Lesson Plan Template

Day 1

Date: 4/24/2022 Teacher’s Name: Andrea Liotta

Subject: Proportions / Ratios Grade level: 7th Grade

Learning Segment Title: What are Ratios and Proportions
Length of each lesson: 45 Minutes

Central Focus:
The purpose of this unit is to expand the students' knowledge of fractions,
ratios, proportions, and scale drawings. The students will be learning about how they can make
two fractions equivalent to one another. The students will be able to use scale factors to blow up
or shrink down an image, without messing up the dimensions. The students will learn through
the use of direct instruction, group work, and engaging activities. Teaching the students this
content will allow them to use it in future math classes and under tough circumstances. This
information will help show the students how they can easily see if fractions are the same or not.
This is an important unit that will help shape the students for future math classes which will be
more difficult. With the knowledge of ratios and proportions, this can also help students outside
of the classroom in situations such as baking. With baking, the students can use this information
with measurements and how to see what is equivalent to what. This can also be used with
construction and different length measurements. Students can also use scale drawings to help
with professions such as an artist, interior designer, or an architect.

Essential Question(s):
What is a ratio?
What is the difference between a ratio and a proportion?
What is a proportion?
How are ratios and proportions used?

Learning Standards:
● CCSS.MATH.CONTENT.7.RP.A.2
Recognize and represent proportional relationships between quantities.

● CCSS.MATH.CONTENT.7.RP.A.2.A
Decide whether two quantities are in a proportional relationship, e.g., by testing for
equivalent ratios in a table or graphing on a coordinate plane and observing whether the
graph is a straight line through the origin.

● CCSS.MATH.CONTENT.7.RP.A.2.B
Identify the constant of proportionality (unit rate) in tables, graphs, equations, diagrams,
and verbal descriptions of proportional relationships.

● CCSS.MATH.CONTENT.7.RP.A.2.C
Represent proportional relationships by equations.

● CCSS.MATH.CONTENT.6.RP.A.1
Understand the concept of a ratio and use ratio language to describe a ratio relationship
between two quantities. For example, "The ratio of wings to beaks in the bird house at the zoo
was 2:1, because for every 2 wings there was 1 beak." "For every vote candidate A received,
candidate C received nearly three votes."

Academic Language
Language Function Students will learn the definitions of several terms. They will
have all of the proper vocabulary needed to determine what
ratios, proportions, and fractions are.
The students will be able to make their own ratios.

Vocabulary Fraction, scaling, proportion, multiplication, equal, size,

image, ratio, constant of proportionality, percentage,
numerator, denominator.

Syntax Create ratios using word problems regarding the students in

the classroom.

Discourse When writing out the definitions of the terms, students will
use all the important key words they learned in class.

Differentiation: ELL’s
Special Needs of Students ELL’s will be encouraged to come to extra help to
meet with the teacher and ask any questions they
may have. The students will have frequent check-in
meetings with the teacher, just to make sure
everything is going well and the student is
understanding the content. Once every quarter, the
teacher will check in with the parents of the student
to see how their independent work and studying is
going outside of the classroom.

Pre-assessment & Student Students who struggle in mathematics will be

Readiness given a remember sheet, which can contain
important information from years past that they will
need in this class.

Content Differentiation Students who struggle with math and have a

limited background will be given a vocabulary sheet
to help them try and remember the vocab terms.
 Process Differentiation The students will receive the printed out
powerpoint, followed by an example sheet that
walks through how to solve the problems.

Product Differentiation During examinations and quizzes, these students

will be allowed an index card where they can jot
down any important information they need to know
for the assessment.

Lesson Topic: Ratios and Proportions

Outcomes Assessments

Students will: Homework Assignment

define 'proportion', ‘ratio’, ‘percentage’
● distinguish between proportion, ratio,
and percentage
● Calculate ratios

Introduction: Sponge Activity, Anticipatory Set, Activating Prior Knowledge

Sponge Activity Slide 2

Anticipatory Set Slide 3

We will conduct a survey. We will ask
How many people in the class have blue eyes?
How many people in the class have brown eyes?
How many people in the class have green eyes?
I will inform the students that we will later be learning about how to make ratios with
numbers similar to the numbers from our survey.

