Display the Crossing the Gym Master in the Teacher Guide. Ask students to work with a partner to solve the problem. Ask students to share their solution strategies with the class.
To help facilitate this discussion, ask:
- What do you notice about the relationship between the two numbers in this ratio? (Possible response: Both numbers are multiples of 3, or both numbers can be divided by 3.)
- How can you use that relationship to help you find an equivalent ratio? (Possible response: If you divide both the number of steps and the number of hops by 3, you will get an equivalent ratio.)
- What is another way to find equivalent ratios? (Possible response: You can multiply the number of steps and the number of hops by the same number to find other equivalent ratios.)
- How can you decide the fewest number of steps that could be taken before a student needs to hop? (Possible response: You need to find the simplest form of the ratio to find the fewest number of steps.)
- How did you decide if Maya's ratio was equal to Mr. Smith's ratio? (Possible response: A student can't hop 20 times because there is nothing you can multiply times 3 to get 20. All the hops have to be multiples of 3.)
If time permits, allow students to use their ratios to try out different movement patterns.
