Name________________________________ Period _________ Date _________________
Student Progress Report – Direct Variation
This report is based on the “I Can” Statements used in 7th Grade Mathematics. The ratings
indicate your child’s progress in relation to each standard taught this unit.
4. The Student has an
understanding of the
concept and can perform
its skills and processes.
3. The student
understands the concept
and can perform its skills
and processes almost
always.
2. The student has a
developing understanding of
the concept and can perform a
rough approximation of its
skills and processes.
1. The student
needs more time
and support to
understand the
concept.
Skills and Example Problems
1: I can recognize and represent proportional relationships between quantities.
Example: A recent survey determined that 5 out of 8 students eat fruit every day. If 400
students were surveyed, how many eat fruit every day?
2: I can decide whether two quantities are in a proportional relationship by
testing for equivalent ratios in a table.
Example: Analyze the table, which shows the number of student in two grades who play on
two or more sports teams each year. Determine if the relationship is proportional.
3: I can decide whether two quantities are in a proportional relationship by
graphing on a coordinate plane and observing whether the graph is a straight
line through the origin.
Example: Complete the table, and then use the table to complete the graph. Determine whether
the relationships represents a direct variation.
A recent survey on movies found that 1 out of 6 students like comedy films.
Total Number of
Students
90
180
270
360
Students Who
Like Action Films
Pre
Post
Name________________________________ Period _________ Date _________________
4: I can identify the constant of proportionality in tables, graphs, and diagrams
Examples:
Determine the constant of proportionality from the graph or table.
5: I can identify the constant of proportionality in equations.
Example: In the equation m = 12h, where m is the amount of money made, and h is the number
of hours worked, what is the constant of proportionality, and what does it mean?
6: I can identify the constant of proportionality in verbal descriptions of
proportional relationships.
Example: Determine the constant of proportionality.
A recent survey determined that 7 out of 9 students eat school lunch at least once a week.
7: I can represent proportional relationships by equations.
Example: Write an equation with the given information.
The distance (d) in meters that an ant can travel varies directly with the amount of time (t) in
hours it spends walking. Assume that an ant’s constant of proportionality is 18. (Write you
equation in form y = kx)
8: I can explain what a point, (x, y) on the graph of a proportional relationship
means in the terms of the situation.
Example: From the graph, choose a point and explain the meaning of that point.