3-Day Unit Plan for Middle School Mathematics- Linear Equations and Slope

Name: Kwesi Lesson 1: Proportional Relationships

Vincent and Unit Rates
Differentiation Notes
Content Learners will: The primary goal of this lesson is for learners to be able identify the
Objectives  Make connections between mathematical relationship of proportionality. Therefore, the
proportional relationships and differentiation provided involves tools for tying verbiage to visual
linear equations. examples of the terminology.

 Demonstrate understanding by The actual terminology itself is less important than the ability to
solving for unknown quantities recognize the consistency of change in the ratio as one quantity changes
in proportional relationships. in relationship to the other.

 Define a proportional
relationship between two
quantities as one where the
quantities change at a constant
rate.
Therefore, the teacher will be providing graphical visual aids as well as
performing two physical enactments that demonstrate proportional
growth in the form of a unit rate.

 Derive a definition of unit rate

that explains it to be the
proportion of a certain amount
of a quantity to a single amount
of another quantity.

 Evaluate proportional
relationships and complete a
values table based on those
relationships.

Language Through discussion with a partner, Learners will be given multiple copies of the following 4-Corner
Objectives learners will collaboratively complete a Vocabulary Chart and work with a partner to complete it:
3-Day Unit Plan for Middle School Mathematics- Linear Equations and Slope

Frayer Model style 4-Corners

Vocabulary Chart for the key terms
relationship, ratio, proportional, and
unit rate. (WIDA 3-4)

Through discussion with a partner,

learners will collaboratively complete a
4-Corners Vocabulary Chart by using
the following sentence starters:
 The way in which two or more
quantities are connected is
known as a ________.

 A relationship that shows how

The teacher will walk around and give feedback to learners working on
big one quantity is in
this modification.
comparison to another is
known as a ______.

 Two quantities that change at a

constant rate are _________ to
one another.

 The number of miles for every 1

gallon of gas is an example of a
unit _____.

(WIDA 3-4)
Pencil, worksheet, 4 Corner Vocabulary The directions and tables for all activities, including the Warmup, will be
graphic organizer, flash cards with provided on a worksheet that each learner will work from. Directions for
each relationship from Activity 2 on each activity will also be given by the teacher verbally and repeated.
the front and the ratio expression on
3-Day Unit Plan for Middle School Mathematics- Linear Equations and Slope

Materials the back, Monopoly Money for Activity Learners will be provided with flash cards that have the following
3. information on the front and back:
20 miles for every 1 20 miles
Front: Back:
gallon of gas used. 1 gallon Learners will also be provided with Monopoly money so
they can physically count the money earned as described
in Activity 3.

Warm Up: Building on their prior
knowledge of counting and adding,
learners will work in groups to answer
questions about the following
scenario:
Activity 1 Every hour Mr. Vincent will put 2
pencils into an empty cup.
 How many pencils will be in the
cup after 2 hours?
There will a picture of an empty cup as well as a picture of pencils on the
board with an arrow in between them. The teacher will also
demonstrate this process in front of the class, and they will be able see
2 pencils going into a cup and count them as the add up.
Learners will have their own copies of the table and shown a completed
one with the correct quantities at the end of this exercise.

 If the variable x represents time

in hours and the variable y
represents the total number of
pencils, complete the table
provided by adding the total
number of pencils that will be
in the cup after each of the
listed number of hours.
3-Day Unit Plan for Middle School Mathematics- Linear Equations and Slope

Number of Number of
hours (x) pencils (y)
0
1
Relationship Description 2 Ratio
20 miles for every 13 ¿¿ miles
gallon of gas used. ¿ gallon
4
5
6

The teacher will demonstrate the

scenario in front of the class and
provide a visual representation on the
board of the cup, and the pencils.

Learners will be asked to answer the Learners will be supported by flash cards that have the following
following question on their worksheet: format.
Front: Back:
 Express each of the relationship
Activity 2 statements below as a ratio. These graphic tools will serve as sample products for this activity.

 20 miles for every 1 gallon of

gas used.

 30 miles for every 1 hour of

driving time.

 15 dollars ($) for every 1 hour

of work.
3-Day Unit Plan for Middle School Mathematics- Linear Equations and Slope

 What do each of these

relationships have in common?

After making the connection that each

of these relationships depict multiple
units of one quantity in relation to 1
unit of another quantity, learners will
then be asked to develop their own
definition of unit rate.

Learners will be given the following Learners will have their own copies of the table. The directions will be
scenario and asked to complete a table provided in small visual chunks:
with the appropriate data and answer
Activity 3 the corresponding questions: Given: $20 per/hour- Hourly Pay

 You got a job as a math tutor at the Calculate: The total money earned ($) after _____ hours.
college learning center. The job
pays you $20 for each hour of Learners will have the opportunity to interact with their peers using the
tutoring you do. following sentence stems:

Based on this information Based on an hourly pay rate of $20 per hour if I tutor for _______ hours,
complete the table below: I will earn a total of _______ dollars.

Based on an hourly pay rate of $20 per hour I will need to tutor for
_______ hours, in order to earn $100 (100 dollars).

Number of Total
hours (x) Money Based on an hourly pay rate of $20 per hour if I tutor for 10 hours, I will
Earned (y) earn a total of _______ dollars.
0
3-Day Unit Plan for Middle School Mathematics- Linear Equations and Slope

1
2
3
4
5
6
7
8

 If your goal is to earn $100 a week,

how many hours of tutoring a week
do you need to do?

 Can you predict how much money

you will earn if you work 10 hours a
week?

Name: Kwesi Lesson 2: Modeling Proportional

Vincent Relationships as Linear Equations
Content Learners will:
Objectives  Identify what the dependent
variable, independent
variable, and rate of change
coefficient are in a
proportional relationship.
Differentiation Notes
The key takeaways from this lesson is being able to recognize the
components of a proportional relationship and arrange them in an
equation. Therefore, the supports will focus on graphic organizer visuals
that label these components.
3-Day Unit Plan for Middle School Mathematics- Linear Equations and Slope

 Recognize that since a

proportional relationship has
a constant rate of change,
the quantity designated as
the dependent variable of
the relationship is equal to
the product of the constant
rate of change and the
quantity that is being
changed which is designated
as the independent variable
of the relationship.

 Organize the dependent

variable, independent
variable, and rate of change
coefficient of a proportional
relationship into an equation
that accurately models the
relationship.

Language Through discussion with two other Based on their group discussions, learners will be asked to label the
Objectives classmates, learners will elements of a linear equation using the following graphic organizer:
collaboratively identify the
dependent variable, independent
variable, and rate of change
coefficient in a proportional
3-Day Unit Plan for Middle School Mathematics- Linear Equations and Slope

relationship scenario. (WIDA 3-4) The teacher will walk around and work with each learner individually and
make sure they are on the right track.
Through discussion with two other
classmates learners will
collaboratively identify the
dependent variable, independent
variable, and rate of change
coefficient in a proportional
relationship scenario by using
sentence stems “The quantity that I
believe is the _________ in this
relationship is ______. “ and state
the rationale using the sentence
stem, “My reason for this is ______.
(WIDA 2,3)

Using a graphic organizer, students

will label the components of a linear
equation derived from a
proportional relationship.

Through discussion with a partner

learner will check their answers
using sentence stems to compare
answers “What did you get
for___?”; what about___?” and
state rational {I got this answer
because___.”
(WIDA 2,3)

Pencil, Worksheet, Linear Equation All instructions and tables will be provided on the worksheet. The flash
3-Day Unit Plan for Middle School Mathematics- Linear Equations and Slope
Graphic Organizer, Flash Cards,
Monopoly Money
Materials
Warm Up: Building on their prior
knowledge from the proportional
relationships modeled on Day 1,
students will be given the following
scenario and asked the
Activity 1 corresponding questions.
Over the weekend Mr. Vincent
rode his bike for several hours.
He traveled at a constant speed
of 3 miles per hour.
 Mr. Vincent’s speed is an
example of what kind of
relationship?
 If the variable x represents
time in hours and the
variable y represents the
total distance Mr. Vincent
traveled, complete the table
below.
Number of Total
hours (x) Number of
cards will have the scenarios written on them with each component
highlighted. On the back the component name will be written in the color
used to highlight it on the front side. The Monopoly money will be used to
provide a concrete visual for Activity 3.
Learners will be given the following sentence stems and word bank to
support their participation in this activity:
The relationship of 3 miles for every 1 hour is an example of a _________.
Word Bank
Expression Equation
Unit Rate Sum
Learners will have the opportunity to interact with their peers using the
following sentence stems:
Based on a unit rate of traveling 3 miles every 1 hour, Mr. Vincent will
travel a total of ______ miles.
Based on a unit rate of traveling 3 miles every 1 hour, Mr. Vincent’s total
number of miles increases by ________ for each full hour he rides.
The constant rate of 3 miles per hour that Mr. Vincent travels is known as
the _________ of change.
On the board the teacher will have a graphic of person running and an
image of a Fitbit mileage counter. The two images will be separated by a
bi-directional arrow symbolizing their relationship.
3-Day Unit Plan for Middle School Mathematics- Linear Equations and Slope

