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Lesson Synthesis
Card 28 of 31
In this lesson, we built on our work with tables and represented proportional relationships using equations of the form y=kx.
We examined a proportional relationship where we knew that a plane was ying at a constant speed.
What was the constant of proportionality for this relationship? What does the constant of proportionality represent in terms of the
context?
What equation did we determine would represent this situation?
Teaching notes
Lesson synthesis, continued
Brie y revisit the plane activity, demonstrating the use of new and old terms.
For example:
We examined a proportional relationship where we knew that a plane was ying at a constant speed. What was the constant of proportionality for this relationship? What does the constant of proportionality
represent in terms of the context? What equation did we determine would represent this situation?
As a way to help students synthesize their learning, consider asking them to work with a partner and create a mind map of the features they have noticed these proportional relationships have in common.
You might collect these to check for understanding.
A class version can be created to be referenced, revised, or augmented during the unit.
4.5 Cool-down
Card 29 of 31
Teaching notes
4.5 Cool-down