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Module 1 lesson 10

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Erik Tjersland

This document is from a mathematics lesson on interpreting graphs of proportional relationships. It provides examples and exercises for students to complete involving a recipe for chocolate chip cookies that uses flour as an ingredient. Students are asked to create charts and graphs showing the proportional relationship between the amount of flour used and the number of dozens of cookies produced. They also identify unit rates and write equations to represent the relationships shown in the graphs.

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Module 1 Lesson 10.notebook 1 September 22, 2014 Module 1 Lesson 10 Interpreting Graphs of Proportional Relationships 9/22/15 Homework: Finish Problem Set for Lesson 10 Do Now 1.) Quiz tomorrow 2.) CRS and J #2 due Wednesday Complete Example 1 on Page S.37
Module 1 Lesson 10.notebook 2 September 22, 2014 S.37 Example 1 Grandma's Special Chocolate Chip Cookie recipe, which yields 4 dozen cookies, calls for 3 cups of flour. Using this information, complete the chart: Table‐Create a chart comparing the amount of flour used to the amount of cookies. Table‐ Is the number of cookies proportional to the amount of flour used? Explain. Unit Rate‐What is the unit rate and what is the meaning in the context of the problem?
Module 1 Lesson 10.notebook 3 September 22, 2014 S.37
Module 1 Lesson 10.notebook 4 September 22, 2014 Does the graph show the two quantities being proportional to each other? Explain S.37 Equation‐ Write an equation that can be used to represent the relationship.
Module 1 Lesson 10.notebook 5 September 22, 2014 S.35
Module 1 Lesson 10.notebook 6 September 22, 2014 S.36
Module 1 Lesson 10.notebook 7 September 22, 2014 Question: Where is the unit rate located on the graph? S.42
Module 1 Lesson 10.notebook 8 September 22, 2014 S.38 a. Record the coordinates of flour of the points from the graph in a table. What do these ordered pairs (values) represent?
Module 1 Lesson 10.notebook 9 September 22, 2014 S.38 b. Grandma has 1 remaining cup of sugar. How many dozen cookies will she be able to make? Plot the point of the graph above.
Module 1 Lesson 10.notebook 10 September 22, 2014 S.39 c. How many dozen cookies can grandma make if she has no sugar? Can you graph this on the grid provided above? What do we call this point?
Module 1 Lesson 10.notebook 11 September 22, 2014 S.40
Module 1 Lesson 10.notebook 12 September 22, 2014 S.40
Module 1 Lesson 10.notebook 13 September 22, 2014 S.41
Module 1 Lesson 10.notebook 14 September 22, 2014 S.42
Module 1 Lesson 10.notebook 15 September 22, 2014 S.42
Module 1 Lesson 10.notebook 16 September 22, 2014 S.43
Module 1 Lesson 10.notebook 17 September 22, 2014 S.43
Module 1 Lesson 10.notebook 18 September 22, 2014 S.44
Module 1 Lesson 10.notebook 19 September 22, 2014 Closing: 1.) What points are always on the graph of two quantities that are proportional to each other? 2.) How can you use the unit rate to create a table, equation, or graph of a relationship of two quantities that are proportional to each other? 3.) How can you identify the unit rate from a table, equation, or graph?

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Module 1 lesson 10

  • 1. Module 1 Lesson 10.notebook 1 September 22, 2014 Module 1 Lesson 10 Interpreting Graphs of Proportional Relationships 9/22/15 Homework: Finish Problem Set for Lesson 10 Do Now 1.) Quiz tomorrow 2.) CRS and J #2 due Wednesday Complete Example 1 on Page S.37
  • 2. Module 1 Lesson 10.notebook 2 September 22, 2014 S.37 Example 1 Grandma's Special Chocolate Chip Cookie recipe, which yields 4 dozen cookies, calls for 3 cups of flour. Using this information, complete the chart: Table‐Create a chart comparing the amount of flour used to the amount of cookies. Table‐ Is the number of cookies proportional to the amount of flour used? Explain. Unit Rate‐What is the unit rate and what is the meaning in the context of the problem?
  • 3. Module 1 Lesson 10.notebook 3 September 22, 2014 S.37
  • 4. Module 1 Lesson 10.notebook 4 September 22, 2014 Does the graph show the two quantities being proportional to each other? Explain S.37 Equation‐ Write an equation that can be used to represent the relationship.
  • 5. Module 1 Lesson 10.notebook 5 September 22, 2014 S.35
  • 6. Module 1 Lesson 10.notebook 6 September 22, 2014 S.36
  • 7. Module 1 Lesson 10.notebook 7 September 22, 2014 Question: Where is the unit rate located on the graph? S.42
  • 8. Module 1 Lesson 10.notebook 8 September 22, 2014 S.38 a. Record the coordinates of flour of the points from the graph in a table. What do these ordered pairs (values) represent?
  • 9. Module 1 Lesson 10.notebook 9 September 22, 2014 S.38 b. Grandma has 1 remaining cup of sugar. How many dozen cookies will she be able to make? Plot the point of the graph above.
  • 10. Module 1 Lesson 10.notebook 10 September 22, 2014 S.39 c. How many dozen cookies can grandma make if she has no sugar? Can you graph this on the grid provided above? What do we call this point?
  • 11. Module 1 Lesson 10.notebook 11 September 22, 2014 S.40
  • 12. Module 1 Lesson 10.notebook 12 September 22, 2014 S.40
  • 13. Module 1 Lesson 10.notebook 13 September 22, 2014 S.41
  • 14. Module 1 Lesson 10.notebook 14 September 22, 2014 S.42
  • 15. Module 1 Lesson 10.notebook 15 September 22, 2014 S.42
  • 16. Module 1 Lesson 10.notebook 16 September 22, 2014 S.43
  • 17. Module 1 Lesson 10.notebook 17 September 22, 2014 S.43
  • 18. Module 1 Lesson 10.notebook 18 September 22, 2014 S.44
  • 19. Module 1 Lesson 10.notebook 19 September 22, 2014 Closing: 1.) What points are always on the graph of two quantities that are proportional to each other? 2.) How can you use the unit rate to create a table, equation, or graph of a relationship of two quantities that are proportional to each other? 3.) How can you identify the unit rate from a table, equation, or graph?