1. 1.4 Tutor Time! WARM UP January 7, 2016
Circulate and see what kids have for this. Make sure that they are able to create some sort of ratio. There is no need to go over this as a class since they will be doing a similar one in the beginning of today’s lesson. Just use it as a quick formative assessment. Address student misconceptions in Problem 1, #1.

2. 1.4 Tutor Time! Lesson Opener as a class.
Read the Lesson Opener as a class.

3. 1.4 Tutor Time! Do #1a with your group. (pg 32) You have 1 min.
Problem 1: Using Tables to Scale Up and Down
Do #1a with your group.
(pg 32)
You have 1 min.
Boxes of cookies
rate
members
Have 4 students come up to draw on whiteboard. Do this as whole class.
400 Boxes
16 members

4. 1.4 Tutor Time! Do #1b – f with your group.(pg 32) You have 4 min.
Problem 1: Using Tables to Scale Up and Down
Do #1b – f
with your group.(pg 32)
You have 4 min.
Have 4 students come up to draw on whiteboard. Do this as whole class.
200
800
600
500

5. 1.4 Tutor Time! Problem 1: Using Tables to Scale Up and Down
From our solution to 1a we have a rate of
400 boxes 16 members
400 boxes 16 members =
25 boxes
Have 4 students come up to draw on whiteboard. Do this as whole class.
1 member
The unit rate is 25 boxes of cookies per Girl Scout.

6. 1.4 Tutor Time! Problem 1: Using Tables to Scale Up and Down
Each Girl Scout sells 25 boxes, so 50 Girl Scouts would sell 1250 boxes in a week.
Have 4 students come up to draw on whiteboard. Do this as whole class.
Each Girl Scout can sell 25 boxes, so it would take 23 to sell 575 boxes.
575 ÷ 25 = 23

7. 1.4 Tutor Time! Do #2a-b with your group.(pg 33) You have 4 min.
Problem 1: Using Tables to Scale Up and Down
Do #2a-b
with your group.(pg 33)
You have 4 min.
Have 4 students come up to draw on whiteboard. Do this as whole class.

8. 1.4 Tutor Time! Problem 1: Using Tables to Scale Up and Down a.
Write the relationship in this situation as a ratio or rate.
The relationship is a ratio of 13 left−handed people 100 people because the units are both people.
Have 4 students come up to draw on whiteboard. Do this as whole class.
Is there a unit rate in this situation? b.
130
≈ 3

9. 1.4 Tutor Time! Do #3a-c with your group.(pg 33) You have 3 min.
Problem 1: Using Tables to Scale Up and Down
Do #3a-c
with your group.(pg 33)
You have 3 min.
Have 4 students come up to draw on whiteboard. Do this as whole class.

10. 1.4 Tutor Time! Problem 1: Using Tables to Scale Up and Down
Have 4 students come up to draw on whiteboard. Do this as whole class.

11. 1.4 Tutor Time! Do #4 a-d with your group.(pg 34) You have 3 min.
Problem 1: Using Tables to Scale Up and Down
Do #4 a-d
with your group.(pg 34)
You have 3 min.
How did you determine the number of colored photos the printer can print in one hour? Is this a unit rate?
Have 4 students come up to draw on whiteboard. Do this as whole class.
How many minutes are in 1 hour?
How did you determine the number of minutes it takes to print 500 photos?

12. 1.4 Tutor Time! Do #5 with your group.(pg 35) You have 3 min.
Problem 1: Using Tables to Scale Up and Down
Do #5
with your group.(pg 35)
You have 3 min.
Have 4 students come up to draw on whiteboard. Do this as whole class.

13. 1.4 Tutor Time! Do #6 and 7 with your group.(pg 36) You have 3 min.
Problem 1: Using Tables to Scale Up and Down
Do #6 and 7
with your group.(pg 36)
You have 3 min.
Have 4 students come up to draw on whiteboard. Do this as whole class.

14. 1.4 Tutor Time! Homework: Lesson 1.4 Skills Practice handout
Weekly Math #15 (Thursday)
Have 4 students come up to draw on whiteboard. Do this as whole class.