ETM709 Knowledge for Teaching Mathematics 7-10:

Number 
Assessment Task 2: Portfolio of annotated tasks   

 
Marc Matthews, Student No. 221313451

 
Part A:
Presentation of a problem solving or investigative task.
Presentation of one problem solving or investigative task and discussion of at
least two other people’s tasks.

My task:

My comments on other tasks:

 
Part B: Complete portfolio

 
Task 1: Cereal Mix 

https://nrich.maths.org/4792

 
Brief Task Description:
 
Students must calculate the supply of at least 1 mix of seeds, nuts, and dried apricots to make
cereal bars with the total cost equalling £5 per kg.
The ingredients are priced as following: dried apricots @ £7 per kg, nuts @ £6 per kg, & seeds @
£4 per kg. 
They must also describe any relationships between ingredient amounts. 
 
 My Solutions:
As this problem required us to come up with a 3-part ratio of equal parts, I started with the minimum of 3 equal parts, then 4, 5 & so on.
i) with 3 parts, each third of the kg would be made up of apricots, nuts & seeds respectively which would cost 7/3 + 6/3 + 4/3 =  2-34 +2
+ 1-34 = 5.67 so this doesn’t work
Ii] with 4 parts, as the seeds are 1 under the rate of 5 a kg & the other 2 are at least 1 over the rate of 5 a kg we could try 7/4+ 6/4 +
4/4 + 4/4  = 1.75 + 1.50 + 1 + 1  = 5-25 which is closer but also doesn’t work. It would have worked if the average of nuts & apricots
was 6 but it’s 6-50.
iii) considering this, that the seeds seem to have to be about half the amount, with 5 parts, I tried 7/5 + 6/5 + 6/5  + 4/5 + 4/5  =  1.40
+ 1.20 + 1.20 + 0.80 + 0.80 = 5.40 which is over. I looked at this & thought how could I get rid of ⅖ or the 0-40 & I realised if I
substituted a portion of nuts for seeds it should work. So I tried 7/5 + 6/5 + 4/5  + 4/5 + 4/5  =  1.40 + 1.20 + 0-80 + 0.80 + 0.80 =
5.00 exactly!! A ratio of 1:1:3.
iv) with 6 parts I tried many ways but could only get close:
7/6 + 6/6 + 6/6 + 4/6 + 4/6 + 4/6 = 1.17 + 1 +1 + 0-66 +0-66 +0-66 = 5-17.
7/6 + 6/6 + 4/6 + 4/6 + 4/6 + 4/6 = 1.17 + 1 +0-66 + 0-66 +0-66 +0-66 = 4-83.

The above method was thorough but time consuming but not that successful [only finding 1 solution] with a lot of trial & error so I looked
for some pattern in my calculations:
7/3 + 6/3 + 4/3 = 17/3, whereas I needed 15/3 = 5
7/4+ 6/4 + 4/4 + 4/4 = 21/4, whereas I needed 20/4 = 5
7/5 + 6/5 + 6/5  + 4/5 + ⅘ = 27/5, whereas I needed 25/5 = 5
Finally, I arrived at 7/5 + 6/5 + 4/5  + 4/5 + 4/5  = 25/5 = 5.
 
I could see some patterns: 
To get the answer of 5 I needed the answer to equal 5 but in the form of a fraction where the denominator was the same as the number of
parts, e.g., 5x/x = 5
So, if x = no. of equal parts in the whole
 & a = 7 [cost of apricots per kg], n = 6 [cost of nuts per kg], & s = 4 [cost of seeds per kg] then the equation to work consistently with
would be:
[?a + ? n + ? s]/x = 5x/x = 5

So, I could summarise the successful 5-part solution like this, without having to calculate money amounts:
 a/x + n/x + s/x + s/x + s/x = 5x/x ;
 a + n + s + s + s = 5 x 5/5 ;
7/5 + 6/5 + ⅘ + ⅘ + ⅘ = 25/5 =£5,
 so ⅗ of seeds & ⅕ each of nuts & apricots would make £5 a kg.
The ratio here is 1:1:3
 
Similarly, for 7 parts;  a/x + n/x + n/x + s/x + s/x + s/x + s/x = 5x/x ;
7/7 +6/7 + 6/7 + 4/7 + 4/7 + 4/7 + 4/7 = 35/7 = £5,
so, 4/7 of seeds 2/7 of nuts & 1/7 of apricots would make £5 a kg.
The ratio here is 1:2:4
 
For 8 parts;  a/x +a/x + n/x + s/x + s/x + s/x + s/x + s/x = 5x/x ;
⅞ + ⅞ +6/8 + 4/8 + 4/8 + 4/8 + 4/8 + 4/8 = 40/8 = £5, & the ratio is 2:1:5.
 
