Topic/Title Grade Level Materials

Straw Balances Algebra 7th grade 40-minute class period 6-inch straws, tape, 12-inch string, scissors, paper clips, metric ruler, calculator, 8 1/2 x 11- inch paper, graph paper, pencil Content Standards

Standards

Ratios & Proportional Relationships Analyze proportional relationships and use them to solve real-world and mathematical problems.

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.

Modeling Introduction 1. Students extend their understanding of ratios and develop understanding of proportionality to solve single- and multi-step problems. Students use their understanding of ratios and proportionality to solve a wide variety of percent problems, including those involving discounts, interest, taxes, tips, and percent increase or decrease. Students solve problems about scale drawings by relating corresponding lengths between the objects or by using the fact that relationships of lengths within an object are preserved in similar objects. Students graph proportional relationships and understand the unit rate informally as a measure of the steepness of the related line, called the slope. They distinguish proportional relationships from other relationships. Standards (cont.) Standards for Mathematical Practice 1. Make sense of problems and persevere in solving. Use a variety of strategies to understand new mathematical content and to develop more efficient methods. Make conjectures from generalizations. 2. Reason abstractly and quantitatively. Represent problem situations verbally, numerically, algebraically, and graphically. Recognize and provide examples of the presence of mathematics in their daily lives. 3. Construct viable arguments and critique the reasoning of others. Observe patterns and formulate generalizations. 4. Model with mathematics. Use proportionality to model problems. Model situations mathematically, using representations to draw conclusions and formulate new situations. 4. Use appropriate tools strategically. Use physical objects, drawings, charts, tables, graphs, symbols, equations, or objects created using technology as representations.

5. Attend to precision. Share organized mathematical ideas through the manipulation of objects, numerical tables, drawings, pictures, charts, graphs, tables, diagrams, models and symbols in written and verbal form. Use appropriate language, representations, and terminology when describing objects, relationships, mathematical solutions, and rationale. 6. Look for and make use of structure. Use mathematical strategies to reach a conclusion. Draw conclusions about mathematical ideas through decoding, comprehension, and interpretation of mathematical visuals, symbols, and technical writing. 7.Look for and express regularity in repeated reasoning. Understand and make connections among multiple representations of the same mathematical idea. Anticipatory Set Discussion Proportion - is used to compare 2 ratios or make equivalent fractions. Ratio - is a comparison between 2 values. 1 apple: 3 oranges This ratio compares apples to oranges. It means for every apple there are 3 oranges. Fundamental Rule of Proportions Cross - Multiply Top Top Bottom Bottom Top Bottom = Bottom Top Example x = 8 7 28 x+1 = 22 3 6 x-3 = x+2 4 2

Direct Proportion - when two quantities both change by the same factor, they are in direct proportion. After I discuss what a direct proportion is, I will provide the students with 2 word problems that will be solved as a class. The word problems will be written on the black board. Inverse Proportion When one quantity increases by a certain factor, a second quantity decreases by that same factor or visa versa. After I discuss what an inverse proportion is, I will provide the students with 2 word problems that will be solved as a class. The word problems will be written on the black board. The lesson will being with students working in groups to develop the concepts of inverse and direct relationships. The definitions of inverse and direct proportion will be reviewed. The students will be given two straws which will be connected with tape. The students will then use a 12 inch piece of string and attach it, with tape, to the straw. Once the students achieve balance with their straws, they will take a small piece of masking tape and tape the long end of the string to the edge of their desks do that their straws dangle parallel to the floor. Students will then be asks the following questions shown on page 43. The students will use the equation they derived from the straw activity. (xy)=k Suppose that x=1 paper clip was y=12 centimeters away from the center string. Have the students give all possible whole-number permutations of x and y that will balance xy=12.

Learning Activity

The students will determine that when x=2, y=6; when x=6, y=2; when x=3; y=4; when x=4, y=3; when x=12, y=1; and when x=1, y=12. The students will see that as one variable increases in value, the other decreases - just as the increase in the number of paper clips means a decrease in how far away they can be from the center. The students will then use their graph and pencil to draw an equilateral hyperbola. The students may use their graphing calculator to check for accuracy. Next the students will hang baskets from both sides of the straw balance. Suppose x=1 penny in one cup balances beads in the other cup, x=2 pennies in on cup balance y=10 beads on the other cup and so on. Students will notice that as one variable goes up, so does the other. The students will then graphs the point and see that it will come out to a straight line. The line represents direct proportionality. One quantity changes by the same factor as another; y=5x, in which the number of beads in one cup is a function of the number of pennies in the other cup. Students will then be given word problems to complete in their groups. Throughout the lesson, the NCTM Standards for Teaching Mathematics will be paramount i.e., The Students will be engaging in worthwhile mathematical tasks both in class work and assigned work. All assigned work is relevant to the NYS standards and will involve realistic applications The teachers role in discourse will be positive, engaging challenging, and inspiring.