Activating Prior Knowledge Slide 4

Students will list anything that they know about percentages.

Initial Phase Direct Instruction

 Vocabulary Mania (Slide 5)
-students will be told that there is going to be a lot of writing and vocabulary in
the day's lesson.
What is a fraction? (Slide 6)
→ Definition and examples
What is a percentage? (Slide 7)
→ Definition and examples
What is a ratio? (Slide 8)
→ Definition and examples
→ Brain pop video for clarification
https://www.brainpop.com/math/ratioproportionandpercent/ratios/
What is a proportion? (Slide 9)
→ Definition and examples
→ Brain pop video for clarification
https://www.brainpop.com/math/ratioproportionandpercent/proportions/
Proportions and ratios are different (Slide 10)
Introduce using the Frayer Model (Slide 11)
Show what the Frayer Model is. (Slide 12)

Show an example of the Frayer Model being used in math with a rectangle (Slide 13)

Middle Phase
1. Guided Practice Slide 14
Vocabulary Activity
Students will get into groups of 3-4 and work together on creating a Frayer Model
for one of the vocabulary terms they are assigned. The terms will be; ratio, fraction,
percentage, and proportion. The students will use their notes of the definitions and the
previous examples that were shown to come up with a Frayer model of the term they are
assigned.
Examples of the Frayer Model for the terms (Slide 15)
I will show the students examples of that the Frayer Models can look like, but I
will assure them; there is not one specific way to make a Frayer Model
 2. Independent Practice (Slide 16)
Exit Slip
-Using what they learned from class, students will summarize each term
in its corresponding box.
Evaluative Criteria: You will not only be graded on completion of the task, but as well as your
understanding of the terms that we learned in class.
Each definition will be graded out of 2 points. Full credit will be given if you successfully write up
the definition corresponding to the term. Partial credit (1 point) will be given if you have some
correct ideas, yet the definition needs to be cleaned up.
Post-Reading Strategy
-Students will use their knowledge from the beginning of the class to
summarize the definitions. This will also be a way to help them reflect on their learning
from the class period. It can show them what they do and do not understand from the
class that day.

Bonus Assignment: (Slide 17)

Students will be given a word search that includes vocabulary terms they already know,
just learned, and terms that they will be learning.

Concluding Phase
 3. Closure/Summary (Slide 18)
Think-Pair-Share
Students will think about something that they learned or had reinforced
today, they will pair up with the person sitting next to them, and then they will share with
their neighbor what they learned.

Follow up: What comes next to reinforce the lesson (HW or supplemental instruction)
Exit Ticket
Students will write out the definitions of the vocabulary terms that they learned.

Materials: (items, technology, etc.)

Pen/pencil, notebook, worksheets/packets, calculator
Teacher: computer, smartboard, powerpoint

Resources: (reference any “borrowed” materials)

BrainPOP. (2020, December 28). Ratios, proportion, and percents lesson plan. BrainPOP
Educators. Retrieved March 6, 2022, from
https://educators.brainpop.com/lesson-plan/ratios-proportion-and-percent-lesson-plan
making-real-world-connections/

Grade 7 mathematics. EngageNY. (9385, January 1). Retrieved March 6, 2022, from
https://www.engageny.org/resource/grade-7-mathematics

Proportions. BrainPOP. (n.d.). Retrieved March 6, 2022, from

https://www.brainpop.com/math/ratioproportionandpercent/proportions/

Ratios. BrainPOP. (n.d.). Retrieved March 6, 2022, from

https://www.brainpop.com/math/ratioproportionandpercent/ratios/

Teaching ratios and proportions. How to teach proportions in 7th-8th grade math. (n.d.).
Retrieved March 6, 2022, from
https://www.homeschoolmath.net/teaching/proportions.php

What should content-area teachers know about vocabulary instruction? IRIS Center. (n.d.).
Retrieved March 12, 2022, from
https://iris.peabody.vanderbilt.edu/module/sec-rdng/cresource/q2/p07/#content
 Lesson Plan Template
Day 2

Date: 4/24/2022 Teacher’s Name: Andrea Liotta

Subject: Proportions / Ratios Grade level: 7th Grade

Learning Segment Title: Finding Proportions in tables and creating graph
Length of each lesson: 45 Minutes

