UTC GENERAL EDUCATION LESSON PLAN TEMPLATE (Four page limit)

PRELIMINARY INFORMATION
Candidate: John Justin Lynn

Date developed: 9/28/16

Lesson Title: Proportional Relationships

Date of lesson:11/25/16

Grade Level:7th
Number of students:20

Knowledge domain/subject: Math

Unit/theme: New Friends!

Period/time/estimated duration: 50 Min (M-F 8:55-9:45am)

Where in the unit does this lesson occur? 2nd Lesson in Unit (first
lesson is the introduction)

Structure(s) or grouping for the lesson (all that apply):

Individual practice and group work.

**USE COMPLETE SENTENCES IN RESPONDING TO ALL OF THE FOLLOWING LESSON PLAN ELEMENTS**

INFORMATION ABOUT THE CONTEXT, including diversity of the students (females/males, children with IEPs/504 plans, specific
language needs, other learning needs, etc.). What supports, accommodations, modifications will be provided?

13 Females
7 males

2 English Language Learners (EEL)

1 504 plan

For the two (2) ELL students)

1.

Written instructions on the board will be provided for students that struggle with auditory learning.

2.

Instruction will also be repeated twice (once by teacher) (once by students). Including instructions modeled once by
teacher, and guided practice by all students with teachers assistance. Intentionally monitor nonverbal cues for both ELL
students to adjust how instruction is delivered if both students still have trouble understanding instructions.

3.

Students will be structured in pairs in order to help students feel more comfortable in asking questions. This is especially
important for these students with language barriers (e.g. Japanese Student). This allows students to ask
vocabulary/language learner type questions to other classmates rather than being embarrass to ask the teacher out loud.

4.

The teacher will have a video on standby if the ELL students need more explanation
(PBS - Video of recipes & proportions)
https://www.youtube.com/watch?v=WJipgy0vUWE
For the one (1) student with a 504 Plan

1.

Opportunities will be created to use the whiteboard when creating the table/graph this will help the 504 student stay on
task, and keep his attention because we have assessed that he is a tactile learner.

2.

Student will be provided with the use of a calculator on all tests.

RESOURCES, MATERIALS, TECHNOLOGY, EQUIPMENT FOR THE LESSON (Simply list all materials you will use)

White board
5 Expo Markers Each a different color.
Whiteboard Eraser
Pencil and Paper
Eraser
Graphing paper

CENTRAL FOCUS

(Focus Question/Big Idea/Goal) (The big idea being taught through a content area. Be sure to check

for specific criteria in YOUR handbook!)

I can identify and create proportional relationships between given numbers (quantities)!
I can test given numbers (quantities) to determine whether they are proportional quantities or not, by using tables, fractions or
graphs.
7.RP.A.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.

JUSTIFICATION/RATIONALE for your plan (Why are you teaching this lesson at this time for these learners? How does
yesterdays lesson connect to todays experiences?)
How does yesterdays lesson connect to todays experiences?
1. Yesterday we reviewed multiplication, division, and basic graphing so that they will be warmed up for the mental calculations
needed for this lesson of proportions.
Why are you teaching this lesson at this time for these learners?
2. We have also just finished learning to compute unit rates associated with ratios of fractions, including length and other types of
measurement. So now we are learning to use similar problems and discover an understanding of patterns within the ratios, and
how to represent them (graphs, tables, etc.).
How does this lesson fit with the next lesson?
3.In this lesson we are deciding whether given numbers are proportional or not
Tomorrow we will Identify the numbers constant proportionality given tables, graphs, equations, verbal description of proportional
relationships.
7.RP.A.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.

PRIOR KNOWLEDGE OF CHILDREN ([1] List learners community, personal, & cultural assets. [2] What do they already know
about the subject?)
1.Children have already mastered their multiplication tables.
2.Students are familiar with plotting basic graphs, and the concepts of (x,y)
3.The students have experience with a cooking class they took last year. Cooking has a ratio/proportional relationships and can be
graphed, tabled etc.
4.Students have already done 7.rp.1, so they are familiar with rations & proportions and how they are defined.

LEARNING OBJECTIVE(S) (What will children KNOW and BE ABLE TO DO that is behavioral/measurable at the end of the
lesson?)
[Teacher version]: The students will (active verb) . . . by performing/demonstrating/writing . . .
The student will be able to identify (recognize) proportional quantities.
The student will be able to characterize (represent) proportional quantities.

