The purpose of this lesson is to give students further practice in solving equivalent ratio problems and introduce them to the info gap activity structure. The info gap structure requires students to make sense of problems by determining what information is necessary, and then to ask for information they need to solve it. This may take several rounds of discussion if their first requests do not yield the information they need (MP1). It also allows them to refine the language they use and ask increasingly more precise questions until they get the information they need (MP6).
- Determine what information is needed to solve a problem involving equivalent ratios. Ask questions to elicit that information.
- Understand the structure of a what-why info gap activity.
Let's practice getting information from our partner.
You will need the Hot Chocolate and Potatoes Info Gap blackline master for this lesson. Make 1 copy for every 4 students, and cut them up ahead of time.
- I can decide what information I need to know to be able to solve problems about situations happening at the same rate.
- I can explain my reasoning using diagrams that I choose.
A table organizes information into horizontal rows and vertical columns. The first row or column usually tells what the numbers represent.
For example, here is a table showing the tail lengths of three different pets. This table has four rows and two columns.
pet tail length (inches) dog 22 cat 12 mouse 2
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