For 9 parts; a/x + n/x + n/x + n/x + s/x + s/x + s/x + s/x + s/x = 5x/x;
7/9 + 6/9 + 6/9 + 6/9 + 4/9 + 4/9 + 4/9 + 4/9 + 4/9 = 45/9 = 5
& the ratio here is 1:3:5
 
10 parts is simply double of 5 parts
 
But with 11 parts we would get 7/11 of seeds, 1/11 of nuts & 3/11 of apricots, 
making a ratio of 3:

 Students will be assessed on their workings and calculations for answers as well as their justifications for methods used. Students will also
be expected to work together with others, suggesting, debating, and conjecturing possible solutions to problems.
 

 
 
 
Possible expected student responses:
 
 Confusion between $ & £
 Not including all 3 ingredients in each mix
 Not calculating multiplication of fractions/decimals correctly when calculating cost per kg [eg: 7 x 0-350 or 4 x ⅜]
 Misunderstanding of equal division of a whole [ e.g., into 9ths or 5 x 200g, etc.]
 Not understanding that 1:3 means that there are 4 parts [1 + 3] or that 1:7 means that there are 8 parts [1 + 7.]
 Not making a reasonable estimate beforehand, eg; not realising 500g of seeds is just under £5/kg & that 500g of nuts is just
over £5/kg
 Calculating with/understanding fractions where the numerator is greater than the denominator.
 Starting with complex ratios instead of starting simply, eg; 4 parts, 5 parts, etc. 

 
Advice to teachers on task implementation:
 
 Suggest using $ for less confusion
 Revise fraction/decimal multiplication
 Revise understanding of fractions with a value above 1.
 Revise ratios [& fractions] using multiple & student-created representations [blocks, graph
paper, /coloured counters, etc.] & class discussion. 
 Discuss as a class, possible methods to use & allow time for students to work out any
answers. Share successes/failures/near misses & discuss together.
 Discuss how to estimate an answer in this problem, whilst reminding students that all 3
ingredients must be used.
 Suggest starting with simple ratios, maybe doing 3 or 4 parts as a class together. 
 

Justification: 
 
We know that Lamon (2011, p.3] believes that: P.3 “most adults do not reason proportionally” and
Beswick (2011, p.6) adds further to this: “Students who do not learn to reason proportionally are
unequipped to learn mathematics topics such as similarity, scaling, and trigonometry.” 
 
As proportional reasoning is such an important focus area, this is an ideal activity for Year 7
students and requires them to ‘recognise and solve problems involving simple ratios.’  [VicCurriculum,
2021.] The activity requires them to represent concepts in different ways, and also to progressively
apply the familiar to develop new ideas. They will also choose appropriate methods of calculating
answers & manipulate expressions and equations to find solutions.
 
The topic is relatable, as it involves a product most of them probably consume. If the teacher
guides them into the activity, encouraging them to look for simple ratios at first then the pace of
activity should suit many students. Other students could extend themselves by looking for
repeating patterns that may be represented by equations. It is mathematically relevant and suited
to an enquiry-based style of learning and teaching open to class discussion & multiple
representations of the same idea[s], as highly recommended by notable researchers (Swan, 2006;
Boaler & Dweck, 2016)

Task 2: Exact Dilutions

https://nrich.maths.org/6165 (Part 1)

Brief Task Description: 

-Students must explain how to mix quantities of a chemical and water into ratios of 1:2, 1:6, 1:17,
5:7, 29:6, 71:811 using only the following:
- An abundant supply of the chemical & water for mixing.
- 3 100ml beakers for mixing.
- a 10ml syringe for liquid transfer.

My Solutions:

1. a. To create a solution of 1:2

pipette 10ml of solution then 2 x 10ml of water into a beaker.
     1.b. Could not find an alternate solution

2.a. To create a solution of 1:6

pipette 10ml of solution & 6 x10ml of water into a beaker.
2.b. Pipette 20ml of solution & 50ml of water into beaker A, creating a solution of 2:5. Pipette 10ml of this solution into beaker B &
then add 10ml of water [= 2:12 = 1:6.]

