One major shift with CCSS is the expectation of conceptual learning. Strong content or Vocabulary knowledge is crucial for conceptual learning.
Using the Frayer Model, have students create meaning to the vocabulary terms for this lesson. Have students sit in their designated seats and go over each term with the students. Do not give them the meaning of each term. Through whole group discussion, ask students their thoughts on each term. Validate correct thinking.
Students will use their Interactive Math Journals to place each term to use as a resource throughout the lesson. Please see the printable model to use. By having students create their own meaning off of prior knowledge they are engaging in MP 1 heavily. Allow students significant time to grapple with the terms and creating the meaning for each. I would allow at least 15 minutes for this process. In order to assist your students who get stuck with a term, talk them through their thinking process. You may ask questions such as “What do you think proportional means?” “Where have you used proportions in your past learning?” “What does a relationship mean to you?” “How can you use that to help you create meaning to the term proportional relationship?” Asking guided questions will help students with their thinking, without giving them the meaning for each term.
Once you have allowed your students to think through the meanings of each term, and students have shown that they are critically thinking, be sure to discuss the accurate meanings for each term. Through whole group discussion, have students add or delete information that is needed for understanding. Using the Frayer Model will allow students to practice MP4 as well.
Whole Group Discussion: Place the following table (see: Teacher Guided Notes) on the Smartboard.
Host a whole group discussion. Once again, to help with conceptual learning there are several terms that should be discussed throughout the whole group discussion. They are proportional relationships, ordered pairs, ratio of ordered pairs, y=mx, linear, slope, rate of change, constant of proportionality of the function, doubled, tripled, quadrupled, unit rate=slope, and quadrants. Please use the teacher guided notes that is a resource for this lesson with further discussion for whole group discussion ideas. Please note that the Teacher Guided Notes are from the Columbus City Curriculum Guide. Students should be able to identify relationships within the table. Having students identify the relationships on their own will allow them to practice MP 7, and MP 8.
As you go through the whole group discussion, write down important information brought out through the discussion. This will be your way to affirm accurate information that the students are able to lend to the discussion. Use this time to also include information that will deepen student understanding. Have students write down the important information in their interactive notebooks.
After discussing the example table with your students, pass out “Proportional Candy” Student Activity worksheet. For students to maximize several mathematical practices within this activity, I would start this activity as an individual student activity. Allow students to talk through the activity with themselves, grapple through the task, and persevere through completing the task. This will allow students to engage heavily in MP1 and MP 2. After students have worked through the task for about 15 minutes on their own, allow the students to pair up and share out. Students should compare their work and responses. At this time, students will have an opportunity to engage in MP 3. The worksheetwill lend itself to MP 6, 7, and 8. Allow another 10 minutes for share out time. During this time students should talk about how they completed the tables and how they used the tables to respond to the two questions.
The learning target for this lesson is for students to recognize proportional relationships in tables. In the closing discussion, be sure to assess if students hit the learning target. The two accompanying questions will assess right away if students are able to identify proportional relationships between two quantities. Once students have had an opportunity to discuss with a partner, share out as a whole group. Allow students to discuss with the whole group how they started the task, and completed the task. Throughout the share out process, be sure to affirm correct work and responses, and correct mistakes as they arise. Be sure that at the conclusion of the whole group discussion, students have the correct answers and their thinking has been affirmed or corrected. Let students know they will build off of today’s lesson by graphing the information from the tables in the student activity sheet.
The Homework for this lesson will assess student understanding gained from today’s lesson. The task sheet in the resource section will be great practice from today’s lesson. The homework for this lesson will be used for tomorrow’s lesson. Students will use the homework and student activity sheet to graph proportional relationships. Be sure to tell students to keep the activity sheet from today’s lesson, or collect at the end of the closing.