CONTENT STANDARDS (list strand, grade, standard number, and write out the standard)
7.RP.A.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.

ACADEMIC LANGUAGE DEMANDS (Return to your central focus and specifically identify the following:)
LANGUAGE FUNCTION: Be sure to check for specific criteria in your handbook!)

Language Demand method to express understanding

Students must know something about cooking, and fractions (multiplication and division)
Students must be familiar with graphs and tables
DISCOURSE: (Be sure to check for specific criteria in your handbook!)
Discuss non ratios
Discuss non proportions
SYNTAX: Be sure to check for specific criteria in your handbook!)
VOCABULARY: Be sure to check for specific criteria in your handbook!)

Proportion
Ratio
Fraction
Cross Multiplication
Recipe
LANGUAGE SUPPORT (steps to help students with language (show example, demonstrate how to use dictionary, circulate and
listen, collect and provide feedback, etc)
For students to understand language demand I will show examples of proportions, equivalent fractions and a linear straight line.

PLAN FOR ASSESSMENT OF STUDENT LEARNING (How will you know and document students progress toward the
objectives?)
Diagnostic/pre-assessment: Pre-Test
Formative assessment/feedback to learners: Creating an accurate Recipe & Exit Ticket
Summative assessment (if any): Post-Test

EXPECTATIONS FOR STUDENT LEARNING (YOUR CRITERIA FOR ASSESSMENT) (How will you SHOW/TELL students what
exceptional work looks like? What will meet your expectations? Fall below your expectations? Attach any rubrics you will use.):
Exceeds expectations: If students make a 90% or above it will be considered mastery.

Meets expectations: If a student earns an 75% or above they are considered to meet expectations.

Below expectations: If a student earns at or lower than an 75% we will consider re-teaching the concepts missed before we move
on to the next lesson.

PROCEDURES FOR THE LESSON (describe with EXPLICIT DETAILS every step of the lesson so that another teacher could
replicate your plan exactly!):
LIST THE HIGHER-ORDER (CRITICAL) QUESTIONS YOU WILL ASK STUDENTS IN THIS LESSON:
-Decide which class/es will be/will not be proportional to the recipe.
-Prove using a graph, which classes will be proportional.

BEGINNING: Anticipatory set/lesson launch/hook (How will the students gain the necessary information in order to
successfully accomplish the objective? Will you read a text together? View a video? Go on a field trip? Listen to a guest speaker?
Ask questions? Model? Engage in a discussion?)
COOKIE RECIPE
TTW have 6 cookies on the table
I volunteered us to bake cookies for the 5th ,6th and 7th grade classes.
There is..
1. 54 (5th graders)
2. 60 (6th graders)
3. 71 (7th graders)
The problem is that I only have a recipe to bake 6 cookies.
I need the class to help me create a recipe for each grade.
But firstTTW Model

MIDDLE: Instructional strategies to support student learning (What ideas/texts/experiences develop their understandings? How
will you promote discussion? How will you engage students in critical thinking/learning (individuals, small, whole groups)? Use
technology? Promote academic language?
COOKIE RECIPE (continued)
TTW have the academic vocabulary words written on the board
TTW add an example/definition of each word as they come up in the lesson
TTW model the first class of 5th graders, and the recipe of 6 cookies.
TSW understand that you can write recipe amounts as fractions
(6 cookies need 4 eggs = 6/4, 54 cookies need 36 eggs = 54/36)
TSW discover that the numerator and the denominator are multiplied by the same number (9),
TSW understand that this is a characteristic of a proportional ratio.
TTW continue this with the eggs and butter
TSW discuss how we can write this using a table or graph.
TTW write as table
TTW draw a graph using the information
TSW pass out recipes (Students will have classroom jobs pre-assigned)
TSW work in teams of two or three (2/3) to create an accurate recipe for their class.
TTW use popsicle sticks to create teams (strategic popsicle sticks, to accommodate for the ELL students best interest of learning)
TSW have roles posted on their desk (scribe, Calculator checker, Questioner, and Math person)
TTW have a video on standby if the majority of students need more scaffolding
TTW show a video to the class of students creating a recipe like above.
https://www.youtube.com/watch?v=WJipgy0vUWE (PBS - Video of recipes & proportions)
TSW use blank paper to show work.
TSW Create a table from the answer/information
TSW create a graph for extra credit from the answer/information.
TTW walk around and monitor progress and look for correct understanding of proportions.
If extra time while other students are finishing up,
TSW become artists or researcher and find new recipes using the computer (max two per computer only)

END: Closure (How will you end the lesson in a way that promotes student learning and retention? How are the children sharing/
modeling the lesson objective for that learning experience?)
A. Refocus
- Repeat the objective and the standard to help refocus the students, because of the amount of discourse that is needed during the
lesson it is common for them to lose focus by the ending (objectives will be posted, and ideally repeated throughout the lesson
when needed).

