Equations of Proportional Relationships - Fluency Practice!

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 distinguish between proportional and nonproportional relationships and write equations representing proportional relationships. 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). Students are alos required to complete the entirement assignment without a calculator, so attention to detail is going to be very important (mathematical practice 6).

Instructional Strategy - How do table challenges work?: This lesson starts off with a table challenge to get kids excited about the lesson.  The challenge consists of 5 problems, and students will be asked to work together with their tables to agree on an answer.  For this challenge, I will pull a playing card corresponding with a table number, and that table will have to provide the answer.

Work with Versatiles: Versatiles Video To continue practice and work on fluency of calculating unit rates and using those rates to determine if relationships are proportional and thus write an equation, students will work "together" at their tables to write equations given 12 scenarios.  I say "together" because I ask that students work the problems individually, and as they finish each question the talk about what they got and how they got it.

• Instructional Strategy - Table Discussion:  To summarize this lesson, I am going to have students develop their own "kid-friendly" definition of constant of proportionality.  How would they explain it to an outsider? What is it?