Mr.

Jaime’s Lesson Plan

OPENING
 Prominently display Target Standards Poster for Unit.
 “Touch” the standards for the day on the Target Standards Poster to begin each lesson.
CA Standard:7.RP.2d Recognize and represent proportional relationships between quantities.
b. Identify the constant of proportionality (unit rate) in tables, graphs, equations, diagrams, and verbal descriptions
CCC Standard: 7.RP.2d of proportional relationships.
d. Explain what a point (x, y) on the graph of a proportional relationship means in terms of the situation, with special
attention to the points (0, 0) and (1, r) where r is the unit rate.
Main Point for Today By the end of today’s lesson, students will show
 How to find the unit rate by comparing values from a table.
 Explain what a point (x, y) on the graph of a proportional relationship means in terms of the situation, with
special attention to the points (0, 0) and (1, r) where r is the unit rate.
Emotional Hook
 Prior Knowledge Directions: 1Determine whether option A or option B is the better deal.
 Relevance Option A: box of 128 diapers for $26.99
 Curiosity Option B: box of 216 diapers for $45.99
2. It costs $2.00 for 5 oranges. Complete the table and graph to represent this situation.

Time: __7_mins

I DO
Teacher will facilitate
discussion among tables and
groups by walking around
tables/groups. Next, teacher
will have the entire groups
present to the class their
strategy on how to solve
given problem describing a
real world situation.
Time: 15_mins
BODY
Students will be given various situations
modeling a real-world situation applying
the characteristics of ratios and
proportions. Students will work on for 12-
13 minutes. They will need to spend 4
minutes per problem and choose one
problem to present to class.
Key Vocabulary:
Unit Rate, Constant of proportionality,
point (x,y)
Student Task Energizer
Students will work in groups assigned by (Cognitive
teacher and they all have a role and will State
contribute accordingly to solve the Change)
problems. After assigned time of 12-13
minutes, we are going to have a class
discussion on some of the problems,
including student showing their work and
justify their work/steps to the class.
Students will work in groups collaborating
with the groups on solving the Unit rate,
constant of proportionality, and explaining
the significance of a point (x, y) in the
situation.

Copyright 2012 Principal’s Exchange

 Mr. Jaime’s Lesson Plan
WE DO Teacher Task Student Task 10/2
(Guided Practice) Energizers
“Hourglass” (Quick
 Whole Group State
 Comprehension Change
Check every 10
 Small Group minutes)

Sentence Frames for Students to Use

Time: _______ mins

YOU DO: Teacher Task Student Task

“Perfect Practice”
 Independent
Practice WITH
Feedback

Time: _______mins

CLOSING
 Exit Ticket or MVP
(Most Valuable Point)
 “Touch” the standard
for the day on the
Target Standards
Poster to end each
lesson. Time: _5__mins

Copyright 2012 Principal’s Exchange