2. Their ratio word problem

3. Their solution (with a visual like a ratio table or drawing)

To support English learners:

Pre teach key vocabulary: speed, distance, time, ratio, proportional.

Include visuals track diagrams, runners, and graphs

Sentence frames will be provided, such as:

“The faster the runner, the ___  time to finish.”

“The ratio of ___ to ___ is ___.”

Why it’s diverse:
This activity lends itself well to cultural extensions like famous international athletes, racing traditions from different cultures

How I will use it:

 Students will be tracking doubling of rice on a chart and compare the total Students will write their own cultural math stories (e.g., based on family traditions or food items).

Vocabulary like “double,” “twice as much,” and “multiplied by” will be presented using visuals.

Why it’s a diverse:

It represents Indian culture, the story format supports English learners in repetition,

The story format supports English learners through context, repetition, and illustration.

Using sentence frames like:

“If we double ___, we get ___.”

“The ratio of grains on day 10 to day 1 is ___.”

“What is the ratio of people living in Nigeria vs. Canada?”

“What percent of each country’s population is urban?”

We will use sentence frames such as:

o “The population of ___ is ___ times more than ___.”

It emphasizes non-linguistic representation, which will help in reducing the language barrier.

I will provide pair visuals with sentence frames, examples:

“I used a double number line because ___.”

“___ is to ___ as ___ is to ___.”

Students can watch and pause or replay at their own pace.

Provides instant feedback and multiple attempts.

I will be supplementing it with sentence frames like:

“To isolate the variable, I first ___.”

“I used the inverse operation of ___ because ___.”

Lastly, it has an independent practice

“The ratio of ___ to ___ is ___.”

“___’s flag has more ___ than ___.”

Use it for hands on practice with visuals, discussion

Highly visual, with minimal text, Promotes conceptual understanding, Encourages math discussion

Supports sentence stems like:

“The total is split into ___ parts because ___.”

Students play the game in pairs, practicing ratio matching and problem-solving.

Teacher will pause for discussion using sentence starters:

“I chose this ratio because ___.”

“To make the potion work, I used ___ parts of ___ and ___ parts of ___.”

Why it supports ELs and diverse learners:

Game based format  with high engagement

Strong visual and audio scaffolds

Students use their own background knowledge

Involve academic language and sentence structure

Model sentence frames like:

“My story problem is about ___.”

“The ratio is ___ to ___ because ___.”

Involve speaking, writing, visuals, and math reasoning