Monday – 4/14
Topic
Learning
Target
Warm-Up
Exit Ticket
Key
Vocabulary
Homework
STAR Math Test
Standards
Common Core
Friday – 4/18
NO SCHOOL
Component
Lesson Plans – Taylor – 7th Grade Math – Accelerated – Period 3
Q4W5: Week of April 14-18
Tuesday – 4/15
Wednesday – 4/16
Thursday – 4/17
Guest Speaker – 45 min
Ratios and Proportional Relationships
Ratios and Proportional Relationships
Ratios and Proportional Relationships
Topic A Lesson 5 – Day 1
Topic A Lesson 5 – Day 2
Topic A Lesson 6 – Day 1
7.RP.2a Decide whether two quantities
7.RP.2a Decide whether two quantities 7.RP.2a Decide whether two quantities
are in a proportional relationship, e.g.,
are in a proportional relationship, e.g.,
are in a proportional relationship, e.g.,
by testing for equivalent ratios in a
by testing for equivalent ratios in a
by testing for equivalent ratios in a
table or graphing on a coordinate plane table or graphing on a coordinate plane table or graphing on a coordinate plane
and observing whether the graph is a
and observing whether the graph is a
and observing whether the graph is a
straight line through the origin.
straight line through the origin.
straight line through the origin.
Today I can decide whether two
Today I can determine if data in a table Today I can work with my group to
quantities are proportional to each
represents a proportional or noncreate a table and graph and identify
other by graphing on a coordinate
proportional relationship and explain
whether or not the two quantities are
plane and observing whether the graph my reasoning.
proportional to each other.
is a straight line through the origin.
(10 min) Selling Candy Bars
(10 min) Lesson 5 Example 2
(10 min) Lesson 5 Problem Set #1a
Isaiah sold candy bars to help raise
1. Does the ratio table represent
Determine whether or not the following
money for his scouting troop. The table
quantities that are proportional to
graph represents to quantities that are
shows the amount of candy he sold to
each other?
proportional to each other. Explain.
the money he received. Is the amount
2. What can you predict about the
of candy bars sold proportional to the
graph of this ratio table?
money Isaiah received? How do you
3. Was your prediction correct?
know?
(5 min) Reflection
(10 min) Exit Ticket
(10 min) Exit Ticket
How can you tell from a graph if two
1. What are the differences between 1. Which graphs in the art gallery
quantities are proportional to each
the graphs in Problems 1 & 2?
walk represented proportional
other? Make sure to use appropriate
2. What are similarities in the graphs
relationships and which did not?
vocabulary.
in Problems 1 & 2?
List the group number.
3. What makes one graph represent 2. What are the characteristics of
quantities that are proportional to
the graphs that represent
each other and one graph that
proportional relationships?
does not represent quantities that 3. For the graphs representing
are proportional to each other in
proportional relationships, what
Problems 1 & 2?
does (0,0) mean in the context of
the given situation?
proportional
proportional
proportional
constant
constant
constant
constant of proportionality
constant of proportionality
constant of proportionality
coordinate plane
coordinate plane
coordinate plane
x-axis
x-axis
x-axis
y-axis
y-axis
y-axis
origin
origin
origin
quadrants
quadrants
quadrants
plotting points
plotting points
plotting points
ordered pairs
ordered pairs
ordered pairs
Mitchell High School Presentation
Lesson 5 Problem Set DUE Thursday
Lesson 6 Problem Set DUE Monday
Notes & Paragraph
(10 min) Review Key Vocabulary
(10 min) Teacher Model: Example 1
1. What observations can you make
about the arrangement of the
points?
2. Do we extend the line in both
directions? Explain why or why
not.
3. Would all proportional
relationships pass through the
origin?
4. What can you infer about graphs
of two quantities that are
proportional to each other?
Instruction
(5 min) Review Key Vocabulary
(10 min) Example 3
1. How are the graphs of the data in
Examples 1 & 3 similar? How are
they different?
2. What do you know about the
ratios before you graph them?
3. What can you predict about the
graph of this ratio table?
4. Was your prediction correct?
5. What are the similarities of the
graphs of two quantities that are
proportional to each other and
graphs of two quantities that are
not shared?
(10 min) Lesson Summary
1. How are proportional quantities
represented in a graph?
2. What is a common mistake a
student might make when
deciding whether a graph of two
quantities shows that they are
proportional to each other?
(20 min) Extension
Create another ratio table that contains
two sets of quantities that are
proportional or not proportional to each
other using the first ratio on the table.
Provide the context of the problem.
(25 min) Lesson 5 Exit Ticket # 1 & 2
1. The following table gives the
number of people picking
strawberries in a field and the
corresponding number of hours
that these people worked picking
strawberries. Graph the table.
Does the graph represent two
quantities that are proportional to
each other? Explain why or why
not.
2. Fill in the table and given values
to create quantities proportional to
each other and graph them.
(5 min) Review Key Vocabulary
(15 min) Lesson 5 Problem Set
Review
Select a few volunteers and nonvolunteers to present their solutions to
the homework problems.
(10 min) Group Preparation
(20 min) Group Collaborative Work
Within the groups, give students 15
minutes to discuss the problem and
record their responses onto the poster
paper. For the last 5 minutes, have
groups adhere their posters on the wall
and circulate around the room looking
for the group that has the same ratios.
Have groups with the same ratios
identify and discuss the differences of
their posters.
(10 min) Art Gallery Walk
In groups, have students observe each
poster, write any thoughts on sticky
notes and adhere them to the posters.
Also, have students answer the
following questions on their
worksheets:

Were there any differences found
in groups that had the same
ratios?

Did you notice any common
mistakes? How might they be
fixed?

Was there a group that stood out
by representing their problems
and findings exceptionally
clearly?
(10 min) Lesson Summary
1. Why make posters with others?
2. What does it mean for a display to
be both visually appealing and
informative?
3. How much time did your group
spend on the content of your
poster, and how much time was
spent making it visually
appealing? What factors
determined these time lengths?
4. Suppose we invited people from
another school, state, or country
to walk through our gallery.
Would they be able to learn about
ratio and proportion from our
posters?