Pre-Observation Conference

Name of Teacher:
School:
Grade Level/Subject:
Observer:
Date of Pre-Observation Conference:
Date of Scheduled Classroom Observation:
Type of Lesson:
Learning Outcomes:

Lauren DeClemente
OBHS
Grade 7 Mathematics
Dr. Linda Esposito
11/10/14
11/12/14
Proportion Word Problems
Students will be able to set up and solve
proportions in order to solve word
problems involving proportional
relationships.

1. To which part of your curriculum does this lesson relate?

This lesson is found in Unit 2: Proportional Relationships. The Common Core

standard associated with this lesson is 7.RP.A.2c Represent proportional
relationships by equations and 7.RP.A.3 Use proportional relationships to solve
multistep ratio and percent problems.

2. How does this learning fit in the sequence of learning for this class?

In days prior, students learned how to write and interpret ratio and rates and find
unit rates. They also learned what it means for a bivariate set of data obtained
from a table and/or graph to be proportional vs. non-proportional, as well as how
to find the constant of proportionality. Finally, in just a few days prior, students
have learned how to use equivalent ratios and cross-multiplication to solve
proportions. In this lesson, the students will set up and solve proportions that
model their problem in order to solve it.

3. Briefly describe the students in this class, including those with special needs?

There are 22 seventh grade students in this class. The population consists mostly
of female students, as there are only five males. Three of the students have special
needs: two have learning disabilities and one has a hearing disability. The
general student population of this section is very diverse, as some students are
very strong, while others have notably weak fundamental skills.

4. What do you want the students to understand?

I want the students to understand how to set up and solve a proportion and why it
works.

5. How will you engage students in the learning? What will you do? What will the
students do? Will the students work in groups, individually or as a large group? Provide
any worksheets or other materials the students will be using.

I will engage the students by giving them examples of things that they are
interested in, i.e., have them determine the cost of 24 tall white mocha
frappuccinos from their favorite coffee shop, Starbucks. I will also show them a
Brainpop video that teaches them how to solve proportions. Lastly, I will have
them work in groups to practice solving word problems that involve proportions.

6. How will you differentiate instruction for different individuals or groups of students in
the class?

I will provide more challenging examples for my stronger students, as well as

more basic examples and scaffolding for my weaker students. I will have students
work in heterogeneous groups.

7. How and when will you know whether the students have learned what you intend?

I will use the summary activity (exit ticket) to assess if the students understand the
concept and are able to perform the desired tasks in their groups.

Solving Word Problems Involving Proportions

Lauren DeClemente
Wednesday November 12, 2014
AIM: How can we set up and solve proportions using cross-multiplication in order to
solve word problems?
Do Now: Give students the Starbucks problem. After completion, invite students to
discuss their solutions and how they obtained them. There may be more than one way
that students came up with their answer.
Objectives: Students will be able to set up and solve proportions using crossmultiplication in order to solve word problems.
Procedure:
Have students complete the Do-Now question independently or with a partner
close by.
Have students discuss their solutions for the Do-Now with the class.
Compare/contrast different methods of obtaining the same answer.
Model to students how to solve the Do-Now question by setting up and solving a
proportion using cross-multiplication using a Think-Aloud strategy.
Invite students to watch a Brain Pop video which also demonstrates how to set up
and solve a proportion using cross-multiplication to solve a problem.
Dipstick Ask students to put their thumbs up if they are comfortable with the
material, thumbs in the middle if they are somewhat comfortable and thumbs
down if they are not comfortable with the material.
Put students into groups of 4. 2 students will work on Worksheet A (level 1) and
2 students will work on Worksheet B (level 2). As students complete problems,
they can ask their group members or the teacher for assistance. Teacher will
circulate. Students will record their answers on the answer sheet and find the sum
of each answer obtained on the two worksheets. This holds all group members
accountable for their work. The answer sheet will be collected at the end of the
period, along with the exit ticket.
Questioning:
Why is this a proportional relationship?
What should we remember when setting up a proportion?
Why can we cross multiply?
How to we get x alone? Why does this work?
Assessment: Dipsticking (Thumbs Up/Middle/Down), Do-Now, Cold-calling,
Circulation during group work, group work worksheet performance and performance on
the exit ticket.
Summary/Closure: Exit Ticket
Homework: Worksheet