Directly and Inversely Proportional With Teacher Notes

ALGEBRA
WITH AN EMPHASIS ON
DIRECT AND INVERSE
VARIATIONS
2/11/12
Jill Keith- KCS Secondary Numeracy

Coach
Divide into groups of 3: each group should contain a teacher from each grade level
Discuss the curriculum below with your group members. What are you teaching your
students? What are the similarities/differences between grade levels? Are there
overlaps in grade levels? How is the previous grade level preparing students for the
next level?
Our Curriculum
ALGEBRA: Linear Equations, Linear Representations, Non-Linear Representations:
6th grade-Unit 5
6th Honors-Unit 4
7th grade-Unit 6
7th Honors-Unit 6
Pre-Algebra- Unit 2 & 4
OBJECTIVE
To equip teachers with

strategies and resources
to teach linear and
nonlinear concepts.
SPI 0706.1.3
Recognize whether information given a
table, graph, or formula suggests a directly
proportional, linear, inversely proportional,
or other non linear relationship.
Kid Friendly Learning

Targets
1. Recognize whether information given a table, graph, or
formula suggests a directly proportional, linear, inversely
proportional, or other nonlinear relationship.
2. I can identify relationships as direct, inverse, linear, or non
linear.
3. I can find similarities and differences between directly
proportional relationships and linear relationship
4. I can find similarities and differences between inversely
proportional relationships and nonlinear relationship
Directly/Inversely Proportional
Foldable
1.
2.
3.
4.
On a file folder, label one side linear and one side non
linear.
Cut up the linear and nonlinear examples from your
worksheet.
Place them on the appropriate side of the folder.
Do NOT glue yet!
(teacher note: discuss why or why not each is linear or nonlinear before proceeding to
Direct variation)
Teacher note: Answers should be removed before you use this in class
Linear: slope: 4/3
Linear: direct variation:constant rate of

change:y/x=2
Non linear: inverse variation because xy=k
4. y=2x
Linear: direct variation: no y intercept
but a constant rate of change of 2
6. xy=20
Non linear: inverse variation
Can be writte y=20/x
5. y=2x+5
linear
7. y=x2
Non linear
linear
9 &10. Linear: direct variation: line passes through origin
Inverse variation
Non linear
13. The length and width of rectangles with

areas of 20 square units
(non linear: inverse variation: xy=20)
14. The number of hours and the distance

traveled when driving in a car at a constant
rate of 60 mph
(linear:direct variation: y=60x
15.The number of touchdowns scored in a

football game and the points scored (from
touchdowns)
(linear:direct variation: y=6x)
Teacher note: have students label the bottom half of the linear side of the folder direct
Variation. They can record their notes on the folder. You can then have them try to divide
The linear equations into just linear and direct variation. Do not glue yet!
Direct Variation
X Marks the Spot
Analysis
Describe the relationship between the number of seconds
and the number of Xs.
3.
Explain why it may be expected that this data collection

activity will produce linear-like results.
4.
5. How could the data collection process be changed so that

non-linear results would be obtained?
6. Explain why the activity produced a direct variation
relationship.
7. How could the data collection process be changed so that

the results would still be linear, but not a direct variation?
8. Complete the following table of values.
x
y
0
0
1
5
2
10
3
20
Explain why the table represents a direct

variation.
9. Describe a situation that could be represented by the
table in question 8.
Teacher Note: Have students complete their notes on direct variation and glue
Direct Variation Summary
Teacher Note: Divide non linear side of the folder into non linear and inverse variation. Do
Not glue down until the next activity is complete.
Inverse Variation
A rectangle has an area of 24 square units. Represent all

possible rectangles with integral dimensions on the grid below.
2. Record the dimensions for all the rectangles in the table:

Length
Width
3. Describe the relationship between the rectangles length and

width values. Determine whether the table of values represents
a direct variation, an inverse variation, or neither of these
two relationships.
4. Write an equation that models the table of values. Use x for
length and y for width.
In your groups, discuss how this

lesson and/or instructional strategies
used in this lesson could
be adapted to work in other grade
levels.
Kagan Books

Directly and Inversely Proportional With Teacher Notes

Uploaded by

Copyright:

Available Formats

Directly and Inversely Proportional With Teacher Notes

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Directly and Inversely Proportional With Teacher Notes

Uploaded by

Copyright:

Available Formats

ALGEBRA

Jill Keith- KCS Secondary Numeracy

To equip teachers with

Kid Friendly Learning

Linear: slope: 4/3

Linear: direct variation:constant rate of

Non linear: inverse variation because xy=k

9 &10. Linear: direct variation: line passes through origin

13. The length and width of rectangles with

14. The number of hours and the distance

15.The number of touchdowns scored in a

X Marks the Spot

Explain why it may be expected that this data collection

5. How could the data collection process be changed so that

7. How could the data collection process be changed so that

Explain why the table represents a direct

Direct Variation Summary

A rectangle has an area of 24 square units. Represent all

2. Record the dimensions for all the rectangles in the table:

3. Describe the relationship between the rectangles length and

In your groups, discuss how this

You might also like