Lesson Plan: Math 9 4.

2 Linear Relations
Date: March 15th, 2017
Subject: Math Grade:9
Topic: Essential Question (from unit, if applicable):
How can we apply real world events with linear relations?

Materials: Handout, Textbook

Stage 1- Desired Results you may use student friendly language

What do they need to understand, know, and/or able to do?
-What is a linear relation
-How to solve and graph linear relations
-How to identify a linear relation
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: 2.2 proficiency in the Language of Instruction;

Stage 2- Assessment

Assessment FOR Learning (formative) Assess the students during the learning to help
determine next steps.
During the lesson the questions on the sheet show below will be addressed and used to
judge assessment within the class.
Assessment OF Learning (summative) Assess the students after learning to evaluate
what they have learned.
The assessment of learning will be the assignment given to the students at the end of
class that will test their knowledge of the lesson.

Stage 3- Procedures:

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

Looking at the essential question and connecting the lesson to real world
scenario will encourage students to be motivated in the lesson

Main Procedures/Strategies:

Look at worksheet below for procedures. The students will be given the sheet below and
will go through it with the teacher on the board. This will teach them how to deal with
the basics of linear relations and give them notes to refer to during work. The lesson is
not built to be extremely long which will give time for work as well as questions if there
is confusion.

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 closing of the lesson will talk about the connection again using the real-
world experience but this time applying the knowledge learned in class to the
event. The event will be generated by the students and will help connect to
understanding of why we need to know linear relations in the real world.

Personal Reflection:
The lesson went very well. One of the things that was talk heavily about was the use of
mathematic language. To avoid using this and these use words like in the equation
this value etc. The use of language will increase the vocabulary of the students in math
later as they will get a proper language foundation. This is the main thing that I want to
continue to work on in later lessons that I complete.
Notes Date: _________________________

4.2 (B) Solving Problems Using a Linear Relation

EXAMPLE 1 The student council is planning to hold a dance.

The profit in dollars is 4 times the number of students who
attend, minus $200 for the cost of the music.

(a) Write the equation that relates the profit ( P ) to the

number of students ( n ) who attend.

(b) Create a table of values for this relation. Choose 5 values for n . Show
your work.

(c) Identify the independent and dependent

variables. Then graph the data in the table.
Does it make sense to join the points? Explain.

(d)How many students have to attend to make a profit.

Assignment: pages 171 172 #11 16
Teacher Notes
Example 1:
Question: What are the Important words/numbers?
The student council is planning to hold a dance. The profit in dollars is 4 times the
number of students who attend, minus $200 for the cost of the music.
A) n P
a) number of students (n) is the independent variable
b) P is are dependent 40 -40 variable
45 -20
talk with your group and come up with an equation for the
group (5mins) 50 0
55 20
Correct Answer P=4n-200
60 40

B) Create a table of values for this relation. Choose 5 values for n . Show
your work.

Question: What values should we choose for n?

(Ask students to test numbers, see what they choose)
1?
10?
40?
-1?
-10?
-40?

When graphing values, we want to try and find positive and negative values for are
table

Ask Ms. Harvey if they want to teach a specific way (I was taught close to
0 numbers)

c) We have identified the variable, lets graph

We want to pick a scale to fill the entire graph
Do we join the points (Ask for a pole)?

d) Where is 0?
What happens when P<0 We lose money
What happens when P>0 We earn money
What happens when P=0 We break even
How many people do we need
Break even+1 so 51 people