Unit: Linear Functions

Author: Nicole Furutani

Textbook: Pearson Foundations and Pre-Calculus: Mathematics 10

Unit Objective: By the end of this course, students will be able to graph linear relations, recognize the properties of linear relations, and solve linear equations. They will also develop algebraic and graphical reasoning through the study of relations. Also, students will acquire the Knowledge, Skills and Attitudes listed below. C3. Demonstrate an understanding of slope with respect to: Rise and run line segments and lines rate of change parallel lines perpendicular lines C5. Determine the characteristics of the graphs of linear relations, including the: intercepts slope domain range C6. Relate linear relations expressed in: slopeintercept form (y = mx + b) general form(Ax+By+C=0) slopepoint form (y2 y1 = m(x2 x1)) to their graphs. C7. Determine the equation of a linear relation, given: graph a point and the slope two points a point and the equation of a parallel or perpendicular line to solve problems. C8. Represent a linear function, using function notation. (Building upon front Chapter 5) Slope, rise, run, negative reciprocals, slope-intercept form, slope-point form, general form

Specific PLOs: (from Math IRP)

Vocabulary:

Knowledge Slope of a line Negative slope Positive slope Slope as a rate of change General rule for slopes regarding parallel or perpendicular lines Different forms of representing linear functions

Skills and Attitudes Produce and interpret graphs (e.g., slope and intercept) Express a linear relation in different forms, and compare the graphs. Graph, with and without technology, a linear relation given in slopeintercept, general or slopepoint form, and explain the strategy used to create the graph.

Class Time 70 minutes

Planned Number of Lessons 10 lessons + one extra lab session if time permits

Lesson Number and Title 1. Slope of a line

Learning and Teaching objective C3. and C5. Determine the slope of a line segment and a line, by measuring or calculating the rise and run. slope = slope = m = Classify lines in a

Connections Made Activities/Resourc es/Materials needed Slope is connected to everyday situations, example: steepness of a hill, and the incline of a treadmill. Class discussion on everyday use of the word slope -how do you quantify a slope? -steepermathematically would that be a Concept of slope as larger or a smaller value? a measure of its -direction-what rate of change. about going down a hill versus up, Connections would that change between the sign of the mathematical

Assessment 1. Summative 2. Formative 1. Worksheet 1 (collage of everyday objects that involve the concept of slope ) 2. Observe comments and discussion of slope

Notes

-Common error with negative slopes, students think negative sign applies to both the rise and the run.

given set as having positive or negative slopes. slope = m =

the slope value and the direction of the line. When determining another point on a line, given the slope and a point on the line, students can use patterning or a graph (Different ways of solving). On worksheet: Slope of the road grade in percentage

value? -What about a flat object or road does that have a slope in common language? Ask students to record examples of positive and negative slopes in their surroundings and present to the class their findings.

Explain why the slope of a line can be determined by using any two points on that line. Explain, using examples, slope as a rate of change. Draw a line, given its slope and a point on the line. Determine another point on a line, given the slope and a point on the line. Explain why the slope of a line can be determined by using any two

points on that line Solve a contextual problem involving slope. 2. Slopes of Parallel C3. and C5. and Perpendicular lines Explain the meaning of the slope of a horizontal or vertical line. Review parallel and perpendicular lines Use slope to determine whether two lines are parallel or perpendicular Generalize and apply a rule for determining whether two lines are parallel or perpendicular and extend the concept of perpendicular lines to include vertical and Why the slope of a horizontal line is zero and the slope of a vertical line is undefined. Ask students to explain why the slope of a horizontal line is 0 and why the slope of a vertical line is undefined. 1. Worksheet 2 2. Two warm up questions

Slopes of parallel and perpendicular lines and apply the properties of parallel and perpendicular lines to classify geometric shapes.

horizontal lines. Understand the meaning of reciprocal 3. Slope-intercept form of the equation for a linear function + Investigating Graphs of linear functions lab C6, C7 and C8 Relate the graph of a linear function to its equation in slope-intercept form. Determine the slope and yintercept of a given linear relation from its graph, and write the equation in the form y = mx + b. Examine various graphs, including horizontal and vertical lines. Investigate the relationship between the graph and the equation of a linear function Use technology (graphing Two ways of finding the y-intercept. Graphing and algebraic method. Initiate questions concerning the changes in m and b and how it affects the graph. P. 335 in Pearson textbook Using a graphing calculator and working with partners, students will investigate how changing m and b values affect the graph. Resources: http://www.nctm.org /standards/content. aspx?id=26790 1. Worksheet 3 + in class lab write up 2. Two warm up questions Investigation write up lab done in class over two days and to be handed in

