# data[].attributes.body
Last we we learned what a reciprocal was and how to formulate reciprocals. Now I want you to study the table below.
1. What do you see? Describe what is in the table.
2. How are the Division Column and the Multiplication Column similar? How are they different?
3. Now complete the table. What do you notice?
4. Show/Explain to us how you arrived at your answers. Do you all agree with the answer?

Reflection:
My students were not willing to answer any questions. I was rather disappointed, but there are times that I feel like I am talking to myself instead of teaching students.
I believe that in a classroom setting; my students would have answered questions. The trust would have been established by this time of year.

# data[].attributes.body
James Brickman
Accountable talk

# data[].attributes.body
This activity I will be doing on Friday with my Math A groups. Going to do this via Pear Deck and we will go over it also in our Zoom Breakout Rooms.

# data[].attributes.body
If you agree that both tables are proportional put a 1 in the chat. If you think that one or both are not proportional put a 2 In the chat.

If you put a 1 or 2 could you clarify your reasoning to why you think that?

What's some evidence that can help determine if something is proportional or non-proportional?

How would you explain to those that put a 2 in chat to convince them that the tables are both proportional?

Lastly, what math concepts or equations did you use to help you determine the proportionality between the 2 tables.

# data[].attributes.headline
Elicit Thinking, Connect Representations, Explain Mathematical Reasoning

# data[].attributes.subject
Elicit Thinking, Connect Representations, Explain Mathematical Reasoning

# data[].attributes.body
4.2 Modeling Fraction Division

Problem Given:
You have 3/4 cup of salsa for making burritos. Each burrito requires 1/8 cup of salsa. How many burritos can you make?

To find the number of burritos that can be made, you need to determine how many 1/8-cup servings are in 3/4 cup. Use the diagram How many eighths are there in 3/4? _______

You have enough salsa to make  ________ burritos.

Elicit Questions:
1. What does this bar diagram represent?
2. Why are  two colors used on the diagram?

Connect Representations:
1. How is the information from the word problem related to the information on the diagram?
2. What do the green boxes represent?

Explain Mathematical Reasoning
1. How can we use this diagram to write a division problem?
2. Is this a good example of demonstrating division of fractions?

# data[].attributes.body
Will have this question on the homework for Monday

# data[].attributes.headline
Elicit Thinking, Connect Representations, Explain Mathematical Reasoning

# data[].attributes.subject
Elicit Thinking, Connect Representations, Explain Mathematical Reasoning

# data[].attributes.body
Problem Given to the Students:

The basketball team is selling T-shirts for $9 each. On Monday, they sold 4 T-shirts. On Tuesday, they sold 5 times as many T-shirts as on Monday. How much money did the team earn altogether on Monday and Tuesday?

Elicit Student Thinking:

What information did you use to solve this problem?  Why?

(I did $9 times 4 for Monday as they sold 4 shirts, and each was $9.)

Why did you do 5 x 4 = 20?

(The problem said they sold 5 times more shirts than Monday on Tuesday.)

How did you find your answer?

(I added the 2 days up.)

Questions to Connect Representations:

Explain what you see in this student’s work?

(I see how they drew rectangles, but I am not sure what that means.)

How is it similar to your work?

(The student did 9 x 4 and also 5 x 4 like I did.)

What is another way that this problem could be represented?

(The student could have drawn t-shirts to show what each t-shirt was worth.)

Question to Explain Math Reasoning:

Why was this problem a multi-step multiplication problem?

(It was asking for both days and what they made.  Also, Tuesday didn’t just say the t-shirt total they sold.)

What can you tell me about this problem and make sense of it for other students?

(I would tell my friend to break down the 9 x 20 to (9 x 10) + (9 x 10) to find that answer as I know how to multiply by 10s.)

# data[].attributes.body
Ms. Luca designs a new water ride for a theme park. The coordinate grid shows her plan for the path of the boats through the ride.

What are the coordinates of the Start and End of the ride?

The coordinates of the Start of the ride are (,) and the coordinates of the End of the ride are (,)

Ms. Luca decides to place a waterfall 50 feet to the right and 30 feet below the Spray Fountain.

What ordered pair describes the location of the waterfall?