B. Real Life Application/Future Learning

- STW use things in the room to create a proportional relationship of their own (think measurements, weights, time, and
structure/tile!)
- Students will show the class what they used to create their own graph/table.
- TTW Model graphing using several students problems.
C. Exit Ticket
- Attached Roses proportional and non-proportional (Page 29 of 221)
- Turned in while leaving class.
- Used for reflection and self-improvement.

DIFFERENTIATION/EXTENSION (How will you provide successful access to the key concepts by all the students at their ability
levels?)
Supporting students with special needs (accommodations/modifications required by the IEPs/504 plans and other ways youll
address diverse needs):

Challenging experienced learners:

-ADHD group work in the back of the room with stronger focused students if need be, or alone working on the computer math topic
of the day.
Facilitating a classroom environment that supports student learning:
To help English language learners (ELL) -Group work (chairs will be in circles to promote discussion) (desks will have guidelines to
good discussion procedures)
Extension:
Students can be asked to bring a recipe from home and do the Proportional Math that would accommodate the recipe for the whole
classIncluding the teacher (cant leave me out)*.
*Extra credit if you cook the food, take a selfie cooking, and bring it to class on Friday!

WHAT IFs (Be proactive; consider what might not go as planned with the lesson. What will you do about it?)
What if students . . .
-ADHDA. back of classroom
B. paired with higher students or alone on computer
C. Computer work from the website XLMATH based on 7.RP.2a
What if students cannot . . .
-Multiply/Divide
A. If this is the case, the teacher should have noticed this by the formative assessments given/pre-test/warm up before class and
made adjustments by creating a tiered lesson. Using computer math websites (XL etc.) to facilitate learning with visuals and audio.
This will help the student/s get the content, but not feel left out. The teacher will assess the work done by having the student log in
XL, and print out the completed XL math lessons on proportions etc.
B. If this, indeed, is the case then the students that are lower and unable to do the simplest part of the work will be assigned to be
the artist or scribe of another student (group work), and he/she will create a poster (stored back by teachers desk), and will
be asked to present/explain the art at the front of the class, after lesson. This will have the child involved in the lesson, side by
side, other students, seeing and listening to conversations about the content, without being pressured/frustrated to do it. The
student/s will feel involved and have clear instructions on what they are to accomplish in the drawing. Lastly, the student will know
that it will be assessed by giving a presentation of the art afterwards. If the student finishes the art for one student early, then he
will move on to the next person, and continue the art work for them too. (the poster should be big enough for the student/s to draw
for 4-6 other students)
(group work)
(review time tables before class/ speed test)
(practice graphing the multiplication time tables like we do at the beginning of class.)

REFERENCES (cite all sources used in the creation of this lesson including URLs, journals, etc.)
PBS Baking proportions
https://www.youtube.com/watch?v=WJipgy0vUWE
Upgrading the recipe! (pg. 8-11)
http://www.pps.k12.pa.us/cms/lib07/PA01000449/Centricity/domain/262/2014%20math%20curriculum/7th%20math/7th%20MATH%
20Real%20World%20Projects.pdf
*Proportion Explanation (fractions, equivalent)
(15+min) (*pieces will be used in different lessons within Unit)
https://www.youtube.com/watch?v=5s79PX1QHv8
Eureka Math Attachment (p.25-32)
http://greatminds.net/maps/images/math_documents/G7-M1_Teacher_Edition.pdf
Computer Lesson Tutorial
https://learnzillion.com/lesson_plans/8643
PowerPoint Lesson w/cards
http://map.mathshell.org/download.php?fileid=1634
PDF Handouts Lesson - Getting things in Proportion
http://www.svmimac.org/images/SVMIPD.091312.ProportionNonPropotion.pdf
Ratios (TV screen)
https://www.youtube.com/watch?v=VyhRv_MuxvA

Developed in part from the work of Dr. D. Johnson & Dr. E. Stevens, Roberts Wesleyan College, Teacher Education Dept.