3.a. To create a solution of 1:17 first create a solution of 1:8

 by pipetting 10ml of solution[S] plus 8 x 10ml of water[W] into beaker A. Then, pipette 10ml of this solution into beaker B, followed
by 10ml of water [1 part S + 8 parts W + 9 parts W = 1:17]
3.b. Pipette 10ml S & 50ml W into beaker A
Pipette 10ml from beaker A into beaker B & add 20ml of water.
[1 part S + 5 parts W + 6 parts W + 6 parts W = 1:17]

4.a. To create a solution of 5:7 first create a solution of 5:1

 by pipetting 5 x 10ml of S followed by 10ml W into beaker A. 
Then pipette 10ml of this solution from beaker A into beaker B & add 10ml of water. [= 5S + 1W + 6W = 5:7]
4.b. Pipette 50ml S & 30ml W into beaker A. Pipette 20ml from beaker A into beaker B & add 10ml of water.
[5-part S + 3 parts W + 5 parts S + 3 parts W + 8 parts W = 10:14 = 5:7]

5.a. i) To create a solution of 29:6 we will need to convert the ratios into fractions. There are 35 parts [29 + 6] so our required
amount of water [W] is 6/35 & the required amount of solution [S] is 29/35.
29/35 = 14/35 + 15/35 = ⅖ + 3/7. This means that 29/35 is the average of ⅘ & 6/7 [28/35 + 30/35 = 58/35 divided by 2 = 29/35]
So, the strategy is to mix equal amounts of these solutions. 
    ii) We make a ⅘ [4:1] solution in beaker A by pipetting 4 x 10ml of solution followed by 10ml of water. 
    iii) Then we make a 6/7 [6:1] solution in beaker B by pipetting 6 x 10ml of solution followed by 10ml of water. 
     iv]Finally, pipette 10ml of the solution in beaker A and 10ml of the solution in beaker B into beaker C, creating 20ml of a 29/35
solution. [28/35 S + 7/35 W + 30/35 S + 5/35 W = 58/35 S + 12/35 W = 58:12/2 = 29:6]
5.b. My alternate solution is simply substituting the methods from ii) on
Eg; ii] make solution of 20ml W + 30ml S in beaker A then pipette 10ml from beaker A into beaker C . Then pipette 10ml of solution
also into beaker C [2 W + 3 S + 5 S = 2:8 = 1:4.]
 iii] make solution of 20ml W + 50ml S in beaker B then pipette 10ml from beaker A into beaker C. Then pipette 10ml of solution into
beaker C [2 W + 5 S + 7 S = 2:12 = 1:6.]
Iv] 20 ml of solution of 1 parts water to 4 parts solution +
20 ml of solution of 1 parts water to 6 parts solution = 7W +5W +28S + 30S = 12W:58S = 6W:29S or 29S:6W.

6) To create a solution of 71:811 again it is firstly easier to consider the amounts as fractions [eg:71/882 water to 811/882 solution.]
The common factors of 882 are 2, 3, 6, 7, 9, 14, 18, 21, 42, 49, 63, 98, 126, 147, 294, 441
https://www.mathsisfun.com/numbers/factors-all-tool.html#calc
71/882 = 0.08 0r 8% or 8/100 or 4/25. Closest fractions to 8% [using common factors as denominators] are 4/49 [8-2%] & 5/63 [7-
9%] Converting these to the common denominator of 882 we get 72/882 & 70/882. If we could make 2 equal solutions with this ratio
we would get the required 71/882 or the 71:811 ratio.
Steps: 
i) create a 4/7 solution with 40ml S + 30ml W into beaker A. 
Take 10ml from here into beaker B , plus 60ml W, to make a solution of 70 ml in this ratio [4S + 3 W + 42 W = 4:45 or 4/49] 
We then empty beaker A
ii) we then create a 5/7 [5:2] solution by adding 50ml S & 20ml W to beaker A . Take 10ml from beaker A into beaker C & then add
80ml W to make a 5/63 [5S + 2W + 56W = 5:58] solution. Empty beaker A again.
iii) add 10ml each from beakers B & C to beaker A to create a 71:811 ratio [71/882] [ 4/49 x 18/18 = 72/882;& 5/63 x 14/14 =
70/882; this equates to 72:811 + 70:811 = 142:1622 = 71:811.]
 Students will be assessed on their workings and calculations for answers as well as their justifications for methods used. Students
will also be expected to work together with others, suggesting, debating, and conjecturing possible solutions to problems.

