Unit: Ratio and Proportional Reasoning

Lesson Name: Proportional Relationships Performance Task

Standards: 7.RP.1, 2, 2a, 2b, 2d

UEQ: How can you use rates and proportionality to solve real-world
problems?

LEQ: What strategies will you apply to determine if two quantities are in a
proportional relationship?

Big Idea: Students will determine if two quantities are in a proportional

relationship by testing for equivalent ratios in a table, find a unit rate for a
ratio, and to represent a proportional relationship with an equation.

Skills needed (Coherence): vocabulary: ratio, equivalent ratios, rates,

unit rates, division, constant of proportionality, proportional relationship,
proportional, direct proportion, equation

Materials: Leveled Performance Tasks,

Warm-up: Julie took 3 minutes to run mile. How long would it take her
to run 1 mile? Show work and solve using the concept of unit rate.

Conversation: Accountable Talk Jam/edit & revise

Know:
Writing part to part/part to whole ratios
Testing equivalency
Translating words into an equation
Calculating unit rate
Using unit rates to make decisions
Graphing on a coordinate plane

Skills Assessed:
1) Students will apply proportional reasoning to determine which of two
ways of buying apple juice/cider is a better deal.
2) Students will analyze the graph to make decisions.
3) Using a variety of perspectives, students will make connections to
which relationships are proportional.
 4) Students will use ratios and proportional reasoning to draw
conclusions.

Direct Instruction:
As a class, we will discuss important elements of graphing as it relates to
proportional relationships.

On a model graph, we will identify important characteristics including the

following: Title, x-axis label, y-axis label, interval, scale, origin.

Then, we will discuss how to tell if a relationship is proportional from a graph.

Characteristics of a proportional relationship include: a line that is straight
and passes through (0,0)

What I will differentiate? Content

How will I differentiate? Leveled Tasks and Task Choice

To create a mathematical mindset: low floor, high ceiling

Key Questions: How did you determine your strategy? Is there another
way you can show your answer? What is a proportional relationship? How can
you tell if one exists? How do ratios connect to proportional reasoning? Could
you show it visually? How does your line graph prove that something is
proportional? What is the difference between rate and unit rate?

Student Activity: (Times may vary depending on class)

In pairs, students will complete a performance task relating to proportional
relationships. Each student will receive 2 tasks based on their learning
needs. As a pair, students will decide which of the two tasks they would like
to complete.

As students complete a particular part of the task, they may raise their hand
to check the answer key before they proceed. This will give students the
opportunity self-assess and revise their work before continuing to the next
step.

During the activity, teacher will circulate room to address and

questions/misconceptions of students.

7. RP. A. 1 Mollys Run

7. RP. A. 2a, 2c Gym Membership Plans

Check for Understanding:

Self-assessment throughout activity/Exit ticket

Homework:
Explain how to determine if a constant of proportionality exists for a set of
data. What is the relationship between unit rate and constant of
proportionality?

Finish classwork assignment from today.

Lesson adjustments: (for ELLs or IEPs)

Leveled Performance Tasks

Student Choice in Activity
ELL glossaries provided
Calculators provided
Multiple strategies to determine if a relationship is proportional
Name (s) :_______________________________

Exit Ticket

Does the below graph represent a proportional relationship?

Explain how you know whether the relationship is proportional or
not.

2 Point Holistic Rubric

A two-point response is complete and correct.

This response:

2 Demonstrates a thorough understanding of the mathematical concepts and/or procedures

embodied in the task.
Points
Indicates that the student has completed the task correctly, using mathematically
sound procedures.
Contains clear, complete explanations and/or adequate work when required.
A one-point response is partially correct.

This response:

Demonstrates only partial understanding of the mathematical concepts/and or

procedures embodied in the task.
1 Addresses some elements of the task correctly but may be incomplete or contain some
procedural or conceptual flaw.
Points May contain an incorrect solution but applies a mathematically appropriate process.
May contain a correct numerical answer but required work is not provided.
0 A zero-point response is completely incorrect, irrelevant or incoherent, or a correct response
that was arrived at using an obviously incorrect procedure.
Points