Kurt Hoelsema 5.

5 Direct Variation
Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher: Kurt Hoelsema

Date: 11-06-2017 Subject/ Topic/ Theme: Algebra 1, Chapter 5, Lesson 5 Grade: 9th

I. Objectives
How does this lesson connect to the unit plan? This
is the last content lesson of this unit. It takes a specific
look at one common type of function through analyzing oil spills. The concepts of direct variation
and lines will be the subject of the next unit. This lesson plan is inspired by a lesson plan I found
online at https://www.learner.org/workshops/algebra/workshop7/lessonplan1b.html.
cognitive- physical socio-
Learners will be able to: R U Ap An E C* development emotional

Write a direct variation equation given a graph (y=kx). C, Ap,

U
Write a direct variation equation given a table of values (y=kx). C, Ap ,
U
Use ratios and proportions with direct variation. Ap, E,
U
Common Core standards (or GLCEs if not available in Common Core) addressed:
Create equations in two or more variables to represent relationships between quantities; graph
equations on coordinate axes with labels and scales. (A-CED)
Write a function that describes a relationship between two quantities. (F-BF)
(Note: Write as many as needed. Indicate taxonomy levels and connections to applicable national or state standards. If an objective applies to particular learners
write the name(s) of the learner(s) to whom it applies.)
*remember, understand, apply, analyze, evaluate, create

II. Before you start

Identify prerequisite Students will have to know the content taught in the previous 4 lessons.
knowledge and skills.

Pre-assessment (for learning): Function free write. Practice problems of area of a circle.

Formative (for learning): Practice problems of area of a circle.

Outline assessment
activities
(applicable to this lesson) Formative (as learning): Videos, Oil Simulation Activity, In-Class Assignment

Summative (of learning): IXL Homework

What barriers might this
lesson present?
What will it take
neurodevelopmentally,
experientially,
emotionally, etc., for your
students to do this lesson?
Provide Multiple Means of
Engagement
Provide options for self-regulation-
expectations, personal skills and
strategies, self-assessment & Provide options for language,
reflection
Provide options for sustaining
effort and persistence- optimize
challenge, collaboration, mastery-
oriented feedback
Provide options for recruiting
interest- choice, relevance, value,
authenticity, minimize threats
Provide Multiple Means of
Representation
Provide options for comprehension-
activate, apply & highlight
mathematical expressions, and
symbols- clarify & connect
language
Provide options for perception-
making information perceptible
Provide Multiple Means of
Action and Expression
Provide options for executive
functions- coordinate short & long-
term goals, monitor progress, and
modify strategies
Provide options for expression and
communication- increase medium
of expression
Provide options for physical action-
increase options for interaction

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Kurt Hoelsema
Materials-what materials
(books, handouts, etc) do
you need for this lesson
and are they ready to
use?
5.5 Direct Variation
Students are able to The concepts in this Students are able to
engage with the concepts lesson are conveyed express themselves
in this lesson through through a mixture or through completing the
watching a video, doing a verbal instruction, written oil spill activity in groups,
hands on activity, using instruction, and hands on working on an in class
Desmos graphing activities. assignment and doing
software, and through online adaptive
completing an in class homework.
assignment.
Each group of 3-4 students will need an eye dropper, 8 small pieces of toilet paper,
ruler, vegetable oil, and a whiteboard with markers and erasers.

Students will sit and work in groups of 3-4.

How will your classroom
be set up for this lesson?

III. The Plan

Describe teacher activities AND student activities
Time Components for each component of the lesson. Include important higher order thinking questions and/or
prompts.
As students walk in display the free Students will complete the free write
write activity on the board as a Do activity.
Now.

5 After giving students a few minutes to

respond have them share a summary of
what the wrote with the person sitting Students will share what they wrote
next to them. with the person sitting next to them.

