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

If at first you are not proficient, try, try again!

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 calculate 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

**Retest: **Retest Explore Video This test utilizes **mathematical practices 1, 4, and 6.** Students are perservering with problems on their own until they can reach a solution, and they are showing their knowledge in a variety of ways - graphs, equations, tables, and words. Additionally, students must pay close attention to precision when showing their work - remember to put y over x, and simplifying fractions correctly.

5 minutes

**Note to Teacher: **As a wrap up to the retest, I am curious to see how students are feeling this time. Was it easier? Did they like fill in versus multiple choice? This note gives students a chance to reflect :)

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