The students test several methods to make a batch of paint that is the same shade of pink as a batch with 4.5 ounces of white paint and 1.5 ounces of red paint.
Episode Supports
Focus Questions
For use in a classroom, pause the video and ask these questions:
1. [Pause video at 1:36] Can someone revoice Kate’s strategy to make a second batch of paint that is the same shade of pink as the first batch?
2. [Pause video at 2:29] Christopher says that he is quadrupling. What is he quadrupling?
Supporting Dialogue
Allow students the opportunity to build on the ideas of other.
1. Ask students to work with a neighbor to continue to make a table of values of white and red paint that makes a batch that is same shade of pink as a batch of paint with 1.5 ounces of red paint and 4.5 ounces of white paint.
2, Ask students to share their additional solutions. Ask students to share their strategies for determining a batch of paint that is the same shade of pink. Ask the other students if they had the same idea. Then ask the students if anyone has a different solution to add. Repeat this process until students have shared their varied solutions.
MathTalk