3-Day Learning Segment Part 4 Salyer

Three-Day Learning Segment:
Lesson Plans 1-3
Abelina Salyer
EDMA 6421
Dr. Brian Lawler
18 November 2019
EDMA 6421 Fall 2019 Lawler

1 rev. 19 aug 19
Lesson Plan 1: Making Punch – Part I

2 rev. 19 aug 19
Name Making Punch – Part 1
Lesson Topic Proportional Relationships
Central Focus The central focus of this lesson segment is to build on student’s previous knowledge
of ratios and proportions by analyzing relationships and using characteristics of the
relationships to solve real-world and mathematical problems (Miles, p. 16).
Grade Level 7th Block or Period 1st, 4th, 5th
Content Standards MGSE7.RP.2 Recognize and represent proportional relationships between quantities.
MGSE7.RP.2a Decide whether two quantities are in a proportional relationship, e.g.
by testing for equivalent ratios in a table or graphing on a coordinate plan and
observing whether the graph is a straight line through the origin (Mathematics, n.d.,
Grade 7 Unit 3).
Learning Objectives Student will be able to identify examples of proportional relationships and
proportional situations by modeling a real-life situation.
Students will be able to determine whether two quantities are proportional by
modeling a real-life situation and justifying conclusions through mathematical
reasoning.
Standards for Mathematics 1. Make Sense of Problems and Persevere in Solving them:
Practice Students will do this mathematical practice by working with pictures to make sense
of the Making Punch problem and discussing the meaning of the problem with
classmates (Common, 2010).
2. Reason Abstractly and Quantitatively
Students will use symbols to represent the Making Punch situation.
Students will consider ratios the quantities of the punch to draw conclusions about
the punch scenario (Common, 2010).
4. Model with Mathematics
Students will use the symbols provided in the Making Punch activity to represent
quantities and solve for the proportions of different punch mixes.
Students will make connections between the pictorial representation of the different
punch mixes and the mathematical ratio representation of the different punch mixes
(Common, 2010).
Justification for Goals and Objectives
Given the Central Focus describe how the standards and learning objectives within your lesson address:
Prior Knowledge and Students should know how to represent real-world situations as a ratio. Students
Conceptions should know the definition of a proportional relationships and should be able to
identify and justify if a relationship is proportional.
Students should be able to draw upon previously learned mathematical skills on how
to determine if two ratios are proportional (simplifying and cross product methods).
Common Errors Students make common procedural fluency errors that may cause issues related to
the lesson’s central focus including the following:
Students may have trouble correctly simplifying ratios in order to determine if the
different punch mixes are proportional.
Conversely, students may make multiplication errors when using the cross-product
method to determine if a relationship is proportional.
Procedural Fluency & Mathematical Reasoning
Conceptual Understanding Procedural Fluency Mathematical Reasoning
Students should gain a conceptual Conceptual understand and Students will have to use their
understanding of proportional mathematical reasoning are more of the mathematical knowledge to reason if the
relationships. Students will be focus of this lesson; however, by different punch mixes taste the same.
given multiple punch mixes and comparing and determining if multiple Students will practice mathematical
will have to analyze if the different scenarios of different punch mixes are reasoning through their justification on if
mixes are proportional. Students equivalent, students should gain two punch mixes will taste the same (or
will complete the problem using procedural fluency in the two methods are proportional) based on the different
two possible representations – the used to determine if ratios are ratios of juice and ginger ale quantities.
pictorial representation of the proportional. Part 1 of the Making Punch The students will use this mathematical
punch mixes and the written Activity should reinforce students’ skills reasoning to complete Part 1 of the

