UTC GENERAL EDUCATION LESSON PLAN TEMPLATE (Four page limit)

PRELIMINARY INFORMATION

Candidate: John Justin Lynn

Lesson Title: Proportional Relationships 2

Grade Level:7th
Number of students:20

Unit/theme: Show me your ID!

rd
Where in the unit does this lesson occur? 3 Lesson in Unit

Date developed: 9/29/16

Date of lesson:11/26/16
Knowledge domain/subject: Math
Period/time/estimated duration: 100 Min (M-F 8:55-9:45am)
Structure(s) or grouping for the lesson (all that apply):
Individual practice and group work.

**USE COMPLETE SENTENCES IN RESPONDING TO ALL OF THE FOLLOWING LESSON PLAN ELEMENTS**


INFORMATION ABOUT THE CONTEXT, including diversity of the students (females/males, children with IEPs/504 plans, specific
language needs, other learning needs, etc.). What supports, accommodations, modifications will be provided?




13 Females

2 English Language Learners (EEL)
7 males

1 504 plan

For the two (2) ELL students)

1. Written instructions on the board will be provided for students that struggle with auditory learning.

2. Instruction will also be repeated twice (once by teacher) (once by students). Including instructions modeled once by
teacher, and guided practice by all students with teachers assistance. Intentionally monitor nonverbal cues for both ELL
students to adjust how instruction is delivered if both students still have trouble understanding instructions.

3. Students will be structured in pairs in order to help students feel more comfortable in asking questions. This is especially
important for these students with language barriers (e.g. Japanese Student). This allows students to ask
vocabulary/language learner type questions to other classmates rather than being embarrass to ask the teacher out loud.

4. The teacher will have a video on standby if the ELL students need more explanation
(PBS - Video of recipes & proportions)
https://www.youtube.com/watch?v=WJipgy0vUWE


For the one (1) student with a 504 Plan

1. Opportunities will be created to use the whiteboard when creating the table/graph this will help the 504 student stay on
task, and keep his attention because we have assessed that he is a tactile learner.

2. Student will be provided with the use of a calculator on all tests.





RESOURCES, MATERIALS, TECHNOLOGY, EQUIPMENT FOR THE LESSON (Simply list all materials you will use)

White board
Markers
Walmart bags
Receipts
Scissors
Graph Paper

(Focus Question/Big Idea/Goal) (The big idea being taught through a content area. Be sure to check
for specific criteria in YOUR handbook!)

I can identify and create constant proportional relationships between given numbers (quantities)!

I can test given numbers (quantities) to determine whether they are constant proportional quantities or not, by using tables,
fractions, graphs, or word problems.

7.RP.2.B Identify the constant of proportionality (Unit rate) in tables, graphs, equations, diagrams, and verbal descriptions of
proportional relationships.



JUSTIFICATION/RATIONALE for your plan (Why are you teaching this lesson at this time for these learners? How does
yesterdays lesson connect to todays experiences?)

How does yesterdays lesson connect to todays experiences?
1. Yesterday we reviewed multiplication, division, and basic graphing so that they will be warmed up for the mental calculations
needed for this lesson of proportions.

Why are you teaching this lesson at this time for these learners?
2. We have also just finished learning to compute unit rates associated with ratios of fractions, including length and other types of
measurement. So now we are learning to use similar problems and discover an understanding of patterns within the ratios, and
how to represent them (graphs, tables, etc.).

How does this lesson fit with the next lesson?
3.In this lesson we are deciding whether given numbers are constantly proportional or not
Tomorrow we will represent the proportional relationships by using equations.

7.RP.2.B Identify the constant of proportionality (Unit rate) in tables, graphs, equations, diagrams, and verbal descriptions of
proportional relationships.



PRIOR KNOWLEDGE OF CHILDREN ([1] List learners community, personal, & cultural assets. [2] What do they already know
about the subject?)

1.Children have already mastered their multiplication tables.

2.Students are familiar with plotting basic graphs, and the concepts of (x,y)

3.The students are familiar with receipts from the grocery store. They have also heard their parents talk about taxes.

