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:

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Learning Goals for this Lesson

7th Grade Math: DIRECT VARIATION

Standard
s

7.RP.2 Recognize and represent

proportional relationships between
quantities

A: Decide whether two quantities are in a

proportional relationship, e.g., by testing
for equivalent ratios in a table or graphing
on a coordinate plane and observing
whether the graph is a straight line
through the origin.

B: Identify the constant of proportionality

(unit rate) in tables, graphs, equations,
diagrams, and verbal descriptions of
proportional relationships.

C: Represent proportional relationships

by equations. For example, if total cost t is
proportional to the number n of items
purchased at a constant price p, the
relationship between the total cost and the
number of items can be expressed as t =
pn.

D: Explain what a point (x, y) on the

graph of a proportional relationship means
in terms of the situation, with special
attention to the points (0, 0) and (1, r)
where r is the unit rate.

Students will know

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Students will do

 Two quantities are in a

proportional relationship if the
ratios are equivalent.
Unit rate is also called the
constant of proportionality.

Test for proportional relationship by using

equivalent ratios in a table or graphing on a
coordinate plane and observing whether the graph
is a straight line through the origin.
Analyze tables, graphs, equations,
diagrams, and verbal descriptions of proportional
relationship to determine the constant of
proportionality.
Represent proportional relationships by
equations.
Explain what a point on the graph of a
proportional relationship means in terms of the
situation with special attention to the origin and (1,
r), where r is the unit rate.

Lesson Essential Question

How can you use direct variation to help solve real-world problems
involving proportional relationships and the constant of
proportionality?

Activating Strategy

Collaborative pairs will complete the Direct Variation Discovery

Activity. This will lead into the first lesson for Direct Variation.

Key vocabulary to preview and vocabulary

strategy:

*Each term will be taught as it comes in the

lesson!
Proportional relationships, equivalent ratios,
constant of proportionality, coordinate plane,
coordinates, graphs, equations, tables

Lesson Instruction
Learning Activity 1:
- Students will take Guided Notes on Direct Variation in notebook

Assessment Prompt for LA 1:

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Graphic Organizer

-Students will complete an example problem determining direct

variation and place it in notebook

Learning Activity 2 (Lewis)

The students will work in pairs to complete a set of 18 task cards that will
be passed around each group after giving them 5-10 minutes to complete
each task card (# of task cards used and time limit will be up to your
discretion). Task cards have examples using tables, graphs, equations,
diagrams, and verbal descriptions. The activity is used to help the
students with direct variation skills. Answer sheet for each pair to write
their answers will be provided or can be written on separate sheet of
paper.

Student blank copy to be

filled in as learning activities
progress.

**Since Evans and Nolen will be teaching this before me, we can share
task cards so there will be less copies being made**

Examples of task cards:

Teacher completed version

of graphic organizer.

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Assessment Prompt for LA 2

While the students are completing the assignment, I will be walking
around to grade them on participation and to see how each group is
working to solve the task cards.

Assignment

Students will turn in their answer sheets for a check of understanding and
for a classwork grade. If time allows, have the pairs swap papers and go
over the answers as a class instead of turning them in.

Puzzle Pandemonium

Learning Activity 3 (Evans)

This is an activity found on page 198 of the text. Students will read
the passage and interpret the relationships from the paragraph. I
will put the students in groups of 3 to 4 kids and monitor the groups.
After the table is complete, the students will make a graph of one of
the relationships and calculate the slope.

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In groups, students will

complete Part A. Part A
consists of 5 questions
related to 7.RP.2A. When
students complete, they
bring up questions to
teacher. If all are correct,
they receive a puzzle piece.
If any are wrong, the teacher
will circle and get the
students to rework and

resubmit. Likewise, Part B

relates to 7.RP.2B, Part C
relates to 7.RP.2C, and Part
D relates to 7.RP.2D.

After the slope calculation, I will ask probing questions about the
main discussion points that are listed below.

Once students have

received all four puzzle
pieces, they will tape them
together and solve the unit
question (from NCDPI
Unpacking Document).
Once submitted, any person
who has the correct answer
will get 10 bonus points on
their test! Let the students in
the group do the final puzzle
piece INDIVIDUALLY!

Test for Direct Variation.

Lesson Notes

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Content for Direct Variation:

Direct Variations take the equation y= kx, with k not equal to zero.
This is a linear equation that goes through the origin. Notice that
both y and x are to the first power. k is called the constant of
proportionality and remains constant on the graph. k is also the unit
rate of the proportion and the slope of the line on a graph. Notice
that the equation cannot have a constant added in or a term of y or x
that is not to the first power.

The following are Direct Variations:

y= 5x
y= -4x
y= -0.5x
Y = (-)x

The following are not direct variations:

y= 5x + 2

cannot have an added or subtracted term

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Y = x^2

y and x must be to the first power

Y^2 = x

y and x

must be to the first power

Y= 5 (1/x)

same

y= x^(-1)

same

If we are told that x and y vary directly and that the point (4,3) is on
the line, we can solve for the equation of the line and determine the
missing components of other points.

Use the formula y=kx.

Plug in the point (4,3)

x=4 and y=3

3=k4
Then divide both sides by 4 to solve for k.

K=

So, the equation of the line is y =()x

If we are given a point with a missing coordinate (8,y) , we plug in

this point on the equation y = ()x.

Y = ()8
y= 6

The y coordinate is 6 and the other point must be (8,6).

Finding the constant of variation and setting up our equations:

https://www.youtube.com/watch?v=Sf4Gk-nEhmg

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https://www.youtube.com/watch?v=gSOW6zyM-58

Assessment Prompt for LA 3

Are the following direct variations? If not, why not?

Y = 4x
Y = x(4)
Y = x/4
Y = x+ 4
Y = x+4-4
Y = x^2
Y-5 = x
Y^2 = x-6
Y^2 = X^2

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X and y vary directly in the following: Find k and the equation of the
line for each point on its line.

Given (8,4) Find K and the equation.

Given (12,3)

Given (18,3)

http://www.mathworksheetscenter.com/mathskills/algebra/directvari
ation/directvariation912quiz.pdf

Summarizing Strategy

EXIT TICKET..students must complete individually. The ticket

contains a problem from the NCDPI Unpacking Document.

Example 1: The graph below represents the price of the bananas

at one store. What is the constant of proportionality?

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Example 2: The price of bananas at another store can be

determined by the equation: P = $0.35n, where P is the price and n
is the number of pounds of bananas. What is the constant of
proportionality (unit rate)?

Example 3: What is the price difference between the price of

bananas at the two stores when purchasing 4 pounds of bananas?

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