Lesson Plan | Socioemotional Learning | Reasons and Proportions

Objectives

Duration: (10 - 15 minutes)

The purpose of this stage of the Socioemotional Lesson Plan is to ensure that students are introduced to the theme of ratios and proportions clearly and objectively while developing cognitive and emotional skills. By understanding the objectives, students will be able to visualize the practical application of mathematical concepts in daily life, such as calculating the speed of a car, and also reflect on their own emotions and reactions during the resolution of mathematical problems.

Main Goals

1. Understand and differentiate the concepts of ratio and proportion.

2. Solve problems involving the calculation of a ratio or where numbers are arranged proportionally.

Introduction

Duration: (15 - 20 minutes)

Emotional Warm-up Activity

Mindfulness for Focus and Concentration

The emotional warm-up activity is the practice of Mindfulness, aimed at promoting students' focus, presence, and concentration. During this practice, students will be guided to connect with the present moment through mindfulness techniques, such as conscious breathing and observing their thoughts and sensations without judgment. This activity prepares the mind for learning, increasing concentration capacity and reducing anxiety.

1. Preparing the Environment: Ask students to sit comfortably in their chairs, with straight backs and feet flat on the ground. If they prefer, they can close their eyes or maintain a soft gaze on a fixed point ahead.

2. Conscious Breathing: Instruct students to begin focusing on their breath. Ask them to breathe deeply through their nose, hold for a few seconds, and then gently exhale through their mouth. Repeat this breathing cycle three times.

3. Attention to the Body: Guide students to direct their attention to different parts of the body, starting from the feet and slowly moving up to the head. Ask them to notice the sensations without trying to change them.

4. Observation of Thoughts: Explain that during the practice, it is normal for thoughts and feelings to arise. Ask them to observe these thoughts as if they were watching clouds passing in the sky, without getting attached to them.

5. Returning to the Present Moment: After a few minutes, ask students to refocus on their breath. Gradually guide them to open their eyes (if they were closed) and return their attention to the classroom.

6. Sharing: Provide space for students to share how they felt during the practice if they wish.

Content Contextualization

Ratios and proportions are present in many aspects of our daily lives. For example, when calculating the speed of a car, we use the ratio between the distance covered and the time taken. This concept is also fundamental in various professions, such as engineering, architecture, and cooking, where proportions are essential for achieving precise and balanced results. Furthermore, understanding ratios and proportions helps us make more informed and responsible decisions. By solving mathematical problems, students not only enhance their cognitive skills but also exercise self-control and responsible decision-making, reflecting on their emotions and reactions when facing challenges.

Development

Duration: (60 - 75 minutes)

Theoretical Framework

Duration: (20 - 25 minutes)

1. Concepts of Ratio and Proportion:

2. Ratio: A ratio is a comparison between two numbers through division. For example, if there are 8 apples and 4 oranges, the ratio of apples to oranges is 8:4, which can be simplified to 2:1. This means that for every 2 apples, there is 1 orange.

3. Proportion: Proportion is an equality between two ratios. For example, if a recipe calls for 2 cups of sugar for 3 cups of flour, and another recipe calls for 4 cups of sugar for 6 cups of flour, the ratios 2:3 and 4:6 are proportional, as 2/3 equals 4/6.

4. Practical Examples:

5. Calculating Speed: If a car travels 150 kilometers in 3 hours, the average speed of the car is the ratio between distance and time, which is 150 km / 3 h = 50 km/h.

6. Mixing Ingredients: To make lemonade, the recipe may call for 1 part lemon juice to 4 parts water. If you want to make a larger amount of lemonade while maintaining the same proportion, you can use 2 parts lemon juice to 8 parts water.

7. Definitions and Analogies:

8. Simplifying Ratios: Similar to simplifying fractions, we can simplify ratios by dividing both terms by the same number. For example, the ratio 10:15 can be simplified to 2:3 by dividing both terms by 5.

9. Proportions in Everyday Life: Buying ingredients for a recipe, making maps and scales, calculating average speed, and even in grocery shopping, where one compares price per quantity of product.

Socioemotional Feedback Activity

Duration: (30 - 35 minutes)

Solving Problems with Ratios and Proportions

In this activity, students will solve problems involving ratios and proportions, applying the concepts learned and reflecting on their emotions and reactions when facing mathematical challenges.

1. Group Division: Divide the class into small groups of 3 to 4 students.

2. Problem Distribution: Give each group a set of problems that involve ratios and proportions. Include practical problems such as calculating the speed of a car, mixing ingredients in a recipe, and everyday situations.

3. Problem Solving: Ask groups to work together to solve the problems, discussing the solutions and checking if ratios and proportions have been applied correctly.

4. Socioemotional Reflection: After solving each problem, guide students to reflect on how they felt during the activity. Ask if they felt frustration, satisfaction, or anxiety and how they dealt with those emotions.

5. Presentation of Solutions: Each group should present their solutions to the class, explaining how they arrived at the answers and what emotions they felt during the process.

Group Discussion

Use the RULER method to guide the group discussion. Start by asking students to recognize the emotions they felt during the activity (for example, frustration when facing difficulties or satisfaction when solving a problem). Next, help them understand the causes of those emotions (for example, difficulty in understanding, effective collaboration in the group). Then, encourage them to name those emotions correctly (for example, anxiety, excitement). Ask students to express these emotions appropriately, whether vocally or by writing about their experiences. Finally, discuss strategies to regulate these emotions effectively, such as breathing techniques, asking a peer or teacher for help, and maintaining a positive attitude. This discussion not only reinforces mathematical learning but also promotes the socioemotional development of students, helping them better cope with their emotions in challenging situations.

Conclusion

Duration: (20 - 25 minutes)

Emotional Reflection and Regulation

Suggest that students write a reflective paragraph about the challenges they faced during the lesson and how they managed their emotions. Alternatively, facilitate a group discussion where students can share their experiences and strategies for emotional regulation. Encourage them to reflect on specific moments when they felt frustration, anxiety, or satisfaction, and how they dealt with those emotions.

Objective: The aim of this subsection is to encourage self-assessment and emotional regulation, helping students identify effective strategies for dealing with challenging situations. This promotes self-knowledge and self-control, allowing students to recognize their emotions and develop skills to regulate them appropriately.

Closure and A Look Into The Future

Explain to students the importance of setting personal and academic goals related to the content of the lesson. Ask each student to write down a personal goal and an academic goal they would like to achieve in the coming weeks. These goals can include improving understanding of ratios and proportions, applying these concepts in everyday situations, or developing better emotional control when facing mathematical challenges.

Possible Goal Ideas:

1. Improve understanding of ratios and proportions.

2. Apply concepts of ratios and proportions in practical everyday situations.

3. Develop effective strategies for dealing with frustration and anxiety during mathematical problem-solving.

4. Increase collaboration and effective communication within groups.

5. Maintain a positive and persevering attitude in the face of academic challenges. Objective: The aim of this subsection is to strengthen students' autonomy and the practical application of learning, aiming for continuity in academic and personal development. By setting clear goals, students are encouraged to commit to their own growth, both cognitively and socioemotionally, promoting continuous and meaningful learning.