Central Focus:
The purpose of this unit is to expand the students' knowledge of fractions,
ratios, proportions, and scale drawings. The students will be learning about how they can make
two fractions equivalent to one another. The students will be able to use scale factors to blow up
or shrink down an image, without messing up the dimensions. The students will learn through
the use of direct instruction, group work, and engaging activities. Teaching the students this
content will allow them to use it in future math classes and under tough circumstances. This
information will help show the students how they can easily see if fractions are the same or not.
This is an important unit that will help shape the students for future math classes which will be
more difficult. With the knowledge of ratios and proportions, this can also help students outside
of the classroom in situations such as baking. With baking, the students can use this information
with measurements and how to see what is equivalent to what. This can also be used with
construction and different length measurements. Students can also use scale drawings to help
with professions such as an artist, interior designer, or an architect.

Essential Question(s):
How are you able to use what you have learned about proportions to:
-find the rate of change
-graph an equation
-fill in missing variables in a table

Learning Standards:

CCLS - Math: 7.RP.3

Category
Ratios And Proportional Relationships

Sub-Category
Analyze Proportional Relationships And Use Them To Solve Real-World And Mathematical
Problems.

State Standard:
Use proportional relationships to solve multistep ratio and percent problems. Examples: simple
interest, tax, markups and markdowns, gratuities and commissions, fees, percent increase and
decrease, percent error.

Academic Language
Language Function Students will be walking me through the steps on how to
solve for the missing table values in the example.
The students will use all the proper vocabulary and what
they know about proportions to solve the problem.

Vocabulary Fraction, scaling, proportion, multiplication, equal, size,

image, ratio, constant of proportionality

Syntax Represent the rate of change as a fraction, and as a

proportion. Use proportions to find the rate of change in a
table, or in a graph.

Discourse When describing how to find the missing table value, they
 will use the following vocabulary words; multiplication,
simplify, fraction, subtraction.

Differentiation: ELL’s
Special Needs of Students ELL’s will be encouraged to come to extra help to
meet with the teacher and ask any questions they
may have. The students will have frequent check-in
meetings with the teacher, just to make sure
everything is going well and the student is
understanding the content. Once every quarter, the
teacher will check in with the parents of the student
to see how their independent work and studying is
going outside of the classroom.

Pre-assessment & Student Students who struggle in mathematics will be

Readiness given a remember sheet, which can contain
important information from years past that they will
need in this class.

Content Differentiation Students who struggle with math and have a

limited background will be given a vocabulary sheet
to help them try and remember the vocab terms.

Process Differentiation The students will receive the printed out

powerpoint, followed by an example sheet that
walks through how to solve the problems.

Product Differentiation During examinations and quizzes, these students

will be allowed an index card where they can jot
down any important information they need to know
for the assessment.

Lesson Topic: Finding Proportions in tables and creating graphs

Outcomes Assessments

Students will: -Word Problem exit ticket quiz

- Use equations and graphs to
represent proportional relationships
arising from ratios and rates
involving fractions
- Interpret what points on the graph
of the relationship mean in terms of
 the situation or context of the
problem
- Solve for a missing variable in a
table
- Graph a proportional relationship

Introduction: Sponge Activity, Anticipatory Set, Activating Prior Knowledge

Sponge Activity Slide 19

Anticipatory Set Slide 20

What can graphs be used for outside of a math class?
Students will take turns raising their hands and sharing their answers.
Evaluative Criteria: This assignment is worth one point. You will be given the point if you bring
your admit slip with you to class! This is a brainstorming exercise, there is no right or wrong
answer!

Activating Prior Knowledge Slide 21

Define “Rate of Change”

Initial Phase Direct Instruction

-What is the rate of change? Definition and different names for it.(Slide 22)

-Rate of change example → how to find it using a graph (Slide 23)

-Rate of change using a table → how to find it (Slide 24)
-Missing values on a table → how to find the missing value using proportions (Slide 25)
-Class example, solving a missing value in the table (Slide 26)
During Reading Strategy
 -students will reconstruct a graph using values that we found in the table,
they will be writing down the x, and y axis as long as a title

-The visual of what the graph is supposed to look like will be posted here(Slide 27)

Middle Phase
1. Guided Practice Slide 28
Students will complete an escape room. There are 6 questions asking them to
solve for the missing value in the table. The students will have to solve for the value, plug it into
the decoder, get the letter and put it into the passcode. I will be walking around to help them if
needed, and they will have to let me check their work once they are finished.

