UNIT OUTLINE

Topic: Algebra Course: Mathematics Standard Number of Weeks: 4

Subtopic: MS-A2 Linear Relationships
Key Concepts/ Big Ideas The importance of this learning
Algebra involves the use of symbols to represent numbers or Linear functions describe many real-life situations such as distances travelled at a constant
quantities and to express relationships, using mathematical speed.
models and applications. Students gain a deep understanding and knowledge about how quickly thing increase or
Knowledge of algebra enables the modelling of a problem decrease using the rate of change. They will encounter graph in newspaper or online, they
conceptually so that it is simpler to solve. will be able to critically analyse and understand a graph.
Study of algebra is important in developing students’ reasoning
skills and logical thought processes, as well as their ability to
represent and solve problems.
Syllabus Outcomes
A student:
› uses algebraic and graphical techniques to compare alternative solutions to contextual problems MS11-1
› represents information in symbolic, graphical and tabular form MS11-2
› makes predictions about everyday situations based on simple mathematical models MS11-6
› uses appropriate technology to investigate, organise and interpret information in a range of contexts MS11-9
› justifies a response to a given problem using appropriate mathematical terminology and/or calculations MS11-10
Related Life Skills outcomes: MALS6-1, MALS6-7, MALS6-8, MALS6-13, MALS6-14
Literacy Focus ICT Focus Differentiation
Terminology and key vocabulary defined in every YouTube clips. - In all activities, more capable students are given
lesson: Graphing tools such as Desmos additional tasks or more challenging questions. Some of
Cartesian plane- Linear function- Linear equation- (online)and GeoGebra. the activities have the same point of start but many
Variable (independent and dependant)- Origin- Graphing calculators: TI-Nspire or exists so that all students benefit from the activity.
Axis- Slope- Gradient- Intercept- Rate of change- Classpad - A small part of the board will be dedicated to the
Direct variation- Constant of variation- Most of the lessons are done in terminology so that EAL/D are supported as well as all
PowerPoint. students.
Students explain and justify their answers in most of Online tools to assess student in an - Whenever students are in groups, the teacher will be
the activities verbally and in written form. engaging way: Kahoot, Quizziz moving around the room to question and help when
necessary.
- Students will prompt questions whenever students have
difficulty starting or completing an activity.
- Lessons start with questions designed from the easiest
to the more complex.
Week/ Syllabus Content-
Sequence
1 This introductory lesson focusses on the
pre-requisite skills as well as conceptual
understanding of linear functions.
2 Student gain a deep understanding of
dependant and independent variables
which is the base of the whole topic.
3 Interpreting features of a straight-line
graph, including the gradient.
4 Interpreting features of a straight-line
graph, including the gradient
5 Interpreting features of a straight-line
graph, including the gradient and
intercepts.
Review the linear function 𝑦 = 𝑚𝑥 + 𝑐
Construct a straight-line graph without
the aid of technology.
6 Review the linear function 𝑦 = 𝑚𝑥 + 𝑐.
7 Construct straight-line graph with the aid
of technology.
Teaching and Learning Strategies including assessment for Resources
learning.
- Introduction to the topic and mind map the meaning on - Mind map sheet
function and its utility in real life. Review of Cartesian plane - Descartes YouTube clip
(Descartes clip: the fly on the ceiling). - Activity sheet (linear and non-
- In pairs, students investigate linear and non-linear functions. linear functions)
- Graph linear functions given a table of values.
- Group work: each group is given a different task to represent in - Activity sheets (different
a table and check whether there is a relationship between the problems)
variables. For example, a group may have to check the length of
the first and last name of all students and record the data in a
table. The group will find that even if 2 first names are equal in
terms of length the last names may not be equal. Students are
given real life situations to determine which variable is
independent and which is dependant. Group presentation.
- In this lesson, students understand why gradient is calculated - PowerPoint of the lesson (see
using the rise over run method and how to use this method. resources)
Students explain why a line is steeper than another and what - Textbook
define steepness. Exercises
- Students are given a graph without the gridlines (or coordinates - Textbook
of 2 points) and they have to find the gradient => they learn the - Laptops and internet access
difference in y over difference in x method. They will test if the - Quizziz
coordinates are switched in the formula will affect the result.
- Exercises.
- Quizziz on both formulas to find the gradient: informal and
formative assessment.
- Students review the gradient-intercept formula. They also - Slope YouTube clip (song)
review that c is the y-intercept from the YouTube clip. Whole - Worksheet
class discussion to scaffold. They also deduct the point-slope - GeoGebra
formula.
