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Exploring Direct Proportion Using Stacked Number Lines (B) WORKSHEET
Suitable for Grades: 5th Grade, 8th Grade
CCSS: 5.OA.B.3, 8.F.B.5
CCSS Description: Generate two numerical patterns using two given rules. Identify apparent relationships between corresponding terms. Form ordered pairs consisting of corresponding terms from the two patterns, and graph the ordered pairs on a coordinate plane. For example, given the rule “Add 3” and the starting number 0, and given the rule “Add 6” and the starting number 0, generate terms in the resulting sequences, and observe that the terms in one sequence are twice the corresponding terms in the other sequence. Explain informally why this is so.
Describe qualitatively the functional relationship between two quantities by analyzing a graph (e.g., where the function is increasing or decreasing, linear or nonlinear). Sketch a graph that exhibits the qualitative features of a function that has been described verbally.
Describe qualitatively the functional relationship between two quantities by analyzing a graph (e.g., where the function is increasing or decreasing, linear or nonlinear). Sketch a graph that exhibits the qualitative features of a function that has been described verbally.
Exploring Direct Proportion Using Stacked Number Lines (B) WORKSHEET DESCRIPTION
This worksheet is a great follow on from Exploring Direct Proportion Using Stacked Number Lines A.
Once learners are confident in recognizing multiplicative relationships within stacked number lines they can start constructing their own in to answer ratio and proportion questions.
In section A, students will use a double number line that is already constructed for them in order to answer a question involving time and distance.
Next, students will construct their own number lines to answer questions regarding four different scenarios in section B.
Lastly, in section C, students will consider whether a stacked number line shows direct proportion or not.
