Part 1: Selecting and Setting up a Mathematical Task

Lesson
Component
What are your mathematical
goals for the lesson (i.e., what
do you want students to know
and understand about
mathematics as a result of this
lesson)?

In what ways does the task

build on students previous
knowledge, life experiences,
and culture?

What definitions, concepts, or

ideas do students need to
know to begin to work on the
task?

What questions will you ask

to help students access their
prior knowledge and relevant
life and cultural experiences?

Your Notes

SWBAT describe patterns appearing in tables, graphs, and problems

SWBAT write equations to express patterns appearing in tables,
graphs, and problems
In this lesson, students will explore situations that can be modeled
by inverse variation relationship (In the next lesson, the students
will be introduced to the definition of inverse variation.)
In the last few weeks, the students have been focusing on writing linear
equations based off tables, graphs, and verbal contexts. Now the students
will begin writing nonlinear equations. This lesson will focus on writing
equations for inverse variation relationships. This task relates to their
experiences since it is likely that the students have needed to find the
area of a rectangular region before such as their bedroom floor, a football
field, or a pen for animals.
The students will need to understand the definition of area and how to
find the area of a rectangle. The students will also need to be able to
recognize whether a relationship is linear or nonlinear and be able to
describe the pattern of change that appears in tables and graphs.
Students will need to have experience writing equations based off tables
and graphs.
How do you find the area of a rectangle?
How could you find the area of a football field?
How could you find the square feet of your bedroom floor?
What is the equation for the area of a rectangle?
If you know the area of a rectangle, how can you find possible lengths and
widths?
How can you tell if this is a linear relationship?

How can we describe the pattern of change?

How will you introduce
students to the activity so as
to provide access to all
students while maintaining
the cognitive demands of the
task? How will you ensure
that students understand the
context of the problem? What
will you hear that lets you
know students understand
what the task is asking them
to do?

What are all the ways the task

can be solved?
Which of these methods do
you think your students will
use?
What misconceptions
might students have?
What errors might students
make?

In the warm up for this activity, the students will find the area of two
rectangles. Once I see that the students have completed the warm-up, we
will discuss how to find the area of a rectangle. Students will share their
answers. This will lead us into the Getting Ready Problem: What are some
possible dimensions for a rectangular lot with an area of 21,800 square
feet? The students will have a chance to work on this problem and then
we will compare answers. Then I will explain to students that today they
will continue to explore patterns by looking at the possible dimensions of
rectangles with an area of 24 2 . The students will graph the data and
create an equation based on their data. I will hear the students discussing
the equation for area, A =LW, and how they can use this equation to find
the missing widths that correspond to the given lengths in the table. I will
also hear them using A= LW to find an equation for the table and graph
that they created.
First, the students will have to complete a table. The table has given
lengths in inches from 1 to 8. The students must find the corresponding
widths to the given lengths that will result in a rectangle with an area of
24 2 . The students could make computational errors when they are
completing the table. The students may have trouble getting started and
not realize that they should be using the equation A = LW to find the
widths that correspond to the given lengths. When the students complete
the graph based on the table, they could inaccurately place the data
points. The students will also have to describe the relationship between
the width and the length. The students may not recognize that the width
decreases at a decreasing rate as the length increases. When the
students create an equation based on the information, they could think
that they have to use the equation y =mx + b instead of A = LW since we
have been focusing on writing linear equations. They may have trouble

What particular challenges

might the task present to
struggling students or
students who are English
Language Learners
(ELL)? How will you address
these challenges?
What are your expectations
for students as they work on
and complete this task?

What resources or tools will

students have to use in their
work that will give them
entry into, and help them
reason through, the task?
How will the students work
independently, in small
groups, or in pairsto
explore this task? How long
will they work individually or
in small groups or pairs? Will
students be partnered in a
specific way? If so, in what
way?
How will students record and
report their work?