2. Independent Practice Slide 29

The students will be given a short exit ticket quiz that will consist of one word problem.
The quiz will be graded out of 10 points. The word problem will ask the students to solve
for the missing values in the table, then once they obtain the values they will be asked to
complete the graph of the table, and then find the equation for the graph.

Concluding Phase
3. Closure/Summary Slide 30
What is one important thing you will remember from today’s lesson?

Follow up: What comes next to reinforce the lesson (HW or supplemental instruction)
Exit Ticket Quiz made up of one word problem. Students will be asked to fill in a table,
construct a graph, and to write out an equation for a proportional relationship.
Materials: (items, technology, etc.)
Pen/pencil, notebook, worksheets/packets, calculator
Teacher: computer, smartboard, powerpoint

Resources: (reference any “borrowed” materials)

Engageny. (n.d.). Retrieved March 1, 2022, from

https://www.engageny.org/resource/grade-7-mathematics-module-1-topic-c-lesson-15/
ile/58956

Rachel. (2019, May 9). 12 activities for practicing proportions that pop. Idea Galaxy.
Retrieved March 1, 2022, from https://ideagalaxyteacher.com/proportions-activities/

Lesson Plan Template

Day 3

Date: 4/24/2022 Teacher’s Name: Andrea Liotta

Subject: Proportions / Ratios Grade level: 7th Grade

Learning Segment Title: Identifying Proportional and Nonproportional Relationships in Graphs
Length of each lesson: 45 Minutes

Central Focus:
The purpose of this unit is to expand the students' knowledge of fractions,
ratios, proportions, and scale drawings. The students will be learning about how they can make
two fractions equivalent to one another. The students will be able to use scale factors to blow up
or shrink down an image, without messing up the dimensions. The students will learn through
the use of direct instruction, group work, and engaging activities. Teaching the students this
content will allow them to use it in future math classes and under tough circumstances. This
information will help show the students how they can easily see if fractions are the same or not.
This is an important unit that will help shape the students for future math classes which will be
more difficult. With the knowledge of ratios and proportions, this can also help students outside
of the classroom in situations such as baking. With baking, the students can use this information
with measurements and how to see what is equivalent to what. This can also be used with
construction and different length measurements. Students can also use scale drawings to help
with professions such as an artist, interior designer, or an architect.

Essential Question(s):
What does a proportional graph look like?
What is the difference between a proportional and a non-proportional graph?
What makes a graph proportional?

Learning Standards:
7.RP.2.a Decide whether two quantities are in a proportional relationship, e.b., by
testing for equivalent ratios in a table or graphing on a coordinate plane and observing whether
the graph is a straight line through the origin.

Academic Language
Language Function Students will learn what a proportional graph looks like and
what characteristics make a graph proportional. They will
then be able to use their knowledge to graph a problem and
determine if the graph is proportional or not.

Vocabulary Graph, Proportional, Non-Proportional, Table, Rate,

Problem, Explanation, Summary, Characteristic, ratio

Syntax Create a visual representation of the problem and provide

an explanation on whether or not the graph is proportional.

Discourse When working on their poster with their group, students will
communicate with the other members of their group, using
their knowledge on proportional graphs

Differentiation: ELL’s
Special Needs of Students ELL’s will be encouraged to come to extra help to
meet with the teacher and ask any questions they
may have. The students will have frequent check-in
meetings with the teacher, just to make sure
everything is going well and the student is
understanding the content. Once every quarter, the
teacher will check in with the parents of the student
to see how their independent work and studying is
going outside of the classroom.
 Pre-assessment & Student Students who struggle in mathematics will be
Readiness given a remember sheet, which can contain
important information from years past that they will
need in this class.

Content Differentiation Students who struggle with math and have a

limited background will be given a vocabulary sheet
to help them try and remember the vocab terms.

Process Differentiation The students will receive the printed out

powerpoint, followed by an example sheet that
walks through how to solve the problems.

