{"id":1717,"date":"2020-07-02T14:46:39","date_gmt":"2020-07-02T21:46:39","guid":{"rendered":"https:\/\/mathtalk.sdsu.edu\/wordpress\/?page_id=1717"},"modified":"2022-07-22T14:52:19","modified_gmt":"2022-07-22T21:52:19","slug":"proportions-lesson-3-episode-4-teachers","status":"publish","type":"page","link":"https:\/\/mathtalk.sdsu.edu\/wordpress\/mathtalk-for-teachers\/proportional-reasoning-unit-teachers\/proportions-lesson-3-teachers\/proportions-lesson-3-episode-4-teachers\/","title":{"rendered":"Proportions Lesson 3 Episode 4 (Teachers)"},"content":{"rendered":"\n<h3 class=\"wp-block-heading\">Repeating Your Reasoning<\/h3>\n\n\n\n<figure class=\"wp-block-embed is-type-video is-provider-youtube wp-block-embed-youtube wp-embed-aspect-16-9 wp-has-aspect-ratio\"><div class=\"wp-block-embed__wrapper\">\n<iframe loading=\"lazy\" title=\"PR Lesson 3 Episode 4 Captioned\" width=\"580\" height=\"326\" src=\"https:\/\/www.youtube.com\/embed\/-FwmqfsT7ZM?feature=oembed\" frameborder=\"0\" allow=\"accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share\" referrerpolicy=\"strict-origin-when-cross-origin\" allowfullscreen><\/iframe>\n<\/div><\/figure>\n\n\n\n<p><a href=\"https:\/\/mathtalk.sdsu.edu\/wordpress\/wp-content\/uploads\/proportions-student-docs\/proportions_l3e4_studentworksheet.pdf\" target=\"_blank\" rel=\"noreferrer noopener\"><img loading=\"lazy\" decoding=\"async\" width=\"150\" height=\"46\" class=\"wp-image-486\" style=\"width: 150px;\" src=\"http:\/\/mathtalk.sdsu.edu\/wordpress\/wp-content\/uploads\/2020\/04\/download_worksheets.jpg\" alt=\"Download Math Task\"><\/a><\/p>\n\n\n\n<p>Kate and Christopher draw a diagram to show why traveling 15 miles in 6 minutes is the same speed as going 10 miles in 4 minutes.<\/p>\n\n\n\n<hr class=\"wp-block-separator has-text-color has-vivid-cyan-blue-color has-css-opacity has-vivid-cyan-blue-background-color has-background\"\/>\n\n\n\n<h3 class=\"wp-block-heading\">Episode Supports <a href=\"https:\/\/mathtalk.sdsu.edu\/wordpress\/wp-content\/uploads\/proportions-teacher-docs\/proportions-l3e4-teacher-support-materials.pdf\" target=\"_blank\" rel=\"noreferrer noopener\"><img loading=\"lazy\" decoding=\"async\" width=\"34\" height=\"34\" class=\"wp-image-2214\" style=\"width: 34px; vertical-align: middle;\" src=\"https:\/\/mathtalk.sdsu.edu\/wordpress\/wp-content\/uploads\/2020\/07\/pdf.jpg\" alt=\"\"><\/a><\/h3>\n\n\n\n<p class=\"has-medium-font-size\">Focus Questions <input type='hidden' bg_collapse_expand='69f63f77e00251022831466' value='69f63f77e00251022831466'><input type='hidden' id='bg-show-more-text-69f63f77e00251022831466' value=' '><input type='hidden' id='bg-show-less-text-69f63f77e00251022831466' value=' '><button id='bg-showmore-action-69f63f77e00251022831466' class='bg-showmore-plg-button bg-blue-button bg-arrow '   style=\" color:white;\"> <\/button><div id='bg-showmore-hidden-69f63f77e00251022831466' ><\/p>\n\n\n\n<p>For use in a classroom, pause the video and ask these questions:<\/p>\n\n\n\n<p>1. [Pause video at <strong>0:27<\/strong>] What have you just been asked to do? Carefully draw and label your diagrams.<\/p>\n\n\n\n<p>2. [Pause video at <strong>1:25<\/strong>] Where would half the time be in the diagram? <\/div><\/p>\n\n\n\n<p class=\"has-medium-font-size\">Supporting Dialogue <input type='hidden' bg_collapse_expand='69f63f77e00e61018810962' value='69f63f77e00e61018810962'><input type='hidden' id='bg-show-more-text-69f63f77e00e61018810962' value=' '><input type='hidden' id='bg-show-less-text-69f63f77e00e61018810962' value=' '><button id='bg-showmore-action-69f63f77e00e61018810962' class='bg-showmore-plg-button bg-blue-button bg-arrow '   style=\" color:white;\"> <\/button><div id='bg-showmore-hidden-69f63f77e00e61018810962' ><\/p>\n\n\n\n<p>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:<\/p>\n\n\n\n<p>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.