). The format of the lesson plan is an integral part of teaching and learning
process. In the report, we are elaborately discussing the background information, relevant
information, reflection and summary of the teaching process of the chapter “Ratio and
Proportion” delivered to the 7th grade students.

3METHOD OF CLASSROOM TEACHING OF RATIO-PROPORTION
Table of Contents
Introduction:...............................................................................................................................4
Background Information:...........................................................................................................4
Aim of the teaching:...............................................................................................................4
Outcomes:..............................................................................................................................4
A method of assessment of students’ learning:......................................................................5
Other items and accessories:..................................................................................................5
Relevant Information:................................................................................................................5
Method of teaching:...............................................................................................................5
After finishing the lesson:......................................................................................................7
Expected outcome of the lesson:............................................................................................7
After the scheduled time of class:..........................................................................................8
Concluding the lesson:...........................................................................................................8
Conclusion:................................................................................................................................8
Reflections:............................................................................................................................8
Summary of the lesson:..........................................................................................................9
References:...............................................................................................................................10

4METHOD OF CLASSROOM TEACHING OF RATIO-PROPORTION
Introduction:
The objective of the report is to teach the idea of “ratio and Proportion” to the seventh
grade students of the school. The classroom contains 30 students of ages 10 or 11. Now,
among them, one student is handicapped in leg. Various learning charts are used and set of
questions is valued over answers in this classroom where an ambient atmosphere exists. It is
assumed, that students are aware of all the mathematical operations like addition, subtraction,
multiplication and division.
Teacher is aware of the condition of the class and his priority would be to teach this
topic playfully to the students. His approach must be helpful and collaborating towards the
entire class irrespective of their merit.
In the following, report describes particularly the effective method and technicality of
teaching the students. The report also appreciates the teacher to involve the students in
various extra curriculum activities at the time of teaching the chapter (Jalon and Arias, 2013).
Background Information:
Aim of the teaching:
This report incorporates the co-learning of many students along with teachers.
Students can practice to identify the objectives of instructions, improving mathematical
techniques and sequencing mathematical tasks. Teacher would also be able to develop
students’ competence effectively by chapter related extra curriculum activity, teaching
research activities and deepening the understanding of teaching (Lamon, 2013).