Students will be able to analyze proportional relationships and use those relationships to solve problems.

Students will use proportional reasoning to find answers while working in a group. As students work in their groups there is opportunity to hear and take part in meaningful discussion to justify proportional reasoning.

5 minutes

The goal of this section of the lesson is for me to be able to see what strategies students are using to support their proportional reasoning. Are they setting up a “traditional” proportion? Are they using multiplication to try to find the answer? I want to see how they are approaching the solution. As students solve the problem I need them to show all of their work so I can determine the level of understanding my students have.

This problem gives an opportunity to analyze student strategies for solving the problem. It may be beneficial to have students justify their answer to a partner if there is apparent misunderstanding. A written summary of the problem-solving strategy written by the students can give a resource for an intervention strategy starting point. Having volunteers come to the board or the document camera to highlight different strategies used will be beneficial for the class. If there are multiple points of entry for solving this problem that will serve as a great opportunity for my students to see.

Problem of the Day: Josie can read 200 words per minute. She is reading a book that averages 350 words on a page. How long will it take her to read 60 pages at this rate? Show our work.

20 minutes

Students will work collaboratively to create efficient methods for solving a set of problems. Students will work in their table groups to solve the problems. As the groups work, I will walk around and visit each group to determine their progress and to hear their thinking. The questions on the SMARTboard will guide student work. Each group should attend to the questions and be able to answer the questions when they share their solutions with the whole group. Each group member will contribute a solution and the group will determine which is the best method. On their poster, each group will write a complete solution for each problem. The solution also must include the reasoning for the solution. Every member in the group needs to understand and be able to explain the method that the group chose.

10 minutes

A class discussion to highlight and summarize what students learned in this activity will end the lesson today and provide segue into the next lesson. Ask a student group to volunteer to share their problem solving method for the Recipe slide. As they walk the class through their strategy, invite questions from other students to maximize understanding. The questions posted to guide student thinking during group work will be asked as they share solutions. As groups share their work, my questions will be focused on helping students see the connection between the proportions they are using. Have students moved from multiplication to using proportional reasoning? Do they see other ways to approach the problem? Have students seen a way other than the way they chose that is effective? If another group used a different strategy or approach, invite that group to share their strategy and facilitate discussion on differences in strategy. Have a group volunteer to lead the discussion for the other two slides. The posters should be saved to use with the next lesson.

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