# Decimals, Epidemics & Fly Vomit – It’s science!

## 📖Standards

CCSS.MATH.CONTENT.5.NBT.B.7 Add, subtract, multiply, and divide decimals to hundredths

CCSS.MATH.CONTENT.5.MD.A.1 Convert among different-sized standard measurement units within a given measurement system (e.g., convert 5 cm to 0.05 m), and use these conversions in solving multi-step, real world problems.

CCSS.ELA-LITERACY.L.6.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.

## Technology

Students will need a phone or tablet to play the game.

75 minutes

## Lesson Summary

Learn decimals while weighing a flies and the food they eat. The lesson begins with a game on decimals and the Aztec smallpox epidemic, then moves to another disease spreader – flies. Students learn the role flies play in our ecosystem, how they eat and reproduce.

## Lesson

### 1. Play a game

Play AzTech: Empiric Empire to learn basic conversions from fractions to decimals. Empiric Empire is available free for iPad or iPhone and for Android phones. As an added bonus, students will also learn about epidemics. It’s worth mentioning that the smallpox epidemic was spread by viruses but a lot of other diseases are spread by flies.

Note: For summer learning, you may want to just copy the paragraph above into your Google classroom for students to download the games to their phones.

### 2. Watch a video

Bell Ringer – What if flies went extinct ?  This 7:33  minute video discusses flies as agricultural pests and disease vectors, but also their benefits as scavengers eating up decaying carcasses, pollinators and animal feed.

Here is the link if you’d like to post in your Google classroom or other CMS for students to watch at home. https://youtu.be/80Iqp6bqc-0?t=76

#### Recommended reading: Eat like a house fly. Houseflies and barf

What really happens when a house fly lands on your food? Print out this page from Science World – Canada , include the link in your Google classroom or other CMS for students to read, or just read the page to students during class. The demonstration requires vinegar, jello and a turkey baster – things many people have around the house or can pick up easily at a local store. It also includes a list of vocabulary words and definitions, which fits perfectly with our philosophy of direct teaching of academic language.

### 4. Complete word journal

This lesson provides the opportunity for students to learn many words, in the reading, in the videos and possibly in the Empiric Empire game as well. Students add words or terms with which they are unfamiliar to their word journal. Some teachers call it a personal dictionary, to others it’s a word journal. Regardless, the goal is the same, for students to record new words, give a dictionary definition and “make the word their own”. This can be done by rewriting the definition in their own words, using the word in a sentence or including an illustration of the word.

Two dictionary sites to recommend for definitions are below. An added bonus to mention to students is that they can hear words pronounced.

Since students often ask for an example, here is an example you can link in your lesson

The personal dictionary assignment, with all links, can be found here. Feel free to copy and paste into your Google classroom or other site, or print out for your class.

### 5. Presentation on Decimals in Science (Fly Experiment)

Give this presentation on using decimals to weigh flies, their containers and the food they eat to answer the question, “Do flies really eat 10 times their weight each day?”

## Watch a second video

I recommend watching the first 5 1/2 minutes of the Facts About Flies – Secret Nature video  to give the students some idea about both flies as vectors of disease but also important scavengers consuming decaying material. The full documentary is 49 minutes, which I personally found to be more about flies than I wanted to know.

## Assessment

Three types of assessment are included in this lesson.

1. The Word Journal assignment is completed individually and submitted.
2. Math questions answered within the Empiric Empire game are scored automatically with immediate feedback and student results can be viewed in the teacher reports.
3. Math questions posed within the presentation can be answered as a whole class, having students hold up a card with their answer or with individual students responding and asking the rest of the class to agree or disagree.

## Differentiated instruction

One-minute step-by-step video from TeacherTube on Adding Decimals may be helpful for students who need a review of decimal addition.

### Watch the whole video

For students who are extremely interested in insects, watching the entire 49 minute video of Facts about Flies will satisfy their curiosity

### Experiments with fly larva

For teachers who want to do a deep dive into the role flies in consuming food waste, the experiment above uses 100 black soldier fly larvae. I am extremely impressed with this lesson because not only does it include a link to where to buy maggots (on Amazon, of course) but also answers the obvious question of what do you do with 100 fly larvae after your experiment is over. The answer is that you feed these to your class reptile. Would I bring 100 maggots into my classroom? Not in a million years, but that is why I am not an entomologist.

