Springfield College

Lesson Plan Template

Teacher: Tim Johansmeyer
Subject: Algebra I Part IIDirect and Inverse
Variation
Title of Lesson: Intro to Direct and Inverse
Variation

Date: 12/7/2014
Grade Level: 9th
Lesson Length: 85
minutes

Overview of the Lesson

Lesson Summary:
In this lesson, students will be introduced to direct and inverse variation. They
will learn that these equations show the relationship between two variables.
They will would together to complete practice problems as well as work as
teams during a game activity.
Lesson Objectives: The students will be able to
Graph direct and inverse functions
Solve problems involving direct and inverse variation
Materials/Equipment to be Used in Teaching the Lesson:
Whiteboard
Markers
Computer
5.2 Slope and Direct Variation notes
12.1 Inverse Variation notes
5.2 & 12.1 Practice worksheet
Massachusetts Framework Standards:
(A.CED.1) Create equations and inequalities in one variable and use them to solve problems.
Include equations arising from linear and quadratic functions, and simple rational and exponential
functions.
(A.REI.3) Solve linear equations and inequalities in one variable, including equations with
coefficients represented by letters.
(F.BF.1) Write a function that describes a relationship between two quantities.
Enduring Understandings:
Big Ideas: The students will understand that
o Direct and inverse variation equations can be used to show the
relationship between two numbers.
Concepts:
o Direct Variation
o Inverse Variation
Essential Questions:
What does direct variation show us?
What does inverse variation show us?
How can we use what we have learned in the real world?
Content
Factual Content:
Direct Variation
Inverse Variation
Vocabulary:

Springfield College
Lesson Plan Template
Tier 1:
Tier 2:
Tier 3:
Critical Thinking Skills (Reading, Writing, Speech, Listening)
Solve direct and inverse variation equations
Apply what they have learned to compute the answer to problems
Model equations graphically
Assessments (Performance Tasks/Tests/Quizzes Formative/Summative,
Informal/Formal)
Informal: Students will be assessed for understanding by having them
complete practice problems and competing during the game.

Action/Instructional Procedures
Hook
5 minutes
Display question on the board: If 5 cats can catch 5 mice in 5 days, how many days does it take 3
cats to catch 3 mice? Give students a few minutes to think about it and talk about what they
think. Most will probable want to say the answer is three, but that is incorrect. Tell students the
problems will be revisited after we learn about direct and inverse variation.
Step One:
10 minutes
Pass out 5.2 Slope and Direct Variation notes. Go through the first side of the worksheet as a
class. Students will try number 3 on there on. Go over as a class afterwards.
Step Two:
15 minutes
Pass out 12.1 Inverse Variation notes. Go over front side of the worksheet and the Product
Rule. Point out that this is how we can derive cross multiplying. Model how to do example
number 1. They will complete 2 and 3 on their own or with a partner.
Step Three:
10 minutes
Revisit cat and mouse problem. Give students another few minutes to think about it
independently (keeping direct and inverse variation in mind). Ask students to share their findings
and go over how they came to that answer.
Step Four:
20 minutes
Pass out 5.2 & 12.1 Practice worksheet. Instruct students to work on odd numbered problems
with other students they are working will. Teacher will go around the room to help students as
needed. If some students finish quickly, they can go on to do the even problems.
Step Five:
20 minutes
Play Battleship game online (http://www.quia.com/ba/30197.html). Students will be broken up
into 4 groups will race to complete questions to win a hit. For every hit a group wins, they
get a point.
Closure:
5 minutes
Quickly review what we have learned today, if students have any last thoughts/questions share
them now.
Homework/Extension Activities:
Page 268 #35-45 (odds), Page 645 #12-32 (evens)

Springfield College
Lesson Plan Template

Reflection on Lesson
a. The Lesson Plan:

b. Teaching Skills:

c. The Students: