1 2 3 4 5 EVERYBODY HOW TO

What drink would taste the strongest, a ratio of 4:6 or 1:2?.Here are some examples of problem structures you can use to develop problems to ask students: Students can continue to compare ratios by converting them to fractions and percentages.Students can taste the drinks to test their order.Students may wish to draw diagrams as they did in session one. Ask the students to convert the ratios to fractions or percentages and to order the drinks from strongest flavoured (highest proportion of concentrate) to weakest flavour.Ask each group to make a different ratio of drink, for example, 2:3, 2:4, 3:2, 2:1, 3:1, 2:8. Give groups of students drink concentrate, measuring devices, bottles/jugs and cups.In this session students compare ratios by converting between ratios, fractions and percentages. Students may find it easier to draw the ratios for example: the ratio of 3:5 Students at this level should also be able to convert the fractions to percentages. Give the students other ratios to convert to fractions including examples such as 2:3.Ask the students how many parts of liquid are in the mixture? (5) and how many parts of the mixture are concentrate (1), what is this as a fraction? (1/5). Using the ratio of 1:4 make a litre of drink. Explain to the students that ratios can also be expressed as fractions or percentages.

They should conclude the taste is similar because the ratio of concentrate to water was the same in each. Allow the students to taste the drink that different groups make. Discuss with the students the strategies they used to make up the juice.Give each group a different sized bottle and ask all the groups to make the juice using the same ratio. To demonstrate the reason for using the term “parts” divide the students in to groups and give each group some concentrate mixture and measuring devices.

Ask the students why they think we use the term “parts” rather than giving the amount in millilitres So for every one measure of concentrate you need to add four measures of water. Write the ratio as 1:4 and explain to the students that the 1 refers to 1 part of concentrate and the 4 refers to 4 parts of water.For example some bottle labels say 'Makes 5 litres' or mix 1 part concentrate to 4 parts water.

1 2 3 4 5 EVERYBODY HOW TO

Show the students a bottle of drink concentrate and read the instructions on the label on how to make the drink.

In this session we introduce students to the concept of a ratio and ways that it can be expressed. Some experience with rates may be helpful prior to this unit.

1 2 3 4 5 everybody