Subject: Math/Representing Relationships with Equations

Teacher: Shelby Snyder

Time: 11:40 1:06

Date: 2/18/15

Standard(s):
Common Core
Math Content. 6.EE.C.9: Use variables to represent two quantities in a real-world problem that
change in relationship to one another; write an equation to express one quantity, thought of as the
dependent variable, in terms of the other quantity, thought of as the independent variable.
Analyze the relationship between the dependent and independent variables using graphs and
tables, and relate these to the equation. For example, in a problem involving motion at constant
speed, list and graph ordered pairs of distances and times, and write the equation d = 65t to
represent the relationship between distance and time.
Objectives:
As a result of this lesson, students will be able to:
1. create a table representing a relationship given a verbal description.
2. write an equation to represent a relationship given a verbal description or a table.
3. graph equations of the form y=ax.
Materials:
Teacher Preparation
Whiteboard
SpringBoard Mathematics Book pgs. 199-212 (Teacher edition)
Whiteboard markers
Student (19)
o Writing implements
o Calculator
o SpringBoard Mathematics Book pgs. 199-212
o Notebook paper
o Small whiteboards and markers
Introduction/ Hook:
1. As a warm-up activity, have partners describe a pattern in the number of chair legs in the
classroom and the number of student. (There are 4 times as many chair legs as students.)
Ask students to predict how many more chair legs there would be if three more students
were added to the class.

2. Have one student from each table get a book for each member of their table and one
student get calculators. Have students rip put pages 199-212. Send around a stapler for
students to create their packets.
Development/Procedures:
1. Read the scenario underneath the green box on pg. 199 aloud to the students.
2. Ask for two volunteers to play the roles of Sen and Lady. Ask the student playing Sen to
take 5 steps and the student playing Lady to take 3 steps each time you announce a
minute has passed. After three minutes, ask students to identify how many feet each
student has traveled. Have students record the location of each person on the diagram in
#1. (L-9, S-15). Ask volunteers to sit down.
3. Have students complete the chart in question #2. Ask students to identify a pattern in
Sens row on the chart. Guide students to notice that it increases by 5 each time and that
his distance is 5 times the number of minutes. Have them record their answer under #3. In
question #4, guide students to write an equation representing this pattern using d to
represent feet traveled and m to represent minutes. Students should recognize that d=5m.
4. Have students work with a partner using Think-Pair-Share to answer questions #5 and 6.
Have volunteers share their answers.
5. Complete questions #7 and 8 with students. Guide them to notice that the equation
representing Ladys travel is set up similarly to Sens equation, but the coefficient is now
3 instead of 5.
6. Have students work with a partner using Think-Pair-Share to answer questions #9 and 10.
Have volunteers share their answers.
7. Have students complete the Check for Understanding questions independently. Circulate
to monitor students progress.
8. Have students complete questions #14-18 in groups of 3 or 4. Circulate to each group.
Ask each group what they notice about Sens graph compared to Ladys graph. Students
should notice that Sens data points lie on a steeper line than Ladys. Guide them to
understand that this indicates that Sen is traveling at a faster rate than Lady. If necessary,
review answers as a whole group.
9. Have a volunteer read the new situation on page 202 aloud to the class. Complete
questions #19-23 as a whole group. Have students write their answers for each question
on a whiteboard and hold it up. On question 20c, point out the Math Terms box and help
students define rate of change. Ask students to consider if Sen and Ladys rates of change
are constant. Guide students to see that in a constant rate of change the coefficient in the
equation represents the rate of change.
10. Have students complete the Check Your Understanding questions on page 203
independently.

Closure:

1. Have students look at the graphs they created on page 201. Discuss with students how
rate of change is shown on the graph. Guide students to see that every point on Sens
graph moved one space to the right on the x-axis representing minutes as it moved 5
spaces up on the y-axis representing distance because his rate of change is 5. Ask them to
consider how this is similar to the relationship between Ladys rate of change and her
graph. (Her rate of change was 3. On the graph, it point moved to the right one and up 3.)
2. Have students complete the Lesson 16-1 Practice on page 203 for homework.
Accommodations:
1. Check in frequently with E.R. during the independent practice to keep him on task and
ensure he understands how to set up and solve each equation.
Evaluations/Assessments:
1. Teacher observation during group work and student responses during whole group
instruction will be used to assess students understanding of representing relationships
between two variables using equations. I will be looking to see that students understand
the connection between the rate of change as a coefficient in an equation and its
representation on a graph and that students can make the connection between multiple
representations of the same information (chart, graph, verbal description, and equation).
2. Students homework will be reviewed the next day and used to assess their understanding
of representing relationships between two variables using equations.
3. Performance Assessment: Students will complete Embedded Assessment 2 on page 211
of the textbook at the end of the week which will assess their ability to analyze the
relationship between the dependent and independent variable in an equation using graphs,
tables, and verbal descriptions.
Self-Evaluation:
Having the students rip out their packets and then sending a stapler around saved a lot of
time because they werent all standing in line waiting to use one stapler and we could get the
lesson started while everyone was stapling their packets. The students seemed to enjoy the
demonstration at the beginning of the lesson where I asked for two volunteers to play the role of
Lady and Sen. This allowed them to have a visual representation of the scenario in the textbook.
However, it would have helped for me to premeasure the length of the classroom and put tape
marks on the floor for each foot so that the two students knew exactly how far they needed to
walk after each minute. The steps that the volunteers took were also not equal so it was
difficult to see the difference in the distance traveled for each character. The students who were
watching this scenario were confused on whether the units in the problems that followed were
feet traveled or steps taken. The students seemed very confused about how to write the equations
from the chart and didnt seem to understand which variable should have been multiplied by the
coefficient. The whiteboard activity worked well as a formative assessment because I could
quickly, visually assess the understanding of the whole class. I think the students
misunderstanding is mostly because the textbook only provided one example scenario which
clearly wasnt enough for the students to understand. These struggles preventing us from
discussing rate of change today. I will need to take some time tomorrow to focus more on writing

the equations and give students more examples to help them understand why the equation is set
up the way it is. I noticed during the independent practice that the students want to solve each
problem without using the equation and substituting for the given variable. I will need to
reinforce the importance of using the equation in the following lessons.