<\/p>\n\n\n\n<p>2. As students share their work, ask another student in the classroom to compare what they heard. For example: \u201cCan someone say how Katrina\u2019s and Sahithy\u2019s diagrams are different? How are they similar?\u201d <\/div><\/p>\n\n\n\n<div class=\"wp-block-buttons is-layout-flex wp-block-buttons-is-layout-flex\">\n<div class=\"wp-block-button\"><a class=\"wp-block-button__link\" href=\"https:\/\/mathtalk.sdsu.edu\/wordpress\/mathtalk-for-teachers\/proportional-reasoning-unit-teachers\/proportions-lesson-3-teachers\/proportions-lesson-3-episode-3-teachers\/\">Previous Episode<\/a><\/div>\n\n\n\n<div class=\"wp-block-button\"><a class=\"wp-block-button__link\" href=\"https:\/\/mathtalk.sdsu.edu\/wordpress\/mathtalk-for-teachers\/proportional-reasoning-unit-teachers\/proportions-lesson-4-teachers\/proportions-lesson-4-episode-1-teachers\/\">Lesson 4 Episode 1<\/a><\/div>\n<\/div>\n\n\n\n<div class=\"wp-block-buttons is-layout-flex wp-block-buttons-is-layout-flex\">\n<div class=\"wp-block-button\"><a class=\"wp-block-button__link has-background\" href=\"https:\/\/mathtalk.sdsu.edu\/wordpress\/\" style=\"background-color:#2d4059\">Home<\/a><\/div>\n\n\n\n<div class=\"wp-block-button\"><a class=\"wp-block-button__link has-background\" href=\"https:\/\/mathtalk.sdsu.edu\/wordpress\/mathtalk-for-teachers\/\" style=\"background-color:#2d4059\">Teachers Home<\/a><\/div>\n\n\n\n<div class=\"wp-block-button\"><a class=\"wp-block-button__link has-background\" href=\"https:\/\/mathtalk.sdsu.edu\/wordpress\/mathtalk-for-teachers\/proportional-reasoning-unit-teachers\/\" style=\"background-color:#2d4059\">Proportions<\/a><\/div>\n\n\n\n<div class=\"wp-block-button\"><a class=\"wp-block-button__link has-background\" href=\"https:\/\/mathtalk.sdsu.edu\/wordpress\/mathtalk-for-teachers\/proportional-reasoning-unit-teachers\/proportions-lesson-3-teachers\/\" style=\"background-color:#2d4059\">Lesson 3<\/a><\/div>\n<\/div>\n","protected":false},"excerpt":{"rendered":"<p>Repeating Your Reasoning Kate and Christopher draw a diagram to show why traveling 15 miles in 6 minutes is the same speed as going 10 miles in 4 minutes. Episode Supports Focus Questions Supporting Dialogue<\/p>\n","protected":false},"author":2,"featured_media":0,"parent":1692,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":""},"class_list":["post-1717","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/mathtalk.sdsu.edu\/wordpress\/wp-json\/wp\/v2\/pages\/1717","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/mathtalk.sdsu.edu\/wordpress\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/mathtalk.sdsu.edu\/wordpress\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/mathtalk.sdsu.edu\/wordpress\/wp-json\/wp\/v2\/users\/2"}],"replies":[{"embeddable":true,"href":"https:\/\/mathtalk.sdsu.edu\/wordpress\/wp-json\/wp\/v2\/comments?post=1717"}],"version-history":[{"count":9,"href":"https:\/\/mathtalk.sdsu.edu\/wordpress\/wp-json\/wp\/v2\/pages\/1717\/revisions"}],"predecessor-version":[{"id":4248,"href":"https:\/\/mathtalk.sdsu.edu\/wordpress\/wp-json\/wp\/v2\/pages\/1717\/revisions\/4248"}],"up":[{"embeddable":true,"href":"https:\/\/mathtalk.sdsu.edu\/wordpress\/wp-json\/wp\/v2\/pages\/1692"}],"wp:attachment":[{"href":"https:\/\/mathtalk.sdsu.edu\/wordpress\/wp-json\/wp\/v2\/media?parent=1717"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}