Ratios & Proportions Unit Plan

Instructor: Miss Rosenthal

Subject: Mathematics
Grade: 7th

Introduction: This unit plan concentrates on the Ratios and Proportional Relationships domain
of Common Core State Standards. Aspects of the Number System are also used in the study of
ratios and proportional reasoning. Students will learn to analyze proportional relationships and
use them to solve real-world and mathematical problems. Students will also apply and extend
previous understandings of operations with fractions to add, subtract, multiply, and divide
rational numbers. This unit plan is designed to be completed in 10 days with 1-hour class
sessions.

Published Link:
Day 1 Lesson Plan

Objective SWBAT understand and use vocabulary related to ratios and

proportional relationships.
Assessment Group Discussion Presentation – Ask each student to share 1 definition
that their group came up with and have them explain how the group
came up with that definition. For English Learners or students with
special needs, allow them time to write a script out beforehand.
Students can read the information aloud to the class.
State Standards 7.RP.2 Recognize and represent proportional relationships between
quantities.
Materials Vocabulary words for wall, student textbooks, unit project video

Lesson Element Instructional Procedure

Opener Display warm up from PowerPoint on the board: Write a minimum of 3
complete sentences describing what you know about the costs involved
10 minutes in planning a trip.

Differentiation: Prompt EL students by providing sentences starters and

key words such as “To plan a trip, I need to buy…” or plane tickets,
hotel price, and food costs.
Teacher Input Read through the Graphic Novel presented at the beginning of Chapter
1. Ask students what formula could be used to find the times for laps 16
15 minutes and 20? t = 57.1d or time = 57.1 x distances

Play the online animated version of the graphic novel:

https://bit.ly/2wg8UzK

To generate excitement, let students know that they will be solving the
problem posed in the graphic novel throughout the chapter.

Differentiation: Put on subtitles in appropriate languages for ELL

students during the animation.
Guided Practice Vocabulary Monday!
 20 minutes Place words and definitions around the room. Have students travel
around the room and write down the words and definitions.

Words:
1. Complex fraction
2. Constant of proportionality
3. Constant rate of change
4. Constant of variation
5. Cross products
6. Dimensional analysis
7. Direct variation
8. Equivalent ratios
9. Nonproportional
10. Proportion
11. Proportional

Differentiation: Provide EL students with a pre-printed worksheet that

has the words already printed on it. If needed, provide the words and/or
definitions in the first language of the student.
Independent Have students work together in groups to create definitions in their own
Practice words for each vocabulary word. Teacher should circulate during group
discussions to help students who are stuck and ensure that students
10 minutes are on task.

Differentiation: Pair EL students with bilingual students to allow for

communication within groups.
Closing Have each group share one definition that they created and explain
how that definition was created.
5 minutes
Differentiation: Allow students to create a script if necessary, or present
as a group if students have anxiety or trouble speaking.

Day 2 Lesson Plan

Objective SWBAT use a bar diagram to solve a real-world problem involving

ratios.
Assessment Online Readiness Quiz
State Standards 7.RP.2 Analyze proportional relationships and use them to solve real-
world and mathematical problems.
7.NS.3 Apply and extend previous understandings of operations with
fractions to add, subtract, multiply, and divide rational numbers.
Materials Student textbook, Online readiness quiz

Lesson Element Instructional Procedure

Opener Vocabulary Review Warm Up: Project warm up on the overhead with
the following question: What is the vocabulary term that is used to
10 minutes represent a relationship that is not proportional?
 Answer: Nonproportional relationship

Ask students to share definitions from any vocabulary terms that they
remember from yesterday’s lesson.

Differentiation: For students who are struggling or EL students, hae

them look at their vocabulary notes.
Teacher Input Quick Review of required previous knowledge:

15 minutes As a class, have students write ratios as a fraction in simplest form.

Example 1 – Write the ratio of wins to losses as a fraction in simplest
form.
Madison Mavericks
Team Statistics
Wins 10
Losses 12
Ties 8
10/12 = 5/6

Example 2 – Determine whether the ratios 250 miles in 4 hours and

500 miles in 8 hours are equivalent.
Compare the ratios by writing them in simplest form.
250 125
250 miles: 4 hours = 4 𝑜𝑟 2
500 125
500 miles: 8 hours = 8 𝑜𝑟 2
The ratios are equivalent because they simplify to the same fraction.

Have students check out Chrome Books or use their cell phones to
take the Online Readiness Quiz: https://bit.ly/2PsZidy

Differentiation: For students who are unfamiliar with technology, print

out a copy of the online quiz and allow them to complete it using pencil
and paper.
Guided Practice Inquiry Lab on Unit Rates:

25 minutes Essential Question – How can you use a bar diagram to solve a real-
world problem involving ratios?

When Jeremy gets his allowance, he agrees to save part of it. His
savings and expenses are in the ratio 7:5. If his daily allowance is $3,
find how much he saves each day.

You can use a bar diagram to represent the ratio 7:5.

Step 1 – Complete the bar diagram below by writing savings,

expenses, and $3 in the correct boxes.

Step 2 – Let x represent each part of a bar. Write and solve an

equation to find the amount of money each bar represents.
 Step 3 – Determine the amount of money Jeremy saves each day.
Since each part of the bar represents $0.25, Jeremy’s savings are
represent by 7 x $___ or $1.75.

So, Jeremy saves $____ each day.

See the following link for the worksheet: https://bit.ly/2N81dmn

Differentiation: Virtual manipulatives available from ConnectED online:

https://bit.ly/2N81dmn.
Arrange students in groups of 3-4 to complete Steps 1-3. Each member
of the group is assigned a number from 1 to 3 or 1 to 3, and is
responsible to ensure that every person understands each step. Call on
one student number to share the group’s responses with the class.

