Short Range Lesson Plan

Title of Lesson: Direct, Inverse, and Joint Variation

Subject: Pre-Calculus
Grade level: 9-12
Teacher: Ella Kate Williams

Objective(s):
Students will be able to:
o Solve problems involving direct, inverse, and joint variation
o Identify problems as direct, inverse, and joint variation

SCSDE Curriculum Standard(s) Addressed:

PC-1.3 Apply algebraic methods to solve problems in real-world contexts.
PC-3.5 Analyze given information to write a polynomial function that models a given problem
situation.

NCTM National Curriculum Standard(s) Addressed:

Algebra
generalize patterns using explicitly defined and recursively defined functions
understand and perform transformations such as arithmetically combining, composing, and inverting
commonly used functions, using technology to perform such operations on more-complicated symbolic
expressions
understand and compare the properties of classes of functions, including exponential, polynomial,
rational, logarithmic, and periodic functions

Prerequisites:
o Students must be able to make conjectures in identifying relationships between given data
o Students must be able to identify the graph of previously mentioned relationships

Materials/Preparation:
o Projection of PowerPoint capability
o Multiple MPGs of cars (fuel economy website in PowerPoint)
o Lesson Activity packet printout for each student
o Direct, Inverse, Joint Variation PowerPoint
o No Graphing Calculators for this Lesson
Note: If graphing calculator is used it may not be used for the graphing portion of activity

Procedures:
1. Have students pair themselves off with student they will work with in positive manner
2. Hand out Lesson Activity packet (one to each student)
3. Allow students time to complete Lesson Activity
a. Be sure to walk around to assist and keep students on task
4. Once students are nearing the end of activity have PowerPoint pulled up on projector
5. Follow through PowerPoint having students take notes as it progresses
a. For slides with questions be sure to ask multiple groups for their answers. Not all groups come up
with the exact same data and answers therefore allows for more insight.
**Note: all definitions in PowerPoint are taken from my students current textbook**
6. Have students work problems at the end of PowerPoint first by themselves then conversing with a near
by neighbor
Assessment:
o What types of responses were given during discussion of activity?
o How much did teacher have to assist during activity vs. how many right answers did the students give
o How much did the teacher have to assist/ how much did students need neighbor to answer questions at
end of the PowerPoint?
o How many right answers did students have to questions at end of PowerPoint?

Adaptations:
o Having students work together with self-chosen peer will most likely allow for grouping by ability level
which will make it easier for teacher to move among pairs that may need more assistance and will also allow
teacher to help pace the students that need it most. For those students that seem to be struggling with
the graphing portion may be allowed to use graphing calculator for one of the problems in the Lesson
Activity
Follow-up Lessons/Activities:
o Have students create more examples of direct, inverse, and joint variation problems
o Have students collect data to create their own direct, inverse, or joint variation problem
o Give more practice problems similar to those in the PowerPoint and/or Lesson Activity

Reflection:
After teaching this lesson to Mrs. Boyds Pre-Calculus class I felt it went over fairly well. The activity took
the majority of the class time to complete so it may be better to do the activity one day and then the
PowerPoint portion of the lesson during the next class period. The students seemed to enjoy and understand
the lesson. Because we were a bit rushed for time to complete the PowerPoint Im not sure how well they
understood the concepts of direct, inverse and joint variation. They all followed along well with me and
participated in the teacher lead discussions. Because this subject is not specifically listed in the SC Pre-
Calculus standards I got the feeling that not much time would be spent on these concepts, which is why I
jumped into the PowerPoint without doing many other examples. Perhaps some homework could be given after
the activity if the lesson is divided into two days, in order for the students to have a bit more experience with
these types of problems before discussing the definitions and general formulas.