8 Motivation Show the two videos on oil spills. Be

(opening/
introduction/
sure to turn on subtitles.
engagement)
After the video ask groups to discuss Students will watch the two videos on
what they video made them think oil spills
about.
2
Tell students that today they will be
modeling oil spills on land through Student will respond to the videos
functions by doing a simulation. A within their groups.
simulation is a simplified model of
reality.

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Kurt Hoelsema 5.5 Direct Variation
Ask students what shape oil spills are? Students will share what shape they
Answer cylindrical (sort of). There is think oil spills are.
2
always some thickness to it. That
thickness is the height of the
cylindrical shape.

Have students solve practice problems. Students will solve the practice
Finding the area of a circle will be problems.
necessary for completing todays
activity.

4 Go over the answers to the practice Students will listen and provide
problems. solutions as the teacher goes over the
practice problems.

Write the formula for area of a circle

on the board for students to reference
later.

Instruct students to label each piece of Students will label each piece of toilet
toilet paper 1-8. paper.
2
Development
(the largest
Instruct students to put a pencil dot in Students will put a pencil dot in the
component or the middle of the piece of paper. middle of each piece of paper.
main body of
the lesson) Instruct students to follow the Students will follow the first part of
directions to follow the directions on the directions in the Oil Spill Activity
p.163 of the handout up to the letter e. Packet.

Instruct students that one member in

their group will be the data recorder Students will elect one member of their
and the other members will be the data group to be the data recorder.
collectors.

Have each group elect a data recorder.

To ensure this is done have the data
4
recorder in each group raise their hand.

Give students the next set of

instructions. Do not have student
begin until the instructions are
explained.

Instruct students on how to gather and

organize the data.
Students will listen as the teacher
explains the activity.
While doing so be sure that students
understand they are measuring in cms.

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Kurt Hoelsema 5.5 Direct Variation
Instruct students to be as precise as
they can. Measure to the nearest mm
which is a tenth of a cm.

Instruct students to make a scatter plot

of the volume and area using Desmos.
They will have to use a table.

Explain that students will have to
determine an equation of the form
y=kx that fits their data. Show them
how to use the slider function in
Desmos to do this.
Students will watch as the teacher
demonstrates how to input a table into
Desmos and how to use the slider
function to fit data to that table.

Instruct students that they may begin Students will work through the
working. activity filling out the table, answering
questions, and creating a scatter plot,
Each group will turn in one packet. and line of best fit.

15-20 As students work give assistance and

direction as needed. Dont give away
any information.
5-10
Once students are done, have them Students will turn in the activity sheet
complete problems 2.1-2.9 in the with all of the group member names.
packet. They may use Desmos for the
graphing. They may work together in
groups on this but each of them will Students will receive the in-class
have to turn in this assignment. assignment sheet.

Each student will complete this

assignment, but may seek the help of
his/her groupmates.

As time allows, check students work on Students will get their assignment
the assignment before giving them the sheet checked and be given a
homework instruction sheet. homework instructions sheet.

Closure Once students have completed the in-

8-13 (conclusion, class assignment they may get started
culmination,
wrap-up)
on the homework. Hand each student a Students will use the remainder of
homework instruction sheet as they class time to work on the homework.
finish the assignment.

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Kurt Hoelsema 5.5 Direct Variation
Your reflection about the lesson, including evidence(s) of student learning and engagement, as well as ideas for improvement
for next time. (Write this after teaching the lesson, if you had a chance to teach it. If you did not teach this lesson, focus on the
process of preparing the lesson.)

As soon as I saw this idea of how to teach direct variation I knew I had to use it; I loved it so much. I wish
I could teach this lesson. This lesson gets students thinking about a big problem (Oil Spills) and shows them
just how useful mathematics is. It is a nice way to end this unit. For me it has always felt a bit unauthentic
and ineffective to use someone elses lesson without adapting it or changing it at all. One of the first things
that I do when creating a lesson is brainstorm ways that I can present the concepts in a meaningful way.
Many times, I look online for inspiration, but end up creating something more from scratch. This lesson is an
exception. Much of this lesson was adapted from an online lesson plan and redesigned a bit.

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