Product Differentiation During examinations and quizzes, these students

will be allowed an index card where they can jot
down any important information they need to know
for the assessment.

Lesson Topic: Identify Proportional and Nonproportional Relationships in Graphs

Outcomes Assessments

Students will: Exit Ticket

-Decide whether two quantities are -3 questions
proportional to each other
-by graphing on a coordinate
plane
-observing whether all points
would fall on a line passing through the
origin
-study examples of relationships that are
not proportional
-study examples of relationships that are
proportional

Introduction: Sponge Activity, Anticipatory Set, Activating Prior Knowledge

Sponge Activity Slide 31
 Anticipatory Set Slide 32
The students will turn and talk to their neighbor about all important things to know
when creating a graph.

Activating Prior Knowledge Slide 33

We will watch a high school rap video on graphs.
https://www.youtube.com/watch?app=desktop&v=2BHzXItkByU

Initial Phase Direct Instruction

What is a proportional graph? (Slide 34)
-visual and explanation
Frayer Model of proportional relationship (Slide 35)
What is a non-proportional graph? (Slide 36)
-visual and explanation

Middle Phase
1. Guided Practice Slide 37
The students will be working in groups of approximately 3 people. In their groups,
the students will be creating a graph and a table to determine whether or not two
quantities are proportional to each other. The groups will be writing their work up on a
poster. Some of the groups will receive the same criteria as another group. The students
will be given 15 minutes to complete this.
 The layout of the poster:

The following are the different information that will be in each group's envelope. As well as the
poster answers.

Gallery Walk: (Slide 38)

-Once the students have completed their work, they will spend 5 minutes walking
around the room observing the other groups work. As they are walking around, they will
be asked to answer questions on their worksheet. The questions will read
-Were there any differences found in the posters that had the same ratios?
-Were there any common mistakes found in any work?
-Which posters caught your eye and why?
 -What similarities and differences are you noticing between the posters?

2. Independent Practice (Slide 39)

Exit Ticket Assignment
The students will complete an exit ticket assignment based on the class
work that they completed in their groups. The exit ticket will consist of 3 questions;
1. Which graphs in the classroom represented proportional relationships, and which
did not? List the group number below.
Proportional Non-Proportional
2. What are the characteristics of the graphs that represent a proportional
relationship?
3. What does the point (0,0) mean for the graphs that represent proportional
relationships? (In the context of the given situation)
Evaluative Criteria: This exit ticket is going to be graded out of 4 points. The questions will be
graded as follows:
Question 1: Up to 2 points. 1 point for correctly classifying the proportional graphs. 1 point for
correctly identifying the non-proportional graphs.
Question 2: 1 point. Can earn partial credit if the answer is on the right track, but not fully
correct.
Question 3: 1 point. No partial credit will be given for this question.

Concluding Phase
3. Closure/Summary (Slide 40)
The class will have a group discussion. There will be several questions for the
students to raise their hand to answer and reflect on the class.
-What was helpful about working in groups today?
-How was it helpful to visually display the different aspects of the
problem?
-What can someone outside of this class learn from looking at our
posters?
-What did you learn today?

Follow up: What comes next to reinforce the lesson (HW or supplemental instruction)
Exit ticket
Students will be answering a three question exit ticket quiz based off of the work they did
in their independent practice with their groups.

Materials: (items, technology, etc.)

Pen/pencil, notebook, worksheets/packets, calculator
Teacher: computer, smartboard, powerpoint

Resources: (reference any “borrowed” materials)

 Engageny. (n.d.). Retrieved April 23, 2022, from
https://www.engageny.org/resource/grade-7-mathematics-module-1-topic-lesson-6/file/
56431

YouTube. (n.d.). YouTube. Retrieved April 23, 2022, from https://www.youtube.com/?

app=desktop&v=IBgCUBwXb20

Lesson Plan Template

Day 4

Date: 4/24/2022 Teacher’s Name: Andrea Liotta

Subject: Proportions / Ratios Grade level: 7th Grade

Learning Segment Title: Ratios and Scale Drawings
Length of each lesson: 45 minutes
Central Focus:

The purpose of this unit is to expand the students' knowledge of fractions, ratios,
proportions, and scale drawings. The students will be learning about how they can make two
fractions equivalent to one another. The students will be able to use scale factors to blow up or
shrink down an image, without messing up the dimensions. The students will learn through the
use of direct instruction, group work, and engaging activities. Teaching the students this content
will allow them to use it in future math classes and under tough circumstances. This information
will help show the students how they can easily see if fractions are the same or not. This is an
important unit that will help shape the students for future math classes which will be more
difficult. With the knowledge of ratios and proportions, this can also help students outside of the
classroom in situations such as baking. With baking, the students can use this information with
measurements and how to see what is equivalent to what. This can also be used with
construction and different length measurements. Students can also use scale drawings to help
with professions such as an artist, interior designer, or an architect.

Essential Question(s):
How are you able to use fractions and ratios to
-Solve proportions and proportional relationships
-Scale a drawing (make it larger or smaller)
-Find more equivalent ratios
-Solve for a missing variable

Learning Standards:
7.RP.A.2b - Recognize and represent proportional relationships between quantities.
b. Identify the constant of proportionality (unit rate) in tables,
graphs,
equations, diagrams, and verbal descriptions of proportional relationships.
7.G.A.1 - Solve problems involving scale drawings of geometric figures, including
computing actual lengths and areas from a scale drawing and reproducing a
scale drawing at a different scale.

Academic Language
Language Function Students will be working with one another on group
worksheets to solve for missing variables in ratios. Students
will be looking at a semantic map which will show them how
they can solve a fraction and find a missing size of a scaled
image.

Vocabulary Fraction, scaling, proportion, multiplication, equal, size,

image, ratio, constant of proportionality

Syntax Multiplying fractions, scaling images, simplifying fractions,

 creating ratios, cross multiplication.

Discourse The students in the class will communicate with one

another as well as with the teacher through the use of their
mathematical vocabulary from the unit and from their past
math experiences. They will use this when discussing how
to solve a problem, asking questions, or just communicating
with one another in the classroom.

Differentiation
Special Needs of Students ELL’s will be encouraged to come to extra help to
meet with the teacher and ask any questions they
may have. The students will have frequent check-in
meetings with the teacher, just to make sure
everything is going well and the student is
understanding the content. Once every quarter, the
teacher will check in with the parents of the student
to see how their independent work and studying is
going outside of the classroom.

Pre-assessment & Student Students who struggle in mathematics will be

Readiness given a remember sheet, which can contain
important information from years past that they will
need in this class.

Content Differentiation Students who struggle with math and have a

limited background will be given a vocabulary sheet
to help them try and remember the vocab terms.

Process Differentiation The students will receive the printed out

powerpoint, followed by an example sheet that
walks through how to solve the problems.

Product Differentiation During examinations and quizzes, these students

will be allowed an index card where they can jot
down any important information they need to know
for the assessment.

Lesson Topic: Ratios and Scale Drawings.

Outcomes Assessments

Students will:
 - Be able to solve for a missing side - Homework Assignment
in a scale drawing
- Find different proportions that are
equivalent
- Determine scale factors

Procedure:
Introduction: Sponge Activity, Anticipatory Set, Activating Prior Knowledge
Sponge Activity: Slide 41

Anticipatory Set: Slide 42

On this slide, the students will see two identical images, one image will be bigger and
one image will be smaller. I will ask the students to point out any differences they notice about
the image.

Activating Prior Knowledge: Slide 43

This slide will have a question. On the question, the students will be asked to tell me
what a fraction is and everything they know about fractions.

Initial Phase Direct Instruction Slide 4-7

1. Reduction vs Enlargement (Slide 44)
a. Definitions and visual for comparison
2. What happens when we scale an image? (Slide 45)
a. -instructions on how to scale
3. What is a scale factor? (Slide 46)
a. Definition
4. Create a rectangle under a enlargement by a scale factor of 2 (Slide 47)
Evaluative Criteria: This task will be worth 3 points. You will receive 2 points for
labeling the sides of the rectangles before and after the enlargement. You will
 receive 1 point for having all the corresponding sides labeled correctly, with the
right length.
5. Pre-reading Strategy Slide 48
During the direct instruction portion of my lesson is where I will be teaching my
pre-reading strategy. I will show my students how they can use a bubble topical
semantic map to show that different fractions are equivalent, and how we can get to
those fractions. They will use what they know and looking at the semantic map they will
see how they can manipulate fractions to solve for x.

