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You are on page 1of 10

Start/end times: _________________________

8.EE.5 Graph proportional relationships, interpreting the unit rate as the slope of the graph. Compare two different

proportional relationships represented in different ways.

first five minutes of the lesson?

questions, and discussion will close the lesson and provide

a foreshadowing of tomorrow? List the questions.

Joe Flacco completed 12 out of 24 of his passes, Aaron Wrap Up Questions: Brainstorm some other examples of

Rodgers completed 15 out of 28 passes and Eli

direct variation. When might someone use these

Manning completed 10 out of 18 passes on their first

relationships in a career? The NFL has decided to add

game of the season. Which quarterback had a better

another football team of 52 athletes. How many more

showing on their first game? Justify your answer. If

college students would you anticipate would need to play

each player had attempted 500 passes, how many

collegiate football to fill the team?

completions would they have? (resource sheet

included)

Lesson Tasks, Problems, and Activities (attach resource sheets): What specific activities, investigations,

problems, questions, or tasks will students be working on during the lesson?

1. Begin the lesson by having the students think about comparisons and have them record then discuss quantities

they are interested in comparing. Record key discussion points on the bottom of the warm-up.

2. Present the students with the scenario comparing the number of students who play football in high school,

college and NFL.

3. Assign students to groups of 3 or 4 and have them answer the questions # 1 - 5, showing all their work and

writing a complete sentence for an answer. Have the students rotate their responsibilities of recorder,

mathematician, timekeeper and manager. Each student should have an opportunity to be a different role for each

question. Bring the class back together and discuss answers and strategies to achieve answers. Display different

ways of finding the answers on the board.

4. Bring class together for a whole group discussion for question #6. Discuss with students how to write C in terms

of D.

5. In groups have students answer question #7 and share responses.

6. Have students complete the graph and table in groups for questions #8 and #9 and #10

7. Help students fill in notes on direct variation.

8. Have students give a thumbs up or thumbs down if they think the relationship in questions #6 and #10 were

direct variation.

9. Have students complete the Problem Solving using multiple representational resource sheets independently. This

resource sheet can be modified based on the learners need by labeling the x and y axis, breaking the resource

sheet sections into separate pages to make it bigger, and having certain students complete certain portions.

Collect resource sheet to assess students understanding.

10. Ask students the closure questions.

Evidence of Success: What exactly do I expect students to be able to do by the end of the lesson, and how will I

measure student mastery? That is, deliberate consideration of what performances will convince you (and any outside

observer) that your students have developed a deepened (and conceptual) understanding.

For students to be able to develop an understanding of direct variation given different scenarios. This will be

demonstrated with the thumbs up and thumbs down and by collecting the multiple representation resource sheet.

HCPSS Secondary Mathematics Office (v2); adapted from: Leinwand, S. (2009). Accessible mathematics: 10 instructional shifts that raise student

achievement. Portsmouth, NH: Heinemann.

Lesson Title: NFL Football Unit Rate as Slope Direct Variation Course: Common Core 8

Date: _____________ Teacher(s): ____________________

Start/end times: _________________________

Notes and Nuances: Vocabulary, connections, common mistakes, typical misconceptions, etc.

Vocabulary: Direct Variation, constant, part-to-whole ratio, part-to-part ratio.

Students will need to understand connections between proportions and direct variation.

Misconceptions: Labeling graphs correctly and comparing part to part versus part to whole ratios.

Resources: What materials or resources are essential

for students to successfully complete the lesson tasks or

activities?

problems, and/or exercises will be assigned upon the

completion of the lesson?

problems Solving Multiple Representation resource

sheets

Representation resource sheet comparing the number of

High School Seniors who play football to the number that

make it into the NFL.

Lesson Reflections: What questions, connected to the lesson objectives and evidence of success, will you use to

reflect on the effectiveness of this lesson?

Have students mastered the concept of direct variation and able to explain in multiple ways?