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numerical ratios comparing the in carrying out procedures with Making Punch activity. The students will
different punch mixes. The efficiency of using simplification of ratios build upon this reasoning in Part 2 of the
pictorial representation will help and the cross-product method of ratios activity.
students’ conceptual to determine if a relationship is
understanding of proportional proportional.
relationships by giving a visual
representation of how numerical
representations of ratios can be
proportional.
Instructional Strategies and Learning Tasks
A Description of What Teachers will be Doing and/or What Students will be Doing
Launch / Anticipatory Set To get students to start wondering about how proportional relationships can help
with the Making Punch activity, ask students if they like more PB&J sandwiches. Ask
___5_____Minutes for a raise of hands who like more peanut butter to jelly or more jelly to peanut butter
on their sandwich?
Use one student as an example and state, “Cooper said he likes way more peanut
butter on his PB&J then jelly, what if Cooper’s mom made a PB&J sandwich for him
that has way more jelly than peanut butter? Do you think Cooper would like that
sandwich? How can Cooper make sure his PB&J’s taste the same every time he
makes a sandwich?”
Then, continue the lesson by watching the Proportional Relationships Making Punch
introduction video. Students will begin to see or state wondering how unit rate,
ratios, and proportional relationships are related through the Making Punch scenario.
Pause the video to reinforce the concepts of unit rates as it relates to proportional
relationships.
Video (Proportional, 2019): https://www.pbslearningmedia.org/resource/muen-

math-rp-proportionalrelationships/proportional-relationships/
Explore/Instruct & Discuss Teacher and students will discuss the video. The problem is that Carl wants to make
more and more punch, but he wants the punch to taste the same as the mix he
___15_____Minutes started with.
Ask the following questions to get the students thinking about different ratios of
punch:
What would happen if you made punch with 2 cups of juice and I cup of ginger ale
and you added one cup of each? Would that punch taste the same or different as the
original punch recipe?
How do we know the punch would taste the same/different? How can you prove this?
(Note: At this point, it is acceptable for students to be slightly confused and have
some disagreements. These disagreements with be explored through the Making
Punch partner activity that follows.)
The teacher should now clearly explain the directions and expectations for Part 1 of
the Making Punch activity. Explain to students they have to prove the punch mixes
taste the same/different.
Structured Practice Students will pair up to solve Part 1 of the Making Punch problem. The problems
require students to think both multiplicatively and additively. Through this practice,
__15_____Minutes students will develop their proportional reasoning skills. Students will use
proportional reasoning techniques (simplifying and/or cross product methods) to
figure out how the different punch mixtures relate. Students will also use the
pictorial representation to come to conclusions on the different punch mixes.
The teacher will circulate the room to make sure students are on task. If the students
are only justifying their reasoning using the pictorial representation of the
ingredients, the teacher will ask how the punch mix can be represented
mathematically. If the students are only using the numerical mathematical
representation of ratios to justify their reasoning, the teacher can ask if the pictorial

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representation matches their numerical ratios. Encourage students to try both
methods of determining if relationships are proportional (simplification and cross-
product method) to justify their reasoning.
Each partner should be able to explain their reasoning to each other – using
either/both the numerical representation (ratios) and the pictorial representation. If
there is confusion with one or both student partners, encourage them to discuss their
understandings and misunderstandings with each other.
Closure As a whole class review the conclusions made about each of the given punch mix
scenarios. Ask students if they found the comparisons of the different punch mixes to
__5___Minutes be proportional or nonproportional relationships. Ask students to explain how they
determined if the punch mixes were proportional or nonproportional. Students
should be able to use the pictorial representation as well as the numerical
mathematical representation with ratios to justify their reasoning. Students can
come to the board to explain their mathematical reasoning behind their choices.
To provoke thought pertaining to Part II of the Making Punch activity, ask students of
all the punch recipes in the problem, which one taste the juiciest? Which one taste
the least juicy?
Differentiation/Planned The choice of multiple representations to solve the making punch problem
Support differentiates the students’ responses and justifications. ELL and RTI students will
most likely use the pictorial representations of the different punch mixes to build on
and justify their proportional reasoning.
Other students will be able to use the numerical representation by using ratios to
build on and justify their proportional reasoning of the different punch mixes.
In order to support the gaps in individual students’ understanding of proportional
relationships, the teacher will encourage partners to explain any differing methods of
justification to each other.
Student Interactions Students should be able to form groups on their own to foster a sense of student
autonomy in the classroom. The teacher should evaluate groups that ELL, RTI and
any 504 or IEP students pick in order to ensure their individual needs are adequately
supported. There should be no groups of all students with accommodations.
Students pairs should be able to provide necessary supports for each other’s learning
needs. If needed, the teacher can adjust/rearrange student groups in order to
maintain behavioral expectations and adequate support for student needs.
Theoretical Perspectives The Part 1 of the Making Punch activity focuses on students’ exploration of
proportional relationships through a real-world example. This exploration time, or
“mess around” time allows students to create their individual mathematical
reasonings. Further, by allowing students to work in pairs and requiring them to
explain their reasoning to each other, students will begin to develop a positive
interdependence between each other. Creating this sense of interdependence in the
classroom is crucial to facilitating students’ mathematical identity as math doers, not
just math learners (NCTM, 2017). Through the real-world application of making
punch, students will be given the opportunity to recognize patterns of proportional
relationships and be able to formulize that proportional punch mixes have a
multiplicative relationship. Allowing students to come to this formalization on their
own promotes a more thorough conceptual understanding of proportional
relationships (NCTM, 2017). Further, allowing students multiple punch mix examples
to analyze allows students to recognize patterns which is one of the 3 habits of mind
that foster algebraic thinking (Driscoll, 1999).
What Ifs If students finish Part I with time leftover after the class discussion, allow students to
continue the Making Punch activity by starting Part II.
If students do not behave appropriately when working with their chosen partners,
select new partners for the students, as needed. If students still do not model
appropriate behaviors, switch the task to an individual activity.
If students do not finish Part I in time or if there is not enough time summarize Part I
with a class discussion, finish as needed on day 2 of the learning segment before
moving on to Part II of the Making Punch activity.