# Mean, Median and Mode (Bilingual English & Spanish)

## 📖 Standard

CCSS.MATH.CONTENT.6.SP.B.5 Summarize numerical data sets in relation to their context

30-40 Minutes

## 📲 Technology Required

Device with web-browser – Chromebook, laptop or desktop computer, phone or tablet

## 📃 Summary

Students play a game teaching basic statistics and history. Next, they are given a presentation with problems students solve finding mean, median, mode, range and outliers.

## 📚Lesson

### Play a game teaching basic statistics and Latin American history

Play AzTech: The story begins. Students who have finished this game can continue on in the series in AzTech: Meet the Maya. Allow students 15-20 minutes to play.

Students can click on a button in the left of their screen to choose the language and play the games in either Spanish or English.

### Assess knowledge of Mean, Median and Mode as a class

Use this Google slides presentation to present sets of numbers to the class to use for finding mean, median, mode and range. This is also available as a PowerPoint presentation.

This presentation can also be assigned for students to complete at home, if learning remotely. Slides with answers can be deleted, or left in for students to check their work.

### Review as Necessary

If students need a review, they can watch this video on how to find the mean

## ASSESSMENT

You can view your students’ progress on mastering these standards by viewing your teacher reports. AzTech: The Story Begins and AzTech: Meet the Maya links can be found on this reports page. You should have received a password during the Growing Math training.

A second form of assessment is available through this the questions in the presentation.

### Related lesson/ Differentiated Instruction

If your students need instruction on computing the mean, try this lesson, Understanding the mean, with skunks. This review can be done with the entire class or assigned to individual students as needed.

Mean, Median and Mode – The English only version of this lesson plan that includes English resources.

# Food Deserts, Indigenous Seeds and Data Stories

## Standard

CCSS.ELA-LITERACY.RI.6.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings.

CCSS.ELA-LITERACY.RST.6-8.3 Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks.

CCSS.MATH.CONTENT.6.SP.B.4 Display numerical data in plots

CCSS.MATH.CONTENT.6.SP.B.5 Summarize numerical data sets in relation to their context

CCSS.MATH.CONTENT.7.RP.A.2 Recognize and represent proportional relationships between quantities

## ⏰ Time

70 – 90 minutes, including cooking activity

## 📲 Technology Required

A computer with projector or smart board is required to show the video and presentation to students.

## Summary

This truly cross-curricular assignment begins by watching a video about seed rematriation, that is returning Indigenous seeds to their original lands. They read a short booklet on cooking and nutrition, then do a cooking activity at school or home. A presentation on food deserts includes definitions, data and actions students can take. Students add new words or phrases to their word journal and complete a math assignment using data from the presentation. Advanced students play a game to learn more math and Navajo culture.

## 📚 Lesson

Watch this video seed rematriation, that is, growing Indigenous seeds in the lands from which they came originally.

### Read a short booklet on cooking and nutrition

Scrambled eggs and spinach – available here as a free pdf from the U.S. Department of Agriculture, is directed at parents but should be at the reading level of most sixth- or seventh-graders.

### Make some eggs

It will be a lot more fun for your class if you can actually go to the school kitchen and cook some eggs. Reading the booklet above will give the recipe, optional ingredients and much more. The only 3 ingredients you absolutely need are eggs, spinach and vegetable oil or butter.

### Alternative assignment

If you absolutely cannot go to the kitchen at school because of scheduling, safety regulations or other reasons, here are two other options.

• Assign this activity for students to do with their parents at home. Here is the link for the recipe. You can make this an extra credit activity because not everyone has parents who have time or money to run out for eggs and spinach. Optional: If students have access to a phone or tablet, have them record themselves/ their parent cooking.
• You can watch a video of kids making the recipe , but doing it with your class will be more fun.

## Listen to/ read presentation on food deserts

What if there was nowhere to buy eggs, spinach or even seeds near where you live? You can use this Google slides presentation to present to students in class or assign them to read on their own.

### Complete word journal

Students add words or terms with which they are unfamiliar to their word journal. Some teachers call it a personal dictionary, to others it’s a word journal. Regardless, the goal is the same, for students to record new words, give a dictionary definition and “make the word their own”. This can be done by rewriting the definition in their own words, using the word in a sentence or including an illustration of the word.