Possible expected student responses:

May get confused in equating ratios & fractions [eg: 1:2 = ½] Not realising for example that 1:17 has 18 parts.
Not understanding the constancy of ratios; that once mixed, any amount of that liquid will retain the same ratio, eg; 10 0r 20, 50 0r 100ml
of liquid will retain the same  ratio (eg: aS:bW) 
Where a + b = c [total no. of parts], students may not comprehend that, for example, 10ml of water  aS + bW = cW [as a = 0].
Not fully realising those equal amounts of different solutions to be mixed will need to be considered as having the same type of parts
[denominators], eg; 2/7 & 7/7, 1/9 & 9/9, ⅚ & 6/6, ⅙ & 6/6 & 6/6, 28/35 & 30/35, etc.]
Not being able to find, or incorrectly identifying, common factors from the number produced by total parts [eg: 18 - 2,9 3,6]
Forgetting that in this exercise that only solutions with up to 10 parts can be mixed [due to the 10ml pipette & 100ml beakers.] Eg: for
ratios x:y, x + y must be equal to, or less than 10.
Not realising that a weaker solution may be able to be produced by diluting a stronger solution.
Forgetting that to average any amount [q] of numbers that we add them together and divide by q.

Advice to teachers on task implementation:

 1.Revise fractions/ratios using multiple representations [blocks, graph paper, beakers] &
discussion, using equivalent measurements to the exercise [eg: 10 parts:100 parts]
Highlight denominator commonality in fractions/ratios [eg: 1/18 = 1:17; 17 + 1 = 18
parts.]
 2.Revise prime numbers and common factors of non-primes, using multiple
representations/discussion.
 3.Revise averaging numbers through addition/division.
 4.Askthe maximum no. of parts that could be mixed at 1 time. Allow discussion,
postulation, disproving, modifying, etc. Produce some sample ratios.
 5.Mix a sample ratio of cordial in class in 1 beaker. Pipette out 10ml & ask class to
calculate the pipette ratio. Allow debate. Display a scale model of something similar for
stimulation. Encourage consensus of a rule about ratio constancy.
  6.Ask how to notate a ratio with only 1 type of liquid [e.g., 6/6 of water]
 7.Discuss how to produce weaker dilutions over 10 parts [see 4.]
 8.Revise fraction addition [eg: ⅜ + ½] to assist in calculating of mixes.

Justification: 

By year 8 and 9, most students would be familiar, from science classes, with mixing different
solutions. This would also extend to their own world; recipes/medicines, etc. Students should find
this relevant & interesting and would hopefully be intrigued as to how to solve the problem. Seeing
mathematics as the solution to a real-world problem may be a real eye opener.

At Level 9, the Victorian Curriculum requires students to “solve problems involving direct
proportion and explore the relationship between graphs and equations corresponding to simple
rate problems.” (2021, Victorian Curriculum) And, as Beswick (2011, p.6) underlines its’
importance again:” understanding of proportionality is linked across so many areas of mathematics
that understanding and developing knowledge of it would have far-reaching positive effects on
grasping many other areas of the mathematics curriculum.” Experienced through enquiry-based
learning [EBL] multiple representations and situations, further research [Pape & Tchoshanov
(2001, p.8)] indicates that this learning will be deep and flexible enough to be applied to new
areas of mathematics:” in order for children to become competent mathematicians, instruction
must use a variety of techniques (e.g., analytic and geometric). Finally, representations must be
thought of as tools for thinking, explaining, and justifying. Thus, teachers and students must
develop classroom norms that facilitate explanation and justification and the use of
representations in the service of supporting arguments. “

Approached in this manner, the activity would hopefully enthuse students and foster a hunger for
learning more about mathematics. After the first two, students may find the questions quite
daunting. But, with teacher encouragement and guidance and with interaction & debate with their
peers, they may see ratios as much more than a simple building-block type activity and highly
relevant to their world. 

Task 3: Percentage Discounts

https://education.nsw.gov.au/teaching-and-learning/student-assessment/smart-teaching-strategies/numeracy/
number-and-algebra/financial-mathematics#Activities1

 
Brief Task Description: 

-Students calculate whether a discount of 10% following a discount of 5% the same as a discount
of 15%. They have to justify their answers with appropriate calculations and determine the
difference [if any] between the two discount situations. Students can then investigate more
percentage discount problems.

My Solutions:

I was able to calculate this a couple of different ways; 

1.  A 5% discount is the same as calculating 95% [100% - 5%] of the price.

If the original price was $100 then 95% of that would be $95.
 A further 10% discount would be 90% [100% - 10%] of $95.

= 90% of $95 = 0-9 x $95 = $85-50

So, a total discount of $14-50.

This compares with a straight 15% discount which would be calculated by multiplying $100 by 85% [100% - 15%] = $85 or a discount of
$15.

Reversing the order of the 2 discounts [10% then 5%] we get 90% x $100 = $90 then 95% x $90 = $85-50, the exact same discount as
in the 1st instance: $14-50. It is better value to get the straight 15% discount rather than having 2 separate percentage discounts adding
up to 15%.

