standard_description: Understand that statistics can be used to gain information about a population by examining a sample of the population; generalizations about a population from a sample are valid only if the sample is representative of that population. Understand that random sampling tends to produce representative samples and support valid inferences.
problem_activity: Activity
This activity continues work done in the previous lesson that connected various representations of proportional relationships including images, equations, and descriptions. In this activity students match diagrams, descriptions, and equations that represent a proportional relationship, involving variables
\(x\)
and
\(y\)
. Students then create their own diagram to represent an equation.
Identify students that create diagrams representing each of the unmatched equations, so they can share their work during the discussion.
Launch
Give students 7–10 minutes of quiet think time on the questions. Follow with whole-class discussion.
Representation: Internalize Comprehension.
Begin the activity with concrete or familiar contexts. For example, display a tape diagram with concrete values for
\(x\)
and
\(y\)
such as 20 and 15 respectively. Ask students “How much did 20 decrease by to get to 15?” Highlight the connections between the concrete and abstract tape diagrams. In the concrete tape diagram, 20 decreased by
\(\frac{1}{4}\)
to get 15. In the abstract tape diagram,
\(x\)
also decreased by
\(\frac{1}{4}\)
to get
\(y\)
.
Supports accessibility for: Conceptual processing; Memory
Student Facing
Match each diagram with a description and an equation.
Diagrams:
[IMG]
Descriptions:
An increase by
\(\frac14\)
An increase by
\(\frac13\)
An increase by
\(\frac23\)
A decrease by
\(\frac15\)
A decrease by
\(\frac14\)
Equations:
\(y=1.\overline{6}x\)
\(y=1.\overline{3}x\)
\(y=0.75x\)
\(y=0.4x\)
\(y=1.25x\)
Draw a diagram for one of the unmatched equations.
Student Response
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Activity Synthesis
Ask previously identified students to share their diagrams and explain how they represent the equation they chose. Then, ask students that did not share their diagrams to explain whether
\(x\)
(or
\(y\)
) is increased or decreased by some amount in the discussed equations.
Representing, Writing: MLR3 Clarify, Critique, Correct.
Present an incorrect diagram to represent one of the unused equations that reflects a possible misunderstanding from the class. For example, for the equation
\(y=0.75x\)
, draw a diagram where
\(y\)
is greater than
\(x\)
. Prompt students to identify the error, and then write a correct diagram to represent the equation. This will support students to understand the relationship between equations and diagrams.
Design Principle(s): Maximize meta-awareness


aligns: no