Opener: As students enter the room, they will immediately pick up and begin working on the opener. Please see my instructional strategy clip for how openers work in my classroom(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 non-proportional relationships and identify a constant ratio between quantities.” 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).
Note from Me! This lesson requires that students display data in multiple ways - graph, equation, table, verbal. Students have to reason quantitatively and abstractly (mathematical practice 2) to develop these multiple representations. Problems require students to model real world scenarios (mathematical practice 4). By looking for patterns (mathematical practice 7), students will be able to determine whether relationships are proportional or not.
Table Discussion: As a summary to this lesson, I am going to ask that students have a table discussion on what distinguishes a proportional from a non-proportional relationship (see video - Instructional Strategy – Table Discussion). After students have time to discuss in their tables, I am going to ask each table to add one idea to the proportional/nonproportional table that I have drawn on the side board.
Homework: After the table discussion I will pass out the homework, which consists of more test prep questions on proportional relationships!