How will I modify tomorrows lesson based on students current understanding?

HCPSS Secondary Mathematics Office (v2); adapted from: Leinwand, S. (2009). Accessible mathematics: 10 instructional shifts that raise student

achievement. Portsmouth, NH: Heinemann.

Date: _____________ Teacher(s): ____________________

Start/end times: _________________________

Warm-Up

Joe Flacco completed 12 out of 24 of his passes, Aaron Rodgers completed 15 out of 28 passes and Eli Manning

completed 10 out of 18 passes on their first game of the season. Which quarterback had a better showing on their

first game? Justify your answer. If each player had attempted 500 passes, how many completions would they

have?

What are some other quantities you are interested in comparing? Brainstorm some

ideas below.

HCPSS Secondary Mathematics Office (v2); adapted from: Leinwand, S. (2009). Accessible mathematics: 10 instructional shifts that raise student

achievement. Portsmouth, NH: Heinemann.

Date: _____________ Teacher(s): ____________________

Start/end times: _________________________

Scenario: Many young people every year set their goal of becoming an NFL football player. According

to the NFL_Hopefuls website for every 100 students who play their senior year of football only 9 of

them play collegiate football. Every year there are approximately 9000 students playing collegiate

football and only 215 of them make it onto an NFL roster.

In groups answer the following questions, show all your work and use complete sentences in your

answer.

1) The ratio of the number of collegiate players to the number of High School Senior players is

9collegiateplayers

. This is a part-to-whole relationship. We can also represent this as a

100HighSchoolSeniorPlayers

part-to-part relationship. What is the ratio of the number of Collegiate Players to Non collegiate players

that played their senior year in High School?

2) How many collegiate players would there be if there were 2000 High School Senior Players?

3) How many collegiate players would there be if there were 10,000 High School Senior Players?

4) How many High School Senior players would there be if there were 100 collegiate players?

5) How many High School Senior players would there be if there were 9000 collegiate players?

achievement. Portsmouth, NH: Heinemann.

Date: _____________ Teacher(s): ____________________

Start/end times: _________________________

6) Let C = number of collegiate players who played High School Senior year football and

D = number of students who played their senior year of High School football but did not play collegiate

football. Follow the instructions and record how to write an equation for C in terms of D.

7) Use complete sentences to explain how you can use the information above to determine the number of

students who played their senior year of High School Football but did not play in college.

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_________________________________________________________

(8 and 9) Table and graph comparing students who played collegiate football and students who did

not.

achievement. Portsmouth, NH: Heinemann.

Date: _____________ Teacher(s): ____________________

Start/end times: _________________________

10) Let C = number of students who played collegiate football and H = total number of students who

played football their senior year of High School. Write an equation for C in terms of H.

________________________ __________________________ is when 2 quantities which we call x and

y have a constant ratio. One quantity varies directly with another. In direct variation

the constant ratio is commonly labeled ______ and the ratio is written as

y

= k or y = kx.

x

11) The ratio of collegiate football players that make it into the NFL each year is approximately

1NFLplayer

. Let N = the number of NFL players and C = the number of collegiate players.

50Collegiateplayers

Complete the Problem Solving Using Multiple Representations resource sheet.

Wrap Up

1) Brainstorm some other examples of direct variation. _________________________________

_____________________________________________________________________________________

_______________________________________________________________________

2) When might someone use these relationships in a career? _____________________________

_____________________________________________________________________________________

_______________________________________________________________________

3) The NFL has decided to add another football team of 52 athletes. How many more college students

would you anticipate would need to play collegiate football to fill the team?

achievement. Portsmouth, NH: Heinemann.

Date: _____________ Teacher(s): ____________________

Start/end times: _________________________

Answer Key

Warm UP

Joe Flacco completed 12 out of 24 of his passes, Aaron Rodgers completed 15 out of 28 passes and Eli Manning

completed 10 out of 18 passes on their first game of the season. Which quarterback had a better showing on their

first game? Justify your answer. If each player had attempted 500 passes, how many completions would they

have?

