Session 3

Grade Band 6-8. Identify and Use Proportional Relationships (Grade 7)

(25 to 35 minutes)

Challenge Activity #1 & Progress Monitoring Check
Whole Group Discussion
Instructions Guide: Session 3

Challenge Activity #1 (10-20 minutes)

Activity: Lesson Slides (slide 11), Lesson Guide (page 4), Card Sort: Proportional or Not

Directions:

This lesson has a detailed instruction guide. The Instructions Guide: Session 3 provides detailed instructions, prompts, and strategies for helping students understand this concept. Please see the notes on timing and suggestions for use in the instruction guide.

Focus: MP4: Model with mathematics, MP5: Use appropriate tools strategically, and MP7: Look for and make use of the structure

Decorative question mark:

Why are students doing this/what are they getting out of it?

The intention of this activity is for students to sort tables, graphs, equations, and verbal descriptions (stories) into groups of Proportional or Not. Students have directly practiced identifying proportional relationships from tables and graphs. During the card sorting, they have the opportunity to play with new representations - equations and stories.

Progress Monitoring:

Directions:

This monitoring step has a detailed instruction guide. The Instructions Guide: Session 3 provides detailed instructions, prompts, and strategies for helping students understand this concept. Please see the notes on timing and suggestions for use in the instruction guide.

Visit the Resource Bank to learn more about Grouping Students.

Whole Class Discussion (5-10 minutes)

Activity: Lesson Slides (slide 12)

Focus: MP7: Look for and make use of the structure

Directions:

Decorative question mark:

Why are students doing this/what are they getting out of it?

This activity intends to highlight key features of proportional relationships that are visible in each model and to build fluency in the connections between graphs, tables, and equations.

STOP! This is the end of this session. This is a good place to stop, take a break, and return to the next session later in the day or the next day.