Have students use the guess, check, and revise problem-solving

strategy to determine the amount Jeremy saves each day.

Students may write an extension of the given problem to include a $2

or $4 daily allowance. Have them note how the bar diagram and
equation change.
Independent Inquiry Lab (continued):
Practice
Investigate – Have students work with a partner to answer the following
10 minutes question.

1. The ratio of the number of boys to the number of girls on the

swim team is 4:2. If there are 24 athletes on the swim team,
how many more boys than girls are there? Use a bar diagram to
solve. Answer: 8 boys

Analyze and Reflect – Have students work with a partner to answer the
following question.

2. Suppose the swim team has 24 athletes, but the ratio of boys to
girls on the swim team is 3:5. How would the bar diagram
change?

Create – Have students write a real-world problem that could be

represented by the bar diagram shown below. Then have them solve
their problem.

Total amount = 220

Sample answer: In Rafael’s card collection, the ratio of baseball cards

to football cards is 6:5. If Rafael has 220 total cards, how many cards
are baseball cards? 120 baseball cards
 Differentiation: Have students work in pairs to complete the Investigate
phase. Provide them with a partially completed bar diagram and have
them discuss how each part of the bar diagram represents the problem.
For the Create phase, have students work in pairs. Have them share
their real-world problem with another pair of students. Then have them
alter the problem they wrote and explain how the bar diagram and
answer would change.
Closing Have students answer the following question: How can you use a bar
diagram to solve a real-world problem involving ratios?
5 minutes
Answer: Set up a bar for each of the ratio parts. Then use the bar
diagram to write and solve an equation.

Day 3 Lesson Plan

Objective SWBAT find unit rates.

Assessment Successful completion of independent practice problems.
State Standards 7.RP.2 Analyze proportional relationships and use them to solve real-
world and mathematical problems.
Materials Student textbook, independent practice problems

Lesson Element Instructional Procedure

Opener Provide review problems of simplifying fractions on the overhead for
students to solve:
10 minutes
Solve. Write in simplest form.
1 4
1. 2
× 7 = (Answer: 2/7)
2 1
2. 3
× 6 = (Answer: 1/9)
1 3
3. ÷ = (Answer: 2/3)
4 8

Teacher should walk around and check to make sure students are
understanding the problems and are getting the correct answer. If many
students are missing the same problem, go over that problem as a
class.
Teacher Input Introduce unit rates. Launch the lesson using a whole group.

15 minutes Essential Question: How can you show that two objects are
proportional? How is a rate of measure of one quantity per unit of
another quantity?

Real-World Link – You can take a person’s pulse by placing your

middle and index finger on the underside of their wrist. Choose a
partner and take their pulse for 2 minutes.

1. Record the results in the diagram.

 2. Use the results to complete the bar diagram and determine the
number of beats per minute for your partner.
3. Use the results to determine the number of beats for ½ minute
for your partner.

Worksheet available here: https://bit.ly/2OXeHC1

Follow-Up: A ratio that compares two quantities with different kinds of

units is called a rate. When you found each other’s pulse, you were
actually finding the heart rate (i.e. 160 beats/2 minutes). When a rate is
simplified so that it has a denominator of 1 unit, it is called a unit rate
(i.e. 80 beats/1 minute).

Differentiation: Have students complete #1-3 in pairs. Then have

students trade partners to exchange ideas, procedures, and results.
Have students take their pulse for 1 minute to check their results for #2.
Then have them take their pulse for 30 seconds to check their results
for #3. Have students extend #3 to determine the number of beats for
20 seconds, 10 seconds, 2 minutes, and 5 minutes for themselves and
for their partner.
Guided Practice Walk through examples together as a class.

20 minutes 1. Adrienne biked 24 miles in 4 hours. If she biked at a constant

speed, how many miles did she ride in one hour?
2. Find each unit rate. Round to the nearest hundredth if
necessary.
a. $300 for 6 hours ($50 per hour)
b. 220 miles on 8 gallons (27.5 miles per gallon)
3. Find the unit price if it costs $2 for eight juice boxes.
4. Find the unit price if a 4-pack of mixed fruit sells for $2.12.

Differentiation: Ask the scaffolded questions for each example to

differentiate. (#1: What is the rate, 24 miles in 4 hours, written as a
fraction? To find the unit rate, what do we do? Why? What is the unit
rate? What does this mean in the context of the problem? How can you
check your work? If Adrienne continues biking at this rate, how many
miles will she bike in 5 hours? How does the unit rate help you
determine this?) For an extra example, use the following: Julia read 52
pages in 2 hours. What is the average number of pages she read per
hour? (26 pages per hour) Students may make place-value errors when
dividing money and other decimal amounts to calculate unit rates. Have
students place the decimal point directly above the dividend in the
quotient before they begin dividing. (#2: How can you write the rate as
a fraction? How can you find the unit rate? How do you know that the
answer is reasonable? If you wrote the unit rate as 8 boxes/$2, what
would you need to do to find the correct unit rate? The store increased
its price to $2.50 per 8 juice boxes. Solve for the new unit rate. $0.3125
per box.)
Independent Have students complete 4 independent practice problems to asses
Practice their understanding of the concepts in this lesson.
 and Closing 1. CD Express offers 4 CDs for $60. Music Place offers 6 CDs for
$75. Which store offers the better buy? (Music Place)
15 minutes 2. After 3.5 hours, Pasha had traveled 217 miles. If she travels at
a constant speed, how far will she have traveled after 4 hours?
(248 miles)
3. Write 5 pounds for $2.49 as a unit rate. Round to the nearest
hundredth. ($0.50 per pound)
4. Use an example to describe how a rate is a measure of one
quantity per unit of another quantity. (Sample answer: Fifty-five
miles per hour is a measure of the number of miles traveled per
unit hour.)