understanding the equation is W = 24/L. Part B is the same problem as

Part A accept the area of the rectangle is 32 2 . Therefore, the equation
is W = 32/L. The students could have the same misconceptions and
experience the same difficulties that were mentioned above for Part A.
ELL students may not understand the concept of area. They may not also
understand width and length. I will address these challenges by
discussing area as well as width and length before giving the students
time to work on the problems.
I expect that students will work with their partners on these problems.
The students will be able to complete a significant portion of the
problems. During the whole class discussion, I expect most of the
students to participate and share their findings.
The students will have their notes, math books, calculators, rulers, graph
paper, and their partner to help them work on this task.
The students will work in pairs on this task. The students will be partnered
with the person whose assigned seat is right next to them. If there are
absent students, then I will move these students so that everyone has a
partner. There may be a group of three students if there are an odd
number of students.
The students will record their work on graph paper that I will provide
them. They will also record their work on lined paper. During the class
discussion, I will show students work under the projector.
Part 2: Supporting Students Exploration of the Task

As students work
independently or in small
groups, what questions will
you ask tohelp a group get
started or make progress on
the task?

How do you find the area of a rectangle?

What equation could you use to find the area of a rectangle?
If you are given the length of a rectangle, how could find the width of the
rectangle?
How can we find the width of a rectangle if we are given the length and
we know that the area of the rectangle is 24 2 ?
How can we graph this data?
How can we create an equation for the given data?
How can we use A = LW to create an equation for this data?

As students work
independently or in small
groups, what questions will
you ask tofocus students
thinking on the key
mathematical ideas in the
task?
As students work
independently or in small
groups, what questions will
you ask toassess students
understanding of key
mathematical ideas, problemsolving strategies, or the
representations?
As students work
independently or in small
groups, what questions will
you ask toadvance students
understanding of the
mathematical ideas?
As students work
independently or in small
groups, what questions will
you ask toencourage all
students to share their

How
How
How
How

could you describe the pattern of change in the graph?

does the width change as the length increases?
could we write an equation for this problem?
can we use A = LW to write an equation for this problem?

How did you find the width of the rectangle when given the length?
How did you write your equation?
How could you describe the pattern of change in the graph?

How are the two graphs similar?

How are the equations for Part A and Part B similar?
How could we write an equation that relates to both Part A and Part B?
What can you tell me about your partners work?
How did your partner find this equation?
What did your partner think of your work?
How did you explain your work to your partner?

thinking with others or to

assess their understanding of
their peers ideas?
How will you ensure that
students remain engaged in
the task?

What assistance will you give

or what questions will you
ask a student (or group) who
becomes quickly frustrated
and requests more direction
and guidance in solving the
task?
What will you do if a student
(or group) finishes the task
almost immediately? How
will you extend the task so as
to provide additional
challenge?
What will you do if a student
(or group) focuses on
nonmathematical aspects of
the activity (e.g., spends most
of his or her (or their) time
making a poster of their
work)?

How did your group create this equation?

I will ensure that students remain engaged in the task by reminding the
students that we will be having a whole class discussion after the
students are finished working. I will tell the students that I may call on
them during the discussion so they need to have work ready to share with
the class.
I will remind the students of the equation for the area of a rectangle, A =
LW. I will tell the students to try to use this equation to complete their
table. I also encourage the students to use A = LW when they are writing
an equation based off their data.
If a pair of students finished immediately, then I will provide the students
with additional problems that focus on inverse variations. These problems
will require that the students create tables, graphs, and equations based
off a verbal context. The students will have to describe the relationship
and explain how the extra work provided is similar to work that they
completed earlier in the hour.
I will encourage the students to work on the mathematical aspects of the
task by reminding them that tomorrow will be continuing on our work with
these types of patterns. If the students do not clearly understand the
topics that were discussed in this lesson, then they will become confused
during tomorrows lesson.
Part 3: Sharing and Discussing the Task

How will you orchestrate the

class discussion so that you
accomplish your
mathematical goals?

After walking around the room during partner work, I will have an idea of
how the students completed the problems. I will select students to share
their work. First, I will have a student explain how they completed their

Which solution paths do you

want to have shared during
the class discussion?