2. To calculate the results of a 5% discount we calculate 95% or 0.95 of x.  Similarly for a 10% discount we calculate 90% or 0.9
of x. So, to get the result of the consecutive 5% & 10% discounts we can multiply 0-95 x 0-9 = 0-855 or 85-5%. Also 0-9 x 0-
95 [10% then 5% discount] will bring the same result; 85-5%.

A 15 % discount is equal to 85% of the original so we can see that it is better to take a flat 15% discount instead of the same
amount combined into 2 discounts [eg; 10% & 5%]

Activity 1
1. Students will review the basic activity of percentage increase and decrease. They may need to begin by finding the percentage of a
given quantity and then subtracting it from the original. They could then be encouraged to use the quicker method shown below.
For example: A shop offers a 5% discount on a shirt valued at $60
50% of $60 = 0.05 × $60= $3
$60 - $3 = $57
Students can then move on to the quicker method by realising that a discount of 5% is equivalent to finding 95% (100%–5%) of the
quantity. 95% of $60 = 0.95 ×$60 = $57
Activity 2
Students are to investigate the following situation.

 Is a discount of 10% following a discount of 5% the same as a discount of 15%?

 Students need to justify their answers with appropriate calculations.
 Determine the difference between the two discount situations?
 Investigate if the order of discounts is important. i.e., is a discount of 5% following a discount of 10% the same as a discount of
10% following a discount of 5%?

Complete other examples which focus on successive percentage decreases using the technique shown above.

Activity 3
Students will look at a number of real-world cases of successive percentage discounts, which then extend to include a generalised process.
For example, Jim sees a TV on sale at his local store valued at $799. It is currently on sale at 22% off. A further 5% discount is offered on
the sale price if he pays cash.
If Jim chooses to pay cash, how much does he pay for the TV?
What single percentage decrease is equivalent to the successive discount of 22% and 5%?
Extra/extension activities: http://www.amsi.org.au/ESA_Resources/Q1437/Q1437_1.html  [calculating % discounts from discounted
prices.] http://www.amsi.org.au/ESA_Resources/Q1437/Q1437_1.html [simple fractions as percentages]

Possible expected student responses:

 When calculating percentages, some students may not understand it completely [eg; 95% of 60 is 55; 60 - 5(%) ] or not
understand that the result of an x% discount is equal to [100 - x] % 

- Some might try simply adding the 2 percentage amounts 10 + 5 = 15 & conclude that the effect of combining percentage amounts is the
same effect as the combined percentage amount.
 - Some may miscalculate that, for example, a 5% then 10% discount is equivalent to 0-05 x 0-1 [0-5%]

Advice to teachers on task implementation:

 Review percentages, relating as fractions [?/100] & calculating equivalent percentages for
common fractions [½, 1/4, etc.] & decimals [ 0-5, 0-2, etc.]  [Use graph paper/shading for
different representations.]
 Before calculator use, try simple group pen/paper problems.
 Demonstrate percentage calculation using calculators [ Eg; 2/3= ⅔ × 100% = 66 & ⅔ % ;
3.2 = 3.2 × 100% = 320% ; 84% of 250 = 84/100 × 250 = 210. 37/50 × 100 = 74, etc.]
 Before attempting multiple % discounts problem, discuss possible answers, encouraging
debate, challenging, postulating & hypothesising.
 Question/prompt students who are stuck.
 For extension activities, revise as group [or re-create rule] “To find x% of a given quantity,

we multiply the quantity by x%. 

 Ask how to reverse the process [eg; if 15% of Paul’s take home pay is $90, then his take

home pay is...?]

 Encourage class discussion/debate to form a rule/equation for this situation [ eg; dividing

by 15%. Eg; 90 ÷ 15% = 90 ÷ 0.15 = $600.]

Justification: 
 
This would be an ideal class problem-solving task. It is directly related to the Victorian Curriculum
Level 7 strand: “Investigate and calculate 'best buys', with and without digital technologies.”
(2021) It’s also an example of mathematical modelling in action “a process involved with solving
problems arising in other discipline areas or in a real-world environment.” (Galbraith, Stillman &
Brown, 2020, p.134) To complete this task successfully, students must apply concepts of
proportional reasoning, including multiplication and so it is further developing them in this area. As
Cheesman, Downton & Sawatski (2019, p.466) state: “Through interesting financial contexts,
there lies the possibility to meaningfully explore and develop multiplicative thinking and
proportional reasoning in the upper primary years of schooling. “ 
 
Students would know of percentage discounts applied to sale items and this may garner their
interest for a start, as the tomorrow’s budding consumers. The task should be meaningful, an
important thing, as highlighted by Galbraith, Stillman & Brown (2020,p.135) :  “students should be
able to employ the mathematics they spend so much time learning, to address problems in their
world.” Geiger et al. (2020, p.76) concur: “An effective financial problem context creates a need to
do mathematics while encouraging students to contribute social and cultural insights about money
matters to class discussion.”  The task alerts students to potential selling/marketing ‘tricks’
whereby illusory further ‘discounts’ are created. It’s suitable for teachers wanting to enthuse
students about maths, encouraging active participation & debate in class.
 
