TCNJ Lesson Plan

Title: _____Comparing Proportional Relationships___

Unit #_1_ Lesson #_5(New)_ Day # _5(New)_

Aim/Focus Question
Aim/Focus Question: Write out the Big Content Objective from the Unit Plan
How can we move between the three representations of proportional relationships (equation, table, and graph) to compare two sets
of data?

Assessment(s)

Learning Objectives (SWBAT) with Standards Codes

How will you assess the students understanding of the learning objectives? Include on-going formative assessments and any
summative assessment.
Daily Content Objectives:
1.

Compare two different proportional relationships

represented in different ways.

1.

Mini-Lesson/Exit Ticket/Homework

1.

Guided notes- when moving from one representation to

another
Mini-Lesson/Homework- when comparing the data once
its in the same representation

Big Skill Objectives:

1.
2.

Reason abstractly and quantitatively.

Construct viable arguments and critique the
reasoning of others.

2.

Student Understandings/Misunderstandings/Misconceptions
What do you anticipate your students already know going into this lesson, misunderstanding, and having misconceptions of?
Since weve already devoted one day to this material, I anticipate my students having trouble going from one representation to
another, since thats what they had trouble with the other day. This is why I created guided notes for them. I also anticipate my
students having trouble with comparing the data once each data set is in the same representation. I have noticed that they tend to
misinterpret when comparing two sets of data in the past. I think this is because once theyve done the first part of the problem, they
dont want to put in any more work in order to finish it, so they generally guess.

Beginning (Do Now/Opening/Hook)

Your beginning should engage students in the material for the day and be related to the objectives above. It is good to make your
beginning relevant to the students lives and to make an overt connection between the beginning and the objectives for the day.
Opening:
Students will be asked to write down on a piece of scratch paper (that the teacher will hand out) at least one thing that has been
covered in the previous three classes that they are unsure about.
Students will then be given 10 minutes to ask whatever questions they may have regarding proportional relationships in preparation
for the quiz they are about to take. (Since most students walk in late to class, this should set the rest of the class up so that almost all
students start the quiz at the same time)
***If there arent any questions, then the teacher will ask students to add anything theyve learned about proportions and unit rates
since the beginning of the unit to the appropriate posters around the room from the word splash.
(10 min)

Transition
Explicitly connect the discussion
of the Opening to the days
Aim and then to the first
Activity.

Transition: It seems like everyone is ready for the most part, so lets get this quiz out of the
way so that we can get to the more exciting stuff. (< 1 min)

Middle Context/Application (Mini Lesson, Activity, Guided Practice)

Be sure that your middle section includes a balance of instructional time and time for application.
Include transitions (in italics) when moving to another topic/activity.
Make sure that all activities have clear instructions for the students (written down and delivered) and that you model activities for
the students, when needed. It is useful to list/outline the instructions.
Instructions:
Quiz: Students will be given a short, three question quiz containing material just covering the graphing of proportional
relationships.

The first question asks the students to create a ratio table based on a word problem. Once this is done, they are to graph the
data on a coordinate plane. The last part of the question asks students to find the slope/unit rate.
The second question is incredibly similar, except for the fact that the ratio table is already filled in and the data just needs
to be graphed. Then the students are to find the slope/unit rate.
The third question asks how the unit rate and slope are related. (They are the same)
The teacher will walk around, monitor student work, and answer any questioned that can be answered.

(20 min)
Now that thats out of the way, were going to dive more deeply into something we did already last week; and that is comparing
proportional relationships. This lesson is very important, so I need everyone paying attention. (< 1 min)
The teacher will tell the class that he/she brought some Skittles to class, but that the only students who are going to get them are the
ones who are on task for the entire class. (< 1 min)
Mini-Lesson:

The teacher will pass out a guided notes sheet to the students that shows students how to move between all three
representations of proportional relationships (equation, table, and graph).
There are three parts to the sheet.
o The first shows a graph, which has to be transformed into a table and then an equation. The second part is a table
that must be transformed into a graph and then an equation. The third part is an equation that must be transformed
into a table and then a graph.
o The teacher will try to get the students to figure out how to get from one representation to another without much
help from him/her. (Q3)(Q4)
The teacher will show the class how to get from each representation to the other two.

