Unit 1, Lesson 1, Investigation 1.3 and Lesson 1, Investigation
Standards and Benchmarks Covered in this Lesson
I,1,2: Analyze, interpret and translate
among representations of patterns including tables, charts, graphs, matrices, and vectors.
I,2,2: Develop a mathematical concept
of function and recognize that functions display characteristic patterns of change (e.g., linear, quadratic, exponential).
Set: Conversation on “What is the point?!?!?!”
for further review
Objectives: -After a group experiment the previous two days and a class discussion
of the content, the students will be able to write out the properties of inverse and direct relationships.
Students will also be able to represent and identify
inverse and direct variation as graphs.
v Check Point U1,L1,I1 Page 5
Variation with two variables: What do the inverse
and direct relationships look like? What happens when one variable increase? decreases?
How could you write the inverse and direct equations
as a single equation.
v Check Point U1,L1,I1 Page 9
How will z change as x
How will z change as y
¨ Apply the above ideas to Ohm’s law. How does
I vary with respect to V
Can you express the relationship
· with y as a function of k, x, and z?
with x as a function of k, y, and z?
If there is time remaining, students
will work through Investigation 3 (Pg 3) in the text, I will guide them to a deeper understanding of the content through multiple
representations of the content and carefully designed questions and examples.
v What are these first two
v What shapes should we know?
v Any methods we should remember?