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Academic Language Demands
Language Function Produce (written), discuss, compare and contrast
Content Specific Terms Ratio, multiplicative, additive, proportions, proportional reasoning
Specific way(s) students will Students will write mathematical representations in the form of ratios of the
use language different punch mixes in order to determine if the mixes are proportional.
Students will discuss their proportional reasoning with each other.
Support The students will use the pictorial representation of the different punch mixes to
support the language demands of their developing proportional reasoning skills. The
pictorial representation should match the students’ written and verbal mathematical
justifications.
Language Objectives Students will produce different numerical ratios of punch mixes using the pictorial
representation provided in the Making Punch activity.
Students will discuss if the different punch mixes are proportional by using the given
punch mix examples in the Making Punch activity.
Students will compare and contrast which punch mixes taste juicier by using the
pictorial representations of the different punch mixes in the Making Punch activity.
Assessment
Describe the Tools/Procedures that will be used in this lesson to monitor students’ learning of the objectives. Attach a copy
of the Assessment and the Evaluation Criteria/Rubric
Type of Assessment As the teacher circulates the room, observation and evaluation of the students’
responses to questions and discussion in class will be used to determine what
students learned from the lesson.
Part I of the Making Punch activity worksheet will be used as an informal formative
assessment to evaluate each students’ proportional reasoning skills.
Modifications to the After teaching this lesson, I realized students varied greatly in their proportional
Assessment reasoning skills and the pace of progression through the activity. To allow ample
time for students to reason through all the punch mix comparisons, focus Part I of the
activity on determining if the punch mixes taste the same. For students who finish
early, let them begin determining if they punch mixes do not taste the same, which
mix taste juicier?
Evaluation As previously mentioned, constant evaluation of the students’ learning will be
monitored by the teacher circulating the classroom during the activity. The teacher
will have a clipboard with the students’ names and space to make any
notes/comments.
On a more formal scale, a rubric for evaluation of both Part 1 and Part 2 of the
Making Punch will be used to evaluate each students’ participation and
understanding of proportional relationships. The rubric will be based on students’
behaviors in class, completion of the task, and level of completion of the task
measured by the thoroughness of their justifications and if appropriate procedural
skills regarding computations and graphing were used (Rubistar, n.d.).