In what order will the

solutions be presented? Why?

table to part A. Next, I will have a student show their graph under the
projector and explain how they created their graph. Then the class will
have a discussion on the pattern of change in the width as the length
increases. Then I will a student share the equation that they produced
from the table and graph. After that, we will move onto part B, where the
students will share the tables and graphs that they created. Finally, we
will compare the tables and equations that were created for part A and
part B.
For Part A, I would like to have a student show their completed graph and
table. The table will be completely filled in and the table will be clear with
a line drawn to connect the points. I would like someone to describe the
pattern in the graph and table; as the length increases, the width
decreases. The graph also decreases at a decreasing rate, so it is curved.
The relationship is not linear. For the equation for the graph and table, I
would to discuss the equations WL = 24, W= 24/L, and L= 24/W. For Part
B, I would like a student to show their graph of the data. Also, a student
will show the equation W = 32/L. We will talk about Part C which asks how
the equations for Part A and Part B are similar. Both equations can be
written in the form W = A/L; in Part A, A = 24 and in Part B, A = 32.
Finally, for Part D, we will discuss that both of the graphs are decreasing
curves but they pass through different points.
For part A, a student will present the table and then a student will show
how they used the table to create the graph. Then a student will show
how they used the table and graph to create an equation. Finally, a
student will describe the pattern shown in the graph. This order will allow
the students to see how that you can use either the table of the graph to
create an equation. Discussing the pattern will allow the class to see how
the width changes with respect to the length in the equation. When the
length increases, the width decreases. Then the students will show their
work for part B. The students will explain the equation and graph that

In what ways will the order in

which solutions are presented
help develop students
understanding of the
mathematical ideas that are
the focus of your lesson?

they created for part B. Finally, we will compare the equations and graphs
that we created for parts A and B. The students will notice how both
graphs are a decreasing curve and both equations are of the form W=
A/L.
Creating a table will allow the students to see the exact points that they
will use for the graph. Once the students graph the data, they will have a
clear visual of the pattern of the data. The students will be able to
describe the pattern by analyzing the graph. The students will determine
that is not a linear relationship and that the width decreases at a
decreasing rate as the length increases. The students will have a better
understanding of the equation they created after they have discussed the
table, graph, and pattern. Parts A and B are the same problem except part
B focuses on a rectangle with an area of 32 2 . Comparing the two
parts will help the students make connections between the graphs and
equations they created. They will see that both graphs have a decreasing
curve and both equations are of the form W = A/L.

What specific questions will

you ask so that students
willmake sense of the
mathematical ideas that you
want them to learn?

How did the width change as the length increased?

How much does the width decrease for each 1-inch increase in the
length?
How can we create an equation in which the width depends on the
length?
How can we tell if this relationship is linear?

What specific questions will

you ask so that students
willexpand on, debate, and
question the solutions being
shared?
What specific questions will
you ask so that students
willmake connections

Would the graph cross the x-axis? Would the graph cross the y-axis?
Is the equation W = 24/L another form of LW = 24?
Is the change in width predictable?
How would you describe the shape of the graph?
How are the equations presented alike? How are they different?
How are the graphs presented from part A and part B similar? How are

among the different strategies

that are presented?

they different?
What patterns do you notice in the graphs?
What is another way to write this equation?

What specific questions will

you ask so that students
willlook for patterns?

How would you describe the shape in the graph?

What do you notice about how the width changes in the table as the
length increases?
What do you notice about how the width changes in the graph as the
length increases?
How are the graphs similar?
How are the equations you wrote alike?
How could you describe the pattern of change shown in the graph?
Looking at the equation, how can you predict that the width will decrease
as the length increases?
I will call on different students throughout the hour so that everyone has
the chance to share their thinking. I will also ask students to show their
work under the projector. If the same students are raising their hands to
answer questions, I will use popsicle sticks so that other students will be
involved in the conversation.
I will see that the students are able to write equations based off the table
and graph. I will hear the students discussing that the relationship is
nonlinear, there is a curve in the graph, and that the width decreases at a
decreasing rate as the length increases. I will see that students look
confident in their answers and do not look confused or concerned. I will
hear the students comparing answers and coming to agreements on
answers.
Tomorrow, the lesson will introduce the definition of inverse variation. The
students will continue to describe and create equations for inverse
variations. The students will explore the equations y = k/x and xy = k.
The students will see that the word inverse suggests that as one value

What specific questions will

you ask so that students
willbegin to form
generalizations?
How will you ensure that,
over time, each student has
the opportunity to share his or
her thinking and reasoning
with their peers?
What will you see or hear that
lets you know that all
students in the class
understand the mathematical
ideas that you intended for
them to learn?

What will you do tomorrow

that will build on this lesson?

increases in value, the other value decreases in value.