# Proportions Lesson 3 Episode 3 (Teachers)

### Exploring

Christopher and Kate create a diagram to explain why a car traveling 20 miles in 8 minutes goes the same speed as a car traveling 10 miles in 4 minutes.

### Episode Supports

Focus Questions

For use in a classroom, pause the video and ask these questions:

1. [Pause video at 2:42] What was missing from Kate’s diagram? Create a new diagram that builds on Kate’s ideas. Then we will continue the video to compare your diagrams with hers.

2. [Pause video at 5:11] Christopher just said, “10 times 3.” 10 what? 3 what? What do the numbers represent?

Supporting Dialogue

When engaging in the tasks in class, invite your students to consider the varied student work in the room by considering the student diagrams from Focus Question #1:

1. As students build their own diagrams, find two different ways that the students are expressing their ideas and ask the students if they would be willing to share their work with the class.

2. As students share their work, ask another student in the classroom to compare what they heard. For example: “Can someone say how William’s and Alma’s diagrams are different? How are they similar?”