Series: Engaging Students with "Productive Struggle"
Math.Practice.MP1
 Common core State Standards
 Math: Math
 Practice: Mathematical Practice Standards

MP1: Make sense of problems and persevere in solving them.
Mathematically proficient students start by explaining to themselves the meaning of a problem and looking for entry points to its solution. They analyze givens, constraints, relationships, and goals. They make conjectures about the form and meaning of the solution and plan a solution pathway rather than simply jumping into a solution attempt. They consider analogous problems, and try special cases and simpler forms of the original problem in order to gain insight into its solution. They monitor and evaluate their progress and change course if necessary. Older students might, depending on the context of the problem, transform algebraic expressions or change the viewing window on their graphing calculator to get the information they need. Mathematically proficient students can explain correspondences between equations, verbal descriptions, tables, and graphs or draw diagrams of important features and relationships, graph data, and search for regularity or trends. Younger students might rely on using concrete objects or pictures to help conceptualize and solve a problem. Mathematically proficient students check their answers to problems using a different method, and they continually ask themselves, \"Does this make sense?\" They can understand the approaches of others to solving complex problems and identify correspondences between different approaches.
Math.7.RP.A.2
Common core State Standards
 Math: Math
 7: Grade 7
 RP: Ratios & Proportional Relationships
 A: Analyze proportional relationships and use them to solve realworld and mathematical problems

2:
Recognize and represent proportional relationships between quantities.
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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.
b. Identify the constant of proportionality (unit rate) in tables, graphs, equations, diagrams, and verbal descriptions of proportional relationships.
c. Represent proportional relationships by equations. For example, if total cost 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.
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d. 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 (1, r) where r is the unit rate.
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Thought starters
 Why does Ms. Walker remind students of the feedback questions before starting the post assessment?
 How does Ms. Walker use the post assessment to inform her instruction?
 Why does Ms. Walker ask the students for real world examples of proportional relationships?
School Details
Twenhofel Middle School11846 Taylor Mill Rd
Independence KY 41051
Population: 839
Data Provided By:
Teachers
Teri Walker
Jenny Barrett
Meyosha Trammell Nov 23, 2014 9:21pm
Gretchen Vierstra Nov 25, 2014 12:45pm