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What does it mean when we see constant and predictable changes in a table of data or a
graph?
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Key Concepts:
y-intercept
slope
scatterplot
direct variation
line of best fit
Right Triangle
Relationships
constant of proportionality
solution
proportional relationship
Page 1 of 5
August 1, 2011
Mathematics
Exploring Linear and Inverse Relationships
Lesson Abstract
Students participate in two data collection activities which introduce direct and inverse variation. In
the pre-assessment, students categorize numerical, graphical and verbal representations as linear
or nonlinear and determine which linear representations are also direct variation relationships. In
the post-assessment activity, students convey their understanding of linear, nonlinear, direct and
inverse relationships through verbal and written communication. This three-part lesson provides
opportunities for students to work individually, with partners and in small groups. During activities,
monitor student progress in order to make informal assessments of student understanding and to
provide intervention, when necessary. This lesson plan focuses on the direct variation portion of
the lesson.
Common Core State Standards
Expressions and Equations (8.EE)_________________________________________________
Understand the connections between proportional relationships, lines, and linear
equations.
5. Graph proportional relationships, interpreting the unit rate as the slope of the graph. Compare
two different proportional relationships represented in different ways. For example, compare a
distance-time graph to a distance-time equation to determine which of two moving objects has
greater speed.
Functions (8.F)________________________________ ________________________________
Define, evaluate, and compare functions.
1. Understand that a function is a rule that assigns to each input exactly one output. The graph of a
function is the set of ordered pairs consisting of an input and the corresponding output.
3. Interpret the equation y = mx + b as defining a linear function, whose graph is a straight line;
give examples of functions that are not linear. For example, the function A = s2 giving the area of
a square as a function of its side length is not linear because its graph contains the points (1,1),
(2,4) and (3,9), which are not on a straight line.
Use functions to model relationships between quantities.
3. Construct a function to model a linear relationship between two quantities. Determine the rate
of change and initial value of the function from a description of a relationship or from two (x, y)
values, including reading these from a table or from a graph. Interpret the rate of change and
initial value of a linear function in terms of the situation it models, and in terms of its graph or a
table of values.
4. Describe qualitatively the functional relationship between two quantities by analyzing a graph
(e.g., where the function is increasing or decreasing, linear or nonlinear). Sketch a graph that
exhibits the qualitative features of a function that has been described verbally.
This document is the property of MAISA.
Page 2 of 5
August 1, 2011
Mathematics
Exploring Linear and Inverse Relationships
Students will graph a scatterplot from collected data and look for patterns in
the table and graph that connect the two variables used.
Students will look for the constant of proportionality and connect it to the
table of values, graph, and equation.
What does a graph of a linear relationship look like? Why does the graph
look this way? What numerical relationship between variables makes linear
graphs appear different from one another? The same as one another?
What specific symbols are needed for an equation to make a linear graph?
Page 3 of 5
August 1, 2011
Mathematics
Exploring Linear and Inverse Relationships
In small groups ask students to think about and list situations that model
linear and non-linear relationships and respond to the following question:
What about the situation you provided made the situation linear or nonlinear?
Have students look at their linear collection and see if there is a way to sort
them further. Prompt them to consider y-intercepts. Ask what they think a
direct relationship would mean. Have students subdivide the linear group
into direct and non-direct categories.
Launch:
What about the relationship between the two variables, time and number of
Xs, causes the graph to appear as it does?
What about the collection of data may cause the graph to not be perfectly
linear?
If you were to draw a line of best fit to model your data, are there any
specific points you would want to include in your line? Why?
Have students generate a list of ideas about how to make the outcome of
the experiment non-linear. Ask students to explain why they think each
scenario listed would cause the desired effect. What in the description of
the experiment leads to a non-linear relationship?
Have students give an explanation about how the data collection process
could be modified for specific cases, e.g. a negative linear relationship, an
Page 4 of 5
August 1, 2011
Mathematics
Exploring Linear and Inverse Relationships
challenge?
Why did this activity produce data with a linear-like relationship between
variables?
Does everyones graph look the same? What differences might you expect
to see because of different people writing the Xs?
What factors may have contributed to the data not being perfectly linear?
How does a direct relationship vary from a linear relationship? What about
this experiment leads to a direct relationship?
Once you draw a line of best fit on your scatterplot, how could the
proportional relationship of the two variables be used to write an equation
for the line of best fit?
Make connections
between the different
strategies that are
presented?
Begin to form
generalizations?
Formative Assessment:
Teachers could use questions from the Got Mail? assessment in the lesson. These questions should focus on the
characteristics of direct variation. Another focus should be on the linear and non-linear patterns of change and how
these are expressed verbally, in tables of values, graphs, and equations.
Sample questions from Got Mail?
1. Explain why the X Marks the Spot activity represents a direct variation. Explain how the activity could be
changed so that it no longer results in a direct variation relationship.
2. Describe a situation, other than X Marks the Spot that represents a direct variation relationship.
4. Complete the table so that it models a direct variation relationship and write an equation that produces the tables
values.
x 1 2 3
y 4
12
5.
6.
Page 5 of 5
August 1, 2011