miles (y)
0
1
2
3
4
5

 How much is the total miles

Mr. Vincent travels
increasing after each hour he
bikes?

The teacher will identify the 3 miles

per hour rate as the term Rate of
Change. Students will be provided
with a visual graphic identifying this
quantity as the Rate of Change.

Learners will be asked to translate
each row of the table from the
Warm- Up into a numeric equation.
For example; for row 1 they should
Activity 2 write the equation as 0 = 0, for row
2 they should write the equation as
5=5, row 3 as 5 + 5 =10, and so on.
Learners will then be asked to
identify a pattern in the equations
and if they can represent change in
The instructor will provide the first three examples on the board.
Learners will also be given the opportunity to interact with a partner using
the following sentence stems.
At a rate of 3 miles per hour, the total distance Mr. Vincent traveled after
_____ hours equal ______ miles.
Learners will be given a chance to interact with a partner and discuss any
patterns they notice by completing and using the following sentence
stems:
3-Day Unit Plan for Middle School Mathematics- Linear Equations and Slope

total hours as an operation of
multiplication instead of addition.
Learners will finally need to convert
the Warm-Up into a general form
equation using the designated
variables of x and y. They will then
be asked to answer the following
question:
 How many miles did Mr.
Vincent bike last weekend if
he biked a total of 10 hours?
Learners will be given the following
scenario and asked to complete the
corresponding questions:
Activity 3
You’ve got a summer job that pays
you $15.00 per hour. Based on this
information:
The pattern I noticed is that to find the total number miles traveled, you
add the _______ of change value of 3 miles per hour to itself the number of
times that is equivalent to the total amount of hours traveled.
Therefore, I conclude that the total number of miles traveled is equal to the
rate of change of ________ per hour multiplied by the total number of
hours.
Learners will be given the following graphic organizer flash card breaking
down the equation components.
Front: Back:
Components of an Equation of
Learners will have access to Monopoly money that they canRelationship
a Proportional count to
develop a concrete sense of how the money is accumulating after each
hour passes.
Learners will be given the following graphic organizer to help support them
with completing this task:

Complete the table below:

Number of Total Money

hours (x) Earned (y)
0
1
2
3
4 Learners will work with a partner to discuss their answers using the
5 following sentence stems:
3-Day Unit Plan for Middle School Mathematics- Linear Equations and Slope

 Write an equation that
models this relationship.
 You are trying to save up for
a new bike that costs $600.
How many hours will you
need to work in order to
earn enough money to
purchase the bike?
Since I am being paid at a constant hourly rate of $15 per hour, the rate of
change for this equation is ________.
The total amount of money I earn depends of the total number of hours I
work therefore, the number of hours (x) is the __________variable of this
equation, while the total money I earned (y) is the ________________
variable of this equation.

Name: Lesson 3: Translating Proportional Relationships into Graphs

Kwesi Differentiation Notes
Vincent
Content Learners will: The key takeaways from this lesson are
Objectives  Learn the components of a Cartesian Coordinate graphing translating information from a table into
grid. coordinate points on a Cartesian grid,
connecting the use of equations to
 Translate the values of the independent and dependent determine the data in a table, and the
variables of a proportional relational into coordinate points on mechanics of plotting a coordinate point on
a Cartesian Coordinate graphing grid. to a graph.

