Students will be able to identify the constant of proportionality and equation for the graph of a proportional relationship.

Y over x or x over y? It takes practice to keep that straight!

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 graph proportional relationshipos and I can identify the 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).

45 minutes

**White Board Practice: **Graphing Practice Explore Video This lesson incorporates several of the mathematical practices. First and foremost, students have to pay close attention to detail - are they setting up the ratio of y to x, or are they reversing it (**mathematical practice 6**). Additionally, students are having to look at problems in a variety of ways - words, graphs, tables, equations - this requires versatility and a good conceptual understanding (**mathematical practice 4**). Though not explicity a tool in terms of technology, students will need to use certain tools to present information - via tables and graphing on the coordinate plane (**mathematical practice 5**). As with all proportional relationships, students will be looking for patterns, constants, that let them know that a relationship is proportional and thus they can write an equation or identify a constant of proportionality (**mathematical practice 7**). Since students are working in groups, they will need to not only reason with one another, but also persevere through problems (**mathematical practices 1 and 3**).

5 minutes

**Instructional Strategy - Table Discussion:** As a summary to the lesson, I am going to ask students to have a discussion on how to determine the constant of proportionality given a graph. This was a key error made in the previous lesson, so I want to see which students are able to correctly identify it now!