The doc and pdf files from Open Resources often need reformatting.  I am posting what I have done here for anyone to use.  I also found that lesson 4-6 went too fast for my students, so I rearranged some of the activities, and cut lesson 5 into two parts.  My students have not been through the 6th grade program.  They struggled with:
- how to write the general equation for a table and what it meant
- understanding the units attached to the constant of proportionality
- seeing the direction of the relationship in a table... the independent and dependent variables

So in the lessons and the practice, I made some changes. 

Lesson 4: 
- I asked more explicitly about the units of the constant of proportionality
- I included a multiplication sign in the equation so that they would understand  m = 3 · h as "the number of miles is equal to three times the number of hours" instead of "1 mile equals 3 hours."
- I stressed the direction of the relation, using phrasing like "relating hours to miles" instead of "relating hours and miles."

Lesson 5:
- I broke this into two parts and reordered some of the problems.  In part 1, I added more basic problems and scaffolded the problems to ask for two tables instead of one, emphasizing the two different ways to look at the same relation: relating miles to hours and hours to miles.  We started with tables instead of equations.
- In part 1, I also used whole number/unit fraction constants of proportionality.
- In part 2, we moved into more challenging constants of proportionality, still beginning with tables.  In the final activity, I asked the students to reason about equations.
- Also, as a warm up I made a note to ask the students to fill in tables using equations to again give them experience with the multiplication in the equation.  They often want to interpret the equation as a ration. 
- I also took a day before part 2 and after part 2 for a lab on tongue twisters as an application of proportional relationships.

Lesson 6:
- This year the students were not really using the equations to solve for the unknown quantities... they were really using tables.  The math is the same, but they weren't introduced to the usefulness of equations.  I rewrote the lesson to emphasize the use of equations, and I will need to rewrite the practice sheet next year.

Here are links to the teacher presentation PDFs (I use Openboard... let me know if you would like the Openboard files) and classwork and practice sheet docs and PDFs.  I have reformatted the student sheets two ways.  I usually just have students work off the screen from my teacher presentations. If there are tables or graphs for them to use, I make a student worksheet.   I have also reformatted the students sheets so that parents can see what we are doing in class.  I moved the summary section to the top, and tightened up the formatting to make them shorter page-wise.  I call those Student Summaries.

Unit 2 Teacher Presentation PDFs
Unit 2 Homework and Classwork Docs
Unit 2 Student Summary Docs
Unit 2 Homework PDFs
Unit 2 Student Summary and Classwork PDFs