Richland Parish School Board



Scope of lesson plan:Lessons 1-5Teacher name:Grade:7Subject: mathPeriod(s) this lesson will be taught: MONDAYEngageNY module #/ lesson # / lesson titleModule 1 / Lesson 1: An Experience in Relationships as Measuring Rate (E)1Long-term Targets:(Common Core standards addressed)7.RP.2a Recognize and represent proportional relationships between quantities.a. Decide whether two quantities are in a proportional relationship, e.g., by testing for equivalent ratios in a table or graphing on a coordinate plane and observing whether the graph is a straight line through the origin.Supporting target(s)(These are daily targets. What will students know and be able to do as a result of this lesson?)Daily Objective: Students compute unit rates associated with ratios of quantities measured in different units. Students use the context of the problem to recall the meaning of value of a ratio, equivalent ratios, rate and unit rate, relating them to the context of the experience.Agenda(Activities / Tasks)1. Classwork A. Example 1 (15 minutes) B. Example 2 (15 minutes)C. Exercise 1 (8 minutes) 2. Closing and Assessment A. Closing (2 minutes) B. Exit ticket (5 minutes)= 45 minutes instructionResources/ Materials:(What texts, digital resources, & materials will be used in this lesson?)WorksheetsExit ticket.Relevance/Rationale:(How do the strategies employed meet students’ needs?)In Lesson 1 of Topic A, students are reintroduced to the meanings of value of a ratio, equivalent ratios, rate, and unit rate through a collaborative work task where they record their rates choosing an appropriate unit of rate measurement. I TUESDAYEngageNY module #/ lesson # / lesson titleModule 1 / Lesson 2: Proportional Relationships (P)Long-term Targets:(Common Core standards addressed)7.RP.2a Recognize and represent proportional relationships between quantities.a. Decide whether two quantities are in a proportional relationship, e.g., by testing for equivalent ratios in a table or graphing on a coordinate plane and observing whether the graph is a straight line through the origin.Supporting target(s)(These are daily targets. What will students know and be able to do as a result of this lesson?)Daily Objectives : Students understand that two quantities are proportional to each other when there exists a constant (number) such that each measure in the first quantity multiplied by this constant gives the corresponding measure in the second quantity. When students identify the measures in the first quantity with x and the measures in the second quantity with ?, they will recognize that the second quantity is proportional to the first quantity if ? = ?? for some positive number ?. They apply this same relationship when using variable choices other than ? and ?.Agenda(Activities / Tasks)1. Classwork A. Example 1 (10 minutes) B. Example 2 (5 minutes)C. Exercise 1 (5 minutes) D. Example 3 (15 minutes) 2. Closing and Assessment A. Closing (2 minutes) B. Exit ticket (8 minutes)= 45 minutes instructionResources/ Materials:(What texts, digital resources, & materials will be used in this lesson?)WorksheetsExit ticket.Relevance/Rationale:(How do the strategies employed meet students’ needs?)In Lesson 2, students conceptualize that two quantities are proportional to each other when there exists a constant such that each measure in the first quantity multiplied by this constant gives the corresponding measure in the second quantity.WEDNESDAYEngageNY module #/ lesson # / lesson titleModule 1 / Lesson 3: Identifying Proportional and Non-Proportional Relationships in Tables (P)Long-term Targets:(Common Core standards addressed)7.RP.2a Recognize and represent proportional relationships between quantities.a. Decide whether two quantities are in a proportional relationship, e.g., by testing for equivalent ratios in a table or graphing on a coordinate plane and observing whether the graph is a straight line through the origin.Supporting target(s)(These are daily targets. What will students know and be able to do as a result of this lesson?)Daily Objectives: Students examine situations to decide whether two quantities are proportional to each other by checking for a constant multiple between measures of ? and measures of ?, when given in a table. Students study examples of relationships that are not proportional in addition to those that are.Agenda(Activities / Tasks)1. Classwork A. Opening exercise (5 minutes)B. Examples 1-4 (33 minutes) 2. Closing and Assessment A. Closing (2 minutes) B. Exit ticket (5 minutes)= 45 minutes instructionResources/ Materials:(What texts, digital resources, & materials will be used in this lesson?)WorksheetsExit ticketRelevance/Rationale:(How do the strategies employed meet students’ needs?)Examining situations to decide whether two quantities are in a proportional or non-proportional relationship by first checking for a constant multiple between measures of the two quantities, when given a table, and then by graphing on a coordinate plane. Students recognize that the graph of a proportional relationship must be a straight line through the originTHURSDAYEngageNY module #/ lesson # / lesson titleModule 1 / Lesson 4: Identifying Proportional and Non-Proportional Relationships in Tables (P)Long-term Targets:(Common Core standards addressed)7.RP.2a Recognize and represent proportional relationships between quantities.a. Decide whether two quantities are in a proportional relationship, e.g., by testing for equivalent ratios in a table or graphing on a coordinate plane and observing whether the graph is a straight line through the origin.Supporting target(s)(These are daily targets. What will students know and be able to do as a result of this lesson?)Daily Objectives: Students examine situations to decide whether two quantities are proportional to each other by checking for a constant multiple between measures of x and measures of y, when given in a table or when required to create a table. Students study examples of relationships that are not proportional in addition to those that are.Agenda(Activities / Tasks)1. Classwork A. Opening exercise (5 minutes)B. Example 1 (25 minutes) 2. Closing and Assessment A. Closing (5 minutes) B. Exit ticket (10 minutes)= 45 minutes instructionResources/ Materials:(What texts, digital resources, & materials will be used in this lesson?)WorksheetsExit ticketRelevance/Rationale:(How do the strategies employed meet students’ needs?)Examining situations to decide whether two quantities are in a proportional or non-proportional relationship by first checking for a constant multiple between measures of the two quantities, when given a table, and then by graphing on a coordinate plane. Students recognize that the graph of a proportional relationship must be a straight line through the originFRIDAYEngageNY module #/ lesson # / lesson titleModule 1 / Lesson 5: Identifying Proportional and Non-Proportional Relationships in Graphs (P)Long-term Targets:(Common Core standards addressed)7.RP.2a Recognize and represent proportional relationships between quantities.a. Decide whether two quantities are in a proportional relationship, e.g., by testing for equivalent ratios in a table or graphing on a coordinate plane and observing whether the graph is a straight line through the origin.Supporting target(s)(These are daily targets. What will students know and be able to do as a result of this lesson?)Daily Objectives: Students decide whether two quantities are proportional to each other by graphing on a coordinate plane and observing whether the graph is a straight line through the origin. Students study examples of quantities that are proportional to each other as well as those that are not.Agenda(Activities / Tasks)1. Classwork A. Opening exercise (5 minutes) B. Example 1 (7 minutes)C. Example 2 (7 minutes) D. Example 3 (7 minutes)2. Closing and Assessment A. Closing (5 minutes) B. Exit ticket (5 minutes)= 36 minutes instructionResources/ Materials:(What texts, digital resources, & materials will be used in this lesson?)WorksheetsExit ticketRelevance/Rationale:(How do the strategies employed meet students’ needs?)Examining situations to decide whether two quantities are in a proportional or non-proportional relationship by first checking for a constant multiple between measures of the two quantities, when given a table, and then by graphing on a coordinate plane. Students recognize that the graph of a proportional relationship must be a straight line through the origin. ................
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