Two dictionary sites to recommend for definitions are below. An added bonus to mention to students is that they can hear words pronounced.

Since students often ask for an example, here is an example you can link in your lesson

The personal dictionary assignment, with all links, can be found here. Feel free to copy and paste into your Google classroom or other site, or print out for your class.

## Math assignment: Using statistics and ratio to answer questions

Copy the assignment into your Google classroom or other system or print out for students. Students will use the data from the Food Deserts presentation to answer questions about percentages. They will also create pie charts (circle graphs) and bar charts. You can have students do this with a calculator or pencil and paper or using Google sheets.

If you’d like a spreadsheet where these tables and graphs were created, you can find it here.

### Differentiated Instruction: For Advanced Students

Challenge more advanced students to watch this video on Making Mounds for Three Sisters Gardens. The vocabulary is a little more advanced than the typical sixth-grade with terms like “nitrogen”, “fish emulsion”. In the first farm, they planted 80 mounds. Students should watch the video and figure out from the information given how wide the plot must be .

More advanced students can also play the Making Camp Navajo game, available from the Games for Kids portal on this site, to learn more about farming and expand their knowledge of ratio and proportion.

## Assessment

Word journals are graded based on correct or incorrect definition. Data analysis assignments assess student achievement of math standards above.

# Teaching frequency tables with Indigenous communities’ data

## STANDARD

CCSS.MATH.CONTENT.6.SP.B.4 Display numerical data in plots on a number line, including dot plots, histograms, and box plots.

CCSS.MATH.CONTENT.6.SP.B.5 Summarize numerical data sets in relation to their context

## Technology Required

Students will need either a computer or tablet to play the game. Teachers will need a computer connected to a projector or smart board to show the presentation or video.

## Time

60-75 minutes including, presentation, analysis and game

## Summary

With a Google slides presentation, students are introduced to the concept of answering a question with data. A video is also provided for review. Using a data set of all tribal leaders in 2019, they are walked though an example of using Google Sheets to create frequency table and plots of data. Students then use the data set to create their own tables and plots. Students finish the lesson by playing a game where they learn about computing distributions in Mayan history.

## Lesson

### 1. Presentation on primary sources and frequency distributions with Google sheets.

Give students a slide presentation that asks the question “How wired are tribes?” . This also gives the definitions of data, primary sources, secondary sources and frequency table. Students will learn how to create a frequency table with Google sheets.

#### Differentiated Instruction: If needed, students can review the information by watching this video on their own.

You can also assign students who were absent to watch the video on their own.

### 2. Assign Students to Create Their Own Frequency Distribution

You’ll need the 2019 Tribal Leaders Data Set to complete this assignment. Copy the link into Google classroom for students to access.

### Here is the answer key for the teacher

If your students completed the assignment correctly, it will match the answer key here.

#### Differentiated Instruction: For more advanced students

You may wish to have them compute an additional frequency distribution to show the frequency distribution of tribal entities by BIA region. That answer is also provided in the file above.

### 3. Play a game that teaches distributions

When students have completed their assignments that can play AzTech: Meet the Maya, a game which teaches statistics, including frequency distributions.

## Assessment

Two types of assessment are available, their answers to the assignment with Google sheets, and their responses to the in-app math challenges in AzTech: Meet the Maya, which are graded automatically with data available from the. teacher reports.

# Making a Calendar with Google Slides

## 📖 Standard

CCSS.ELA-LITERACY.WHST.6-8.6 Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas clearly and efficiently.

CCSS.ELA-Literacy.RH.6-8.1 Cite specific textual evidence to support analysis of primary and secondary sources.

## ⏰ Time

200 minutes (approximately 5 class periods)

## 📲 Technology Required

Students will use the Internet to find a minimum of 12 appropriate images to represent their topic. Students will need access to a device with Google Slides to create calendar.

## 📃 Summary

This lesson plan allows students to explore a topic of interest to create an informational calendar. Students are to pick a topic, include an image for each month, brief explanation and source for that image. At the end of the project, students perform a self-assessment.

## Introduce Assignment to Students

### Calendar Assignment

In this assignment, you will be creating a personalized calendar using Google slides. Your calendar must consist of a minimum of 13 pages an include the following:

1. A title slide with introduction of the topic.
2. A page for each month with:
1. An image related to your topic
2. Text explaining the image and its relationship to the topic.
3. A link to a source for the image and information on the page.

