Está en la página 1de 2

Names & Date: (2/9/2015)

Algebra 2- Section 8.1 Inverse Variation


Learning Goals

- SWBAT define and make explicit use of the


terms direct variation and indirect variation.
- SWBAT determine inverse variation equations
- SWBAT use joint and other variations
Standard(s) Addressed:

A-CED.A.2, A-CED.A.4

Skills and Understandings


How does this lesson connect to the prior lesson?
What skills or procedures will students learn how to do, or use?
What will students learn conceptually about the procedures or ideas they are applying?

Students will understand if a product is constant, where the constant is positive, a decrease in the value of one
factor must accompany an increase in the value of the other factor.
Students will understand in a direct variation, two positive quantities either increase together or decrease
together. In an inverse variation, as one quantity increases the other decreases.
Direct and inverse variations show a relationship between two quantities. For direct variation, y= kx for nonzero
constant k. For inverse variation, y =

Lesson Tasks
What tasks will be used to help students learn the skills
and understandings?
Vocab Inverse variation
Problem 1- Identifying direct and inverse variations
Problem 2 Determining an inverse variation
Problem 3 Modeling an inverse variation
Vocab Combined variation, joint variation
Problem 4 Using combined variation
Problem 5 Applying combined variation

k
x

for nonzero constant k.

Formative Assessment Opportunities


What questions will you ask during the lesson to assess students progress in
achieving the learning goals? How will you use those questions to help
students assess their own learning? (Associate the questions you ask with
the Lesson Tasks).
How can you tell if the quantities vary directly or inversely?
What is the constant of variation in 1A?
How do you write the inverse function model?
Could you model this data with a direct variation?
Is it reasonable to connect the points of this function with a smooth curve?
(except x=0)
What are the three steps for determining an inverse variation model?
Can you still use inverse variation to model the data if 12*21 = 252?
Does it matter which equation you use to answer 3B? Explain.
How can you write the model?
What is another form of the equation you can use?
How many pounds of seed would be needed to reseed 9000ft2?
What variation does joint imply?
What are two forms of the function rule?
What are you trying to find?
What sentence helps you write the formula?
Activity Flow
Provide a brief description of the order in which key tasks will occur, how students will be organized to do the work, and the estimated
amount of time for each task.
Greetings : 10 min
Problem 3 5 min
Vocab 3 min
Vocab 5 min
Problem 1 10 min
Problem 4 5 min
Got it 7 min
Got it 5 min
Problem 2 7 min
Problem 5 5 min

Names & Date: (2/9/2015)


Algebra 2- Section 8.1 Inverse Variation
Summary: What are the big take-away ideas of the lesson? How do these connect to what you will do in the next lesson?
Q: How can you tell whether two sets of data show direct variation or inverse variation?
A: Vary. If the quotient of the y-values and corresponding x-values is constant, the data show direct variation. If the product of the y-values
and corresponding x-values is constant, the data show inverse variation.