It is relevant to students, but with the application of percentage/multiplication to solve it, it allows
exploration of a very important maths topic & could promote an increase in student learning &
retention through EBL.
 
 
Implementation:
 
Students will be describing their thinking mathematically, making representations of new concepts
& unfamiliar situations & hopefully communicating their solutions effectively. They will need to plan
their approaches and will likely use technology for calculations, verifying that answers are
reasonable.
 
For task assessment, this would concentrate on 2 areas, primarily formative, as described by Goos
et al (2017, p.139), wherein the teacher, from active involvement with students, could ascertain
the student level of the goal behaviours; i.e.; investigating/problem-solving, postulating, testing,
etc. Written work, with calculations and answers with explanations would also be assessed. The
summative part of assessment would relate to these calculations and the mathematical workings
of answers. 
Flexibility would be needed in imagining the thinking in different students' minds. I would aim to
“provide a variety of models”, as suggested by Clarke et al (2008, p.375), working on multiple
representations and explanations, getting as many students thinking in the desired way as
possible. Openness to presenting fractions and percentages in multiple ways would be necessary.
If most students could firstly, conjecture as to what may be possible or reasonable answers and
then calculate multiple percentage discounts, I believe the task would have fulfilled its aims. 
To a large extent, the success of this experience would be dependent on the pre-existing skills and
knowledge of the group, particularly relating to fractions and percentages. If the group is weak in
this area, much of the lesson could end up devoted to revising these topics. As I would also be
aiming at students going through the processes of EBL, rather than correct calculations/answers,
the success of this would be dependent on student openness to this approach.

Task 4: Mixing Paints Age 11 to 14

https://nrich.maths.org/4793

Brief Task Description: 

-Students calculate the least number of cans of 2 different paint brands  to create specific shades
of pink. 
-Each brand has a different ratio of red to white paint [ A - 1:3 & B - 1:7]
-students need to combine these to create the 3 different shades [ratios] needed.

My Solutions:

I was able to reach the correct answer by 2 different methods:

1. If we assumed the cans were 8 litres each [the cans can be any size one wishes] then it easy to understand the ratios, as 1:7 is
1 litre of red paint to 7 litres of white paint and 1:3 is 2 litres to 6 litres similarly. 80 
Translating this to an equation where x = the number of Brand A cans needed and y = the number of Brand B cans needed,
then 
The amount of red paint needed is 2x + 1y & the amount of white paint needed is 6x + 7y
As we need it in a ratio of 1:4 then 4 [2x +1y] = 6x + 7y, so 8x + 4y = 6x + 7y.
Then, [8x + 4y] - [6x + 7y] = 0 [8x-6x = 2x & 4y - 7y = -3y]
Then 2x -3y = 0 and so x = 3 & y = 2

2. If x = number of cans of A needed [containing ¼ red & ¾ white]

and y = no. of cans of B needed [containing 1/8 red & 7/8 white]
Then, x + y is equal to the ratio [red to white paint];  [x/4 + y/8]:[3x/4 + 7y/8]
Multiplying [x/4 + y/8]:[3x/4 + 7y/8] by 8 [multiplying the 2 highest integers [7&8] will produce 56, the lowest common
denominator of the 2 numbers], we get [8x/4 + 8y/8]:[24x/4 + 56y/8]
Which equals [2x + y]:[6x + 7y] which we can graph:
 Fig.1

The graph shows:

 that to create a shade of 1 red to 4 white we need 3 cans of A to every 2 cans of B. 
 that to create a shade of 1 red to 5 white we need 2 cans of A to every 4 cans of B. 
 And to create a shade of 1 red to 6 white we need 1 can of A to every 6 cans of B.   

We can check our answer in a long-handed fashion eg: 

3x + 2y = 3[2/8 red & 6/8 white] + 2 [⅛ red & ⅞ white]
= [6/8 + 2/8] red + [18/8 + 14/8] white = 1 red + 4 white

2x + 4y = 2 [2/8 red & 6/8 white] + 4[⅛ red & ⅞ w]

= 4/8red & 12/8 white+ 4/8 red & 28/8 w
= 8/8 red + 40/8 white = 1 red + 5 white

x + 6y = [2/8 red & 6/8 white] + 6[⅛ red & ⅞ w]

= 2/8red & 6/8 white]+ 6/8 red & 42/8 w
= 8/8 red + 48/8 white = 1 red + 6 white.