Differentiation: If some students are not ready for assignments, use the
following differentiated activities: 1) Have students work in pairs to
complete #1-3. Give them blank bar diagrams to use for #1 and #2. 2)
Have students create their own problem, similar to #1 and #2. Then
have them trade problems with a partner and have each partner
calculate the unit rate prior to solving the problem.

Day 4 Lesson Plan

Objective SWBAT simplify complex fractions.

Assessment Students will complete independent problems. Teacher will check for
understanding individually.
State Standards 7.RP.2 Analyze proportional relationships and use them to solve real-
world and mathematical problems.
Materials Student textbook

Lesson Element Instructional Procedure

Opener Provide review problems about previous day’s assignment on the
overhead projector for students to complete:
10 minutes
Find each unit rate. Round to the nearest hundredth if necessary.
1. 150 people for 5 classes
2. 815 calories in 4 servings
3. $1.12 for 8.2 ounces
4. 144 miles on 4.5 gallons

Have students write their answers on the board and explain how they
solved the problem.

Differentiation: Have students compare the examples from class

yesterday to help them see the steps for solving the problem. Allow
students to work in pairs to solve the problems, if necessary.
Teacher Input Introduce simplifying a complex fraction.

15 minutes Essential Question: What is a complex fraction?

 Real-World Link: Speed Skating

Dana is skating laps to train for a speed skating competition. She can
skate 1 lap in 40 seconds.

Discuss the following questions as a class:

1. Write a ratio in simplest form comparing Dana’s time to her

number of laps. (40 seconds / 1 lap)
2. Suppose Dana skates for 20 seconds. How many laps will she
skate? (1/2 lap)
3. Write the ratio of Dana’s time from #2 to her number of laps. (20
seconds / ½ lap)
4. How could you simplify the ratio you wrote in #3? (Divide 20 by
½.)

Differentiation: Think-Pair-Share – Give students one minute to

individually think through their response to #1-4. Then have them share
their responses with a partner. Alternate Strategy – Have students
explain what the fraction 8/(1/5) would mean in the context of the
skating scenario. Then have them write the fraction that represents the
number of laps Dana can skate in 4 seconds.
Guided Practice Simplify a Complex Fraction:

20 minutes Fractions like 20/(1/2) are called complex fractions. Complex fractions
are fractions with a numerator, denominator, or both that are also
fractions. (Remind students of this from their vocabulary assignment.)
Complex fractions are simplified when both the numerator and
denominator are integers.

Provide 4 examples and ask students to do sample problems to check

for understanding.

Example 1: Simplify (1/4)/2.

Recall that a fraction can also be written as a division problem.
Show how to solve as a division problem. (Answer: 1/8)

Example 2: Simplify 1/(1/2).

Write the fraction as a division problem and solve. (Answer: 2)

Student Check for Understanding Problems:

1. 2/(2/3) (Answer: 3)
2. 6/(1/3) (Answer: 18)
3. (2/3)/7 (Answer: 2/21)
4. (2/4)/2 (Answer: ¼)

Example 3: Josiah can jog 1 1/3 miles in ¼ hour. Find his average
speed in miles per hour. Write a rate that compares the number of
miles to hours. (Answer: Josiah jogs at an average speed of 5 1/3 miles
per hour.)
 Example 4: Tia is painting her house. She paints 34 ½ square feet in ¾
hour. At this rate, how many square feet can she paint each hour?
Write a ratio that compares the number of square feet to hours.
(Answer: Tia can paint 46 square feet per hour.)

Student Check for Understanding Problems:

5. Mr. Ito is spreading mulch in his yard. He spread 4 2/3 square
yards in 2 hours. How many square yards can be mulch per
hour? (Answer: 2 1/3 square yards per hour)
6. Aubrey can walk 4 ½ miles in 1 ½ hours. Find her average
speed in miles per hour. (Answer: 3 miles per hour)

Differentiation: Ask the scaffolded questions for each example to

differentiate instruction. #1&2: Why is this fraction a complex fraction?
How would you write this complex fraction as a division problem? How
do you rewrite a division problem as a multiplication problem? Explain
what this complex fraction represents. How could you use this meaning
to simplify the fraction mentally? #3&4: Why is the fraction a complex
fraction? What does the fraction bar represent? How do you rewrite the
complex fraction as a division problem? Why do we write the mixed
number as an improper fraction? How could you find the unit rate
mentally?
Independent Have students work independently to complete the following Practice
Practice Problems:

10 minutes Simplify.
1. 18/(3/4) (Answer: 24)
2. (3/6)/4 (Answer: 1/8)
3. (1/3)/(1/4) (Answer: 4/3 or 1 1/3)
4. Pep Club members are making spirit buttons. They make 490
spirit buttons in 3 ½ hours. Find the number of buttons the Pep
Club makes per hour. (Answer: 140 spirit buttons)

Differentiation: Have students work in pairs to discuss and complete the

above problems. Have one student talk through their process for each
exercise while their partner listens, encourages, coaches, praises and
takes notes as necessary. Students alternate roles for each exercise.
Additionally, have students create their own complex fraction that can
be simplified. Then have them trade their complex fractions with a
partner and have each student simplify their partner’s complex fraction.
Closing Teacher will check to make sure all students have successfully
answered the Independent Practice Problems. If desired, teacher may
5 minutes assign the following practice problems for homework:

Simplify:
1. 1/(2/3) (Answer: 1 ½)
2. 2/(3/11) (Answer: 7 1/3)
3. (8/9)/6 (Answer: 4/27)
4. (2/5)/9 (Answer: 2/45)
5. (4/5)/10 (Answer: 2/25)
6. (1/4)/(7/10) (Answer: 5/14)
 7. Mary is making pillow for her Life Skills class. She bought 2 ½
yards of fabric. Her total cost was $15. What was the cost per
yard? (Answer: $6 per yard)

Day 5 Lesson Plan

Objective SWBAT convert rates using unit rates and dimensional analysis.
Assessment Journal entry and independent reflection. Teacher will conduct final
check for understanding through analysis of student journals. Instant
assessment will be conducted throughout the lesson.
State Standards 7.RP.2 Analyze proportional relationships and them to solve real-world
mathematical problems.
Materials None required.

