Teacher resources and professional development across the curriculum

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Insights Into Algebra 1 - Teaching For Learning
algebra home workshop 1 workshop 2 workshop 3 workshop 4 workshop 5 workshop 6 workshop 7 workshop 8
Topic Overview Lesson Plans Student Work Teaching Strategies Resources
Workshop 7 Direct and Inverse Variation Lesson Plans
Lesson Plans:

Introduction

Lesson Plan 1: Be Direct - Oil Spills on Land

Lesson Plan 2: Very Varied - Inverse Variation
Download the Workshop 7 Guide


Tool Box
Journal
Graphing Calculator
Channel-Talk
NCTM Standards


Lesson Plan 2: Very Varied - Inverse Variation

Overview Procedures For Teachers Related Standardized Test Questions Materials

The questions below dealing with inverse variation have been selected from state assessments. Although the lesson above may not fully equip students with the ability to answer all such test questions successfully, students who participate in active lessons like this one will eventually develop the conceptuunderstanding needed to succeed on these and other state assessment questions.

  • Taken from New York Regents High School Examination, August 2002:
    To balance a seesaw, the distance, in feet, a person is from the fulcrum is inversely proportional to the person's weight, in pounds. Bill, who weighs 150 pounds, is sitting 4 feet away from the fulcrum. If Dan weighs 120 pounds, how far from the fulcrum should he sit to balance the seesaw?

    A. 4.5 ft
    B. 3.5 ft
    C. 3 ft
    D. 5 ft (correct answer)
  • Taken from the Massachusetts Comprehensive Assessment, Grade 10 (Spring 2002):
    Which of the following equations does not represent a linear relationship?

    A. xy = 12 (correct answer)
    B. x + y = 12
    C. y = 12x
    D. x - y = 12

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