Task Instructions for Students and Assessment: 

Students have to calculate the least total number of cans of each type of paint A & B [the cans are of the same size] to produce the
following ratios: 1:4,1:5 & 1:6.
Paint A
Paint B
There is a 2nd activity which is the same principle but involves different ratios.
Students will need to work together to produce their solution [correct or not] and the process they went through to get there.

Possible expected student responses:

 -Some might try simply combining 1:3 and 1:7 eg; 1:3 + 1:3 = 2:6 , 1:3 + 1:7 = 2:10 = 1:5, not understanding that the two 1’s for
example are different amounts & not equal.

-Another common student error may be confusing ratio with fractions eg; 1:3 = ⅓, 1:7 = 1/7, etc. rather than understanding that 1:3
means that there are 4 parts [1 + 3] or that 1:7 means that there are 8 parts [1 + 7.]

Advice to teachers on task implementation:

 1.consider ratio produced if 1 can of A & B were mixed. Discuss any misconceptions
arising, [ie; mentioned in previous table.]
 2.Suggest 1000ml cans for easier calculation of ratios [eg; A :250ml red/750ml white; B:
125ml red/875ml white] Calculate ⅓ & 1/7 of 1000ml together dispelling fractions/ratios
confusion.
 3.Adding red & white paint amounts [375ml red/1625ml white] calculate ratio, eg; [375 +
1625]/125 = 3:13 [ 16 parts.]
 4.Using same methodology explore other ratios, eg; 2 x A + 1 x B, 1 x A + 2 x B, etc. The
site’s interactive tool could be used.
 5.Encourage student-created representations [graph-paper shading/coloured counters,
etc.] 
 6.explore ratio multiplication, eg; 1:4=2:8=3:12=4:16, etc.
 7.Consider why 8l cans may be a good size?
 8.Ask if there’s a more straightforward way of calculating the correct number, [ hinting at
algebraic solutions.]
 9.discuss which ratio may be lighter/darker. After solving, mix raspberry cordial & milk to
test this.
 10.Consider other ratios that could be created using different combinations [eg; 1:9, 1:10,
1:11]

Justification: 

Much research literature [ Beswick (2011), Lamon (2011), Pape & Tchoshanov (2001) and
Shield & Dole (2008)] has outlined the current and historical lack of development  of proportional
thinking and reasoning in schools and its consequences for other secondary mathematical topics
and for students’ future lives.
Also, further research has indicated the importance of learning through multiple
representations and solutions. Pape & Tchoshanov (2001, p.4) related it to our biology: “The
cognitive capacity of the human brain, however, more closely resembles multiple representational
patterning: combinations of concrete, visual, and abstract. It seems reasonable that the language
of the brain consists of multiple representations.”
Beswick (2011, p.6) defines: “Proportional reasoning concerns/ing the equivalence of pairs
of quantities that are related multiplicatively; that is, equivalent ratios including those expressed
as fractions and percentage.” This scenario is easily imagined by students, and so is ideal for
exploring proportional representation uniquely, dealing with colours and liquids. As Beswick (2011,
p.11) also stated of a similar activity: “(It) is ideally suited for both developing proportional
reasoning and embedding this learning in a flexible enough manner so that it can be applied across
different contexts,” and continued:” The activities provided an opportunity for students with widely
varying experience and understanding of ratio and proportional reasoning to develop and
consolidate some key ideas including the connections between ratios and fractions. ...Linking ratios
and fractions presents such an opportunity and constitutes an essential part of a rich
understanding of proportion.”
It will be meaningful & relevant to students, mathematically important & lends itself to EBL
environment where students debate, discuss, & experiment. I also envisage implementing the
teacher advice 9, offering another form of ratio representation to students.
Implementation:

The starting aim would be having all students holding some concept of the paint ratios in
their heads. Here, point 5 from the implementation advice would be salient; being flexible enough
to mirror the way students think & offer multiple representations for their benefit. As Swan (2005)
suggests to: “build on the knowledge learners bring to sessions” and “expose and discuss common
misconceptions.”
Being new to EBL, I’d need to halt the habit of butting in and demonstrating the answer.
Reminding myself that learning is deeper when discovered by oneself should motivate me. More
clues & cues will be needed rather than solutions. This would also be in line with what Swan
(2005) also suggests: “to emphasise methods rather than answers, use cooperative small group
work and develop effective questioning.”
I would know that the task would meet the intended aims if most students were going
through the correct processes of investigation & problem-solving and arriving at reasonable
answers. The biggest factor constraining the success of the task could be the general background
of the class themselves. If they didn’t have a good grasp of proportionality, fractions, and division
it would necessitate more basic activities, explanations, and expectations. The teacher cuing
certain students/groups who are stuck would also be crucial. Time would be a crucial factor, time
to get around the class and as Freeman & Jorgenson (2015, p.415) found, wanting: “each student
to develop understanding at his or her own pace” and “each student to feel comfortable enough to
share his or her own thinking—even if the thinking was less sophisticated or incorrect.”

REFERENCES:

Lamon, S.J. (2011). Teaching Fractions and Ratios for Understanding: Essential Content Knowledge and Instructional
Strategies for Teachers (3rd ed.). Routledge. https://doi.org/10.4324/9780203803165

Beswick, K. (2011). Make your own PAINT CHART: A realistic context for developing proportional reasoning with
ratios. Australian Mathematics Teacher, 67(1), 6–11.

https://victoriancurriculum.vcaa.vic.edu.au/mathematics/introduction/scope-and-sequence

Swan, M. (2006) Chapter “Collaborative learning in mathematics” from

‘A Challenge to our Beliefs’ - twittermathcamp.pbworks.com

Boaler, J. (2015). Mathematical mindsets : Unleashing students' potential through creative math, inspiring messages,
and innovative teaching. ProQuest Ebook Central https://ebookcentral.proquest.com

Pape, S. J., & Tchoshanov, M. A. (2001). The Role of Representation(s) in Developing Mathematical Understanding.
THEORY INTO PRACTICE, 2, 118.

Galbraith P.L., Stillman G., Brown J. (2010) Turning Ideas into Modelling Problems.  In: Lesh R., Galbraith P., Haines
C., Hurford A. (eds) Modelling Students' Mathematical Modelling Competencies. Springer, Boston, MA. https://doi-
org.ezproxy-b.deakin.edu.au/10.1007/978-1-4419-0561-1_11

Sawatzki, C., Downton, A. & Cheeseman, J. Stimulating proportional reasoning through questions of finance and
fairness. Math Ed Res J 31, 465–484 (2019). https://doi-org.ezproxy-f.deakin.edu.au/10.1007/s13394-019-00262-5
Shield, M. & Dole, S. (2008) Proportion in middle school mathematics: It’s everywhere. Australian Mathematics
Teacher, 64(3), pp. 10-15.

Geiger,V. ,Yasukawa, K. , Bennison, A. , Fielding Wells, J. , Sawatzki, C. (2020) From Chapter 4: Way, J., Attard, C.,
Anderson, J., Bobis, J., McMaster, H., & Cartwright, K. (Eds.). (2020). Research in mathematics education in
australasia 2016-2019. 

Goos, M., Vale, C., Stillman, G., Makar, K., Herbert, S., & Geiger, V. (2017). Chapter 6 Assessing Mathematics
Learning from: “Teaching secondary school mathematics : Research and practice for the 21st century” ProQuest Ebook
Central https://ebookcentral.proquest.com

Clarke,D. Roche, A., and Mitchell, A. (2008)”Ten Practical Tips for Making Fractions Come Alive and Make Sense” from:
Mathematics Teaching in the Middle School
Vol. 13, No. 7 (MARCH 2008), pp. 372-380 (9 pages)
Published by: National Council of Teachers of Mathematics

Shield, M. & Dole, S. (2008) Proportion in middle school mathematics: It’s everywhere. Australian Mathematics
Teacher, 64(3), pp. 10-15.
Swan, M. (2005) “Improving learning in mathematics: challenges and strategies” from:
http://www.lancsngfl.ac.uk/secondary/math/download/file/PDF/Standards%20Unit%20-%20Improving%20learning
%20in%20mathematics.PDF 

Freeman, D., and Jorgensen, T., ‘Moving Beyond Brownies and Pizza’ Source: Teaching Children Mathematics , March
2015, Vol. 21, No. 7 (March 2015), pp. 412-420 Published by: National Council of Teachers of Mathematics Stable
URL: https://www.jstor.org/stable/10.5951/teacchilmath.21.7.0412

APPENDIX:
https://nrich.maths.org/4792

https://nrich.maths.org/6165

https://education.nsw.gov.au/teaching-and-learning/student-assessment/smart-teaching-strategies/numeracy/number-and-algebra/
financial-mathematics#Activities1

https://nrich.maths.org/4793