Lesson Element Instructional Procedure

Opener Introduce the unit project by playing the online video from the following
website: https://bit.ly/2wg8UzK
10 minutes
Differentiation: Provide a printed script of the audio to the video to
students. For English Language Learner students, display closed
captions during the video in their first language. Additionally, provide a
list of any technical terms with definitions and the translated term.
Teacher Input Introduce Converting Unit Rates.

15 minutes Essential Question: Why does the ratio 3 feet/1 yard have a value of
one?

Real-World Link: Animals

Squirrels, chipmunks, and rabbits are capable of running at fast
speeds. The table shows the top running speeds of these animals.

Animal Speed (mph)

Squirrel 10
Chipmunk 15
Cottontail Rabbit 30

Discuss the following questions as a class:

1. How many feet are in 1 mile? 10 miles?

a. 1 mile = 5,280 feet
b. 10 miles = 52,800 feet
2. How many seconds are in 1 minute? 1 hour?
a. 1 minute = 60 seconds
b. 1 hour = 3,600 seconds
3. How could you determine the number pf feet per second a
squirrel can run?
a. Sample Answer: Divide the number of feet in 10 miles by
the number of seconds in 1 hour.
 4. Complete the following statement. Round to the nearest tenth.
10 miles per hour ≈ 14.7 feet per second

Differentiation: Think-Pair-Share – Have students arranged in pairs,

complete #1-4. Give each student about one minute to think through
their response for each exercise. Then have them discuss their
thoughts with a partner. Call upon one pair of students to share their
results with the class. Alternate Strategy – Have students extend the
problem by asking for the average speed of a squirrel in yards per
second.
Guided Practice Teacher will walk through 4 examples and have students complete
problems after the examples to check for understanding.
20 minutes
Example #1:
A remote control car travels at a rate of 10 feet per second. How many
inches per second is this? (Answer: 120 inches/1 second)

Use 1 foot = 12 inches.

Example #2:
A swordfish can swim at a rate of 60 miles per hour. How many feet per
hour is this? (Answer: 316,800 feet/1 hour)

Use 1 mile = 5,280 feet.

Example #3:
Marvin walks at a speed of 7 feet per second. How many feet per hour
is this? (Answer: 25,200 feet/1 hour)

Use 60 seconds = 1 minute and 60 minutes = 1 hour.

Check for Understanding:

1. A gull can fly at a speed of 22 miles per hour. About how many
feet per hour can the gull fly? (Answer: 116,160 feet/hour)
2. An AMTRAK train travels at 125 miles per hour. Convert the
speed to miles per minute. Round to the nearest tenth. (Answer:
2.1 miles/minute).

Example #4:
The average speed of one team in a relay race is about 10 miles per
hour. What is this speed in feet per second? (Answer: 14.7
feet/second)

Use 1 mile = 5,280 feet, 1 hour = 60 minutes, and 1 minute = 60

seconds.

Check for Understanding:

 3. A car travels at an average speed of 60 miles per hour on a trip.
What is the car’s speed in feet per second? (Answer: 88
feet/second).

Differentiation: Ask scaffolded questions for each example. With what

rate are we starting? To what rate must we convert? To convert from
feet to inches, what conversion should we use? Why do we use the
ratio (12 in/1 ft) instead of the ratio (1 ft/12 in)? How can you determine
if the answer is reasonable?
Independent Have students work independently to complete Practice Problems:
Practice
1. Water weights about 8.34 pounds per gallon. About how many
10 minutes ounces per gallon is the weight of the water? (Answer: 113.4
ounces/gallon)
2. A skydiver is falling at about 176 feet per second. How many
feet per minute is he falling? (Answer: 10,560 feet/minute)
3. Lorenzo rides his bike at a rate of 5 yards per second. About
how many miles per hour can Lorenzo ride his bike? Hint: 1 mile
= 1,706 yards (Answer: 10.2 miles/hour)

Differentiation: Exercises can be used as a formative assessment of

students’ understanding of the concepts in this lesson. If some students
are not ready for assignments, the following differentiated activities can
be used:

Round Robin – Arrange students in small groups to complete #1-3. For

each exercise, have each student contribute a factor in the dimensional
analysis “train” or state that there are no more factors to contribute.

Pairs Consult – For #3, have students extend the problem by

converting the rate in miles per hour to feet per minute. Ask them to
convert to as many different rates as they can within 2 minutes, such as
feet per second, feet per hour, inches per second, yards per hour, etc.
Have them share their results with another pair to check their work.
Closing Have students spend 5 minutes writing in their weekly math journal.
Have them answer the following prompt questions:
5 minutes
What did you enjoy learning about in this week’s math lessons?
What did you enjoy least about this week’s math lessons?
What topic did you struggle with this week?
What would you have changed about this week to improve your
learning?

Differentiation: If necessary, allow students to dictate their answers

verbally or type them on a word processor. Optionally, provide students
with sentence starters if they need assistance with their writing.

Day 6 Lesson Plan

 Objective SWBAT define and explain vocabulary in relation to ratios and
proportional relationships.
Assessment Students will define vocabulary terms in their own words.
State Standards 7.RP.2 Analyze proportional relationships and use them to solve real-
world mathematical problems.
Materials Student textbook, vocabulary words and definitions

Lesson Element Instructional Procedure

Opener Provide the following review problems from the previous week of
lessons on the overhead projector and have students complete them
10 minutes independently:

Determine if each pair of rates are equivalent. Explain your reasoning.

