Guided Inquiry Lesson Plan

Unit/Class/Grade: Pythagorean Proportional Relationships/ Newcomer Math/ Middle

school
Standard(s):

7.RP.A
Analyze proportional relationships and use them to solve real-world and mathematical
problems.

7.RP.A.1
Compute unit rates associated with ratios of fractions, including ratios of lengths, areas and
other quantities measured in like or different units.
Student Facing Standards:
● Given a ratio, I can find a unit rate.
● Given a ratio, I can find an equivalent ratio using a table.
Language Function: Discuss, justify and explain.
Language Demands: Speak and write.
Language Supports: Sentence Frames, Words Wall and Think-Pair-Share.

Materials Needed: Computer, broadband connection, microphone and a google for education
account.
Objective(s): Possible Challenges /Misconceptions:
● Find how many calories are in a packet I anticipate that students will be confused
of M&Ms. about what a calorie is. Since I teach
newcomers, they may also be unaware of what
m&ms are if they did not try them in their
country.
Prerequisite Knowledge: unit rate, division and multiplication

Formative Assessment: I will have access to the google jamboard where each team will have
their own page. I will give students feedback by entering their room and telling them what I like
and could be better on their work.
Act 1: Teacher Actions Student Actions
● Show a video about M&Ms being ● Student watch the video
poured into a plastic cup. and their natural curiosity
https://youtu.be/0OdT1XMTrAQ complems them to
● Teacher asks the student, “what do formulate questions.
you wonder about the video?
 ● The class will decide which
question to work on and the
teacher will take guesses about the
answer.
Act 2: ● Teacher will ask, “what
information do you need to
answer this question?
● The teacher will release the
student to work in teams of 4
● The teacher will visit each
breakout room and assess the
student formatively.
Act 3 : ● The teacher brings the class back
together and asks each team to
share their strategies.
● The teacher reveals the answer by
showing the end of the video.
● Student share what they
wonder.
● Student will offer guesses
on the answer to the
question.
● Students will ask for
information.
● Students will work on their
teams.
● Student will answer the
teacher’s probing
questions.
● One person from the group
shares their strategy to the
class.
● The students watch the end
of the video.
Slides from the lesson
Reflection
1. What went well during the lesson?
a. In my opinion, act 1 went well because of the high student engagement. Eight students
offered a guess to the class question. I got responses from students who do not usually
respond. I noticed that Matias(alisas) likes to engage with open-ended questions but
will not engage with right/wrong questions.
2. What challenges did you anticipate going into this lesson? How did you prepare for these
challenges?
a. A couple of possible misconceptions that I planned for are, “what are calories?” I
planned to address the question about calories by watching a youtube video explaining
what calories are so that I would be prepared to share an explanation that makes sense.
3. Which students stood out during this lesson? Why?
a. The student that stood out to me the most during this lesson was Maria(alias) because
she is usually quiet in class but was highly engaged during this lesson. She offered a
guess during act one, asked for information in act two and shared her strategy during
act three. At the end of the lesson I asked, “Did you all like this lesson?” and she said
“yes”.
4. What surprised you about teaching this lesson?
a. I was surprised by the engagement and low prep time. The engagement from students
was high and the prep time was low. The three act math gives me a great return on my
investment. One student was eager to solve the problem. They could not wait to get to
work. They gave me strategies when I was still taking requests for information.
5. Based on your assessment of the lesson and your students’ learning, what is important for you
to do tomorrow? Your response should link directly to examples from your students’ work.
a. The information I learned from this lesson will inform my next lesson by reteaching how
to calculate the unit rate. I told them that 5 m&ms have 21.3 calories but I did not see
that they calculated the calories per m&m. I will target these students by small group
instruction, assigning this skill on IXL and suggesting they attend tutoring with our
department tutor.