4.Students have already done 7.rp.2.a so they are familiar with rations & proportions and how they are defined.
CENTRAL FOCUS

LEARNING OBJECTIVE(S) (What will children KNOW and BE ABLE TO DO that is behavioral/measurable at the end of the
lesson?)
[Teacher version]: The students will (active verb) . . . by performing/demonstrating/writing . . .

The student will be able to identify (recognize) constant proportional quantities.

The student will be able to characterize (represent) proportional quantities.



CONTENT STANDARDS (list strand, grade, standard number, and write out the standard)

7.RP.2.B Identify the constant of proportionality (Unit rate) in tables, graphs, equations, diagrams, and verbal descriptions of
proportional relationships.



ACADEMIC LANGUAGE DEMANDS (Return to your central focus and specifically identify the following:)


LANGUAGE FUNCTION: Be sure to check for specific criteria in your handbook!)

Language Demand method to express understanding

Students must know something about receipts and using multiplication and division
Students must be familiar with graphs and tables


DISCOURSE: (Be sure to check for specific criteria in your handbook!)



SYNTAX: Be sure to check for specific criteria in your handbook!)


VOCABULARY: Be sure to check for specific criteria in your handbook!)

Constant Proportion
Fraction
Graphs
Rise and Run
Tax
Unit Rate



LANGUAGE SUPPORT (steps to help students with language (show example, demonstrate how to use dictionary, circulate and
listen, collect and provide feedback, etc)

For students to understand language demand I will show examples of proportions, equivalent fractions and a linear straight line.





PLAN FOR ASSESSMENT OF STUDENT LEARNING (How will you know and document students progress toward the
objectives?)

Diagnostic/pre-assessment: Pre-Test

Formative assessment/feedback to learners: Creating an accurate Receipt with a Constant proportional tax.

Summative assessment (if any): Post-Test




EXPECTATIONS FOR STUDENT LEARNING (YOUR CRITERIA FOR ASSESSMENT) (How will you SHOW/TELL students what
exceptional work looks like? What will meet your expectations? Fall below your expectations? Attach any rubrics you will use.):

Exceeds expectations: If students make a 90% or above it will be considered mastery.


Meets expectations: If a student earns an 75% or above they are considered to meet expectations.


Below expectations: If a student earns at or lower than an 75% we will consider re-teaching the concepts missed before we move
on to the next lesson.



PROCEDURES FOR THE LESSON (describe with EXPLICIT DETAILS every step of the lesson so that another teacher could
replicate your plan exactly!):

LIST THE HIGHER-ORDER (CRITICAL) QUESTIONS YOU WILL ASK STUDENTS IN THIS LESSON:

-Reading the magazines on the shelf, find an example of a Constant Proportional relationship and write it down,
and explain

-Make a graph, using the receipts you have.


BEGINNING: Anticipatory set/lesson launch/hook (How will the students gain the necessary information in order to
successfully accomplish the objective? Will you read a text together? View a video? Go on a field trip? Listen to a guest speaker?
Ask questions? Model? Engage in a discussion?)


Show me your ID!
I will show the class my Drivers license and discuss what it means to be identified or identify something.
TTW read the standard to the class making sure to stress that we are IDENTIFYING today.


Grocery Shopping!

I will then pull out a big Walmart bag and a receipt.
I will write down on the board the amount spent before taxes and the amount after taxes.
TSW Turn and Talk to decide how to find the percentage of tax.

The teacher will model




MIDDLE: Instructional strategies to support student learning (What ideas/texts/experiences develop their understandings? How
will you promote discussion? How will you engage students in critical thinking/learning (individuals, small, whole groups)? Use
technology? Promote academic language?


(continued)
TTW have the academic vocabulary words written on the board
TTW add an example/definition of each word as they come up in the lesson

TTW model using the terms on the board, such as, Unit Rate and Constant proportionality.