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References
Common Core State Standards Initiative. (2010). Standards for mathematical Practice.
Retrieved from http://www.corestandards.org/Math/Practice/
Driscoll, M. (1999). Fostering Algebraic Thinking: A Guide for Teachers, Grades 6-10.
Portsmouth (NH): Heinemann.
Mathematics Georgia Standards of Excellence (GSE) 6-8. (n.d.) Retrieved November 16, 2019,
from https://www.georgiastandards.org/Georgia-Standards/Pages/Math-6-8.aspx.
Miles, R. H., & Williams, L. A. (2016). The Common Core Mathematics Companion: The
Standards Decoded, Grades 6-8: What They Say, What They Mean, How to Teach Them.
Thousand Oaks, CA: Corwin.
NCTM. (2017). Setting the Stage. In Taking Action: Implementing Effective Mathematics
Teaching Practices (pp. 1–14). Reston, VA.
Proportional Relationships. (2019, October 28). Retrieved November 16, 2019, from
https://www.pbslearningmedia.org/resource/muen-math-rp-
proportionalrelationships/proportional-relationships/.
Rubistar. (n.d.). Retrieved November 16, 2019, from

http://rubistar.4teachers.org/index.php?screen=Customize TemplateDemoChoice&.

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Lesson Plan 2: Making Punch – Part II

8 rev. 19 aug 19
Name Making Punch – Part 2
Lesson Topic Modeling Proportional Relationships
Content Standards MGSE7.RP.2a Decide whether two quantities are in a proportional relationship, e.g.
by testing for equivalent ratios in a table or graphing on a coordinate plan and
observing whether the graph is a straight line through the origin.
MGSE7.RP.2b Identify the constant of proportionality (unit rate) in tables, graphs,
equations, diagrams, and verbal descriptions of proportional relationships.
MGSE7.RP.2d Explain what a point (x,y) on the graph of a proportional relationship
means in terms of the situation, with special attention to the points (0,0) and (l,r)
where r is the unit rate (Mathematics, n.d., Grade 7 Unit 3).
Learning Objectives Students will be able to determine if two quantities are proportional by using
information presented in tables and graphs.
Student will be able to represent a proportional relationship by creating ratio tables
and graphing on a coordinate plane.
Standards for Mathematics 5. Model with Mathematics
Practice Students will create models using tables and graphs to represent the proportional
relationship in the context of the Making Punch activity. Students will analyze the
relationships between the slope of a line and ratio tables to determine the constant
of proportionality (Common, 2010).
6. Use Appropriate Tools Strategically
Students will create and use visual representations in the form of tables and graphs
to show the constant of proportionality (Common, 2010).
7. Look for and Make use of Structure
Students will look for patterns in ratio tables to make connections between the
constant rate of proportionality and the slope of a graph of a proportional
relationship (Common, 2010).
Prior Knowledge and Students should know how to represent real-world situations as a ratio.
Conceptions Students should know the definition of a proportional relationships and should be
able to identify and justify if a relationship is proportional.
Students should know how to organize information in a given table.
Students should have a basic knowledge of how to construct a graph of a line on a
coordinate plane given the data points.
Students may have trouble graphing in a mathematical context since the bulk of their
graphing experience has been in a science classroom setting.
Students should further their Students will practice how to model a Students will explain how a punch recipe
conceptual understanding of real-life problem with different can be made to taste more and less juicy.
proportional relationships. mathematical representations. Students Students will identify the constant rate
Students will explore how will practice how to appropriately create of proportionality in a table and on a
proportional relationships can be a graph of a mathematical problem, graph in order to justify if a relationship
identified using a ratio table and a including labeling the axes and graphing is proportional or not.
coordinate graph. Through points from a table.
constructing a graph of a given
punch mixture, students will gain a
conceptual understanding of the
constant rate of proportionality
when analyzing proportional
relationships.

