Students will explore the idea of scaling in tandem with a ratio as a composed unit.

The purpose of the Day 2 activities is to reinforce key concepts from Day 1. Students will engage in a string of related problems through a math talk and will have an opportunity to complete independent purposeful practice. The math talk and purposeful practice serve to develop a deeper understanding of the following big ideas:

• Unitizing;
• Ratio reasoning through scaling in tandem;
• The relationship between repeated addition and multiplication;
• The relationship between multiplication and division, particularly quotative division;
• A composed unit is one way of defining the relationship that exists in a ratio; and,
• The distributive property of multiplication over addition and over subtraction.

In this math talk, we will explore the relationship between a quadrilateral and its number of sides.

Be sure to set the context prior to having students jump in.

If we have one quadrilateral, there will be four sides.

What if there are two quadrilaterals?

Work through the following composed units by asking students to determine the number of sides, or the number of quadrilaterals.

1 quadrilateral

2 quadrilaterals

4 quadrilaterals

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You might consider recording student thinking in a ratio table.

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We suggest collecting this reflection as an additional opportunity to engage in the formative assessment process to inform next steps for individual students as well as how the whole class will proceed.

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