Lesson Planning Sheet Title: Nonlinear Direct Proportion Learning Objectives: By the end of the lesson: All students

should be able to calculate the constant of variation that models how two measurements are in direct proportion. Most students should be able to derive and use the formula that models how two measurements are in direct proportion. Some students should be able to model how two measurements are in nonlinear direct proportion using a formula and graph. Keywords: Direct proportion, Nonlinear, Quadratic, Cubic Learning Activities Starter/Introduction Students recap direct linear proportion by calculating the amount of fuel used over an increased distance. Encourage the class to use more than approach to solve this problem. For instance, students could calculate the fuel used per 50 or 150 Kilometres since both are factors of the two distances. Have solutions presented on mini-whiteboards for assessment and feedback. Development For two units to be in direct proportion they do not necessarily need to increase or decrease at the same rate. For instance, one may increase at a much quicker or slower rate than the other. However, the constant of variation remains the same for each measurement. Work through the first problem on the second slide with the class as shown in figure 1. Use a similar method for the remaining questions on the second slide. Discuss how the values in the fourth table increase at a slower rate than the third because of the square root and cube functions. This could be modelled through the use of a square root and cubic graphs. Use the interactive Excel file to provide additional practise for consolidation. Students should then be able to work through the problems on the third slide independently. Plenary The plenary is intended to consolidate each of the different models for direct proportion by using the same constant of variation for each set. Have the class attempt to calculate the missing values on mini-whiteboards for assessment and feedback. To extend this further students could sketch the graphs for each proportion to illustrate their rates of change. Differentiation More able: Students could sketch the graphs of each proportion to illustrate the rate of change. Less Able Students may benefit from simply deriving the equation to model the proportion.
Figure 1

Resources: Mini-Whiteboards Calculators Interactive Excel File