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

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

10 minutes

**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 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

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.