### Presentation to Explain Modifying Template

Use this brief presentation to explain how to change the background on a slide and how to add images. It uses the 2022 calendar template as an example.

There are many, many Google Slides calendar templates you can find on the web. Many of these are great, some cost money, some are for 2021 and some have broken links. So, we added an example here that you, on the topic, “Indigenous”, that you can copy into your Google classroom and modify, just to make sure you would have a free template that is available and up to date. It uses a variety of methods of citing sources, from a simple web link in January to APA style in May.

Janna Jensen, IT specialist from North Dakota, laminates each page in the calendar and binds the pages for a personalized gift from students to parents or other special people in their lives. If you have limited funds, you can just laminate the first and last page for durability, or skip lamination altogether if you don’t have a laminator.

If, like me, you don’t have a binding machine, you can just use a 3-hole punch and twist ties from cables or bags of bread. Ask the lunchroom staff to save some for you.

### Make this assignment your own!

I highly recommend encouraging your students to improvise with this assignment. They can find another template on line, insert pages in between months so that each month has a large scale image at top – the possibilities are endless.

## Differentiated Instruction

Advanced students may wish to complete these six online lessons to become more proficient with Google slides.

## State Standards: North Dakota

K-5.IAI.9 Organize information using technology and other tools.

TE.K-5.MTL.11 Use technology to gather and share information with a variety of audiences in ways that others can view, use, and assess.

# Making a Calendar with PowerPoint

by Janna Jensen

## 📖 Standard

CCSS.ELA-LITERACY.WHST.6-8.6
Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas clearly and efficiently.

## ⏰ Time

200 minutes (approximately 5 class periods)

## 📲 Technology Required

Students will use the Internet to find appropriate images to reflect tasks typically accomplished during a specific month. Students will need access to a device with PowerPoint to create calendar.

## 📃 Summary

This lesson plan allows students to explore agricultural subjects of interest to create an informational calendar. Students are to pick a field in agricultural and create a calendar outlining the big tasks performed each month. At the end of the project, students perform a self-assessment.

NOTE: While this assignment focuses on agriculture, it could be modified for any subject – science, social studies, literature, and, certainly, art.

Don’t have PowerPoint but you use Google Slides? Check out this lesson.

## Introduce Assignment to Students

### Calendar Assignment

In this assignment, you will be creating a personalized calendar using PowerPoint. Your calendar must consist of a minimum of 13 pages an include the following:

1. A title slide with introduction of the topic.
2. A page for each month with:
1. An image related to your topic
2. Text explaining the image and its relationship to the topic.

## Video or Presentation on Creating Calendar with PowerPoint

### Classroom Presentation

Use this PowerPoint of Instructions on how to create a calendar with PowerPoint. It is a brief 3-5 minute explanation. Instructions are also available in Google Slides format.

### Video

Students can watch the video above, which has only music, no voice over, so it will be usable even if your students don’t have headphones or your computers don’t have speakers. It is also a good review if students are learning at home or need an extra reminder.

I laminate each page in the calendar and bind the pages for a personalized gift from students to parents or other special people in their lives. If you have limited funds, you can just laminate the first and last page for durability, or skip lamination altogether if you don’t have a laminator.

If you don’t have a binding machine, you can just use a 3-hole punch and twist ties from cables or bags of bread. Ask the lunchroom staff to save some for you.

## State Standards: North Dakota

K-5.IAI.9 Organize information using technology and other tools.

TE.K-5.MTL.11 Use technology to gather and share information with a variety of audiences in ways that others can view, use, and assess.

# Mean, Median and Mode

## 📖 Standard

CCSS.MATH.CONTENT.6.SP.B.5 Summarize numerical data sets in relation to their context

30-40 Minutes

## 📲 Technology Required

Device with web-browser – Chromebook, laptop or desktop computer, phone or tablet

## 📃 Summary

Students play a game teaching basic statistics and history. Next, they are given a presentation with problems students solve finding mean, median, mode, range and outliers.

## 📚Lesson

### Play a game teaching basic statistics and Latin American history

Play AzTech: The story begins. Students who have finished this game can continue on in the series in AzTech: Meet the Maya. Allow students 15-20 minutes to play.

Students can click on a button in the left of their screen to choose the language and play the games in either Spanish or English.

