SINGLE SUBJECT CREDENTIAL PROGRAM

EDSC LESSON PLAN TEMPLATE Revised 1.4.17

For directions on how to complete this form, see EDSC Lesson Plan Directions and Scoring Guide in the SSCP Handbook at www.sscphandbook.org.
Name CWID Subject Area
Jenny Brito 894717420 Mathematics
Class Title Lesson Title Unit Title Grade Levels Total Minutes
Proportional
Math 1 Constant Proportionality 7th grade 43 minutes
Relationships
CLASS DESCRIPTION (including specific special needs and language proficiencies)
There are 33 students in the classroom. 7 English Learners, 6 English Only, 18 reclassified English learners. 2 students with IEP’s.

STANDARDS, OBJECTIVES, & ACCOMODATIONS

Content Objective(s) SDAIE (Integrated ELD) Strategies
CCSS Math, CCSS ELA & Literacy History/Social Studies, Science and
(cognitive, psychomotor, for developing knowledge in the
Technical Subjects, NGSS, and Content Standards
affective) content area
7.RP Analyze proportional relationship and use them Students will be able to
Underlining and
to solve real-world and mathematical problems. determine if there is a
highlighting words that
constant ratio when
students don’t understand.
b. Identify the constant of proportionality (unit rate) in shown two variables.
Students will listen to the
tables, graphs, equations, diagrams, and verbal Students will be able to
paragraphs being read out
descriptions of proportional relationships. identify the constant of
by teacher and
proportionality in a
classmates.
proportional relationships.
Tier II (General Academic) Vocabulary Tier III (Domain Specific) Vocabulary
Constant of Proportionality
Proportional
Proportional Relationship
X VALUES
Y VALUES Inputs

Outputs
Disciplinary Language SDAIE Strategies for developing
English Language Development Standards (ELD) Objective(s) knowledge of disciplinary English
1. EXCHANGING INFORMATION/IDEAS
Having students read to
ENGAGE IN CONVERSATIONAL EXCHANGES AND
themselves and listen to
EXPRESS IDEAS ON FAMILIAR TOPICS BY ASKING
the teacher as she reads it
AND ANSWERING YES- NO AND WHY- QUESTIONS
aloud
AND RESPONDING USING SIMPLE PHRASES.
5. LISTENING ACTIVELY—
The students will be able Circle any words that
DEMONSTRATE ACTIVE LISTENING IN ORAL
to have student students do not
PRESENTATION ACTIVITIES BY ASKING AND ANSWERING
interaction amongst each understand to clarify them
BASIC QUESTIONS, WITH PROMPTING AND
other while analyzing the
SUBSTANTIAL SUPPORT.
word problems on
6. READING/VIEWING CLOSELY
constant of Group interaction- partner
B. EXPRESS INFERENCES AND CONCLUSIONS
proportionality. and group (table)
DRAWN BASED ON CLOSE
discussions
READING OF GRADE-APPROPRIATE TEXTS
AND VIEWING OF MULTIMEDIA USING SOME FREQUENTLY
USED VERBS (E.G., SHOWS THAT, BASED ON)

Additional Student Accommodations (Behavioral, Cognitive, & Physical)

Specific Needs Specific Accommodations
 The student will work with a partner.
My Student with Osteoporosis and Speech The student will get the teacher notes.
Impairment, I will have the lesson plan out for him (a
copy). I will have the student work with a student that The student will be able to have less problems than the
will be able to help and assist him. rest of the class.
The student is able to use math journal.
STUDENT ASSESSMENT
Type Purpose/Focus of Assessment Implementation Feedback Strategy How Informs Teaching
This will be individual If students do poorly,
work, students will teacher will clarify and
solve the problems on reteach the lesson by
their own, then the adjusting it to what the
teacher will ask student know and clear
students if they are up any misconceptions
proportional or not. that they may have.

If majority of the
In the opening, students Teacher will ask
students do well, then
will be able to review students how they got
we will move on to the
what we had previously the answer and if there
EL next part of the lesson.
learned on how we are other ways in which
know if a scenario is students solved it as
If there is a mixture of
proportional or not. well.
student understanding, I
will form two groups
and help the students
that needed more
practice and challenge
the other students to try
some problems on their
own.

