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ii. Identify the constant of proportionality (unit rate) in tables, graphs, equations,
diagrams, and verbal descriptions of proportional relationships. (CCSS: 7.RP.2b)
iv. Explain what a point (x, y) on the graph of a proportional relationship means in
terms of the situation, with special attention to the points (0, 0) and (1, r) where r is
the unit rate. (CCSS: 7.RP.2d)
Students will gain understanding on how distance is equal to the rate times time.
We will develop this concept through an exploration activity where we will model as
situation with a table, graph and equation.
How far did [enter name here] go after 7 seconds? How far did they go after 2.5
seconds?
Do you connect the dots of the graph why or why not? What is the unit rate?
How can you write an equation for the date in the table?
What if [enter name here] were to have walked twice as fast how would that change
the table and graph?
What is another time that you have seen two quantities related by a constant
multiplier?
Every student will be able to: (Create your own lesson objectives from the
standard, follow the ABCD format, using student voice)
I can: identify the relationship between distance rate and time, and
represent the relationship with a table, graph and equation.
This means: I will complete the table with the data that is collected and
understand how to create a graph and equation that accurately represents
the data.
List of Assessments: (Write the number of the learning target associated with
each assessment)
In class participation The main way that I will assess students understanding is by
the level of participation in class and how students answer the questions that I am
asking of them.
In class notes I will also assess their understanding on how well they complete
their in class notes.
fact that they have that were developed during class through the
arrived at an important activity.
point in the lesson or
the end of a lesson.
To help organize
student learning
To help form a coherent
picture and to consolidate.
Differentiation If this problem is to easy for a student, I will try to
To modify: If the activity is too ask them more developing questions that would
advanced for a child, how will challenge them. I will also encourage them to help
you modify it so that they can and encourage their group mates. Encourage them
be successful? to explain what they did to get their answer rather
To extend: If the activity is too than just telling their group their answer. One way
easy for a child, how will you that you can learn best is if you explain your
extend it to develop their thinking to someone else.
emerging skills?
If this activity is too difficult for a student I will
encourage them to use the graph to help answer
the questions bellow. You can gain a lot of
information from the graph and I think that they
will have a better time if they look at the visual
rather that just the table of numbers. I will also be
working to help show the relationships in the table
and graph in a clear way.
Assessment Warm Up I will be assessing students on their
How will you know if students work on the warm up problem. I am looking for
met the learning targets? them to complete the table accurately and just a
Write a description of what quick sketch of the graph. I will also be looking for
you were looking for in each them to say that it is a proportional relationship.
assessment.
Discussion and Participation I will also be
assessing students on their ability to participate
during class and that they are completing the
handout that goes together with the activity.
Distance (
Time ( )
)
Trial 1 Trial 2 Trial 1 Trial 2
1. Where does your graph start? Should it end? Would it make sense
to continue your graph to show how the person walking would travel
if you were to continue measuring for more time?
2. Does it make sense for you to connect the dots on the graph?
Why?
3. What is the unit rate for our experiment? How far did the person
travel each second?
4. How far did they travel after 7 seconds? How far did they travel
after 2.3 seconds?