MATH 1102
Spring 2023
Day 1 Activity - 01/19
§7.1 – Motivating and Defining Ratio and Proportional Relationships
Activity 7A: Mixtures: The Same or Different?
There are two containers, each holding a mixture of 1 cup red punch and 3 cups lemon-lime soda. The first
container is left as it is. That is Mixture A. Somebody adds 2 cups red punch and 2 cups lemon-lime soda
to the second container. That becomes mixture B.
1. Do you think Mixture A and Mixture B will taste the same and have the same color? Why or why not?
Try to think about these questions in the way that a student who has not yet studied ratios might.
What ideas do you think a student might have?
2. Suppose you mix 4 cups red punch with 12 cups lemon-lime soda. Make a math drawing showing how
to organize those cups so that you can tell from the way the cups are organized that this mixture will
have the same flavor and color as Mixture A.
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Day 1 Activity - 01/19
MATH 1102
Spring 2023
3. Suppose you have 4 identical containers, 1 with red punch and 3 with lemon-lime soda, all poured to
the same level. You are about to mix them in a pitcher when you decide you want to make a little bit
more. You want this larger amount to have the exact same flavor and color. How can you do that?
How will the mixture compare to Mixture A?
4. Find mixtures of red punch and lemon-lime soda that taste the same as Mixture A. Find other mixtures
that taste the same as Mixture B. Show these mixtures in the columns of the two tables below.
Explain why the mixtures in one table will taste the same without using the words "ratio" or
"fraction" in your explanation.
5. Explain how to use the tables in part 4 to compare the flavors of Mixtures A and B in several ways
without using the terms "ratio" and "fraction". Which mixture is more red-punchy and which is more
lemon-limey? Why is it useful to look for common entries in the two tables? Why is it legitimate to
compare different columns from each table?
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