1. $36 for 4 baseball hates; $56 for 7 baseball hates (No)

2. 12 posters for 36 students; 21 posters for 63 students (Yes)
3. An employer pays $22 for 2 hours. Use the ratio table to
determine how much she charges for 5 hours.
Payment $22 ÷2x5 $55
Hours 2 ÷2x5 5
Teacher Input Have students read the Review Vocabulary section in their textbook.
Discuss as a class the definition of functions.
15 minutes
A function is a relationship that assigns exactly one output value for
each input value. The function rule is the operation performed on the
input. Perform each indicated operation on the input 10. Then write
each output in the table.

Input Rule Output

10 Add 2 12
Subtract 3 7
Multiply by 4 40
Divide by 5 2

Differentiation: Allow students to use a calculator to focus on the key

concepts for this lesson. For English Language Learner students,
provide key words in their first language.
Guided Practice Vocabulary Monday!

20 minutes Place words and definitions around the room. Divide students into
groups and have them travel around the classroom and write down all
of the definitions. After writing everything down, students will work
together in groups to write on definition in their own words for each
vocabulary word. Teacher will circle the room during student
discussions to make sure that students aren’t struggling and also have
accurate understandings of the vocabulary terms.

Words:
1. Ordered pair
 2. Origin
3. Quadrants
4. Rate
5. Rate of change
6. Slope
7. Unit rate
8. Unit ratio
9. X-axis
10. X-coordinate
11. Y-axis
12. Y-coordinate

Differentiation: Provide EL students with a pre-printed worksheet that

has the words already printed on it. If needed, provide the words and/or
definitions in the first language of the student.
Independent Have students work together in groups to create definitions in their own
Practice words for each vocabulary word. Teacher should circulate during group
discussions to help students who are stuck and ensure that students
10 minutes are on task.

Differentiation: Pair EL students with bilingual students to allow for

communication within groups.
Closing Have each group share one definition that they created and explain
how that definition was created.
5 minutes
Differentiation: Allow students to create a script if necessary, or present
as a group if students have anxiety or trouble speaking.

Day 7 Lesson Plan

Objective SWBAT identify proportional and nonproportional relationships.

Assessment Independent student completion of practice problems. Teacher will
check to ensure students arrive at the right answer and use the correct
method to do so.
State Standards 7.RP.2 Analyze proportional relationships and use them to solve real-
world mathematical problems.
Materials Student textbook, Pizza party activity

Lesson Element Instructional Procedure

Opener Have students write down any vocabulary terms and definitions that
they remember from yesterday’s lesson. To ensure that students
10 minutes understood correctly, have them share some of these aloud.

Differentiation: Provide students who are having difficulty with some of

the definitions and ask them if they can recall the word or match the
word from a bank.
Teacher Input Introduce proportional and nonproportional relationships.
 15 minutes Essential Question: What makes two quantities proportional?

Real-World Link: Pizza Party

Ms. Cochran is planning a year-end pizza party for her students. Ace
Pizza offers free delivery and charges $8 per medium pizza.

Discuss the following questions as a class:

1. Complete the table to determine the cost for different numbers

of pizzas ordered.
Cost ($) 8 16 24 32 40
Pizza 1 2 3 4 5

2. For each number of pizzas, write the relationship of the cost and
number of pizzas as a ratio in simplest form.
3. What do you notice about the simplified ratios? (Answer: The
ratios are equal. Each ratio is equal to 8.)

Differentiation: Pairs Discussion – Arrange students in pairs to

complete #1-3. Have them notice how the simplified ratios are the
same as the cost per pizza. Then have them repeat exercises 1 and 2
to study Ace Pizza’s prices if they charge $7 per medium pizza.
Alternate Strategy – Have students write and equation for the cost y of
any number x of pizzas. Have students use the equation to determine
the cost of 7, 10, and 13 pizzas. Have students determine how many
pizzas were bought if the total cost was $112 and $184.
Guided Practice Teacher will walk through 4 examples and have students complete
problems after the examples to check for understanding.
20 minutes
Example #1: Andrew earns $18 per hour for mowing lawns. Is the
amount of money he earns proportional to the number of hours he
spends mowing? Explain.

Find the amount of money he earns for working a different number of

hours. Make a table to show these amounts.
Earnings ($) 18 36 54 72
Time (h) 1 2 3 4
For each number of hours worked, write the relationship of the amount
he earned and hour as a ratio in simplest form.
All of the ratios between the two quantities can be simplified to 18.
The amount of money he earns is proportional to the number of hours
he spends mowing.

Check for Understanding:

1. At Lakeview Middle School, there are 2 homeroom teachers
assigned to every 48 students. Is the number of students at this
school proportional to the number of teachers? Explain your
reasoning. (Answer: The ratio of students to teachers is
constant. The ratio is 24/1 or 24. Since the ratio is constant, the
number of students is proportional to the number of teachers.)
 Example #2: Uptown Tickets charges $7 per baseball game ticket plus
a $3 processing fee per order. Is the cost of an order proportional to the
number of tickets ordered? Explain.

For each number of tickets, write the relationship of the cost and
number of tickets as a ratio in simplest form.
Since the ratios of the two quantities are not the same, the cost of an
order is not proportional to the number of tickets ordered.

Example #3: You can use the recipe shown to make a fruit punch. Is
the amount of sugar used proportional to the amount of mix used?
Explain.

Fruit Punch

½ cup sugar
1 envelope of mix
2 quarts water

Find the amount of sugar and mix needed for different numbers of
batches. Make a table to help you solve.
Cups of 1/2 1 1 1/2 2
Sugar
Envelopes 1 2 3 4
of Mix
For each number of cups of sugar, write the relationship of the cups
and number of envelopes of mix as a ratio in simplest form.
All of the ratios between the two quantities can be simplified to 0.5. The
amount of mix used is proportional to the amount of sugar used.

