Algebra I
Linear Proportions
Renee Carpenter and Sherri Breland
Franklinton High and Bogalusa High
 
Objective:  The student will determine the equation of a line using the scientific method.
 
Benchmarks:  N.3, N.6, A.3, M.1, M.4,   
                        D.1, D.2, D.6, and D.7		 Time Frame:  1-2 class periods
 
Curriculum Integration:  Proportions, Linear 
Equations, Measurement, Scientific Method, 
Data Analysis
Materials:
Students - tape measure, graphing calculator 
                  questionnaire(attached) 
Teacher - LCD Panel with graphing  
                 calculator and overhead.
Applications:  Data Analysis Student Groupings:  Groups of 4
 
Prior Knowledge Required:
  • can use a tape measure
  • are familiar with the graphing calculator and are able to enter data into the lists 
  • have a basic understanding of linear equations
  • know and understand the steps of the scientific method
 
Opportunities for Assessment:
 
  • observation
  • questionnaire
  • class discussion
 
Lesson Procedure:
  • In groups of four the students will discuss and complete the questions 1-3.
  • Students will measure each other's height and arm span and record.
  • The students will enter the results under List 1 and List 2 of their graphing calculators.
  • The students will find the line of best fit using their calculators.
  • The students can now complete questions 4-10.  (these may be on a separate paper)
  • Groups present their findings.
  • Class discussion.
Attachment
Questionnaire
1.   How do you think your height will relate to your arm span? 
2.   Do you think someone else's height and arm span would have the same relationship? 
     Why/why not? 
3.   Make a hypothesis based on your answers. 

STOP HERE and test your hypothesis. (continue with procedures) 

4.   What is the equation of the line? 
5.   What do the variables in your equation represent? 
6.   What does the equation represent? 
7.   Use your equation to predict two data points not represented by the data.  How good 
      do you think these estimates are?  Why? 
8.   What information does the slope indicate? 
9.   Do your results support your hypothesis? 
10. State your conclusion.