Equations of Proportional Relationships - Who needs a table?

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Students will be able to determine the constant of proportionality and use it to write an equation for a proportional relationship.

Big Idea

Don't feel like continuing your table of values to 100? Try writing an equation!


10 minutes

OpenerAs 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 identify the constant of proportionality and write an 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). 

Thoughts from Me! This lesson requires that students look for repeated reasoning, which will help them to determine if a relationship is proportional or not (mathematical practice 8). Students will be required to develop models for real world problems (mathematical practice 4) as well as reason through problems (mathematical practice 2). 


45 minutes

Summary + Homework

5 minutes

Instructional Strategy - Table Discussion To summarize this lesson, I will have students have a table discussion on the question:  How is writing an equation helpful for solving problems?  I want to hear students discussing how writing the equation makes it easier because you can just multiply to find answers to large problems, instead of having to continue a pattern in a table.

Homework: As students are having their table discussion, I will pass out the night’s assignment.