Joe Flacco completed his passes for 50% or 0.5

15

for 53.6% or 0.536

28

5

Eli Manning completed

for 55.6% or 0.556

9

Aaron Rodgers completed

What are some other quantities you are interested in comparing? Brainstorm some

ideas below.

Answers may vary

achievement. Portsmouth, NH: Heinemann.

Date: _____________ Teacher(s): ____________________

Start/end times: _________________________

Scenario: Many young people every year set their goal of becoming an NFL football player. According

to the NFL_Hopefuls website for every 100 students who play their senior year of football only 9 of

them play collegiate football. Every year there are approximately 9000 students playing collegiate

football and only 215 of them make it onto an NFL roster.

In groups answer the following questions, show all your work and use complete sentences in your

answer.

1) The ratio of the number of collegiate players to the number of High School Senior players is

9collegiateplayers

. This is a part-to-whole relationship. We can also represent this as a

100HighSchoolSeniorPlayers

part-to-part relationship. What is the ratio of the number of Collegiate Players to Non collegiate players

that played their senior year in High School?

9collegiateplayers

91noncollegiateplayers

2) How many collegiate players would there be if there were 2000 High School Senior Players?

180 collegiate players

3) How many collegiate players would there be if there were 10,000 High School Senior Players?

900 collegiate players

4) How many High School Senior players would there be if there were 100 collegiate players?

5) How many High School Senior players would there be if there were 9000 collegiate players?

HCPSS Secondary Mathematics Office (v2); adapted from: Leinwand, S. (2009). Accessible mathematics: 10 instructional shifts that raise student

achievement. Portsmouth, NH: Heinemann.

Date: _____________ Teacher(s): ____________________

Start/end times: _________________________

6) Let C = number of collegiate players who played High School Senior year football and

D = number of students who played their senior year of High School football but did not play collegiate

football. Follow the instructions and record how to write an equation for C in terms of D.

C

9

=

D 97

97C = 9D

97C 9D

=

97

97

C=

9

D

97

7) Use complete sentences to explain how you can use the information above to determine the number of

students who played their senior year of High School Football but did not play in college.

If you know the number of noncollegiate players who played their Senior year in High School, you can

use the information that there are 9 collegiate players for every 97 noncollegiate players to find the

number of collegiate players.

(8 and 9) Table and graph comparing students who played collegiate football and students who did

not.

achievement. Portsmouth, NH: Heinemann.

Date: _____________ Teacher(s): ____________________

Start/end times: _________________________

10) Let C = number of students who played collegiate football and H = total number of students who

played football their senior year of High School. Write an equation for C in terms of H.

C

9

=

H 100

100C = 9H

100C 9H

=

100

100

C=

9

H

100

Direct Variation is when 2 quantities which we call x and y have a constant ratio. One quantity varies

directly with another. In direct variation

the constant ratio is commonly labeled K and the ratio is written as

y

= k or y = kx.

x

11) The ratio of collegiate football players that make it into the NFL each year is approximately

1NFLplayer

. Let N = the number of NFL players and C = the number of collegiate players.

50Collegiateplayers

Complete the Problem Solving Using Multiple Representations resource sheet.

Wrap Up

1) Brainstorm some other examples of direct variation. _________________________________

_____________________________________________________________________________________

_______________________________________________________________________

2) When might someone use these relationships in a career? Scout, coach, player, sports medicine

3) The NFL has decided to add another football team of 52 athletes. How many more college students

would you anticipate would need to play collegiate football to fill the team?

2600 college students who play football

HCPSS Secondary Mathematics Office (v2); adapted from: Leinwand, S. (2009). Accessible mathematics: 10 instructional shifts that raise student

achievement. Portsmouth, NH: Heinemann.

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