Lesson 5- Rate of Change

Grade 7: Algebra Part 1

50 minute Period

Guiding Question: What is the rate of change and how is it applied to everyday life?

Standards: HSF.IF.B.6 Calculate and interpret the average rate of change of a function (presented
symbolically or as a table) over a specified interval. Estimate the rate of change from a graph.

Learning Objective Assessment

Students will be able to identify the rate of
change.
Second question on the handout. If students
understand and give a substantial answer for
this problem, it shows they have an
understanding of what rate of change is and
how to apply it to their data. This will also be
assessed as students verbally contribute to the
example given during the closure of the
lesson.

Students will be able to apply the rate of Exit Ticket. Students will be given a
change to real-world problems by looking at a real-world problem with a graph and they will
graph. have to show how they can determine the rate
of change.

Materials: - Printed worksheet with jumping jack task

- Graph Paper and rulers
- Timer (can be the timer from the iPads)
- Geogebra on the iPads

Prior Knowledge: Students will bring their knowledge of slope and graphing linear equations
through the use of tables. They will connect their knowledge of slope to rate of change.

Lesson Beginning (15 minutes):

Review the homework from the night before for the first 10 minutes.

Introduce the task to students: Ask students who plays sports in the room.

Have them think about time they play sports or run around and how their heart rate
begins to race. Even their heart rate racing during an exciting moment in their lives.
 Explain that we will connect the idea of our heart rate changing to the slope of a line.

Review what the slope of a line tells us, based on the previous days lesson. Looking at
the slope of a line can tell us the rate of change of data. Ask students what they think rate
of change means? Clarify that it means the quantity divided by the time. So on a graph,
which axes would be labeled time? (x because the slope equation is change in y over
change in x)

Explain the task: Students will be graphing data they collect about the number of jumping
jacks they can do and their heart rate while exercising.

Note that their data may not be a perfect linear relationship. Ask students if they can
think of an idea on why that is the case.

Expectations
Clarify that students should be recording all of their information. Stay within their
pairs. Collect the data of one persons heart rate and the number of jumping jacks
the other person does. The pairs have already been decided.

Instructional Plan (20 minutes):

The timer will be displayed on the board. Once students are in their pairs, start the timer.
Jumper 1 will count their jumping jacks out loud, while the person recording will write
down how many jumping jacks the person did every 10 seconds. They will do jumping
jacks for 40 seconds. Paired students who were having difficulties with this task to help
them understand how to graph a linear relationship using a table.

After the 40 seconds, students should be working on graphing and answering the
questions. Ask them to not move on once they reach the heart rate part of the activity.

Explain to students how to calculate their heart rate. They should count the number of
times their heart beats within 15 seconds, then multiply that rate by 4 to get their heart
beats per minute. Have all the students do that now as the timer is set for their resting
heart rate. Students heart rates at rest should be between 60-100 beats per minute once it
is calculated.

Explain that they will graph the data they collect from their chart and find the rate of
change of their heart rate. Ask students how they can find the rate of change? They
should recall they can calculate the slope of their line.
 Listen to student discussion and check their understanding of the data they are collecting.

Make sure students are completing the table accurately with their information. Make sure
students are staying on task and pairs are working together to complete the task.

When students are ready to graph, make sure they are plotting the points of their data.
They may be stuck after this point, because their data may not be perfectly linear. Help
them realize what the line of best fit may mean. They can use a ruler to look at different
potential lines that can fit their data the most accurately.

Even if some students have more linear data, the first question of the worksheet should
make them think if it is realistic for this data to remain linear.

Students reviewed at the beginning of the class that the slope of the line is equivalent to
the rate of change. Students should realize that the slope represents the rate of change of
the number of jumping jacks they did in each time interval. They should be able to define
this relationship.

Moving onto the heart rate, students will graph their points and connect each point to
each other in a line. This will be like connect the dots.

When looking at their graph, the y-intercept should be when the students are at rest. So
the x-axis should be labeled time spent exercising or time spent doing jumping jacks. At
x=0, students should have graphed the point (0, their resting heart rate). They should
realize that this y-intercept represents their resting heart rate.

The graph represents their heart rate increasing the longer they exercise, which is the
relationship they should understand by looking at the line. If students do not understand
this idea, probe them to think about why the line is growing in the positive direction.

Students will find the slope of each time interval to see how their rate of change of their
heart rate is different as they get used to exercising.

As students start to finish up the graph and the questions, have them take an iPad to graph
the points themselves (which they are able to just type in as an ordered pair. Walk around
the class to help individual students). Then, they should create a line that is best fit to
their points. If students do not have enough time for this activity, either allow the early
finishers to work on it or graph the points on Geogebra from the laptop and project their
 data onto a graph. All of the lines can be shown on the same graph and students can
compare.

Differentiate
Allow students to use Geogebra to check and visualize their answers for a better
understanding.

