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Lesson Plan: 4.

3 equations of linear relations


Date: March 7th, 2017
Subject: Math Grade: 9
Topic: Essential Question (from unit, if applicable):
How do graphs and equations connect

Materials: textbook and teacher notes

Stage 1- Desired Results you may use student friendly language


What do they need to understand, know, and/or able to do?
-What a linear relation is
-What a linear relation looks like
-What an equation looks like
Broad Areas of Learning:
Developing Lifelong learners
This lesson will focus on the Board area of learning of developing lifelong learners,
specifically students should be developing understandings of mathematics that will
support their learning of new mathematical concepts and applications that may be
encountered within both career and personal interest choices. This lesson is vital to
moving on in later mathematics so that is why this is the broad area of learning being
focused upon This is what most of the unit will focus on
Cross-Curricular Competencies:
Developing Thinking
This lesson allows the students to use their knowledge of graphs in order deduce how
the three types of equations will look like on a graph. This emphasizes the point of
student engagement in inquiry and problem solving when students are challenged to
think critically and creatively. This is what most of the unit will focus on
Outcome(s):
Demonstrate understanding of linear relations including: graphing, analyzing, interpolating and extrapolating,
solving situational questions.

PGP Goals: 1.4 a commitment to service and the capacity to be reflective, lifelong
learners and inquirers.

Stage 2- Assessment

Assessment FOR Learning (formative) Assess the students during the learning to help
determine next steps.

Doing the examples in class will be the formative assessment for this lesson (shown
below). The students will be asked to do examples 1 A, B and C which will show there
understanding of equations of a linear relations

Assessment OF Learning (summative) Assess the students after learning to evaluate


what they have learned.
The summative assessment is going to be a assignment that will be check the day after
the lesson is taught. This will show understanding of the content and overall it will be a
clear tell as to content understanding from the students.

Stage 3- Procedures:

Motivational/Anticipatory Set (introducing topic while engaging the students)


The motivation for this lesson is to get the students thinking and inquiring
about what different graphs look like. By asking the question of what does
X=6 mean the students can already begin thinking of what it looks like to
graph a linear equation

Main Procedures/Strategies:

The lesson will begin with a introduction of the three types of linear relation graphs, X=?.
Y=? and X+Y=?. With this knowledge, the kids will then try and complete example #1
and graph each relation. After they kids have had time to think about example #1 it will
be completed on the board with the teacher guiding any miss thoughts on linear
relations.

Overall the lesson is planned to be short and to the point so that kids have time to ask
questions and work. A mini-lesson will be planned to test their knowledge even more
next day.

Adaptations/Differentiation:
The first adaptations are the time given for the questions during the lesson. Some
students will be done bery quick but some students will need more time to complete the
questions
The second adaptation will be the size and time for the assignment. Students that are
struggling will have a few days to work on the assignment instead of it being due
tomorrow.

Closing of lesson:
The lesson will close with an assignment and no real connection. The reason for this is to
allow the kids to think about this lesson as it is vital to understand this concept (and it
will be mentioned how important this is). The connection to the rest of the unit will be
conducted at the end of the mini-lesson that will happen the very next day.

Personal Reflection: This lesson was co-developed by myself and Stacey. After talking
about the lesson, it became apparent that understanding flow is important. Stacey had a
completely different idea for how it was going to be taught then I did and that created a
disconnect with the lesson. This is something that a really reflected on and understood
that I need to understand all my lessons for them to. This is the main thing I took out of
the lessons as overall the grade 9s understood the material and enjoyed the lesson.

Notes Date: _________________________


4.3 The Equation of a Linear Relation

Graph
Table of Values
Equation
x y

Description

x+ y=3

-equation contains an x and a y.

-both variables on one side of = sign and constant on the other is one way of writing a linear
relation

y=3

-only y in equation

-all points have a y coordinate of 3 ( , 3)

-horizontal line through (0, 3)

x=3

-only x in equation

-all points have an x coordinate of 3 (3, )

-vertical line through (3, 0)


EXAMPLE 1 For each equation below: (i) graph the equation and (ii) describe
the graph.

(a) x=4

Vertical line through (-4,0)


All points have a x coordinate of -4 (-4, )
Only x in equation

(b) y +2=0

Only y in equation
Solve for y +2-2= 0-2
y=-2
Horizontal line through -2
all points have a equation through -2 ( .-2)

(c) 3 x2 y=6

Equation contains an x and a y


Plug values in for x, solve for y
x=-3, y=-7.5
x=-2, y= -6
x=-1, y=-4.5
x=0, y=-3
x=1. y=-1.5
x=2, y=0
x=3, y=1.5
Assignment: pages 178 180 #4 11, 14, 15

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