Students will be able to represent proportional relationships via graphs, equations, tables, and words.

Uh-oh...scores weren't as good as you were hoping? This lesson recaps PR and gets kids ready for a retest!

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 represent proportional relationships via graphs, tables, equations and words. I can calcuate unit rates and use them to solve problems.” 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

**Proportional Relationships Overview: **Proportional Reasoning Remediation Video

**Proficient Students - Leaky Faucets Performance Task: **Students that were proficient (and since I am doing full class retesting, I am setting proficiency at 90%) will work with a partner on the "Leaky Faucets" performance task. This task requires students to work together (**mathematical practice 3**), perservering through a task (**mathematical practice 1**) that applies proportional reasoning to an every day problem (**mathematical practice 2**). Students will show their work through a variety of forms - equations, tables, graphs (**mathematical practice 4**), looking for patterns (**mathematical practice 7**) to help the character solve his problem! I have an outdoor patio, so, weather permitting, I will have the proficient students sit out on the patio and work while I work with the non-proficient students.

5 minutes

**Instructional Strategy - Table Discussion: **To summarize this lesson, I am going to have students participate in a table discussion. The most common error the first time students took the test was remembering to set up their ratio as y:x; thus, my question is: "when calculating the constant of proportionality, what always goes over what?" I will walk around as students discuss, and then I will have tables hold up white boards simultaneously with their answers.