 Connect the coordinate points of a proportional relationship Given these learning goals, the supports
with a straight line thereby establishing that linear here will be visual graphics and extensive
relationships are proportional relationships that are cooperative group and partner work.
graphically represented by a straight line.

 Establish the connection that linear relationships can be

3-Day Unit Plan for Middle School Mathematics- Linear Equations and Slope

represented by tables, equations, and graphs.

Language Through discussion with a partner, learners will collaboratively label Learners will be given the graph shown
Objectives the graph to demonstrate comprehension of key vocabulary items below and will work with a partner to label
such as { x-axis, y-axis, origin, horizontal, vertical}(6) that are related the terms from the word bank also
to graphing linear equations. (WIDA 3-4) provided below:

Through discussion with a partner, learners will collaboratively label

the graph related to linear equations, using sentence stems to
compare answers {what did you get for…; what about ….} and state
rational {I got this answer because_____.” (WIDA 3-4)

Vertical Axis Horizontal Axis

Origin (0, 0) Order Pair (0, -1)
Ordered Pair (1,1) Ordered Pair (2, 3)
Ordered Pair (3, Ordered Pair (3, 5)
5)
Ordered Pair (4, Ordered Pair (0, 2)
-4)

The teacher will walk around and work with

each learner individually and make sure
they are on the right track.
3-Day Unit Plan for Middle School Mathematics- Linear Equations and Slope

Pencil, Worksheet, Graphic Organizer, Monopoly Money The learners will be given all the graphs
they need to plot on. The graphs will be
scaled as appropriate for the question.

Materials
Warm Up: Building on their prior knowledge from math and other The teacher will provide additional
areas of life learners will be engaged in a Notice and Wonder routine instructions that will include large text and
described as follows: graphics stating:

 Write down everything you “Notice” and everything you

Activity 1 “Wonder” about the following image:
What do you see by
or know
from the picture? Unknown
Author is
licensed
under

What are you unsure about ?

Learners will collaboratively label the graph

related to linear equations, using sentence
stems to compare answers {what did you get
for…; what about ….} and state rational {I got
this answer because_____.”
The build-up learners’ familiarity with the key terms for this lesson,
the teacher will record student responses and then ask them to build
on their responses to identify the items in the word bank on the
graph below:
3-Day Unit Plan for Middle School Mathematics- Linear Equations and Slope

Vertical Axis Horizontal Axis

Origin (0, 0) Order Pair (0, -1)
Ordered Pair (1,1) Ordered Pair (2, 3)
Ordered Pair (3, 5) Ordered Pair (3, 5)
Ordered Pair (4, -4) Ordered Pair (0, 2)

Learners will be asked to plot the points from the table below on the Learners will be given the opportunity to
graph provided: work with a partner for both examples
given.

Activity 2
3-Day Unit Plan for Middle School Mathematics- Linear Equations and Slope

x y
-1 -1
0 0
1 1
2 2
3 3
4 4
5 5

After plotting the points, the learners will be asked to connect them
with a straight line.

Learners will be given the equation y=5 x. They will be asked to

3-Day Unit Plan for Middle School Mathematics- Linear Equations and Slope

translate this equation into the table below and then plot the points
from the table onto the graph provided.

x y
0
1
2
4
5

After plotting the points, the learners will be asked to connect them
with a straight line.
Learners will be asked to revisit the scenario from Day 1 and asked to Learners will work in groups of 3.
translate it into a table, an equation, plot the points on the given
3-Day Unit Plan for Middle School Mathematics- Linear Equations and Slope

graph, and then connect those points with a straight line. Learners will be given Monopoly money to
Activity 3 provide a concrete representation of the
You decide to take up a part time job delivering for Door Dash. If you total money being accumulated after each
make $12 off each delivery: delivery.

Complete the following table: Learners will be provided a graphical

representation of the instructions showing
Number of Total Money an image of a delivery driver with a dollar
deliveries(x) Earned (y) sign underneath and a clock. The two images
0 will be separated with a bi-directional arrow
1 representing the relationship between the
2 two.
3
4
5

 Write an equation that models this relationship.

3-Day Unit Plan for Middle School Mathematics- Linear Equations and Slope

 Graph the points from your table on the graph below and connect
the points with a straight line.

 How many deliveries would you need to make every week in

order to earn more than $100 per week?