Kate and Christopher use multiplicative comparisons to make two batches of paint that are the same shade of pink.
Episode Supports
Focus Questions
For use in a classroom, pause the video and ask these questions:
1. [Pause video at 0:29] What is Kate and Christopher’s reasoning from Episode 3? As you work, draw a diagram to show why your two batches of paint are the same shade of pink.
2. [Pause video at 1:07] Can someone revoice Kate’s reasoning about what makes her first batch of paint easy to work with in order to create another batch of paint that is the same shade of pink?
Supporting Dialogue
Invite your students to consider the varied student work in the room on the diagrams from Focus Question 1:
1. As students work, find two different ways that the students are expressing their diagrams 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 Selena’s and Jacob’s diagrams are different? How are they similar?”
MathTalk