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**Essential Questions for students (objectives): ** How can ratios help us convert monetary amounts?

**Supplies:** video (length 0:49), note-maker**CCSS: ** 6.RP.3d, 7.RP.3, Defend your answer**Time needed:** 10 minutes **Instructional Format:** Video, student problem-solving, group work**Vocabulary for a Word Wall:** ratio, approximate, simplify

**Lesson Description:** There are many ways to use this video in your math class. I filmed it with the express purpose of stressing the importance of approximation and justifying your answer. There isn’t a “right” answer to this problem, which requires students to have to work hard to explain their choices.

1) You can show this video (0:49) at the beginning of a unit on ratios as a hook that will keep the students interested in learning about ratios. You can have them work on the problem at the end of daily lessons (or once a week) armed with new knowledge that they are exploring in class. Or you could revisit the video at the end of the unit as a formative check to see what the students have learned about ratios and whether they can apply that knowledge.

2) You could show this video as a warm-up activity after the students have learned how to convert between different measurement systems using ratios. It is a great way to show an unusual context to a ratio problem.

**Extensions: ** What unusual monetary systems exist in the world today? Which one is the closet to the U.S. currency and which differs the most?