# Graphs of Proportional Relationships

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1 Graphs of Proportional Relationships Student Probe Susan runs three laps at the track in 12 minutes. A graph of this proportional relationship is shown below. Explain the meaning of points A (0,0), B (1,4), and C (2,8) in terms of this relationship. Answer: A Susan runs 0 laps in 0 minutes. This is the y- intercept. B Susan runs 1 lap in 4 minutes. This is the same as of a lap in one minute (unit rate or constant of proportionality). C Susan runs 2 laps in 8 minutes. Lesson Description This lesson expands upon students understanding of ratio tables and unit rates to graph and interpret proportional relationships. If students have difficulty with this lesson more time should be spent on the prerequisite lessons Ratios and Proportional Thinking, Unit Rates, and Equations of Proportional Relationships. At a Glance What: Describe the graph of a proportional relationship in terms of the situation Common Core State Standard: CC.7.RP.2d 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. Matched Arkansas Standard: AR.8.A.6.3 (A.6.8.3) Algebraic Models and Relationships: Differentiate between independent/dependent variables given a linear relationship in context AR.8.A.7.1 (A.7.8.1) Analyze Change: Use, with and without technology, graphs of real life situations to describe the relationships and analyze change including graphs of change (cost per minute) and graphs of accumulation (total cost) Mathematical Practices: Reason abstractly and quantitatively. Model with mathematics. Use appropriate tools strategically. Who: who cannot describe the graph of a proportional relationship in terms of the situation Grade Level: 7 Prerequisite Vocabulary: ratio, proportion, ratio table, unit rate Prerequisite Skills: graphing on the coordinate plane, finding unit rates, creating ratio tables Delivery Format: Individual, small group Lesson Length: 30 minutes Materials, Resources, Technology: graph paper, graphing calculator (optional), straight edge Student Worksheets: Coordinate Grid Paper

2 Rationale This lesson builds upon students understanding of proportional relationships to begin their study of functions. As students become more adept at graphing and interpreting these relationships, they are building the foundation for graphing more general linear functions, and then all functions. Preparation Provide straight edges and several copies of Coordinate Grid Paper for each student. Lesson The Expect students to say or do If students do not, then the 1. Complete a ratio table for Refer to Ratio Tables. this proportional relationship: One out of three students at Central Middle School take Spanish. Spanish All What is the unit rate of this relationship? How do you know? 3. How many students are in the school if 0 students take Spanish? 4. Add a column to your ratio table and write the numbers as ordered pairs. Let s graph the ordered pairs on your grid paper. 5. What does the ordered pair (5,15) tell us? 3. There are 3 students in the school for each Spanish student. 0 Spanish All Ordered Pairs 1 3 (1,3) 2 6 (2,6) 3 9 (3,9) 4 12 (4,12) 5 15 (5,15) If 5 students take Spanish, there are 15 students in the school. Refer to Unit Rates. Prompt students. Refer to Graph Ordered Pairs on a Coordinate Plane. What do the numbers on the x- axis represent? What do the numbers on the y- axis represent?

3 The Expect students to say or do If students do not, then the 6. Using your straight edge, draw a line through all the points. Notice that the line goes through the point (0,0). What does that mean? lines should go through the origin. If there are no students taking Spanish, then there are no students in the school. Monitor students. Model, if necessary. 7. Another important point is (1,3). What does this ordered pair mean? What was important about 3 in this problem? 8. Since the line goes through the origin, we say the y- intercept (where the line crosses the y- axis) is 0. Since the unit rate of the relationship is 3, we say 3 is the slope of the line. We can graph any line if we know its slope and y- intercept. 9. Let s use what we have learned to investigate another proportional relationship: Tracy can ride her bike 30 miles in 3 hours. What is the unit rate? How do you know? 10. So that gives us the ordered pair (1,10). 11. If she bikes for 0 hours, how far did she travel? What ordered pair does that give us? 12. Notice that we have the slope (the unit rate is 10) and the y- intercept (0). For every 3 students in the school, there is one student taking Spanish. 3 is the unit rate. 10 miles per hour. In one hour she can bike 10 miles. 0 miles (0,0) Remind students that the unit rate was 3. Refer to Equations of Proportional Relationships.

4 The Expect students to say or do If students do not, then the 13. Now we have two ordered pairs to plot. Plot them on grid paper and draw a line through them with your straight edge. should graph the line with a slope of 10 and passing through the origin. Monitor students. Model, if necessary. 14. Pick another point on the line. What does this point mean? 15. Repeat with additional problems as necessary. Answers will vary. For example, the point (4, 40) means that Tracy bikes 40 miles in 4 hours. Teacher Notes 1. This lesson is a good vehicle for introducing the terms slope and y- intercept if your students are not already familiar with them. 2. It is important for students to make the connection between unit rate (constant of proportionality) and slope. 3. The concept of independent and dependent variables may need to be revisited during this lesson. Variations This lesson may be adapted to graph equations of proportional relationships on the graphing calculator and interpret the points using technology.

5 Formative Assessment Jill bought a box of 12 cupcakes for \$4.80. A graph of this proportional relationship is shown below. Explain the meaning of points A (0, \$0), B (1, \$0.40), and C (5, \$2.00) in terms of this relationship. Answer: A Jill paid \$0 for 0 cupcakes. The y- intercept is 0 B Cupcakes cost \$0.40 each. This is the unit rate and the slope of the line. C Five cupcakes cost \$2.00. References Greenes, C. (2000). Groundworks to Algebraic Thinking. Columbus, OH: Wright McGraw Hill. Russell Gersten, P. (n.d.). RTI and Mathematics IES Practice Guide - Response to Intervention in Mathematics. Retrieved December 7, 2011, from rti4sucess: on.pdf Paulsen, K., & the IRIS Center. (n.d.). Algebra (part 2): Applying learning strategies to intermediate algebra. Retrieved on December 7, 2011 from pdf Van de Walle, J. A., & Lovin, L. H. (2006). Teaching Student- Centered Mathematics Grades 5-8 Volume 3. Boston, MA: Pearson Education, Inc.

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