9 rev. 19 aug 19
Launch / Anticipatory Set Ask the following questions to get the students thinking about how to create
proportional punch mixes:
___5_____Minutes What would happen if you made punch with 2 cups of juice and I cup of ginger ale
and you added one cup of each? What if you doubled the original recipe? Which
punch would taste the same as before? Which punch would taste more/less juicy?
What’s the difference between these two processes of making more punch?
After students respond, emphasize the latter process of making punch is an additive
process in which the punch mixes would taste different than the mix we started with.
Students will begin Part II of the Making Punch activity. Students answer #3 and #3a
of the Making Punch activity in which they are required to create an original punch
recipe that uses at least five cups total of juice and ginger ale.
Students should begin thinking the relationship between the amount of ingredients
used and the amount of punch being yielded.
Explore/Instruct & Discuss The teacher will ask for one of student’s original punch recipe to use as the class
example for creating a table and graph.
___25_____Minutes The teacher will ask for student volunteers to help fill in two tables based on the
punch recipe. After the first row of the first table is completed with the appropriate
information, the teacher will prompt students to use their proportional reasoning by
asking:
How many cups of juice and ginger ale are needed to produce three-times the
amount of punch?
The teacher will continue with another similar prompt to complete the final row of
the first table.
The teacher will continue by asking students to take the information from the first
table to complete the second table.
After the second table is completed, students should realize the three different
punch mixes have the same simplified ratio (represented by the last column in the
second table). The teacher should ask students why they think the different mixes
have the same simplified ratio. Students should be able to reason that the similarity
between the different mixes is because the mixes have a proportional relationship.
After the students reach this realization, the teacher should introduce this concept as
the constant rate of proportionality (the constant rate is represented by the last
column in the second table).
Structured Practice The students will receive a handout with two tables and a blank coordinate plane
(similar to the ones used during the Explore portion).
__5____Minutes Students will practice representing proportional relationships in tables and graphs by
completing the two tables and creating a graph based on their original punch recipes.
Students should be able to identify the constant rate of proportionality from their
tables and graphs.
Closure After students have completed their original tables and graphs, the teacher will ask
for two different punch mixes that yield the same amount of punch.
__5___Minutes The teacher will bring the students attention back to the example used in the Explore
segment. The teacher will ask students if they can create an equation representing
the proportional relationship of the punch mixes represented by the tables and
graph. The teacher will facilitate discussion among the students depending on their
responses.
Differentiation/Planned All students will be given labeled tables and a blank coordinate plane to create their
Support tables and graphs based on their original punch recipes. Providing the labeled tables
will provide appropriate support for ELL students to complete their original tables.
Providing the students with the same tables and graph will promote equal access to
the task in order to ensure all students can reach the learning objectives of the
lesson. Providing and modeling two representations of proportional relationships
(tables and graphs) differentiates the learning objectives of the lesson to match all
students’ learning styles.

10 rev. 19 aug 19
As needed, students (most likely RTI and ELL students) will be able to re-watch the
Making Punch video on their Chromebooks in order to reinforce the concepts of
creating multiple representations of proportional relationships.
Student Interactions This Explore section of this lesson should be implemented as a whole-class
discussion. The teacher will facilitate discussions that may arise due to any questions
or disagreements between the students’ response.
Theoretical Perspectives According to NCTM’s Taking Action: Implementing Effective Mathematical Teaching
Practices, using mathematical representations is “the process of capturing a
mathematical concept or relationship in some form to the form itself.” Part II of the
Making Punch activity focuses on students using different representations, tables
and graphs, to show proportional relationships. Using representations help students’
understanding of mathematical ideas and contexts, provide an aid in students’
recognizing connections among related conceptions, and provide mediums of
communication of mathematical reasoning and understanding. The Making Punch
activity implements multiple mathematical representations of proportional
relationships allowing students to draw on multiple resources of knowledge (NCTM,
2017).
What Ifs Due to the possibility of having to finish up Part I of the Making Punch activity at the
start of this lesson, some modifications may have to be made to allow enough time
for students to complete Part II. Such modifications could include a slightly
shortened explore/instruction period and discussion prior to students’ individual
practice.
Language Function Create, Recognize, Justify
Content Specific Terms Ratio, proportions, constant rate of proportionality, axis, origin
Specific way(s) students will Students will read the labeled tables and fill in the tables with the amounts of
use language ingredients and the corresponding ratios and proportions.
Students will discuss the relationship of simplified ratio computed in the second table
that represents the constant rate of proportionality between the different punch
mixes.
Students will create appropriate graphs by labeling the x and y axes and identify the
origin on their graphs.
Support Students will use the provided tables and graphs to create their own representations
of their original punch recipe. The tables have titles in order to aid students in
organizing the punch information in a clear, efficient, and appropriate
representation.
Language Objectives Students will create original punch recipes as outlined by #3 in the Making Punch
activity.
Students will recognize the constant rate of proportionality using the tables and
graph completed by the whole class.
Students will justify that the different punch mixes have a proportional relationship
by analyzing the tables and graphs created in class.
Students will create their own tables and graphs using their original punch recipe and
the provided handout with the labeled tables and blank coordinate plane.
Assessment
Type of Assessment Part II of the Making Punch activity, including the students’ tables and graphs, will be
used as an informal formative assessment to evaluate each students’ skills of
modeling mathematics and if they used the tools to model mathematics
appropriately.
Modifications to the During implementation of Part II of the Making Punch activity, students
Assessment demonstrated strengths in translating information from tables to the graphical
representation. Due to students’ graphing skills being more advanced than expected,
the students could have worked on the graphing more independently resulting in a
more effective formative assessment of students’ skills and knowledge.