Check for Understanding:

2. At the beginning of the year, Isabel had $120 in the bank. Each
week, she deposits another $20. Is her account balance
proportional to the number of weeks of deposits? Explain your
reasoning. (Answer: No; the weeks to account balance ratios
are not equal.)

Differentiation: Ask scaffolded questions for each example. What are

you trying to determine? What two quantities do we compare? How will
you determine if the ratios are proportional? Is the relationship
proportional? Explain. Can you determine Andrew’s earnings for 5,10,
and 28 hours of work based on this proportion? Explain.
Independent Have students work independently to complete Practice Problems:
Practice
1. The Vista Marina rents boats for $25 per hour. In addition to the
10 minutes rental fee, there is a $12 charge for fuel. Use a table to
determine if the number of hours you rent the boat is
proportional to the total cost. (Answer: No; the cost to time
ratios are not all equal.)
 2. Which situation represents a proportional relationship between
the hours worked and amount earned for Matt and Jane?
Explain. (Answer: The table for Jane’s earnings shows a
proportional relationship. The ratio between the money earned
time worked is always 12.)

Matt’s 12 20 31 Jane’s 12 24 36
Earnings Earnings
($) ($)
Time (h) 1 2 3 Time (h) 1 2 3

Differentiation: Exercises can be used as a formative assessment of

students’ understanding of the concepts in this lesson. If some students
are not ready for assignments, the following differentiated activities can
be used:

Three Stay, One Stray – Arrange students in groups of 3 or 4. After

each exercise, have one student from each group stray to another
group to discuss ideas, procedures, and results. Have students return
to their original group to discuss their findings. Repeat for each
exercise. Call on students to share results with the rest of the class.
Closing Teacher will check to make sure all students have successfully
answered the Independent Practice Problems. If desired, teacher may
5 minutes assign the following practice problems for homework:

For exercises 1 and 2, use a table to solve. Then explain your

reasoning.
1. An adult elephant drinks about 225 liters of water each day. Is
the number of days the water supply lasts proportional to the
number of liters of water the elephant drinks? (Answer: Yes; the
time to water ratios are all equal to 1/225.)
2. An elevator ascends, or goes up, at a rate of 750 feet per
minute. Is the height to which the elevator ascends proportional
to the number of minutes it takes to get there? (Answer: Yes;
the height to time ratios are all equal to 750 ft per minute.)
3. Use a table to help you solve. Then explain your reasoning.
Show your work.
Plant A is 18 inches tall after one week, 36 inches tall after two weeks,
56 inches tall after three weeks. Plant B is 18 inches tall after one
week, 36 inches tall after two weeks, 54 inches tall after three weeks.
Which situation represents a proportional relationship between the
plants’ height and number of weeks? (Answer: The table for B shows a
proportional relationship.)

Day 8 Lesson Plan

Objective SWBAT express their understanding of ratios and proportional

relationships through a real-world project.
 Assessment Unit Project
State Standards 7.RP.2 Analyze proportional relationships and use them to solve real-
world mathematical problems.
Materials Supplies for unit project such as Chrome Books and student textbooks.

Lesson Instructional Procedure

Element
Opener Provide the following review problems from the previous week of lessons on
the overhead projector and have students complete them independently:
10 minutes
Find each unit rate. Round to the nearest hundredth if necessary.
1. 750 yards in 25 minutes (Answer: 30 yards per minute)
2. $420 for 15 tickets (Answer: $28 per ticket)

3. 9/(1/3) = (Answer: 27)

4. (1/2)/4 = (Answer: 1/8)
5. (1/6)/(1 3/8) = (Answer: 4/33)
6. A tourist information center charges $10 per hour to rent a bicycle. Is
the rental charge proportional to the number of hours you rent the
bicycle? Justify your response. (Answer: Yes; Sample answer:
10/1=20/2=30/3=40/4)
Teacher Unit Project: Become a Travel Expert
Input
Teacher will formally introduce this project – Without proper planning, a family
15 minutes vacation could end up costing a fortune! In this project you will:
 Collaborate with your classmates as you research the cost of a family
vacation.
 Share the results of your research in a creative way.
 Reflect on how you use mathematics to describe change and model
real-world situations.
By the end of this project, you will be ready to plan a family vacation without
breaking the bank.

Go over directions with students before letting them begin the project.

Differentiation: Collaborate – have students work in teams to research all of the

activities related to the cost of travel. Together, they should be able to gather
the necessary information to complete Exercises 1-5. Students should show
their work on a separate piece of paper.
Guided Project Requirements
Practice
Go Online Work with your group to research and complete each activity. You
& will use your results in the Share section on the following page.
Independen
t Practice 1. Research the cost for a family of four to fly round trip to a destination of
your choosing. Record the cost of a flight that is nonstop and one that
30 minutes has at least one extra stop. Make sure to include the cost of the tax.
2. Research two different rental cars that would be available at a local
company. Compare the miles per gallon (mpg) that each car averages
 on the highway. How much gas would you use for each car if you were
going to be traveling 450 miles on your trip?
3. If you are traveling out of the country you will need to know the current
exchange rates. Record the exchange rate for three different countries.
How much is $100 worth in those countries?
4. Choose a vacation spot that is a city in the United States. Find a
popular restaurant for tourists in your city and look up the menu online.
Calculate the cost for a dinner that feeds four people. Don’t forget the
tip.
5. Different states have different sales tax rates. Choose three different
states. Research the sales tax rate for each of those states. Then,
determine the total cost of buying jeans that cost $50 plus the sales tax.