(20 min)
***My hope is that showing how to move between these representations will aid students in comparing proportional relationships in
different representations.
Because we now know how to get from one representation to another, lets practice using this skill to compare two sets of data. (< 1
min)
The teacher will then pass out a PARCC task in which they are asked to compare an equation with a table to find which one has a
greater rate of change (unit rate). The teacher will explain to the class how this problem can be solved by using what the class did
with the guided notes and then send them off to work on their own.
The teacher will put 15 minutes on the timer on the board and walk around and monitor student work, helping people if necessary,
until the timer goes off. The teacher may then decide if the class needs more time if necessary.

Once the timer goes off, the teacher will ask the students how they approached the problem and then do exactly what they say on
the board to show how they got their answer. (Q1)
The teacher will then ask if anyone did something different. If no one volunteers another answer, the teacher will show how to put
both data sets in the other representation that the first student didnt already use.
The teacher will then ask how the students compared these two sets of data. The teacher is looking for students to say that they
compared the unit rates.
If no one comes up with this answer, the teacher will show the class how to compare the two data sets using the unit rates.
(20 min)
Lets take a break from comparing proportional relationships to go on i-Ready for a little while. Well come back to comparing
proportional relationships at the end of class. (< 1 min)
i-Ready: Students will be given 3 i-Ready lessons to complete that they will need to pass 2 of. (35 min-mandatory Kilmer
allotment)

SAMPLE QUESTIONS
What questions will I ask
during the activity/ lesson?
Include anticipated student
answers in parentheses.
Above, write where in the
instructions the question will
go, using parentheses (ex. Q1).

Knowledge Questions:
(Q3) How do we get from a table to a graph again? Isnt that just plotting points? (Yes. Each
row in the table represents an ordered pair to be graphed on a coordinate plane; so by plotting
the points and connecting them, you can easily get from a table to a graph)

Application Questions:
(Q1) How did you guys approach this problem? What was your first step? (The first step is to
put both relationships in the same representation, be it a table, equation, or graph)
(Q2) Did anyone put the two relationships into a different representation to get their answer? (If
the first student made two equations, then the new student is likely to answer that they made
two tables and vice versa)
Critical Thinking Questions:
(Q4) How do we get from the left side to the right side of a table? Is there a way to write an
equation to represent this, if the left side represents our x-values and the right side represents
our y-values? (To get from the left to right side, we multiply by a number. So our equation
would be that our right side value (our y-value) equals our left side value (our x-value) times
whatever number we are multiplying by. So the equation would be y=#x)

Differentiation
Struggling

Baseline

Accelerated

These students will receive extra help for

either the teacher or their peers who have
finished early. Hopefully seeing how their
peers approached the problem will help
them get started.

These students perform follow normal

instructions.

Students who finish early will be asked to

walk around and assist those who appear to
be struggling.

Transition
Connect the Application with
the Conclusion.

Transition: Lets shut down the laptops and put them in the back. Once youve done this, youll
receive the exit ticket for the day. Its another problem like the one we did earlier, only instead of
being given an equation and a table representing two proportional relationships, youre given a
table and a graph. (< 1 min)

End /Conclusion of the Lesson

End each lesson together as a class to sum up the material for the day and bring the class back to the Learning Objectives and
Aim for the day.
Exit Ticket: Students will be given an exit ticket asking them to compare two sets of data (one in the form of a table and one in the
form of a graph) to find which one has a greater rate of change (unit rate).
Students will be given 5 minutes to work on this, using their guided notes as a reference.
After the five minutes is up, the teacher will bring the class back together to go over the problem. He/she will ask what the easiest
way of comparing the two data sets is.
-

If no one knows, then the teacher will ask the students to guess which one is the easiest, putting them both into tables or
graphs.
The easiest way is to plot the points from the table onto the graph of the other data set, but if the students think itd be
easier to put both data sets into tables, the teacher will demonstrate this, but also demonstrate how to plot the data from the
table on the graph.
Then, the teacher will again ask which method was easier (to which they will most likely answer representing them both
with graphs).
Then, the teacher will ask which one has a greater rate of change, which can be seen by whichever graph is steeper.

(10 min)

Homework
What is the students homework to help them apply the knowledge they have learned from the days lesson?
(HW#5) Students will be given a problem in which they are to compare the snowfall from a storm in December (represented with a
graph) and the snowfall from a storm in January (represented in a table). They are to find which storm accumulated more snow each
hour.

Materials
List any materials you need for the lesson.

Laptop Cart
Projector
Whiteboard
PARCC task
Guided Notes Sheet

***Add handouts/resources below***