# Proportional Reasoning Remediation/Enrichment

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## Objective

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

#### Big Idea

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

## Launch

10 minutes

OpenerAs 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).

## Explore

45 minutes

Proficient Students - Leaky Faucets Performance TaskStudents 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.

## Summary

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.