The students role in discourse will be encouraged, important, and mathematical and will fully satisfy the communication process strand. Multiple tools and methods will be used for enhancing discourse including manipulatives, technology and hands-on activities. The learning environment will constantly be one that will foster each students mathematical power. Students will encouraged and assisted in active problem solving, making connections, and in understanding and creating representations while employing strong reasoning and proof skills. The teacher will engage in a constant analysis of teaching and learning pre- and post-lessons to ensure that all objectives are met. Strengths of the lesson will be identified as well as areas needing adjustment. Provision for Diversity Gearing Down There is some provision for diversity, in terms of the content of this lesson. Students with disabilities may have difficulties while constructing the straw balance. For those students, I will assistant them while they make their straw balance. For those students who have difficulty taking notes, I will provide them with a copy of the lesson and problems. Students who continue to have difficulty during the lesson will be asked to come in for additional help. Gearing Down Those students who may have learned portions of this in previous educational experience will be encouraged to assist in the presentation. Students will be encouraged to find other relations involving inverse and direct proportionality. This may be useful at the end of my lesson when I ask more difficult questions.

Questions for Understanding

Knowledge What are the definitions of inverse and direct proportionality. What is a Proportion? What is a Ratio? What is the Fundamental Rule of Proportions? What is a Direct Proportion? What is an Inverse Proportion? What does it mean to take the reciprocal? Comprehension If the 2 quantities x and y are in direct proportion, then what will be true about the division of x and y? If x and y are in direct proportion, then division of x and y will be constant. i.e. x/y=c x=cy If the 2 quantities x and y are in inverse proportion, what will be true about the product of x and y? If to quantities x and y are in inverse proportion, the their product will be constant. i.e. xy=c where c=constant Application Direct Example: For every 3 students we need 1 computer. If we have 81 students how many computers do we need? Solution: Students Computers 3 1 81 x

Example: If 30 dozens of eggs cost $90. Find the cost of 5 dozens of eggs. Solution: Let x be the required price of 5 dozens eggs. Eggs(dozens) Cost(in dollars.) 30 90 5 x Since quantities are in direct proportion, so we use the principle of direct proportion. Inverse Example: Four pipes can fill a tank in 70 minutes. How long will it take to fill the tank by 8 pipes? Solution: No. of Pipes Time Taken 4 70 8 x Example: 6 people cleaned the house is 2 hours. How long would it take have taken if there was 4 people? Solution: People Time taken 6 2 4 x We notice that the No. of Pipes increase and the time taken decreases, we can use the principle of inverse proportion.

Synthesis Compound Proportion The proportion involving 2 or more quantities. If the quantity 1 and quantity 2 are inversely related and quantity 2 and quantity 3 are directly related. Then we use the following rule

Example: A soap factory makes 100 units in 9 days with help of 20 machines. How many units can be made in 12 days with the help of 18 machines? Evaluation You have learned three methods for finding the missing variable in a proportion. When do you use each type of proportion? Practice Guided Students will respond to the teacher as she goes through the different word problems. Independent Students will be ask to construct a straw balance to see the relationship between inverse and direct proportionality. Technology Integration Closure Students will use their graphing calculator to construct the graph of both an inverse and direct proportion. Students will be able to determine the difference between an inverse and direct proportion is. At the end of the lesson students will be able to solve word problems that consist of missing variables. Using the information learned in this lesson, students will be able to use the formulas to find the missing variable.

Assessment

Immediate Students will be expected to take notes in their math notebook. Students will be observed while doing their constructions. Word problems will be done together in class. Each student will be given the opportunity to provide a step by step response. Students will also be able to agree or disagree with the process being made. Students will be given equations and asked to graph them accordingly. Applications of constructions of straw balances will be done as class exercises. The following rubric will also be used during class and assigned work for my information only. Students will not receive a grade based upon the rubric. 4321Possesses a good understanding of both an inverse or direct proportion. Possesses a good understanding of one proportion, but lacks some understanding of the other. Possesses a good understanding of one proportion, but lacks full understanding of the other. Possesses a difficulty understanding both proportions.

Long Range There will be an assignment designed to allow them to practice the new applications. Assignments will be checked at the beginning of class. All assigned homework will be collected, graded and returned to the student the following day. Students have previously been made aware of the significance of the homework.