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Evaluation A rubric for evaluation of both Part I and Part II of the Making Punch will be used to
evaluate each students’ participation and understanding of proportional
relationships. The rubric will be based on students’ behaviors in class, completion of
the task, and level of completion of the task measured by the thoroughness of their
justifications and if appropriate procedural skills regarding computations and
graphing were used (Rubistar, n.d.).

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References
NCTM. (2017). Use and Connect Mathematical Representations. In Taking Action:

Implementing Effective Mathematics Teaching Practices (pp. 99-123). Reston, VA.
Proportional Relationships. (2019, October 28). Retrieved November 16, 2019, from
https://www.pbslearningmedia.org/resource/muen-math-rp-
proportionalrelationships/proportional-relationships/.
Rubistar. (n.d.). Retrieved November 16, 2019, from

http://rubistar.4teachers.org/index.php?screen=Customize TemplateDemoChoice&.

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Lesson Plan 3: M&M Halloween Activity

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Name M&M’s – Halloween Activity
Lesson Topic Applying Ratios and Proportional Relationships
Content Standards MGSE7.RP.2 Compute unit rates associated with ratios of fractions, including ratios
of lengths, areas and other quantities measured in like or different units.
MGSE7.RP.2c Represent proportional relationships by equations. For example, if
total costs t is proportional to the number n of items purchased at a constant price p,
the relationship between the total cost and the number of items can be expressed as
t=pn (Mathematics, n.d., Grade 7 Unit 3).
Learning Objectives Students will be able to analyze the M&M’s in their fun-sized M&M bags by using
ratios to estimate the average quantities of each color in any fun-sized bag.
Students will be able to produce different ratios comparing M&M’s by using actual
M&M’s from a fun-sized bag of M&M’s.
Student will be able to create proportional relationships by modeling the
relationships found corresponding to their fun-sized bag of M&M’s.
Students will be able to be engaged in mathematics by comparing real-world
quantities through the application of ratios and proportions.
Standards for Mathematics 7. Make Sense of Problems and Persevere in Solving them
Practice Students make sense of ratio and unit rates in real-world contexts. They persevere by
selecting and using appropriate representations for the given context (Common,
2010).
8. Model with Mathematics
Students will create models using a bar graphs to represent the ratios of M&M’s in
their fun-sized bag. Students will model using the M&M’s as a physical manipulative
to represent ratios and proportions (Common, 2010).
6. Attend to Precision
Students will use the ratio and rate language previously learned throughout this unit
to represent and solve problems involving ratios and proportional relationships
(Common, 2010).
Prior Knowledge and Students should know how to represent real-world situations as a ratio.
Conceptions Students should know the definition of a proportional relationships and should be
able to compute proportional relationships using a constant rate of proportionality.
Students may have trouble modeling the different quantities of M&M’s on a bar
graph due to limited exposure to bar graphs in a mathematics context.
Students may have trouble computing proportional relationships due to common
errors with multiplication.
Students may write ratios backwards due to trouble with reading and interpreting
the description of ratios to the numerical representation.
Students will reinforce their Students will practice how to model Students will explain how to find an
conceptual understanding of ratios quantities in a bar graph based on the unknown based on proportional
comparing parts: parts and part: characteristics of the M&M’s in their fun- reasoning. By comparing the ratios of all
whole. Students should apply their sized bag. Students will practice writing the students’ fun-sized M&M bags,
conceptual understanding of ratios the three different forms of ratios using students can estimate if there is relative
and proportional relationships by their M&M’s. Students will create pattern of quantities of each color in any
comprehending how to write ratios equations to create proportional given fun-sized bag of M&M’s. Students
to compare quantities and how to relationships using the ratio of their will justify their reasoning based on the
create proportional relationships M&M’s. Students can also use the cross- ratios they computed.
given a ratio.

