Lesson

Slope and Rate of Change in the Coulees Date: February 2, 2016

Title/Focus:

Subject/Grade Time
Mathematics 10C 45 min
Level: Duration:

Unit: Relations & Functions Teacher: Kim Silcox & Tracey Driedger

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

General Learning
Develop algebraic and graphical reasoning through the study of relations.
Outcomes:

3. It is expected that students will know how to describe slope with respect to:
rise and run
line segments and lines
Specific Learning
rate of change
Outcomes:
parallel lines
perpendicular lines.
[PS, R, V]

LEARNING OBJECTIVES

Students will:
1. Identify slope as a characteristic of line segments.
2. Compare slopes to determine varying rates of change.

ASSESSMENTS

Are students applying the concept of slope correctly?

Observations: Are students applying the concept of line segments correctly?
Are students discussing important concepts with each other?

How can you use slope to predict how fast an object will travel down a
Key Questions:
hill?

From the task, have they calculated slope for each line segment?
Products/Performances: From the exit slip, are students able to correctly relate rate of change to
slope?

LEARNING RESOURCES CONSULTED MATERIALS AND EQUIPMENT

The Alberta 10-12 Mathematics Program of Studies Pictures of Lethbridge coulees

with Achievement Indicators (2008) Freyer Model for each student
Cm grid paper on transparencies
Dry erase markers
Rulers
Paper Clips

Assessment of Prior
Knowledge:
Potential Adjustments:
Presentation of Inquiry:
Expectations:
Initially:
Teacher Notes: Assessments/
Stickie Notes for exit slips
PROCEDURE
Introduction (Belore) Time
Frayer Model using Slope.
Evidence of a solid understanding of slope will be shown by:
When to use it: On graphical representations of straight lines
(lines or line segments)
Formulae: m=(y2-y1)/(x2-x1) or m= rise/run 7 min.
Examples: Students draw a graph with a straight line or line
segment and correctly calculate the slope
Non-Examples: Students identify that we can only use this
method for straight lines.
If students have an exceptional understanding of slope, equip
with supplies and allow freedom to answer the key question. If
there is a solid understanding of slope, can move into task
with teacher instruction. If there is uncertainty surrounding
the concept of slope, we will review the concept and how to
calculate slope using attached example.
Explain scenario: You and your friends have decided to go
tobogganing in the coulees. You are looking for the greatest
thrill. You are trying to choose the hill that will make you go
the fastest.
Detailed instructions: With a partner or on your own, choose 5 min.
one hill that you are going to go down. (Explain that the hill
chosen must be viewed from the side so that you can see the
rise and run.) Calculate the slope of each section of the hill.
Determine which parts of the hill you will get going fastest on.
Write the following directions on the board:
1. Using line segments create a graphical representation of
your chosen hill.
2. Identifying the rise and run of each line segment.
3. Calculate the slope of each line segment.
4. Order the slopes from greatest to least.
Body (During) Time
Question students to be sure they understand the task and
the meaning of slope and line segments. Look for students
who are confused about the terms. 2 min.
Be sure students are using the proper elements of
graphing and drawing line segments.
If find some students struggling with the concepts, gather
Differentiation those students and facilitate a discussion about the goal and
ask guiding questions to direct students towards creating the
pathway needed to solve the problem.

Ongoing: Observe students as they work and ask questions to assess

their understanding. Pose one or two questions to each 17 min.
student as you move around the room.

Teacher Notes: Assessments/ What hill did you choose?

Differentiation Why did you break your hill up in line segments that way?
How are you going to calculate the slope?
What does the slope tell you about how fast your toboggan
will go on that portion?

Closure (After) Time

Consolidation of Bring the class together to share and discuss the task. Using
Learning: the following questions:
What is your steepest slope?
What do they have in common?
Did you predict the steepest slope correctly?
How did you make that choice?
Why would you go the fastest on the steepest slope?
You change the most vertically in the least amount of
10 min.
time
SO, the rate at which you are moving down the hill is
larger than on a smaller slope. this is your rate of
change.
So the value of slope is related to the rate of change of
your toboggan.
Goal: Students realize that the steepest slope has the most
negative value and is visually most vertical.

Feedback From Exit slip: How is rate of change related to slope?

2 min.
Students:

Feedback To Students: The responses from the exit slips will determine whether this
concept needs further clarification in future lessons.

Sponge Activity/Activities: Further inquiry: Find a hill with a slope closest to your steepest slope. What
tells you that these hills are similar?
Can you find the steepest section in the whole photograph?
Brainstorm: What are some other applications of rate of change and slope?