National Glencoe Math, Course 2, © 2015

Chapter 1: Ratios and Proportional Reasoning

Inquiry Lab: Rate of Change

Common Core State Standards

Common Core State Standards

7.RP.2 Recognize and represent proportional relationships between quantities.
7.RP.2b Identify the constant of proportionality (unit rate) in tables, graphs, equations, diagrams, and verbal
descriptions of proportional relationships.

In this lab, emphasize Mathematical Practice 1 Persevere with Problems) and 3 (Justify Conclusions).
Student will use graphs and leading questions to help them justify that the rate of change is the same as the unit
rate in proportional relationships.

Printed by: NC Math Page 1 of 6 Printed on 01/01/2021 1:13 PM

 National Glencoe Math, Course 2, © 2015
Chapter 1: Ratios and Proportional Reasoning
Inquiry Lab: Rate of Change

1 Launch the Lab

Focus narrowing the scope

Objective Understand slope as it relates to rate of change. 7.RP.2, 7.RP.2b

Coherence connecting within and across grades

Now Next
Students will use tables and graphs Students will use tables and graphs to
to relate unit rates to constant rate of identify the constant rates of change.
change.

Rigor pursuing concepts, fluency, and applications

See the Levels of Complexity chart in the Collaborate section.
Engage Explore Explain Elaborate Evaluate
Develop the Concept
Draw two graphs on the board. Make one linear and the other nonlinear (a curve). Ask students which graph is
linear and why. Students should choose the graph of the line and explain that a linear graph forms a line.

This activity is intended to be used as a whole-group activity.

Think-Pair-Share Give students one minute to think through their responses to Steps 1 and 2 in
the activity. Then have students work in pairs to complete Steps 1 and 2. Have students verbally describe the input
relationship, output relationship, and their relationship for the chart. Remind students of how the relationship
corresponds to the x- and y-coordinates of the graph. Call on one pair of students to share their responses with the
class. 1, 6
Pairs Consult Have students write an equation that gives the cost c in dollars for h hours of doggie
daycare. Then have them use their equation to determine the cost in dollars for 15 hours of doggie daycare. c =
3h; $45 1, 4
Resources
Chapter 1, Inquiry Lab Presentation, Course 2
Virtual Manipulatives
Websketch: Toy Car: Associating Rate with Steepness
Websketch: Toy Car Answers

Printed by: NC Math Page 2 of 6 Printed on 01/01/2021 1:13 PM

 National Glencoe Math, Course 2, © 2015
Chapter 1: Ratios and Proportional Reasoning
Inquiry Lab: Rate of Change

2 Collaborate

Engage Explore Explain Elaborate Evaluate

The Investigate and Analyze and Reflect sections are intended to be used as small-group investigations. The
Create section is intended to be used as independent exercises.

Levels of Complexity
The levels of the exercises progress from 1 to 3, with Level 1 indicating the lowest level of complexity.

Talking Chips Place students in groups of 3–4 to complete Exercises 1–4. Give each student 3
chips. Students must place a chip in the center of the table in order to share their thoughts about an exercise. After
they have used all of their chips, they may not share. Students must use all of their chips. 1, 6

Trade-a-Problem Have students trade solutions to Exercise 6. Have students create a graph to
illustrate the rate of change for each other’s problems. Then have them compare their doggie daycare situation
with Happy Hound and Pampered Pooch to determine which doggie daycare has the least rate of change. 1, 4

Students should be able to answer “HOW is unit rate related to rate of change?” Check for student
understanding and provide guidance, if needed.

Printed by: NC Math Page 3 of 6 Printed on 01/01/2021 1:13 PM

 National Glencoe Math, Course 2, © 2015
Chapter 1: Ratios and Proportional Reasoning
Inquiry Lab: Rate of Change

Additional Activities for Differentiated Instruction

Differentiated Instruction activities for Approaching Level, On Level, and Beyond Level Learners can also be
found at point-of-use in the Launch the Lesson and Teach the Concept sections. The following are additional
activities that can be used with this lab.

Option 1: Verbal/Linguistic Learners

Materials: variety of linear and nonlinear graphs, with points only
Distribute graphs to pairs. Have pairs determine whether or not the graphs have a constant rate of change
and discuss why or why not. Then have them write a paragraph that explains their reasoning.

Option 2: Naturalistic Learners Have students research natural phenomena, such as temperature, sea
levels, population levels of specific species, and so on. Depending on the information available, they should
choose an interval and find data that corresponds accordingly (for example, they may find average sea level
measurements as taken every 10 years over a period of 50 years). Ask them to find the rate of change in
their data and determine if it is constant or not. Extend the activity by having students describe any patterns
or trends they find in the data.

Printed by: NC Math Page 4 of 6 Printed on 01/01/2021 1:13 PM

 National Glencoe Math, Course 2, © 2015
Chapter 1: Ratios and Proportional Reasoning
Inquiry Lab: Rate of Change

Additional Activities for English Learners

Differentiated Instruction activities for English Learners can also be found at point-of-use in the Launch the Lab
and Collaborate sections. The following is an additional activity that can be used with this lab.

Option 1: Use Chapter 1, Inquiry Lab: Rate of Change from the Interactive Guide for English Learners
.
Resources
Interactive Guide for English Learners, Student Edition, Course 2, Inquiry Lab: Rate of Change
Interactive Guide for English Learners, Teacher Edition, Course 2, Inquiry Lab: Rate of Change
Interactive Guide for English Learners, Course 2, Teacher Edition
Interactive Guide for English Learners, Course 2, Student Edition
Visual Kinesthetic Vocabulary, Course 2, Student Edition
Visual Kinesthetic Vocabulary, Course 2, Teacher Edition

Printed by: NC Math Page 5 of 6 Printed on 01/01/2021 1:13 PM

 National Glencoe Math, Course 2, © 2015
Chapter 1: Ratios and Proportional Reasoning
Inquiry Lab: Rate of Change

Printed by: NC Math Page 6 of 6 Printed on 01/01/2021 1:13 PM