Lesson: Solve Proportions
Lesson Objective
Lesson Plan
Element/Time 
Teacher 
Student expected response 
Do Now (8:30 – 8:40)/(10:00 –10:10) 
· Teacher walks around to greet students and check in with students about their do now and homework 
· Students complete 2 review/2 current unit problems independently 
HW Check 
· Teacher walks around to help/spot check student HW 
Students correct homework from board with problems shown. Students will ask questions in order to review misunderstood questions 
Mental Math (8:40 – 8:50) /(10:10 – 10:20) 
· Teacher reads and reveals a series of 6 problems – helping students to think of strategies to help students solve the problems · Teacher pulls sticks (cold call) to have students answer the questions 
· Students answer questions mentally, if stick is called they can answer and explain their answer choice. 
Mini Lesson (8:50 – 9:25)/(10:20 – 10:55) 
Intro: · Yesterday we learned about ratios – what is a ratio? · A comparison between two things · Today we are going to be looking at something we call a proportion. · A proportion is just two ratios that are equal to each other. · One way to determine if two ratios are a proportion is to determine if their quotients are the same. Since ratios can be written sometimes with fraction bars we can think of the problem as a division problem. If both ratios have the same quotient then they are equivalent to each other and therefore form a proportion. · Another way to determine if something is a proportion is to cross multiply. If both answers are the same – then the two ratios form a proportion. This works because we are using a shortcut way to give both ratios the same denominator and to see if the also have the same numerator. If both cross products are equal then the two ratios form a proportion.
Guided: · Have students determine if two ratios is a proportion – students should use both methods
Intro: · Great, sometimes we have to find the value of a missing number (variable) in a proportion. To do this we will cross multiply. · Show example. · What do you notice about what I have written now (students should see that it is a onestep equation) · Yes, it leaves us a with a onestep multiplication problem which we are really good at now. So now I just need to divide on both sides in order to find out the value of the missing number (variable) Guided: · Students will solve 2 proportions for the unknown. Independent: · Complete worksheet independently Closing: · What did we learn? · Why is important? · What are some common mistakes? What does successful work look like/sound like? 

Skills Time (9:35 9:50) /(11:0511:25) 
Evaluate expressions 

Lesson Resources
Notes Solve Proportions 
2,066

U8.L7.Finding.the.Unknown.Proportion.Word.Problems.docx 
2,333