I will come to class with a bunch of Walmart bags
And 2 receipts in each bag for each student.
PS: Teacher must cut off the percentage from each receipt
TTW work in pairs to find the Constant Proportional (Unit Rate)

TTS pass out graph paper
Students will practice drawing the Graph that I draw on the board.
TSW take notes on the graph paper
TTW model the finding unit rates using graphs.

Next we will look at tables
TTW put several receipt numbers on a table on the white board
TSW fill in a spot on the table with his receipt numbers
TSW recognize that a table can be a constant proportion.


This will transition into graphs as containing constant proportions.
TTW model this with the students on their graph paper

TSW then give the teacher several nouns
TTW create a word problem on the board
TSW comprehend how to find a constant proportion in a word problem.




END: Closure (How will you end the lesson in a way that promotes student learning and retention? How are the children sharing/
modeling the lesson objective for that learning experience?)

A. Refocus
- Repeat the objective and the standard to help refocus the students, because of the amount of discourse that is needed during the
lesson it is common for them to lose focus by the ending (objectives will be posted, and ideally repeated throughout the lesson
when needed).


B. Real Life Application/Future Learning
- STW use things in the room to create a constant proportional relationship of their own (think measurements, weights, time, and
structure/tile!)
- Students will show the class what they used to create their own graph/table.
- TTW Model graphing using several students problems.

C. Exit Ticket
- Turned in while leaving class.
- Used for reflection and self-improvement.



DIFFERENTIATION/EXTENSION (How will you provide successful access to the key concepts by all the students at their ability
levels?)


Supporting students with special needs (accommodations/modifications required by the IEPs/504 plans and other ways youll
address diverse needs):


Challenging experienced learners:
-ADHD group work in the back of the room with stronger focused students if need be, or alone working on the computer math topic
of the day.

Facilitating a classroom environment that supports student learning:
To help English language learners (ELL) -Group work (chairs will be in circles to promote discussion) (desks will have guidelines to
good discussion procedures)

Extension:
Students can be asked to bring a recipe from home and do the Proportional Math that would accommodate the recipe for the whole
classIncluding the teacher (cant leave me out)*.
*Extra credit if you cook the food, take a selfie cooking, and bring it to class on Friday!



WHAT IFs (Be proactive; consider what might not go as planned with the lesson. What will you do about it?)

What if students . . .

-ADHD-
A. back of classroom
B. paired with higher students or alone on computer
C. Computer work from the website XLMATH based on 7.RP.2a

What if students cannot . . .

-Multiply/Divide

A. If this is the case, the teacher should have noticed this by the formative assessments given/pre-test/warm up before class and
made adjustments by creating a tiered lesson. Using computer math websites (XL etc.) to facilitate learning with visuals and audio.
This will help the student/s get the content, but not feel left out. The teacher will assess the work done by having the student log in
XL, and print out the completed XL math lessons on proportions etc.

B. If this, indeed, is the case then the students that are lower and unable to do the simplest part of the work will be assigned to be
the artist or scribe of another student (group work), and he/she will create a poster (stored back by teachers desk), and will
be asked to present/explain the art at the front of the class, after lesson. This will have the child involved in the lesson, side by
side, other students, seeing and listening to conversations about the content, without being pressured/frustrated to do it. The
student/s will feel involved and have clear instructions on what they are to accomplish in the drawing. Lastly, the student will know
that it will be assessed by giving a presentation of the art afterwards. If the student finishes the art for one student early, then he
will move on to the next person, and continue the art work for them too. (the poster should be big enough for the student/s to draw
for 4-6 other students)

(group work)
(review time tables before class/ speed test)
(practice graphing the multiplication time tables like we do at the beginning of class.)




REFERENCES (cite all sources used in the creation of this lesson including URLs, journals, etc.)

http://betterlesson.com/common_core/browse/390/ccss-math-content-7-rp-a-2b-identify-the-constant-of-proportionality-unit-rate-in-
tables-graphs-equations-diagrams-and-verbal-de




Developed in part from the work of Dr. D. Johnson & Dr. E. Stevens, Roberts Wesleyan College, Teacher Education Dept.