12.2: Race to the Bumper Cars Diego, Lin, and Mai went from the ticket booth to the bumper cars. Use each description to complete the table representing that person's journey (insert a table in the text response box). Diego left the ticket booth at the same time as Tyler. Diego jogged ahead at a steady pace and reached the bumper cars in 30 seconds. Lin left the ticket booth at the same time as Tyler. She ran at a steady pace and arrived at the bumper cars in 20 seconds. Mai left the booth 10 seconds later than Tyler. Her steady jog enabled her to catch up with Tyler just as he arrived at the bumper cars. Diego's time (seconds) Diego's distance (meters) Lin's time (seconds) Lin's distance (meters) Mai's time (seconds) Mai's distance (meters) 0 0 0 15 25 25 30 50 20 50 40 50 1 [1.6] 1 [2.5] 1 [1.25]

ratios represent a pattern or relationship that can be scaled.

equivalent ratios are pairs of ratios that represent the same relationship between quantities, and can be generated by multiplying or dividing both quantities in the ratio by the same factor.

in this lesson, students will use double number lines and ratio reasoning to solve ratio problems. by partitioning double number lines into proportionate intervals, students will build an understanding of equivalent ratio relationships as those that are generated by multiplying or dividing two related quantities by the same number. this lesson will build upon students' prior understanding of multiplicative comparisons, number line reasoning and equivalent fractions (while highlighting the difference between equivalent fractions and equivalent ratios); and will build toward future work in this unit on building ratio tables, and work in future grades in proportionality, scaling, and expressing and graphing linear functions.

step-by-step explanation:

ratios represent a pattern or relationship that can be scaled.

equivalent ratios are pairs of ratios that represent the same relationship between quantities, and can be generated by multiplying or dividing both quantities in the ratio by the same factor.

in this lesson, students will use double number lines and ratio reasoning to solve ratio problems. by partitioning double number lines into proportionate intervals, students will build an understanding of equivalent ratio relationships as those that are generated by multiplying or dividing two related quantities by the same number. this lesson will build upon students' prior understanding of multiplicative comparisons, number line reasoning and equivalent fractions (while highlighting the difference between equivalent fractions and equivalent ratios); and will build toward future work in this unit on building ratio tables, and work in future grades in proportionality, scaling, and expressing and graphing linear functions.