Share With your group, decide on a way to share what you have learned about
the cost of a family vacation. Some suggestions are listed below, but you can
also think of other creative ways to present your information. Remember to
show how you used mathematics in your project!
 Use your creative writing skills to write journal entries or blogs. Your
writing should describe how you were able to save money while
traveling on your vacations.
 Act as a travel agent to put together one domestic and one international
travel package for a family of four. Create a digital brochure to explain
each package.

Note: After each group gives their presentation, post them to your class
website, combine them in a collective folder, or display them throughout the
room.

Differentiation: Group students according to their skill level so that high

achievers can be challenged with a more intensive project, while students who
struggle can be given more basic instructions. Also, make sure to group
English Language Learners with students who are bilingual, so that
communication can take place between group members.
Closing Hand out the project rubric and check in with each group to make sure they’ve
selected an appropriate option for their project.
5 minutes
Project Rubric:
Unsatisfactor Needs Meets Exceeds
y (1) Improvement Expectations Expectations
(2) (3) (4)
Online Most Most All questions All questions
Activity questions questions are are answered are answered
have not answered. completely. thoroughly
been Some Answers and
answered answers may demonstrate accurately.
and do not be missing a a basic Answers
demonstrate basis of understandin demonstrate
any mathematical g of the a thorough
understandin concepts. mathematical understandin
g of how g of the
 mathematical concepts mathematical
concepts are involved. concepts
related. involved.
Shared Selected Selected Selected Selected
Information demonstratio demonstratio demonstratio demonstratio
n is missing n shows how n shows how n is creative,
or incomplete to plan a some original, and
or does not family mathematical effectively
show how to vacation, but concepts can demonstrates
plan a family does not be applied to how the
vacation with relate any a family mathematical
mathematical mathematical vacation. concepts can
concepts. concepts. be applied to
a family
vacation.
Oral Not all All members All members All members
Presentation members participated, participation participated
participated but portions and the and the
and portions of the family presentation presentation
of information vacation accurately was both
were left out. material were displayed all engaging and
left out. information accurately
about the displayed all
family information
vacation. about the
family
vacation.
Collaboratio Not all group Project has Project has Project
n members some work equal clearly
contributed to contributed amounts of reflects that
the project. by all group work all group
members. contributed members
by all group participated
members. and
contributed
equal
portions of
the work.

Day 9 Lesson Plan

Objective SWBAT identify proportional relationships by graphing on the

coordinate plane.
Assessment Students will complete independent practice problems. Teacher will
assess on an individual basis to ensure that all students have arrived at
the correct answer using the correct method.
State Standards 7.RP.2 Analyze proportional relationships and use them to solve real-
world mathematical problems.
 Materials Student textbook

Lesson Element Instructional Procedure

Opener Provide the following review problems on the overhead projector and
have students complete them independently:
10 minutes
1. A vine grows 7.5 feet every 5 days. Is the length of the vine on
the last day proportional to the number of days of growth?
(Answer: Yes; the length to time ratios are all equal to 1.5 feet
per day.)
2. To convert a temperature in degrees Celsius to degree
Fahrenheit, multiple the Celsius temperature by 9/5 and then
add 32 degrees. Is a temperature in degree Celsius proportional
to its equivalent temperature in degrees Fahrenheit? (Answer:
No; the degrees Celsius to degrees Fahrenheit ratios are not all
equal.)
3. On Saturday, Querida gave away 416 coupons for a free
appetizer at a local restaurant. The next day she gave away
about 52 coupons an hour.
a. Is the number of coupons Querida gave away on
Sunday proportional to the number of hours she worked
that day? (Answer: Yes; the coupons to hours ratios are
all equal to 52 coupons per hour.)
b. Is the total numbers of coupons Querida gave away on
Saturday and Sunday proportional to the number of
hours she worked on Sunday? (Answer: No; the
coupons to hours ratios are not all equal.)

Differentiation: To accommodate those who may have difficulty solving

these problems, provide students with the table they need to create to
solve the problem. Once students are able to fill in the table, help them
to see that they need to turn each column into a fraction.
Teacher Input Introduce graphing proportional relationships.

15 minutes Essential Question: How does graphing relationships help you

determine whether the relationship is proportional or not?

Review Vocabulary by having students follow along in drawing a

coordinate plane. Review and point out the following items/terminology:
 The coordinate plane is a type of grid that is formed when two
number lines intersect at their zero points.
 The number lines separate the coordinate plane into four
regions called quadrants.
 An ordered pair is a pair of numbers, such as (1,2), used to
locate or graph points on the coordinate plane.
 The x-coordinate corresponds to a number on the x-axis.
 The y-coordinate corresponds to a number on the y-axis.
 As a class, label the coordinate plane with the terms ordered pair, x-
coordinate, and y-coordinate.

Graph points (2,3) and (-3,-2) above. Connect the three points on the
coordinate plane. Describe the graph. (Answer: The points form a
straight line.)

Differentiation: Provide fill-in-the-blank notes for students.

Think-Pair-Graph – Give students one minute to review the activity.
Then have them discuss how they would label the coordinate plane
with a partner. Have them individually label the coordinate plane and
compare their results.
Guided Practice Teacher will walk through 2 real-world examples and have students
complete problems after the examples to check for understanding.
20 minutes
Example #1: The slowest mammal on Earth in the tree sloth. It moves
at a speed of 6 feet per minute. Determine whether the number of feet
the sloth moves is proportional to the number of minutes it moves by
graphing on the coordinate plane. Explain your reasoning.

Step 1: Make a table to find the number of feet walked for 0, 1, 2, 3,

and 4 minutes.

Step 2: Graph the ordered pairs (time, distance) on the coordinate

plane. Then connect the ordered pairs.

The line passes through the origin and is a straight line. So, the number
of feet traveled is proportional to the number of minutes.