Middle Phase
1. Guided Practice Slide 49
-The students will be asked to get into groups and work together on coming up with
equal proportions. They will be asked to communicate with their group members, and
raise their hands to ask any questions they may have. Once completed, the students will
share their answers with the class.

2. Independent Practice Slide 50

-The students will be given a homework assignment that will be due at the beginning of
the next class. The students will be solving for variables and completing a scaled drawing.

Concluding Phase
3. Closure/Summary Slide 51
-I am going to have a slide up that is going to ask the students questions about
what they learned in the lesson, they will be asked to raise their hand and
respond outloud.
-What is a scale drawing?
-What is an enlargement? What is a reduction?
-How do scale drawings relate to rates and ratios?

Follow up: What comes next to reinforce the lesson (HW or supplemental instruction)
Students will be given a homework assignment that asks them to solve for missing
variables in different proportions. There will also be a question asking for them to find the
variable missing in a scaled drawing.

Materials: (items, technology, etc.)

pen/pencil, notebook, worksheets/packets, calculator
Teacher: computer, smartboard, powerpoint

Resources: (reference any “borrowed” materials)

Grade 7 mathematics. EngageNY. (n.d.). Retrieved April 25, 2022, from

https://www.engageny.org/resource/grade-7-mathematics-module-1

Rachel. (2019, May 9). 12 activities for practicing proportions that pop. Idea Galaxy.
Retrieved April 25, 2022, from https://ideagalaxyteacher.com/proportions-activities/
 Scale factor: Definition, Formula & How To Find. Tutors.com. (n.d.). Retrieved April 25,
2022, from https://tutors.com/lesson/what-is-a-scale-factor

Semantic maps. Teaching Reading Comprehension Strategies. (n.d.). Retrieved April 25,
2022, from https://teachreadingstrategies.weebly.com/semantic-maps.html

Lesson Plan Template

Day 5

Date: 4/24/2022 Teacher’s Name: Andrea Liotta

Subject: Proportions / Ratios Grade level: 7th Grade

Learning Segment Title: Computing Actual Areas from a Scale Drawing
Length of each lesson: 45 Minutes
Central Focus:
The purpose of this unit is to expand the students' knowledge of fractions,
ratios, proportions, and scale drawings. The students will be learning about how they can make
two fractions equivalent to one another. The students will be able to use scale factors to blow up
or shrink down an image, without messing up the dimensions. The students will learn through
the use of direct instruction, group work, and engaging activities. Teaching the students this
content will allow them to use it in future math classes and under tough circumstances. This
information will help show the students how they can easily see if fractions are the same or not.
This is an important unit that will help shape the students for future math classes which will be
more difficult. With the knowledge of ratios and proportions, this can also help students outside
of the classroom in situations such as baking. With baking, the students can use this information
with measurements and how to see what is equivalent to what. This can also be used with
construction and different length measurements. Students can also use scale drawings to help
with professions such as an artist, interior designer, or an architect.

Essential Question(s):
How do I find the area of a scaled image?
How do I represent the relationship between the scale drawing area and the actual
area?

Learning Standards:
7.G. 1 Category: Geometry
Sub-Category: Draw, Construct, and Describe Geometrical Figures and describe
the relationship between them.
State Standard: Solve problems involving scale drawings of geometric figures,
including computing actual lengths and areas from a scale drawing and reproducing a scale
drawing at a different scale.

Academic Language
Language Function Students will determine the relationship between the scale
factor and the area of the images. The students will be able
to calculate areas of scaled images in a more convenient
way.

Vocabulary Scale, Area, Scale factor, graph, ratio, multiplication,

fraction, division, units, drawing

Syntax Solve for an area using the scale factor squared.

Discourse Students will communicate with one another using their

terms that they have from throughout the unit to try and
make connections to see what it means for the scale factor
squared to be the size of the area comparaison.
Differentiation: ELL’s
Special Needs of Students ELL’s will be encouraged to come to extra help to
meet with the teacher and ask any questions they
may have. The students will have frequent check-in
meetings with the teacher, just to make sure
everything is going well and the student is
understanding the content. Once every quarter, the
teacher will check in with the parents of the student
to see how their independent work and studying is
going outside of the classroom.

