Full lesson | Create for a teacher a set of content for giving a lesson, beginning with the lesson plan. Each new block of materials must begin with an H1 heading (other subheaders must be H2, H3, etc). When you describe required pictures, write those descriptions in curly brackets, for example: {A picture of a triangle} |
Which subject | Mathematics |
What topic | TEK 7.2 |
What length (min) | 30 |
What age group | Doesn't matter |
Class size | 20 |
What curriculum | |
Include full script | |
Check previous homework | |
Ask some students to presents their homework | |
Add a physical break | |
Add group activities | |
Include homework | |
Show correct answers | |
Prepare slide templates | |
Number of slides | 5 |
Create fill-in cards for students | |
Create creative backup tasks for unexpected moments |
TEK 7.2 - Understanding Proportional Relationships
7th Grade
Mathematics
20 Students
This lesson corresponds to the Common Core State Standards for Mathematics (CCSSM), specifically for Ratios and Proportional Relationships.
Step Number | Step Title | Length (min) | Details |
---|---|---|---|
1 | Introduction to Proportionality | 5 | Briefly discuss what proportional relationships are. Use a real-life example (e.g., cooking) to introduce the concept. |
2 | Identifying Proportional Relationships | 10 | Present various contexts (tables, graphs) and ask students to identify proportional relationships. Use visual aids. |
3 | Activity: Graphing Proportions | 10 | Students will work in pairs to create graphs from given proportional data sets on graph paper. They should label axes and provide a title. |
4 | Real-Life Application | 3 | Discuss how students can see proportional relationships in their daily lives (e.g., speed, map reading). |
5 | Homework Explanation | 1 | Briefly explain the homework assignment, emphasizing the importance of practicing proportional relationships. |
6 | Closing and Recap | 1 | Summarize key points discussed in the lesson. Get feedback on understanding without requiring student presentations. |