15 rev. 19 aug 19
product method to solve for unknowns
in a proportional relationship.
Launch / Anticipatory Set Before introducing the lesson activity, the teacher will discuss expected student
behaviors when working in pairs. Students should maintain positive behavior in
___5_____Minutes order to participate in the activity.
The teacher will introduce the activity and pose the overall question for investigation:
Can we as a class determine if there is a relative pattern of quantities of each color of
M&M’s in any fun-sized bag of M&M’s?
Explore/Instruct & Discuss To continue the lesson, the teacher will ask students what information we need in
order to determine an estimation of the quantities of each color in a fun-sized bag of
___10_____Minutes M&M’s.
Expected student responses could include:
The number of each color of M&M’s
The total number of M&M’s
Multiple packs of M&M’s
The different ratios of M&M colors
The teacher should emphasize the concept that multiple packs of M&M’s are needed
in order to determine if there is any pattern of the M&M color quantities. The teacher
can prompt students to understand this by asking if they think one fun-sized bag of
M&M’s is a good representation to generalize a pattern for all fun-sized M&M bags.
After students determine what information is needed, the teacher should emphasize
that everyone’s knowledge and analysis is needed in order to determine if there are
any color patterns in the fun-sized M&M bags.
Structured Practice The students will work in pairs of 2-3 to complete the M&M activity.
Students will be required to model the quantities of each color M&M using a bar
__15____Minutes graph. Students will be required to write the ratios of given comparisons of their
M&M’s using both part: part and part: whole comparisons. Students will be required
to write the ratios in the three different ways a ratio can be written:
X to Y
X: Y
X/Y
Students will complete the Critical Thinking questions that require students to use
proportional reasoning to solve the problems.
Closure After students have finished the M&M activity, the teacher will ask the students if
they recognized any patterns between their bag of M&M’s and their partners’ bag of
__10___Minutes M&M’s. The teacher will facilitate discussion among the students depending on their
responses. The class will compare the different ratios of each color to the whole
number of M&M’s in order to determine if there is any pattern in the quantities of
each color in a fun-sized bag of M&M’s.
Differentiation/Planned The students’ bar graphs, ratios, and proportional relationships will all vary
Support depending on the contents of their fun-sized M&M bags. The differentiation of the
manipulatives allows students to practice the mathematics individually while also
working in groups in order to have the opportunity to peer-teach if there are any
questions regarding the mathematical procedures and/or concepts.
The teacher should be aware of who ELL, RTI, and 504 students work with. Teachers
need to ensure that these students’ needs and accommodations are supported by
their selected partners.
Student Interactions Students will be allowed to work in pairs or groups of three of their choice. Students
will be allowed to work with their chosen partners as long as students model
appropriate classroom behaviors.
Theoretical Perspectives The mathematical principle of attending to precision and procedural fluency is one of
the learning objectives of this lesson. In many instructional practices used, the focus
of procedural fluency is often prioritized over students’ development of conceptual

