Lesson Planning Sheet Title: Direct Proportion Learning Objectives: By the end of the lesson: All students should

be able to derive a formula using the constant of proportionality to describe how two measurements are in proportion. Most students should be able to derive and use a formula with the constant of proportionality to calculate measurements that are in direct proportion. Some students should be able to solve problems in context by deriving and using the constant of proportionality. Keywords: Constant of proportionality. Direct Proportion, Ratio, Formula, Varies Learning Activities Starter/Introduction The starter is used to introduce the term direct proportion by matching up a pair measurements whose values increase or decrease at the same rate. Use the proportionality symbol, to formally describe these relationships, for instance, Test Score Time spent revising, as revision time increases so would the test score. Have the class work in pairs or small groups to promote discussion. An extension to this activity could be to consider units that are in inverse proportion. Development The aim of the lesson is to derive a formula that models how two measurements are in proportion. Where y x states both x and y are in proportion or varies directly it does not state the relationship between the two, or indeed, how to calculate one value when the other is known. The Constant of Proportionality, k, tells us this. By substituting in the given values of Area and Width set up and solve the equation for k. The relationship between Area and Width can now be modelled using the equation For part b substitute in W=7.3 to calculate the area as 65.7cm2. Use the interactive Excel file to demonstrate additional examples. When ready, have the class attempt a set of problems on mini-whiteboards for assessment and feedback. Students should be able to work through the problems on the second and third slide independently. Plenary The plenary is intended to place modelling direction proportion in a real life context. It is important for students to set up the formula by calculating the constant of proportionality. The formula can then be rearranged to calculate the values of C and W as needed. Have the class attempt this on mini-whiteboards for assessment and feedback. Differentiation More able: Students could consider measurements that are in inverse proportion and how they can be modelled using the constant of proportionality. Less Able It is most important for students to derive the formula using the constant of proportionality. Function machines could be used to model this. Resources: Mini-Whiteboards Interactive Excel File