Check for Understanding:

1. James earns $5 an hour babysitting. Determine whether the

amount of money James earns babysitting is proportional to the
number of hours he babysits by graphing on the coordinate
plane. Explain your reasoning. (Answer: The amount of money
James earns is proportional to the number of hours he babysits.
The graph is a straight line through the origin.)

Example #2: The cost of renting video games from Games Inc. is
shown in the table below. Determine whether the cost is proportional to
the number of games rented by graphing on the coordinate plane.
Explain your reasoning

Video Game Rental Rates

Number of Games Cost ($)
1 3
2 5
3 7
4 9
 Step 1: Write the two quantities as ordered pairs (number of games,
cost). The ordered pairs are (1,3), (2,5), (3,7), and (4,9).

Step 2: Graph the ordered pairs on the coordinate plane. Then connect
the ordered pairs and extend the line to the y-axis.

The line does not pass through the origin. So, the cost of the video
games is not proportional to the number of games rented.

Check: The ratios are not consistent. (1/3 does not equal 2/5)

Check for Understanding:

2. The table shows the number of Calories an athlete burned per

minute of exercise. Determine whether the number of Calories
burned is proportional to the number of minutes by graphing on
the coordinate plane. Explain your reasoning.
Calories Burned
Number of Minutes Number of Calories
0 0
1 4
2 8
3 13

Differentiation: Ask scaffolded questions for each example to

differentiate instruction. What do you need to determine? What are the
ordered pairs listed in the table? How will the graph show us if the
relationship is proportional? Is the relationship proportional? Explain.
How can you tell by studying the table that the relationship is
proportional?
Independent Have students work independently to complete Practice Problems:
Practice
1. The cost of 3-D movie tickets is $12 for 1 ticket, $24 for 2
10 minutes tickets, and $36 for 3 tickets. Determine whether the cost is
proportional to the number of tickets by graphing on the
coordinate plane. Explain your reasoning. (Answer: The cost is
proportional to the number of tickets bought. The graph is a
straight line through the origin.)
2. How does graphing relationships help you determine whether
the relationship is proportional or not? (Sample answer: The
graph of a proportional relationship will be straight and pass
through the origin.)

Differentiation: These exercises can be used as a formative

assessment to assess students’ understanding of the concepts in this
lesson. If some students are not ready, use the following activity.

Three-Step-Interview – Have students work in pairs to interview each

other to complete Exercises 1 and 2. Students take turns being the
interviewer and interviewee for each exercises. Interview questions
 should include asking the interviewee to think aloud through their
process to complete each exercise.
Closing Teacher will check to make sure all students have successfully
answered the Independent Practice Problems. If desired, teacher may
5 minutes assign the following practice problems for homework:

1. The perimeter of a square is 4 times as great as the length of

any of its sides. Determine if the perimeter of a square is
proportional to its side length. Explain. (Answer: Proportional;
Sample answer – The ordered pairs would be (0,0), (1,4), (2,8).
This would be a straight line through the origin.
2. A health club charges $35 a month for membership fees.
Determine whether the cost of membership is proportional to
the number of months. Explain your reasoning. (Answer:
Proportional; Sample answer – The ordered pairs would be
(0,0), (1,35), (2,70). This would be a straight line through the
origin).

Possible Exit Ticket to Check for Understanding: Have students

describe how they can tell whether a relationship between two
quantities is proportional. (Answer: If the graph is a straight line and
passes through the origin (0,0).)

Day 10 Lesson Plan

Objective SWBAT demonstrate their understanding of proportional relationships

through a real-world application.
Assessment Unit Project
State Standards 7.RP.2 Analyze proportional relationships and use them to solve real-
world mathematical problems.
Materials Student textbook, Unit project supplies

Lesson Element Instructional Procedure

Opener Provide the following review problems from yesterday’s assignment
and have students complete them independently:
10 minutes
1. An airplane is flying at an altitude of 4,000 feet and descends at
a rate of 200 feet per minute. Determine whether the altitude is
proportional to number of minutes. Explain your reasoning.
(Answer: Not proportional; The graph does not pass through the
origin.)
2. A class has 10 boys and 15 girls. What is the ratio of boys to
girls (Answer: 2/3)
3. A car dealership has 55 cars and 11 vans. What is the ratio of
cars to vans? (Answer: 5/1)
4. A drawer has 4 red shirts and 8 green shirts. What is the ratio of
red shirts to the total number of shirts? (Answer: 1/3)
 5. A store sells 13 coffees and 65 hot chocolates. What is the ratio
of coffees to hot chocolates? (Answer: 1/5)

Differentiation: Allow students to work in pairs or groups to discuss

strategies for solving the opening problems.
Teacher Input Review the rubric for the Unit Project that was briefly discussed on Day
8 of this lesson plan. Give students specific examples of what each
15 minutes rating of work would look like.

Let students know that they will be self-assessing their project with the
rubric, as well as peer grading other projects.

Differentiation: Provide a translated copy of the rubric to English

Language Learners in their first language. Allow for ELL students to
create a script for their oral presentation or have them present in their
first language and ask another student to translate. Give the translating
student bonus points on their project for helping the ELL student. If
necessary, allow for some students to have additional time to complete
the project.
Guided Practice Allow time for students to present their projects to the class. Emphasize
& the importance of showing respect to one another by reinforcing
Independent concepts from the first week of school such as tracking (looking at the
Practice speaker and facing the speaker) and respect. Give students a copy of
the rubric for each group so that they can assess the project while
30 minutes watching the presentation.
Closing Check for Understanding Ask students to independently write a brief
reflection by answering the following questions:
5 minutes
1. How can you use mathematics to describe change and model
real-world situations?
2. How did you use what you learned about ratios and proportional
reasoning to describe change and model the real-world
situations in this project?

Teacher should check the responses to understand if any components

of the unit were missed by all students and need to be re-taught.