Lesson Plan ID: 
9860 
Title: 
Cool KoolAid Experiment 
Overview/Annotation: 
Seventh grade students have had wideranging experiences with fractions and operations on fractions, but ratios and rates may be new concepts for them. This activity introduces students to the idea of rates via a familiar and tangible product: KoolAid. Students will add varying amounts of KoolAid powder to a set amount of water, thereby producing a sensory experience of rates. The KoolAid example also provides a base experience upon which other examples can build. 
Content Standard(s): 
MA2015(7)  1. Compute unit rates associated with ratios of fractions, including ratios of lengths, areas, and other quantities measured in like or different units. [7RP1]  MA2015(7)  2. Recognize and represent proportional relationships between quantities. [7RP2] 

Local/National Standards: 

Podcast(s): 

Primary Learning Objective(s): 
All seventh grade math students will experiment to determine the besttasting rate of KoolAid powder to water and practice writing rates. 
Additional Learning Objective(s): 

Approximate Duration of the Lesson: 
31 to 60 Minutes 
Materials and Equipment: 
Preparation: • Check that no student is allergic to KoolAid in general and the flavor(s) you choose in particular. Possible substitutions include tea mix, lemonade mix, or milk and chocolate powder. • Note: Choose KoolAid powder that does not require additional sugar. • Each group of four students needs the following materials: 2.5 quarts of water, 4 paper cups for sampling mixture, measuring cup (1 cup size), pitcher for mixing and pouring, teaspoon, stirring spoon, bucket or sink for disposal of extra liquid, paper towels, colored pencils to match hue of drink, ½ cup or so of KoolAid powder. • Each student needs a datasheet. 
Technology Resources Needed: 

Background/Preparation: 

Procedures/Activities: 
1.)Begin by asking students if they have any knowledge of rates. Most students should be familiar with the rates miles per hour and miles per gallon. Explain that rates are comparisons of two unlike measures, e.g., miles and gallons.
2.)Explain that they are going to make small portions of KoolAid of varying strengths and then taste their results. Give students the datasheet and explain how to perform the activity.
3.)Procedures for the activity:
a. Groups decide on an amount of KoolAid powder to add to 2 cups of water.
b. Students then add the desired amount of powder to 2 cups of water, stir thoroughly, and pour a sample of the mixture for each group member to taste. They then fill out the row for trial 1 on their datasheets.
c. Students should dispose of extra liquid in the sink or bucket provided.
d. Students repeat steps ac for trials 25. Each trial should consist of a different amount of powder added to the set amount of water.
4.)After groups are finished, gather the class together. Ask each group which rate produced the best tasting drink. Compare groups’ findings by looking at their strongest and weakest mixtures. Did any groups use equivalent rates?
5.)Define rate and ratio. Give several examples of each, such as comparing the number of boys to the number of girls in the class, number of birthdays in May to number in December, number of students with a pet to those with no pet, speeds on the interstate to those in a neighborhood, and measurement ratios. Ask students to give additional examples of ratios and rates that occur in everyday life.

Attachments:**Some files will display in a new window. Others will prompt you to download. 
datasheet.doc

Assessment Strategies: 
Students are expected to complete the datasheet thoroughly and correctly. 
Acceleration: 
Given that 3 teaspoons = 1 tablespoon, convert your rates from teaspoons to tablespoons. 
Intervention: 


Each area below is a direct link to general teaching strategies/classroom
accommodations
for students with identified learning and/or behavior problems such as: reading
or math performance below grade level; test or classroom assignments/quizzes at
a failing level; failure to complete assignments independently; difficulty with
shortterm memory, abstract concepts, staying on task, or following directions;
poor peer interaction or temper tantrums, and other learning or behavior problems.

Presentation of Material

Environment 
Time Demands 
Materials 
Attention 
Using Groups and Peers 
Assisting the Reluctant Starter

Dealing with Inappropriate
Behavior 
Be sure to check the student's IEP for specific accommodations.

Variations Submitted by ALEX Users: 
