## Task Teacher Guide

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### In This Purposeful Practice…

Students will explore equivalent ratios, reveal rates through partitive division and scale factors through quotative division.

### Intentionality…

The purpose of the Day 2 activities is to reinforce key concepts from Day 1. Students will engage in 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.

- There are two types of ratios; composed unit and multiplicative comparison;
- A composed unit is often (not always) a ratio with two distinct units;
- A composed unit can be scaled in tandem;
- Equivalent ratios are derived from the same rate;
- When you divide a composed unit through partitive division, you reveal a rate.
- Quotative division is applied when trying to determine a scale factor between two quantities/measures of the same unit (i.e. rice and rice, water and water).

## Math Talk

### Overview of the Problem String

In today’s visual math talk, we will be presenting the following composed unit to students:

Lemonade Recipe200 ml of water : 250 g of sugar

Share the following quantities of water and sugar, one at a time. For each quantity, students must determine the appropriate amount of sugar or water based on the lemonade recipe above. In each scenario, encourage students to share their strategy and justify their thinking through the use of a model.

100 ml of water : ? g of sugar

? ml of water : 500 g of sugar

40 ml of water : ? g of sugar

? ml of water : 25 g of sugar

? ml of water : 1 g of sugar

1 ml of water : ? g of sugar

You might consider tracking the equivalent ratios in a ratio table as well as leveraging a handful of visual math talk prompts such as the following silent solution animations shared below.

### Problem #1

Show the following visual math talk prompt and be ready to pause the video once prompted:

Since we are dealing with a composed unit ratio comparing the quantity of water in millilitres and the quantity of sugar in grams required for a lemonade recipe, students are encouraged to leverage the double number line. The bars that are shared in the silent solution video will help students to scale in tandem to determine other equivalent ratios from this ratio relationship.

By providing students with a visual mathematical model, they will likely be able to utilize their spatial reasoning and understanding of magnitude of number to label 100 ml of water at the halfway point between 0 and 200.

They then can leverage their understanding of halving or other strategies to determine the amount of sugar that will ensure the ratio equivalence is maintained.

Therefore, 125 g of sugar is required to satisfy the recipe if 100 ml of water is used.

### Problem #2

Continue the visual math talk with the following video prompt:

In this second prompt, students will leverage the same mathematical model to determine the amount of water required to complete the recipe if 500 g of sugar is used.

Observe how students determine the amount of water required. Are they using a skip counting method to guess and check? Are they thinking additively? Is 500 g divided by 250 g a known fact?

This thinking can help you determine what strategies students are bringing to the problem and where you might want to spend more time.

### Problem #3

The 3rd problem in this visual math talk is shared in this video:

This prompt pushes student thinking a little further requiring them to determine what fraction 40 ml is compared to 200 ml.

Observe how students work through this problem.

Are they able to place 40 ml fairly accurately on the number line or is there some work to be done with magnitude of number?

In order for students to flexibly navigate through this problem, they will need to convince themselves that 40 ml is 1 fifth of the way between 0 and 200. Ask students to convince you and take note of the strategy they use to do this.

Since 40 ml is 1 fifth of 200 ml, then we can determine the amount of sugar needed by taking 1 fifth of 250 g resulting in a total of 50 g of sugar.

## Purposeful Practice

### While Students Are Practicing...

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### Questions: Ratios and Rates

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### Problem #1

### Problem #2

### Problem #3

### 1. Consider the...

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### 2. Calista is baking...

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### 3. Complete the...

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### 4. Complete the...

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### 5. Why is division...

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