If the teacher see’s that

the students are doing
poorly, she will stop
and revisit the lesson to
help guide students in
The teacher will walk
The purpose of the the correct path.
The students will be around and see students
body of the lesson, is
working with their work and will be able
so that students can If majority of the
shoulder partner or to monitor student
analyze different students are
their group to analyze understanding. The
students work from understanding and able
PM the students work and students will receive
their textbook and see to analyze the work, the
be able to see if they feedback based on what
the different ways that teacher will let them
found the constant of the teacher sees from
a constant of finish and give them
proportionality their work or
proportionality is some more examples.
correctly. discussion amongst
written.
each other.
The there is a mixture
of understanding, the
teacher will have
students work will
bring the class back
 together to get everyone
on the same page.
If most students did not
understand, the teacher
will reteach and adjust
The purpose of the The students will write
The teacher will the following days
math journal is so down what they have
provide feedback the lesson.
S students are able to learned about the
following day after she
reflect on what they constant of
has read the journals. If most students
have learned. proportionality.
understood, the teacher
will move forward with
the unit.
INSTRUCTION
Lesson Introduction/Anticipatory Set
Time Teacher Does Student Does
Students will read page 110 # 1 and # 2 on their
Teacher will tell students that they have to own and will determine if the table shows a
determine if the table represents a proportional proportional relationship or not. They will be able
relationship, and if so to state the constant ratio (if to find and see if the ratios simplify to one
it simplifies to one ratio) or not. Teacher will tell constant ratio.
students that they have 4 minutes to be able to
read the problem and solve # 1 and # 2.

6-7 After the 4 minutes, the teacher will ask if the

minutes first table represents a proportional relationship, if
so, to state the constant ratio. Teacher will choose When students answer, they will explain how they
a student. got their answer and their way of thinking to get
that answer.
Teacher will ask the student how they got that
answer. Teacher will also ask if there are any
other ways that we can determine if it is
proportional or not. Student will raise their hand and share what they
got for the answer and explain how they got that
Same for # 2 answer.
Lesson Body
Time Teacher Does Student Does
The teacher will state the objectives of the day
Students will listen to the objectives that the
and also point at them as they will be written on
teacher is reading.
the board.
Students will read the problem to themselves
28 On page 112, teacher will ask students to read the
minutes
quietly and circle any words if they do not
first paragraph on their own and to circle any
understand.
words that they do not understand.
Students will listen to the teacher reading aloud
Then teacher will read paragraph aloud to the
the problem that they just read to themselves.
class and will ask students to underline what they
think is important. Teacher will also tell students Students will underline what they think is
to circle any words they don’t understand. important from the paragraph.
Teacher will go over if students circled any words If student have any questions, they will tell the
that they did not understand and clarify. teacher that they didn’t understand a word phrase
of the sentence and they will circle any words.
Teacher will tell students that we are told that this
situation represents a proportional relationship, Students will try to identify what the constant of
teacher will tell students to try and figure out the proportionality is in this table.
constant of proportionality from the table, given
that we were told what a constant of
proportionality.
Student will read to themselves the quote on the
left-hand side of page 110.
Teacher will have students read the left side
quotes. “The input value is known; the output
value is what you are trying to determine”
Student will think for a moment and try to answer
Teacher will ask students, why are they asking us why they think they are asking us about inputs
for inputs and outputs? and outputs.

Teacher will have students think to themselves for Student will discuss with their shoulder partner
a minute and then discuss with their shoulder what they think the input and outputs in the table.
partner (black and orange chairs- black will go
first, blue and green chairs, green will go first
then blue) what they think the input and output Student will share what they think in regard to
are in the scenarios. input and outputs.

Teacher will ask students why they think they are

asking us about inputs and outputs.
Students will listen while the teacher is reading
Teacher will explain that they told us in the first aloud the bottom of page 112.
paragraph that our inputs are our x values, which
is constant, and our outputs are our y values,
these are the values that make up our ratios y/x. Students will analyze the different ideas that these
four students solved to find the constant of
Teacher will then read out “to determine the proportionality.
length of a program, without commercials, you
will need to multiply the total program length by
a constant of proportionality. Students will work in groups to analyze the four
different ideas.
On page 113, teacher will ask students to analyze
the different ideas for determining the constant of Students will work in their groups on analyzing
proportionality. and they will answer # 2 and #3.

Students will share their answers and their

Teacher will have students work with their table thinking to the class and the teacher.
to analyze the different ideas that these four
students used to determine the constant of
proportionality.

Teachers will walk around and see students work

and guide when needed.
 Teacher will gather group and ask students what
they got for # 2 and # 3.
Lesson Closure
Time Teacher Does Student Does
EXIT SLIP

Teacher will ask students to write down in their Students will reflect on what they learned today
5
minutes journal what they learned today about the and write down what they learned about the
constant of proportionality. constant of proportionality.

Instructional Materials, Equipment, and Multimedia

Students will use their math binders (books) and math journals along with a pencil.
Co-Teaching Strategies
☐One teach, one observe ☒One teach, one assist ☐Station teaching ☐Parallel teaching
☐Supplemental teaching ☐Differentiated teaching ☐Team teaching ☐Not applicable
CO-PLANNING NOTES