## Instructional Strategy - Process for Openers - Section 1: Launch

# Graphing Proportional Relationships - Fluency Practice

Lesson 9 of 14

## Objective: Students will be able to identify the constant of proportionality and equation for the graph of a proportional relationship.

*60 minutes*

#### Launch

*10 min*

**Opener: **As students enter the room, they will immediately pick up and begin working on the opener –Instructional Strategy - Process for openers**.** This method of working and going over the opener lends itself to allow students to construct viable arguments and critique the reasoning of others, which is **mathematical practice 3**.

**Learning Target: **After completion of the opener, I will address the day’s learning targets to the students. In today’s lesson, the intended target is, “I can graph proportional relationshipos and I can identify the equation for a proportional relationship.” Students will jot the learning target down in their agendas (our version of a student planner, there is a place to write the learning target for every day).

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#### Explore

*45 min*

**White Board Practice: **Graphing Practice Explore Video This lesson incorporates several of the mathematical practices. First and foremost, students have to pay close attention to detail - are they setting up the ratio of y to x, or are they reversing it (**mathematical practice 6**). Additionally, students are having to look at problems in a variety of ways - words, graphs, tables, equations - this requires versatility and a good conceptual understanding (**mathematical practice 4**). Though not explicity a tool in terms of technology, students will need to use certain tools to present information - via tables and graphing on the coordinate plane (**mathematical practice 5**). As with all proportional relationships, students will be looking for patterns, constants, that let them know that a relationship is proportional and thus they can write an equation or identify a constant of proportionality (**mathematical practice 7**). Since students are working in groups, they will need to not only reason with one another, but also persevere through problems (**mathematical practices 1 and 3**).

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#### Summary

*5 min*

**Instructional Strategy - Table Discussion:** As a summary to the lesson, I am going to ask students to have a discussion on how to determine the constant of proportionality given a graph. This was a key error made in the previous lesson, so I want to see which students are able to correctly identify it now!

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- UNIT 1: Introduction to Mathematical Practices
- UNIT 2: Proportional Reasoning
- UNIT 3: Percents
- UNIT 4: Operations with Rational Numbers
- UNIT 5: Expressions
- UNIT 6: Equations
- UNIT 7: Geometric Figures
- UNIT 8: Geometric Measurement
- UNIT 9: Probability
- UNIT 10: Statistics
- UNIT 11: Culminating Unit: End of Grade Review

- LESSON 1: Introduction to Unit Rates - Learn to be a smart shopper!
- LESSON 2: Unit Rates with Complex Fractions
- LESSON 3: Unit Rates Fluency - Practice makes Perfect!
- LESSON 4: More Unit Rates Fluency - Practice, Practice!
- LESSON 5: Proportional and Nonproportional Relationships - Can you find the constant?
- LESSON 6: Equations of Proportional Relationships - Who needs a table?
- LESSON 7: Equations of Proportional Relationships - Fluency Practice!
- LESSON 8: Graphs of Proportional Relationships - What are the two important characteristics?
- LESSON 9: Graphing Proportional Relationships - Fluency Practice
- LESSON 10: Problem Solving Connections - Can you apply what you know about proportional reasoning?
- LESSON 11: Proportional Reasoning Review - Remember Hollywood Squares?
- LESSON 12: Proportional Reasoning Test - Time to Put it All Together!
- LESSON 13: Proportional Reasoning Remediation/Enrichment
- LESSON 14: Proportional Reasoning Retest - REWIND and Try Again!