Create groups where students who may struggle will count the jumping jacks and others
will calculate heart rate.

Have students count for one 30 second interval (the number of jumping jacks or the
number of heartbeats) and have them calculate the rest of the table for the other time
intervals rather than counting each one.

Early Finishers: Have students estimate how many jumping jacks they would have done
in a larger amount of time. See if students can find an equation for their graph.

Questions:
What is the y-intercept of the graph?
What does each part of the table represent?
Which variable goes on the x-axis for the graph, and which for the y? Does it
affect your graph? What is the best option? Tell students that most graphs use
time on the x axis if most students are not doing so. Explain that this is due to the
fact that time is the dependent variable.
Do you think that you would be able to keep up with these jumping jacks at this
constant rate? Or do you think that it would start to decline?

Instructional Management:
Students will be active in this activity. It is important to keep them on track
because they will be energized since they are doing jumping jacks. If students are
not adhering to rules, restrict them to only counting jumping jacks rather than
being able to do them.

Transitions:
After introducing the task, students may need to rearrange the desks in the room
so they are able to participate in the activity.
When the class is coming to a close, flash the lights on and off to bring the class
back together. They may not need this, however, if they are just working on
graphing and analyzing their data. The main activity should take 20-30 minutes.
Closure (10 minutes):
Have students present some of their graphs (depending on the amount of time left. If the
activity took 20 minutes, then allow students to present their graphs for 10 minutes).
Look for students who may have graphed the number of jumping jacks first, then the
students who graphed the heart rate. If there is not enough time for students to present
their results, have a discussion about what they did. Discuss if their data was linear, ask
some students to contribute what they found their rate of change for their heart rate to be
as the time they exercised for increased.

Provide the following example to students through Geogebra. This discussion should take
about 5-8 minutes. Imagine that instead of a the line of best fit that we drew with our
data, since our activity kept increasing, we saw a graph that looked like this (Heart Rate
(BPM) is on the y axis and Time (Seconds) is on the x axis):

Describe what his heart rate is doing throughout this run.

After this discussion, have students submit an exit ticket before they leave to summarize
the lesson and to make sure students have a good understanding of the guiding question.
It showed a rate of change graph and asked the students to describe their graph.
Students performed well on it and showed a good understanding.
Homework
Worksheet is attached. Students will be analyzing graphs and finding the rate of
change. They will need to explain the changes of a graph in terms of the rate of
change.
Name_______________________________________

Period _________

Rate of Change Activity: Jumping Jacks

In this activity, we will be counting the number of jumping jacks we can do in a certain amount
of time and comparing the rate of change. after exercising and graphing the data we collect.

You will be working in pairs. Write down who is jumper 1 and who is jumper 2.

Jumper 1 ____________________________
Jumper 2 ____________________________

When you are not jumping, you must be recording the data.

For every 10 second interval, the recorder will write down the number of jumping jacks the
jumper does. The jumper should be counting the number of jumping jacks out loud. Complete
the table below.

Exercise Jumping Jacks

Resting/Sitting

Jumping Jacks for 10 seconds

Jumping Jacks for 20 seconds

Jumping Jacks for 30 seconds

Jumping Jacks for 40 seconds

Plot your data points. Label the axes. What is the best interval to label each unit based on
your data? I would recommend increasing by either 2 or 5 for each unit of the graph.
Create a line of best fit with your data points (which means draw a line that looks closest to
all of your points).

Is the data a perfect linear relationship? Why or why not? Do you think this relationship could
continue on forever?

Find the slope of our line. What does this mean in terms of the data?
What is the relationship between the number of jumping jacks you did and the time?

If you were to do jumping jacks for 50 seconds, what would you estimate to be the number of
jumping jacks completed?

To find our heart rate, put two fingers to your wrist or windpipe and count the beats for 15
seconds. The number of beats in 15 seconds must be multiplied by 4 to give the number of beats
per minute.
Resting Heart Rate: ___________ beats (for 15 seconds) x 4 = ________ BPM (beats per
minute)

Complete the following table by counting your heart rate after each exercise for jumper two.

Exercise Jumping Jacks

Resting/Sitting

Jumping Jacks for 10 seconds

Jumping Jacks for 20 seconds

Jumping Jacks for 30 seconds

Jumping Jacks for 40 seconds

Plot your data points. Label the axes. What is the best interval to label each unit based on
your data? I would recommend increasing by either 5 or 10 for each unit of the graph.
Connect the points to each other (like connect the dots).

Why did we not create a line for this data, but instead connected each point to each other?

What is the y-intercept of this line? What does the y-intercept mean? How is it related to the
data?
Find the rate of change between each of the intervals based on your graph:

From 0 seconds to 10 seconds:

From 10 seconds to 20 seconds:

From 30 seconds to 40 seconds:

What is the relationship between your heart rate and exercising?