Math Playground (Ratio Blaster)
This resource allows students to learn learn about ratios, specifically equivalent ratios, in a fun and competitive environment. Students learn to pick out equivalent ratios from lots of ratios presented to them.
Curator - Mike DeBlois
Grade Level: grades 5 - 8
PSSM Content Standard: Number and Operation
CCSSM Content Standard: The Number System
Math Content: Ratios
Evaluation
What is being learned? What mathematics is the focus of the activity/technology? Is relational or instrumental understanding emphasized?
You are learning to match two equivalent ratios from a variety of ratios presented to you. The learning is at an instrumental level in that you are just practicing, not gaining a deeper understanding.
How does learning take place? What are the underlying assumptions (explicit or implicit) about the nature of learning?
Learning takes places from making mistakes here and there by mismatching. That is part of the game. As you practice more, you improve and become more accurate. You also try to improve your speed.
What role does technology play? What advantages or disadvantages does the technology hold for this role? What unique contribution does the technology make in facilitating learning?
The technology helps students to pick the two equivalent ratios with just the click of a mouse and also a new problem pops up right away. This leads to a much faster rate of speed and more immediate feedback than could not be done with paper and pencil.
How does it fit within existing school curriculum? (e.g., is it intended to supplement or supplant existing curriculum? Is it intended to enhance the learning of something already central to the curriculum or some new set of understandings or competencies?)
This would be great for students who do not see things like 3:4 as the same as 9:12. Building on the ideas of multiplying by a scale factor will come up later in the curriculum as well. The ratios will be helpful for when we get to similar triangles in geometry and also dilations in transformations.
How does the technology fit or interact with the social context of learning? (e.g., Are computers used by individuals or groups? Does the technology/activity support collaboration or individual work? What sorts of interaction does the technology facilitate or hinder?)
This would be best done in a one on one setting with each student having their own computer. Students can work at their own pace this way.
How are important differences among learners taken into account?
Some students who work at a slower pace may want to have time not be a part of this activity. This will allow the students to really think about their work and not feel the pressure of time being kept. Others who are more proficient may enjoy the fun of being timed and competing.
What do teachers and learners need to know? What demands are placed on teachers and other "users"? What knowledge is needed? What knowledge supports does the innovation provide (e.g., skills in using particular kinds of technology)?
The technology is easy to learn - all learners need is a basic understanding of ratios. The game is very easy to pick up on and this game supports students working on both speed and accuracy.
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