### Assess knowledge of Mean, Median and Mode as a class

Use this Google slides presentation to present sets of numbers to the class to use for finding mean, median, mode and range. This is also available as a PowerPoint presentation.

This presentation can also be assigned for students to complete at home, if learning remotely. Slides with answers can be deleted, or left in for students to check their work.

### Review as Necessary

If students need a review, they can watch this video on how to find the mean.

## ASSESSMENT

You can view your students’ progress on mastering these standards by viewing your teacher reports. AzTech: The Story Begins and AzTech: Meet the Maya links can be found on this reports page. You should have received a password during the Growing Math training.

A second form of assessment is available through this the questions in the presentation.

### Related lesson/ Differentiated Instruction

If your students need instruction on computing the mean, try this lesson, Understanding the mean, with skunks. This review can be done with the entire class or assigned to individual students as needed.

Mean, Median and Mode (Bilingual English and Spanish) – The bilingual version of this lesson plan that includes English and Spanish resources.

# Reflections on Ojibwe Migration

by Janna Jensen and AnnMaria De Mars

## 📖 Standard

CCSS.MATH.CONTENT.5.NF.B.4   Apply and extend previous understandings of multiplication to multiply a fraction or whole number by a fraction.

CCSS.MATH.CONTENT.6.SP.A.3 Recognize that a measure of center for a numerical data set summarizes all of its values with a single number.

D2.His.13.3-5  Use information about a historical source, including the maker, date, place of origin, intended audience, and purpose to judge the extent to which the source is useful for studying a particular topic.

60 minutes

## 📃 Summary

This lesson begins with a storyboard on the route and major events of the Ojibwe migration. Students then play the Forgotten Trail game, computing the average number of miles a character walked per day, followed by watching a video on map reading. As a group, students reflect on the challenges of the Ojibwe migration, compute the distance for just one segment and convert the distance from miles to kilometers.

## 📚Lesson

### Storyboard on the Ojibwe Migration

Begin with this story board on the route and major events of the Ojibwe migration. We recommend having students read each section of the story as it advances. Alternatively, the teacher may read it to the class or students can read it to themselves either on devices in the classroom or at home.

### Watch a video on how to find the mean

Warning: bad singing ahead. This short video tells how to find the mean – in song. You may skip this video if you have already used it in a previous lesson.

### Play the Forgotten Trail Game

Students should play the game at least through the first level. The game begins with a middle school class learning about the Ojibwe migration. Students will solve math problems related to the average number of miles walked per day and fraction of distance covered.

### Watch a video on using scales in maps

This video is 7 minutes and covers what is a scale, how to use one and that different maps have different scales. If you feel your students are already familiar with this information, you may skip this video. In the days of Google maps and GPS we have found students often are not as familiar with this information as you might assume.

### Presentation on Reflections on the Ojibwe Migration

In this Google slides presentation, students are asked to reflect on the Ojibwe migration. What would it have taken to survive such a journey? They use their map skills to estimate the distance of one leg of the journey, in both kilometers and miles.

### Synonyms Video

Now that students have seen synonyms as words for the same thing and miles and kilometers as measures for the same distance, finish up with this short (less than 2 minutes) video on synonyms.

## Assessment

Slides 14, 18 and 21 can be printed out for students to answer individually, or can be answered as a group in class. Data are available on activities completed and math problems answered in the Forgotten Trail reports. For more information, check out our reports page.

# What is a statistical question?

## 📖 Standard

CCSS.MATH.CONTENT.6.SP.A.1 Recognize a statistical question as one that anticipates
variability in the data related to the question and accounts

## 📲 Technology Required

Computer with projector, for students learning in class. For students learning at home, materials can be accessed on any device with a browser and application to read PDF files or can be printed out and sent home with students.

## ⏰ Time Required

2 hours (We recommend doing this over two class periods)

## 📃 Summary

Teachers begin the lesson with a Google slides presentation explaining the requirements for a statistical question. Students complete an assignment identifying whether or not a question qualifies as a statistical question. After class discussion, students complete a second assignment using a small data set shown on a map. In Part 3, students write and answer their own statistical questions using a data set provided, giving an explanation for their answers. Optionally, students can complete a more challenging assignment drawing conclusions from a graph and/or play a game and identify statistical questions.

