Name: Danielle Silvaggio Date: 11/15/18

School: Wangenheim Middle School

Subject: 7th Grade Common Core Mathematics
Grade Level: 7th Number of Students: 33
Objectives:
Content: Students will be able to understand that proportional relationships can be represented
in the coordinate plane by a line that includes the origin (0,0).
Students will gain familiarity with discrete and continuous graphs of proportional
relationships.
Language/Key Vocabulary: Students will be able to use the terms graph, coordinate points,
origin, line
Standards:

Practice: CCSS.MATH.PRACTICE.MP3
Content: CCSS.MATH.CONTENT.7.RP.A.2, CCSS.MATH.CONTENT.7.RP.A.2.A

Motivation/ Activate Prior Knowledge (5min):

Teacher will remind students that yesterday we began looking at a graph of a proportional
relationship. Teacher will tell students that today we are going to examine that idea further and
try to create a rule for all graphs of proportional relationships.

Students will be instructed to read through their notes from yesterday. While they read, they
will put a star next to things that they understand, a question mark next to anything they still
have questions about, and an exclamation mark next to any aha moments. Teacher will then
ask what students what they question marked and what they starred. Teacher will record
student responses on the white board.
Instruction: (10 minutes)

Teacher will pass out envelopes with sorting cards in them. Teacher will explain that these
envelopes contain cards with tables and graphs on them. Teacher will tell students that they
will be working with partners in order to sort these cards based on similarities and differences
that they notice. Teacher will call on students to read out the instructions from the whiteboard.

Teacher will then use the doc-u-cam to demonstrate how the sorting activity works. Teacher
will choose a student volunteer to act as the partner. Teacher will instruct the rest of the class
to make notes of any examples of good cooperation and partner work. Teacher will mix up
cards and place them face-up under the doc-u-cam. Show that the cards have both tables and
graphs on them. Pick one card that has a graph and one that has a table. Explain to the student
partner why the cards are either a match or not a match. Model ways to agree or disagree by
explaining thinking out loud and asking student clarifying questions.

Teacher will then ask the rest of the class to share any examples of good cooperation that they
observed. Teacher will make a note of these on the whiteboard. After each example the teacher
will ask the rest of the class if they agree or disagree with that example.
Guided Practice: (15 minutes)
Students will be grouped randomly into partners and will work with one set of cards each.
They will be told that they not have the opportunity to try what they just observed with a
partner. They will be instructed to first sort the graph cards and label their sorting’s using a
sticky note. They will then be instructed to take turns pairing their graph cards with the table
cards and explaining their pairings to their partner.

After most partners have sorted their cards, the teacher will have partners switch spots with
another group and make notes on how their categories are the same and how they are different.
They will then return to their seats and have 1 minute to discuss any changes they would like
to make to their sorted cards.
Summary of Learning (15 min):

The teacher will ask for 3 student volunteers to share one of their pairings and explain why
they paired them together. The teacher will note the reasoning on the board. After each group
shares, the teacher will ask the class questions such as, “Do you agree with this pairing?”, “Do
you disagree with this pairing?”, “Can someone explain _____’s reasoning in their own
words?”.

Teacher will lead class discussion about which graphs represent proportional relationships.
Teacher will sort all the graphs that represent proportional relationships under the doc-u-cam
for students to see. Teacher will then give the students 1 minute to note anything they notice
about all the graphs of proportional relationships. Teacher will then call on three students to
share and will note the shared characteristics on the board.

Students will then be given 3 minutes to draw their hand summary in their notes. They will
trace their hand in their notebooks, and write graphs of proportional relationships in the center.
They will write in 5 characteristics they noticed about the graphs on the fingers. A model will
be displayed on the whiteboard for students to see.
Independent Practice/Summative Assessment (3 min): Students will be given an exit slip
with 1 question to complete before leaving class. The question asks them to identify which
graphs represent a proportional relationship.
Assessment:
Formative: Monitored Group Conversations and student displayed work

Summative (3 minutes): Exit Slip, 1 Question

Plan for Differentiated Instruction/Modification:
Access to digital version of activity via Chrome Books with digital graphs
Use of calculators
Materials/Resources:
PowerPoint, Pencils, Chrome books, sorting cards, printed out exit slips, doc-u-cam