Lesson 9.

4 Day 2 - Compare Ratios with Nanas Chocolate Milk

Grade 6 Math
64 Minute Block

Guiding Question: How can we use ratios to solve everyday problems? What skills can you use
to solve a math word problem?

Standards: 6. RP. A. 3- Use ratio and rate reasoning to solve real-world and mathematical
problems, e.g., by reasoning about tables of equivalent ratios, tape diagrams, double number line
diagrams, or equations.

Lesson Objective Assessment

Students will strategize with various methods
to complete a problem, while revising their
answers based on new information they find.
They will also explain what they wonder
about the problem before trying any math.
Students will discuss strategies to problem
solve about Nanas Chocolate Milk in order
to fix the mixture by using ratios

Students will display their knowledge of Students will create their own word problems
ratios and how ratios can be applied to their about ratios to share with their peers.
everyday lives.

Materials:
- Computer and projector
- Nanas Chocolate Milk Worksheet
(https://docs.google.com/document/d/1T6Z2LovySSW3euQWNYNItGentlvfv79Cf_8z7g
ZGWq0/edit?usp=sharing)
- Create your own Word Problem Worksheet
(https://docs.google.com/document/d/13oQGZ3nAnI7tyYzosBMny-UPa4rZs2yE9jrIlaeBHac/ed
it?usp=sharing)

Prior Knowledge: Students will use their knowledge of ratios, especially equivalent ratios and
double number lines.

Lesson Beginning (10 minutes):

Students will copy down their homework, pick up a worksheet from the front of the
room, and begin to check the previous nights homework. The answers will be displayed
on the board.
 Show Act 1 of the lesson. Ask students to think about what they just watched and to write
down what they know as well as what they are still wondering about on the worksheet
provided for them. Then, as a class, we will discuss the ideas students thought of.
Ask students about how we can fix the chocolate milk. First, specify that we first want to
talk about general ideas of what we can do before using math look (like adding more milk
or taking away chocolate scoops, etc). What can we do to make the right mixture of milk
and chocolate scoops? What do they think the answer will be? What strategy can we use
in order to fix the mixture? How does their strategy relate to what we have been talking
about in class?

Expectations:
Students will be placed in partners, based on their ability level. The partners will be
projected onto the front whiteboard with a map of the room so students know where they
are seated. Lower level students will be placed at the same table, while higher level
students will be placed at another table. This will make differentiation simpler (since I
will be providing more guided worksheets to lower level students and I do not want
students comparing the worksheets they were given)
Students are expected to work together and problem solve. Students will expected to try
different methods and find different solutions.

Instructional Plan:
Have students work on the problem with partners to discuss what the best strategy would
be. Encourage different strategies to finding the solution (especially if they find a solution
have them show it in different ways). Question their reasoning when they choose a
particular strategy.
Bring the class together to discuss solutions and see how many different solutions
students can find, as well as the different ways students come to a solution.
Then, inform students that you cannot fit more than 2 cups of milk in the cup. How does
that affect their solution? Let students revise their answers if they just added 3 scoops of
chocolate and another cup of milk.
Ask students questions about their solutions. Have students share their ideas with the
class and allow them to present at the front of the room.
Play the Act 3 video and talk with students about why the solution is correct. Discuss
how this lesson is a real world problem using the math we are currently learning about.
Ask students to create their own problem using ratios. Ask students to center the problem
around something they see in their daily life. Encourage them to center it around a fact
that I dont know about them. They can look to Nanas chocolate milk or questions in
their book to help them. Students will create their own word problem, not with their
partners, and will be expected to share them with the members at their table.
Differentiation:
While students are working on the problem, if they are struggling to figure out the first
step to take, provide them with the double number line worksheet. By providing this
worksheet, it will give them an idea on what their first step should be.
For students who finish early, ask them some of the following questions:
If she only had cup of milk, how many scoops of chocolate should she add?
If she only had cup of milk, how many scoops of chocolate should she add?
If she only had one scoop of chocolate, how much milk should she add?
If she added 9 scoops of chocolate, how much milk should she add?
When completing the create your own word problem worksheet, for students having
difficulties taking the first step to creating a problem, provide them with a guided
worksheet on how they can create their own problem. The worksheet will walk them
through each step.
When creating their own word problem, if students complete the task and share with a
partner, ask them to share with another partner at their table.
Questions:
What do you wonder about Nanas Chocolate milk?
What is another way you could solve this problem?
Why do you think your solution is correct?
How can you use math to prove that Nana would like your cup of chocolate? How does it
relate to what we have learned?
Where can you use ratios in your daily life?

Instructional Management:
Encourage student discussion throughout the process. Specify that there should only be
math discussion.

Transitions:
After discussing general ideas on what can be done to fix Nanas chocolate milk,
encourage students to begin to think about how we can fix the milk using math. Have
them start to brainstorm ideas on how they can prove that the chocolateyness is the
same?
Once the Act 3 video is shown, have students discuss how this type of problem could
affect their everyday lives. Transition into asking students to think about their own lives
and how something they may do could be a ratio problem. Have them write out their own
ratio problem with their own solution.

Closure (10 minutes):

 If time permits, ask students who feel they have a very good problem to present it to the
class. Give the rest of the class time to work on the problem. Ask the class what makes it
a good problem.
With a few minutes left, ask students why they think I chose this particular lesson today
and what they learned. Why do they think creating their own math problem is helpful to
their success? Probe them to think about the challenges they might have faced and how
that helps their mathematical thinking.

Homework: Students will study for a quiz they have on the following day on 9.1-9.4. They will
be assigned quick checks online to complete. This will allow them to review equivalent ratios as
well as how to compare ratios before we begin graphing. They need to be strong with ratio tables
in order to represent ratio relationships in a graph.
Name ___________________________

Block _________________

Nanas Chocolate Milk

After watching the video as a class, answer the following questions:

What do you know about Nanas Chocolate Milk?

What do you wonder about the chocolate milk?

What can we do to fix Nanas chocolate milk?

Think about a way to solving the problem and fixing Nanas Chocolate Milk. Write down your
solution here.

Is there only one solution? Why or Why not?

 If she only had cup of milk, how many scoops of chocolate should she add?

If she only had one scoop of chocolate, how much milk should she add?

If she added 9 scoops of chocolate, how much milk should she add?
Name ___________________________

Block _________________

Create Your Own Ratio Problem

Directions: Think of a ratio problem that can be related to your everyday life. On the
lines below, write out the word problem. You can look at problems in your book or
Nanas Chocolate Milk if you need help. On the back of this page, write out your
solution. Make sure your solution involves a diagram or table we have talked about.

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Solution:
 A Guide to Creating Your Own Ratio Problem
1. Think of an example in your life where you would need a ratio. Some
examples are baking, comparing the number of books to the number of
movies in your house, your height compared to your siblings height, etc.
2. Once you think of an example where you would need a ratio, think about
the quantities you want to compare.

Quantity 1: _________________________________

Quantity 2: _________________________________

3. Think of the numbers you would include in your ratio to compare these
quantities.

For _____________________________, there are _________________________

(the amount of quantity 1) (the amount of quantity 2)

4. Now that you have your quantities and the ratio comparing your quantities,
describe the situation where you would have to compare these quantities
and need to solve for a missing link. Add as many details as you can;
create a story!
5. Determine what type of visual you want to show in your solution. You can
draw a tape diagram, a double number line, or create a ratio table.
Whatever you are most comfortable with and feel would be a good visual
representation of your problem!