S.W.B.A.T.
Students will be able to...
Identify ratios and write them 3 ways.
CA Standard MG1.1, MG1.3
3 ways to write and the concept of
"part to part" vs. "part to whole" ratios
Evidence of the class starting to familiarize themselves
with the concept.
(a little oops on the 5 7:12, but self-corrected!)
Gratuitous "real world" example of ratio use
I am all too familiar with.
Now to test out three different samples of OJ from concentrate.
Which mixture matches which ratio of concentrate to water and why?
Each pair of students received one of each mixture A, B and C...
As well as a worksheet to describe the taste, look and prediction of the ratio of each mixture. Each student used a post it with their name on it to mark their prediction on...
this whole class chart paper. I provided the three potential ratios on concentrate to water as a scaffold. After tasting and discussing with a partner, then sharing their observations/predictions out with the class ("too sour/sweet," "really watery," "thick and bubbly"[??] "delicious!""YUCK",etc...)the resulting chart looked like:
Which was almost an almost 100% correct class response! I allowed students to change their answers as they tasted/observed, so initially answers were not all correct. 1:5 was far too watery, 2:2 was far too strong, and 1:3 was just right, said Goldilocks... jk
After this introduction activity, my students worked on a ratios worksheet and graphic organizer(helping to further distinguish between part to part and part to whole ratios) and sipped on the 1:3 ratio OJ, as requested : )
