This document summarizes a math lesson on identifying proportional and non-proportional relationships in graphs. The lesson involved students working in groups to create posters analyzing different ratios and their graphical representations. They then presented their posters around the room like an art gallery for other groups to review. The discussion focused on ensuring the posters were visually appealing and informative for teaching the concepts to outsiders. Students completed an exit ticket evaluating the activity.

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Thursday, September 19, 2013
Objective #6: Identifying Proportional and Non­Proportional
Relationships in Graphs
HW: Lesson 6 Problem Set and Quiz #1 tomorrow
Do Now:
Check your homework answers from last night.
1a) Proportional. The points are on a line and the line goes through the origin.
b) Not Proportional. Although the points are on a line, the line does not go
through the origin.
c) Not Proportional. Although the points go through the origin, is does not
form a line.
2.) Not proportional. The points do not lie on a line that goes through the
origin.
3. a) Yes.
b) No.

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Yesterday's Exit Ticket

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Get into groups of 4

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Each group should have:
* Poster Paper
* Markers
* Graph Paper
* 5 Ratios

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Poster Paper
Fold the poster paper into four sections and label
each section.
TableProblem
Graph Proportional or Not?
Explain.
label label
label
label
title

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Time: 15 minutes
Task: Discuss the problem and record answers
on the poster paper.

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Time: 5 minutes
Task: * Hang poster on the wall.
* Look at other group posters.
* Find the group with the same ratio.
* Discuss with your matching ratio group
the differences in your posters.

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Art Gallery
* Circulate around the room to observe posters
* Write your thoughts about each poster on
sticky notes and put them on the posters.
* Answer these questions about each poster on your worksheet:
1) Were there any differences in groups with the same ratios?
2) Did you notice any common mistakes? How might they be
fixed?
3) Was there a group that stood out by representing their
problems and findings exceptionally clearly?

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What does it mean for a display to be both
visually appealing and informative?
Closing

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If someone from another school walked through
our gallery, would they be able to learn about
ratio and proportion from our posters?
Closing

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Exit Ticket
To be handed in.