The waterfall will be located at (,).

Plot and label the location of the waterfall on the coordinate grid.
0

90

80

70

60

50

40

30

20

10

0

Waterfall

Width (feet)

Height (feet) | 0102030405060708090100 100  90  80  70  60  50  40  30  20  10  0  Waterfall
| Width (feet)

# data[].attributes.body
Lizee and Emilee were going to the movie with their family. Their dad said if the girls could calculate the cost of their admission correctly, he would also buy them snacks at the concession stand. The family unit consists of 2 adults, 1 senior and 4 children. Lizee's calculation for the movie was $52.25 and said the family could not get into the movie for $50. Emilee calculated the cost for the movie as $49.25 and said the family could get into the movie for $50. The cost for the movie tickets is in the table below.

1. Who is correct Lizee or Emily?
2. Can the family go to the movie for $50? Justify your reasoning.
3. What was the cost per type of ticket?
4. What mistake could have been made in calculating this problem?

Foc Tasks:

2. Ask for generalizations to be made about the underlying mathematics.
3. Provide or request a claim and require an argument to be constructed to support or refute the claim.
4. Involve the analysis and critique of another's thinking and reasoning.
5. Promote reflection through prompts that ask students to consider their own learning, the task itself, and/or the strategy used to solve the task.

# data[].attributes.body
Lizee and Emilee were going to the movie with their family. Their dad said if the girls could calculate the cost of their admission correctly, he would also buy them snacks at the concession stand. The family unit consists of 2 adults, 1 senior and 4 children. Lizee's calculation for the movie was $52.25 and said the family could not get into the movie for $50. Emilee calculated the cost for the movie as $49.25 and said the family could get into the movie for $50. The cost for the movie tickets is in the table below.

1. Who is correct Lizee or Emily?
2. Can the family go to the movie for $50? Justify your reasoning.
3. What was the cost per type of ticket?
4. What mistake could have been made in calculating this problem?

Foc Tasks:

2. Ask for generalizations to be made about the underlying mathematics.
3. Provide or request a claim and require an argument to be constructed to support or refute the claim.
4. Involve the analysis and critique of another's thinking and reasoning.
5. Promote reflection through prompts that ask students to consider their own learning, the task itself, and/or the strategy used to solve the task.

# data[].attributes.body
In the Task below the students would be reasoning materials that would need to be bought to build a table with a tile top.  They also need to determine which person is correct in what needs to be bought as this can mean another trip to a store and more money.  Questioning is a big must when creating this activity as I add in the questions and changed it up some to have a discussion in my class this last week.

Looking at the table below:
1. What are thinking?
2. What are you wondering?
3. Could you build this table?

Tom is making the table below and says that he needs to buy 14 tiles to cover the top of the table and 14 feet of the border material for the sides of the table.  John says that the top and sides of the table cannot be the same as they are different measurements.  John believes Tom should buy 12 tiles for the top of the table and 14 feet of border material for the side of the table.  Who is correct?  Why?

Extension: Tom decides to build a table 6 feet wide and 8 feet long. When both tables are placed together, what will their combined area be?

Focus Tasks:
2. Ask for generalizations to be made about the underlying mathematics.

3. Provide or request a claim and require an argument to be constructed to support or refute the claim.

5. Promote reflection through prompts that ask students to consider their own learning the task itself, and/or the strategy used to solve the task.

# data[].attributes.body
You stop at Sinclair while coming back to Mission. You and your friends are wondering how many snickers to buy. There are two deals. The first deal says that you can buy a 10 pack of 2.1 ounce bars for $15.37. The 2nd deal says that you can buy a 12 pack of 1.4 ounces snicker bars for $15.35.

Your friend chooses the 10 pack deal.

Q1: Which package has the better price per bar?
Q2: Which package has the better price per ounce?
Q3: Which package do you think is a better buy? Your friends choice or yours? Justify your reasoning.

The math concept: Unit Rates

This task is a focus task because it involves points :

2: "Ask for generalizations to be made about the underlying mathematics "

3: "Provide or request a claim and require an argument to be constructed to support or refute the claim."

5: "Promote reflection through prompts that ask students to consider their own learning, the task itself, and/or the strategy used to solve the task"