Opener: As students enter the room, they will immediately pick up and begin working on the opener – Instructional Strategy - Process for openers. This method of working and going over the opener lends itself to allow students to construct viable arguments and critique the reasoning of others, which is mathematical practice 3.
Learning Target: After completion of the opener, I will address the day’s learning targets to the students. In today’s lesson, the intended target is, “I can apply what I know about unit rates and proportional relationships to solve a real world problem.” Students will jot the learning target down in their agendas (our version of a student planner, there is a place to write the learning target for every day).
Thoughts from Me! In this lesson, students will be looking for patterns and repeated reasoning, and drawing conclusions (mathematical practices 7 and 8). Using real world problems, students will create graphs (mathematical practice 4) and given a graph, students will be able to determine an equation and whether or not the relationship is proportional (mathematical practice 2). It will be important that students pay close attention to precision (mathematical practice 6), and use tools (calculator, graph, table) as needed (mathematical practice 5).
For some very odd reason, the biggest misconception I encountered was students deciding to calculate the unit rate and then multiply it by ten?! I sat with one group, and when I asked why they multiplied by ten, they said because 4 miles per hour didn't sound fast - well, then it hit me, they were trying to make the unit rate into miles per hour - but really it was given to them in miles per minute! I was concerned going into the lesson that I was going to have to walk them through it, but I was pleasantly surprised. I partnered the kids homogeneously and they were able to dive right in.
I have stuck with the kids not being able to use calculators, and it has been really helpful I think in tweaking their skills with rational numbers. Instead of freaking out that the table consisted of fractions, they just got to work :)
Instructional Strategy - Table Discussion: To summarize this lesson, I will have students have a table discussion on the question: What are all the ways you can identify the constant of proportionality?