Pre-assessment & Student Students who struggle in mathematics will be

Readiness given a remember sheet, which can contain
important information from years past that they will
need in this class.

Content Differentiation Students who struggle with math and have a

limited background will be given a vocabulary sheet
to help them try and remember the vocab terms.

Process Differentiation The students will receive the printed out

powerpoint, followed by an example sheet that
walks through how to solve the problems.

Product Differentiation During examinations and quizzes, these students

will be allowed an index card where they can jot
down any important information they need to know
for the assessment.

Lesson Topic: Computing Actual Areas from a Scale Drawing

Outcomes Assessments

Students will: -Homework Assignment

-Identify the scale factor
- Given a scale drawing, compute the
area in the actual picture

Introduction: Sponge Activity, Anticipatory Set, Activating Prior Knowledge

Sponge Activity Slide 52
 Anticipatory Set Slide 53
Students will be asked the following 2 questions.
-What is the area formula for a rectangle / square?
-What is the area formula for a triangle?

Activating Prior Knowledge Slide 54

Brainstorming Activity
-Students will be given 60 seconds to complete a brainstorming activity. They will
be asked to write down everything that comes to mind when they think of images and
image scaling.
Evaluative Criteria: Since this activity is building off of yesterday's work, it will be evaluated
using a Check Minus, Check, Check Plus method!
Check Minus: You will receive a check minus if your brainstorm has good ideas, but can
be pushed further with what we learned in our previous lesson.
Check: You will receive a check if your brainstorm is on target and includes important
concepts from class yesterday.
Check Plus: You will receive a check plus if the brainstorm you generated incorporates
all the ideas that were mentioned in class yesterday, and you are tying it in with outside
knowledge.

Initial Phase Direct Instruction

Important area formulas (Slide 55)
-Area formula of a rectangle / square
-Area formula of a triangle
Example 1 (Slide 56)
-work together to fill in the missing information
-scale factor, actual area, scale drawing area, value of the ratio of the scale
drawing area to the actual area
Example 2 (Slide 57)
-work together to fill in the missing information
-scale factor, actual area, scale drawing area, value of the ratio of the scale
drawing area to the actual area
Example 3 (Slide 58)
-work together to fill in the missing information
 -scale factor, actual area, scale drawing area, value of the ratio of the scale
drawing area to the actual area
What did we notice? (Slide 59)
-we will point out what we noticed about the ratios of the areas, which will lead us
to draw a conclusion
What do we notice about the ratio of the areas? (Slide 60)
-the ratio of the areas is the scale factor squared
How does this relate to scale drawings? (Slide 61)
-determine relationships
Middle Phase
1. Guided Practice (Slide 62)
The students will be working out their own example, and will be asked to use
what we have learned in examples 1-3 to help them.

Answers (Slide 63)

This slide will show the answer to example 4

2. Independent Practice (Slide 64)

-Homework Assignment
-Students will complete a homework assignment with 2 questions and
hand it in at the beginning of the next class.
Answers:
Evaluative Criteria: The following homework assignment will be graded out of 10 points.
Question 1 is going to be worth 2 points. Students will receive full credit for showing work and
getting the correct answer. If no work is shown, you will lose points.
Question 2 is going to be worth 8 points. Each part of the question is going to be worth 2 points.
You will receive full credit if you show work and receive the correct answer. Partial credit will be
given if there is work shown.

Concluding Phase
Closure: Slide 65
The students will raise their hands and summarize the lesson as if they were
going to be explaining it to a student who was absent from class that day.

Follow up: What comes next to reinforce the lesson (HW or supplemental instruction)
Students will work on a 2 question, multiple part homework assignment.

Materials: (items, technology, etc.)

Pen/pencil, notebook, worksheets/packets, calculator
Teacher: computer, smartboard, powerpoint

Resources: (reference any “borrowed” materials)

Engageny. (n.d.). Retrieved April 23, 2022, from

https://www.engageny.org/resource/grade-7-mathematics-module-1-topic-d-lesson-19/
file/59541