16 rev. 19 aug 19
understanding and/or mathematical reasoning skills. As a result, lessons and
assignments focused on procedural fluency tend to come before the solid
development of students’ conceptual understanding of mathematical topics.
However, according the NCTM’s Taking Action: Implementing Effective Mathematical
Teaching Practices, teachers must first “support students in building a foundation of a
conceptual understanding of mathematics on which rests a set of mathematical
procedure” (CITE NCTM CHP4). Therefore, through research-based practices it has
been proven that students learn best when first introduced to new topics through an
exploratory nature to build a strong foundation of conceptual knowledge of the
content. After this foundation of understanding is established, teachers can continue
by establishing connections between the students’ conceptual understanding to
procedural fluency (CITE NCTM). The same instruction method has been
implemented throughout this learning segment by first focusing on students’
conceptual understanding of ratios and proportional relationships through the
Making Punch activity followed by summarizing the learning segment shifting the
focus to procedural fluency and precision.
What Ifs What if there is no pattern of how many of each M&M color is in a fun-sized bag?
If the students do not find a pattern by analyzing their M&M’s the students will have
to conclude that an estimation of the amount of each color M&M cannot be made
based on their findings. Students will conclude the quantities of each color M&M are
random and cannot be mathematically estimated.
What if there are a different number of M&M’s in multiple of the fun-sized bags?
If there are different numbers of M&M’s in the fun-sized bags, the teacher should
explain that using a ratio analyze the quantities of each color creates a percentage
which allows the differing amounts to be compared.
Language Function Analyze, Compare, Produce
Content Specific Terms Ratio, proportions, quantities
Specific way(s) students will Students will discuss ratios and proportions corresponding to the activity questions
use language with their partners.
Students use the content specific terms by comparing their findings with their
partners and the whole class to try and determine if there are any patterns in the
quantities of each M&M color.
Support Students will use the M&M activity worksheet to help analyze their M&M fun-sized
bag. The bar graph has each of the M&M colors labeled in order to help students
model the quantities of their M&M colors. Students will also use their M&M’s as a
physical manipulative to support language objectives.
Language Objectives Students will produce a bar chart representing their fun-sized M&M bag by using the
chart provided in the M&M activity.
Students will produce multiple ratios by using their M&M’s as a physical
manipulative.
Students will analyze their fun-sized M&M bag writing the ratios given by the M&M
activity.
Students will compare their M&M colors by discussing the similarities, differences,
and any patterns of the ratios of each M&M color with their partners’ M&M’s.
Assessment
Type of Assessment The M&M activity will be a summative assessment for what students have learned so
far in Unit 3 regarding computing, understanding, and modeling ratios and
proportional relationships. Through the activity, students’ work should show
procedural fluency in writing the appropriate forms of ratios and solving for
unknowns using proportional relationships.

17 rev. 19 aug 19
Modifications to the After teaching the lesson sequence, I would include a few more questions on the
Assessment summative assessment that require students to use a higher level of cognitive
demand and problem-solving skills. Initially, the summative assessment was
designed solely focus on reinforcing students’ skills of writing ratios and using
proportions, but this could have also been implemented using problems/questions
that require higher cognitive demands.
Evaluation The M&M activity worksheet will be used as a summative assessment of students’
knowledge of ratios and proportions, as well as their procedural fluency of computing
ratios and using proportions to solve problems. A rubric has been provided to
evaluate each students’ responses and completion of the M&M activity (Rubistar,
n.d.).

18 rev. 19 aug 19
References
NCTM. (2017). Build Procedural Fluency from Conceptual Understanding. In Taking Action:
Implementing Effective Mathematics Teaching Practices (pp. 49-70). Reston, VA.
Rubistar. (n.d.). Retrieved November 16, 2019, from http://rubistar.4teachers.org/index.ph

p?screen=Customize TemplateDemoChoice&.

19 rev. 19 aug 19

3-Day Learning Segment Part 4 Salyer

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Three-Day Learning Segment:

Lesson Plans 1-3

EDMA 6421 Fall 2019 Lawler

EDMA 6421 Fall 2019 Lawler

EDMA 6421 Fall 2019 Lawler

Video (Proportional, 2019): https://www.pbslearningmedia.org/resource/muen-

EDMA 6421 Fall 2019 Lawler

EDMA 6421 Fall 2019 Lawler

EDMA 6421 Fall 2019 Lawler

Rubistar. (n.d.). Retrieved November 16, 2019, from

EDMA 6421 Fall 2019 Lawler

EDMA 6421 Fall 2019 Lawler

EDMA 6421 Fall 2019 Lawler

EDMA 6421 Fall 2019 Lawler

EDMA 6421 Fall 2019 Lawler

EDMA 6421 Fall 2019 Lawler

NCTM. (2017). Use and Connect Mathematical Representations. In Taking Action:

Rubistar. (n.d.). Retrieved November 16, 2019, from

EDMA 6421 Fall 2019 Lawler

EDMA 6421 Fall 2019 Lawler

EDMA 6421 Fall 2019 Lawler

EDMA 6421 Fall 2019 Lawler

EDMA 6421 Fall 2019 Lawler

EDMA 6421 Fall 2019 Lawler

Rubistar. (n.d.). Retrieved November 16, 2019, from http://rubistar.4teachers.org/index.ph

EDMA 6421 Fall 2019 Lawler

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