calculators) to explore how changes in the constants m and b in the equation y=mx+b affect the graph of the function 4. Investigating Graphs of linear functions lab continued + Using linear functions to solve a problem/ Linear function machine C3 and C5 Investigate the relationship between the graph and the equation of a linear function Use technology (graphing calculators) to explore how changes in the constants m and b in the equation y=mx+b affect the graph of the function Solve a contextual problem involving slope. Solve real life problems given a linear function How changing variables m and b change the line on the graph How linear functions can solve real life problems. Continuation from previous day.. P. 335 in Pearson textbook Using a graphing calculator and working with partners, students will investigate how changing m and b values affect the graph. Linear Function Machine http://www.shodor.o rg/interactivate/activ ities/LinearFunctMa chine/ 1. Finish lab write up 2. Two warm up questions Investigation write up lab done in class over two days and to be handed in

Given input values and output values, find out what the function is

Introduce Linear Function machine and get students to see if they can guess the function. Type in the Input. The Function Machine applies the function and produces the Output. Students will have to use some brainpower to figure out the hidden function. 5./ Quiz Slope-point form of the equation for a linear function 20 minute quiz C6, C7 and C8 Relate the graph of a linear function to its equation in slope-point form. y2 y1 = m(x2 x1) They already know slope = m = show them how they got this by algebra Slope-point form and equation for m (slope) Slope Relay, students should work in teams. Draw/display two coordinate grids on the white boards. Read two points and have students race to plot the points, draw the correct line and determine its equation
For homework go to game http://hotmath.com/ho tmath_help/games/kp /kp_hotmath_sound.s

1. Quiz Worksheet4 2. Quiz (can be work mark if they choose) and see participation of students during linear function machine game

Quiz is to see how students are, if they would like the students can choose to have the quiz count for 10% of the unit, otherwise the weight will be on unit plan A common error occurs when a point is incorrectly identified

Write an equation

of a linear function given the coordinates of two points on its graph Discuss the advantages and disadvantages of the two forms of linear relation. Write the equation of a linear relation, given the coordinates of a point on the line and the equation of a parallel or perpendicular line, and explain the reasoning 6. General form of the equation for a linear relation C6, C7 and C8 Relate the graph of a linear function to its equation in general form Ax + By + C = 0, where A is a whole number, and B and C are integers. 7. Computer lab C6, C7 and C8 The general form of a linear relation provides an efficient method for determining the x and y-intercepts ( A/B ) = slope (C/B) = y-intercept

wf and get to level

1. Worksheet 5 2. Two warm up questions

Switching from

Lab Ideas:

1. Lab write up

Geogebra

session

graphing Introduce Geogebra calculators and manually graphing Graph with to graphing technology and software answer different questions involving the three different ways of writing linear functions using Geogebra Multiple methods of observing if linear relations are equivalent: rewrite all equations in one form to if equations are the same or use two test points and determine if they satisfy multiple equations compare the slope and y-intercept of the equations. Graphically or algebraically.

http://www.geogebr a.org/en/wiki/index. php/Linear_Equatio ns

report

8. Relating all forms C6, C7 and C8 of the linear function equations Rewrite a linear relation in either Matching games + slope-intercept or Review session general form, or slope-point form. Identify equivalent linear relations from a set of linear relations.

Matching games: Students work in groups of two for this activity. Each group will have a deck of cards. Most groups will have different sets of cards and once the group of two has finished with the cards they will trade with another group. An example of a deck of cards is 12 cards with a graph. and 12 cards with a given slope written on them. The cards are shuffled and dealt out. Students

2. 2 warm up questions, walking around while students play the matching games

Half the class will be lecture/class discussion of relating the different forms of linear functions and other half will be review games

have to play go fish until all the cards are matched. The student with the most matches wins. (The students will need to be able to calculate the slope of the graph).

9. Unit test

C6, C7, and C8

1. Unit test

Game idea In groups of 4, the students will receive 2 different linear graphs and 2 different linear equations. In their group, for each graph they have to write the equation of the line in the three ways (slopeintercept form, general form and slopepoint form) and they have to come up with a real life description of what the graphs could represent. For the two equations they are given they have to plot the graph, write the other two equations and write a description of what the equation could represent. Resource: http://math.fullerton.edu/hshultz/mrp/Linear_Equations.PDF