## 📚 Lesson

Before you begin, you should have printed out or added to your Google classroom and shared with students the STUDENT handout from the U.S. Census Bureau, “What is a statistical question?” The student version is 11 pages. If you are short on printer paper, you can skip printing page 1. Also, pages 7 and 8 are an optional activity.

You should also print or download the TEACHER version of the Census Bureau handout, “What is a statistical question?” which includes answers to questions in the first two assignments and explanations why each answer was or was not a statistical question.

### Introduce students to definition of a statistical question

Begin with the Google Slides presentation, “What is a statistical question?” which breaks down the two components of a statistical question – it must be answered by data and the data must vary.

### Students complete assignment on identifying a statistical question

Have students complete Part 1 of the handout “What is a statistical question?” After all students have answered the questions in Part 1, discuss their answers in small groups or as a class.

### Students complete Part 2, assignment on identifying a statistical question using real data

Have students complete Part 2 of the handout “What is a statistical question?” After all students have answered the questions in Part 1, discuss their answers in small groups or as a class.

Then, continue with the Google slides presentation and have students complete Part 2 of the student handout from the U.S. Census Bureau (linked above). Have students discuss their answers with one another.

Either correct the answers as a class or collect these to correct yourself. Remember, the teacher handout, linked above, has the correct answers.

We recommend you end the first day’s lesson here and begin the next lesson after students have had the assignments from Part 1 and Part 2 corrected.

### Students complete part 3, creating their own statistical questions from data.

Students complete Part 3 of the handout on “What is a statistical question?”

Discuss students’ answers in class. Provide feedback on whether a question really is a statistical question and whether students’ answers to their questions are correct. Allow students time to explain their conclusions.

### Optional: Students Complete Part 4

First, use the Google slides presentation, starting on Slide 24, to explain how to read an area chart.

Next, have students complete Part 4 from the student handout, “Drawing conclusions from a graph.”

### Optional: Play Empiric Empire

After students have completed Parts 1 to 3 of the student handout (and, optionally, Part 4), have them play the game Empiric Empire. As an additional optional assignment, ask students to identify statistical questions asked and answered during the game.

If students do not have phones but have Chromebooks, they can play Disaster Deduction Detectives instead – available June, 2022.

## Assessment

For assignments in Parts 1 and 2 the teacher version of the handout has correct answers and explanations. For assignments in Parts 3 and 4 of the student handout, examples of correct responses are given but these will vary as students provide their own statistical questions.

For the Empiric Empire game, the teacher reports show student responses to questions. It should be noted that this game does begin with fractions and decimals, which are a prerequisite to statistics.

# Teach Ratio with Math Snacks

## 📖 Standard

CCSS.Math.Content.6.RP.A.1 Understand ratio concepts and use ratio reasoning to solve problems.

## 📲 Technology Required

Computer with projector, for in-class use. Computer or tablet with Internet access for home use.

90 minutes

## 📃 Summary

Students watch a video from Math Snacks in which Isabella uses the ratio of words she speaks to her date to determine if it was a good or bad day. The video has a companion teacher guide with questions to stimulate students’ thinking about ratios and test their understanding. Students play a game where they brew potions with given ratios to defeat an opponent. Students then complete a learner’s guide assessing and reinforcing their knowledge of ratios.

## 📚 Lesson

The Teacher Guide, available from Math Snacks, will give you an overview of the lesson. This guide includes several discussion questions for use with students.

### Watch the Bad Date Video

This three- and-a-half-minute humorous video uses the ratio of words in a conversation to show a couple of bad dates and one good one.

## Have a class discussion

Use the discussion questions in the Teacher Guide from Math Snacks to check students’ understanding. Note that this will require you to restart a show the video, stopping at specific points.

If you have not yet introduced equivalent ratios to your class, you may want to skip some of these questions and come back later.

### Play the Game Ratio Rumble

The Ratio Rumble game can be played online here at the Math Snacks website or downloaded free for iPads. The first game level begins with 1:1 ratios and gets more complex in higher levels.

### Students complete the learner guide

It’s called a learner guide, not a worksheet, so that makes it cool! Seriously, the Bad Date Learner Guide, available here from Math Snacks, has two pages of review and assessment items that test understanding. Students are asked to draw a picture of a ratio, complete “what-if” scenarios and give some examples of other situations in which 1:1 ratios would or would not be desirable.

#### Related lesson

For another introduction of ratio, see the lesson Introduction to Ratio and Proportion.