1. The teacher will conduct a math discussion on ratios, using the Discussion Cards (found in attachments). The teacher will display Ratio card 1. The teacher will ask students to give the fraction of the red tiles, and ask the students "What does a fraction tell us?" The students will give feedback on the significance of the numerator and denominator. The teacher will then introduce “ratio” as a math word. The teacher will identify a ratio as a number that compares two quantities and provide the three ways to write a ratio (a to b; a/b; a:b). The teacher will ask, “What is the ratio of red tiles to white tiles?” “White to red?” “Red to the total amount?” The teacher will continue this discussion with the remaining cards. The teacher will ask the students the main difference between a fraction and a ratio.

2. Once the discussion subsides, the teacher will allow students time to search "Ratios in Advertisements." Students will discuss the different ratios they view on the Web (an example: 2 out of 3 people choose us). If every student cannot individually search, students may work in groups or teacher can lead a whole group search.

3. The teacher will transition students into the investigative activity, Painter Problems. To build background knowledge the teacher will explain how paint is mixed at the local hardware store. "Using a white base, workers must provide the appropriate drops of dye to get the desired color. Today there are computers for this, but many times computers fail." To introduce the activity the teacher will tell the students that they have a summer job at a paint store where the computer does not work. Using the ratios provided, they must fulfill the orders for the customers.

4. The students will begin the investigation. Students may work individually or collaboratively.

5. Once adequate time (30-45 minutes) is given, the students will share their finding on the document camera. (If a document camera is not available, students may present their work in the front of the class, this is where the students would need chart paper). As the students are sharing, the teacher is acting as the facilitator and coach asking questions that drive ratio understanding. "How do you know that ratio is equivalent to the first ratio?" "How did you know to do _______?" "Did someone do this differently or find a different answer?"

6. Toward the end of class, the teacher will distribute the Exit Slip (found in attachments).