- Exercises: Students write the equation of a line given its graph
and sketch a graph given its equation and find the gradient and
y-intercept from an equation.
- Students find the gradient and y-intercept from an equation that - Laptops and internet access
is not in the gradient-intercept form (rearranging the equation). - Worksheet
Opportunity to differentiate.
- Use online tool (Desmos) and graphing calculator to graph a - Desmos
linear function. They will be given a worksheet with the steps to - Calculator (TI or Classpad)
follow then do exercises. - Technology sheet 1
8 Model and analyse problems involving
linear relationships, including interpreting
the features of a straight-line graph,
including the gradient and intercepts.
- Understand the geometrical
significance of m and c.
- Construct a straight-line graph without
the aid of technology.
Identify and evaluate the limitations of a
linear model in a practical context.
9 Model and analyse problems involving
linear relationships, including interpreting
the features of a straight-line graph,
including the gradient and intercepts.
- Understand the geometrical
significance of m and c.
- Construct a straight-line graph without
the aid of technology.
Identify and evaluate the limitations of a
linear model in a practical context.
10 Construct a straight-line graph without
the aid of technology.
11 Identify and evaluate the limitations of a
linear model in a practical context.
12 Model and analyse problems involving
linear relationships, including
constructing a straight-line graph and
interpreting the features of a straight-line
graph, including the gradient and
intercepts.
13 All syllabus content so far.
14 Determine a direct variation relationship
from a written description and from a
straight-line graph passing through the
- Group work (according to abilities): hands-on activity (stack of - Stack of containers activity
food containers). Students see the pattern and transform a real- sheet (see resources)
life problem into a mathematical equation. They interpret the - Food containers (at least 5 per
gradient and y-intercept in the problem context. They develop a group)
deep understanding about the constant of variation (they learn - Rulers
that the rate of change is the gradient).
- Half of the groups makes the presentation.
- Students do the oil changes and engine repairs activity, similar - Oil changes and engine repairs
in concept to the previous lesson but it is a decreasing graph. sheet
They interpret the limitations. - Laptops
- The second half of groups makes a presentation.
- Technology to graph straight-line equation from a problem but - Laptops and internet access
this time they will learn how to put the restrictions of the - Worksheet
domain and range. - Technology sheet 2
- Graphing calculators
- Students solve exercises related to limitations and restrictions of - Laptops
a linear model. - Worksheet and textbook
- More capable students will have additional exercises.
This is a very traditional lesson.
- Scavenger hunt: World problems and questions related to the - Scavenger hunt cards (see
meaning of the slope in the context and the y-intercept, match resources)
graph, equations, problems (to revise for the exam). - Worksheet
- Exercises (revision)
- Exam to provide written feedback for the students about their - Exam
learning so far. It will be differentiated.
- In pairs, students are given different problems that relate to - Worksheet
direct variation relationship such as distance-time and hours of
work-wage. They will fill a table of value, interpret it to find the
 origin.
Recognise that a direct variation
relationship produces a straight-line
graph.
15 Determine a direct variation relationship
from a straight-line graph passing
through the origin and a linear function in
the form 𝑦 = 𝑚𝑥.
Recognise the gradient of a direct
variation graph as the constant of
variation.
16 Model, analyse and solve problems
involving direct linear relationships.
17 Construct straight-line graphs with the
aid of technology.
18 Analyse a linear model, graphically or
algebraically, to solve practical direct
variation problems, including the cost of
filling a car with fuel or a currency
conversion graph
-identify and evaluate the limitations of a
linear model in a practical context.
19 Analyse a linear model, graphically or
algebraically, to solve practical direct
variation problems, including the cost of
filling a car with fuel or a currency
conversion graph
-identify and evaluate the limitations of a
linear model in a practical context.
20 All the syllabus content for direct
variation relationship.
constant of variation and graph it.
- Whole class discussion about the constant of variation and the
graph of a direct variation relationship (why it passes through
the point of origin).
- Individually, students are given graphs and they have to - Worksheet
determine if it is a direct variation relationship.
- In groups, they will have to find the constant of variation from a
graph. Consequently, they will find that the gradient is the
constant of variation.
- They come up with the equation of a direct variation
relationship since they know the gradient-intercept form.
- Exercises to practise the skills they learnt about direct variation - Textbook
relationship. - Quiz
- Laptops and internet access
- Use Desmos to graph direct variation relationships. - Laptops and internet access
- Informal quiz: multiple choice questions projected, each answer - Coloured cards or Post It notes
has a different colour (example: A is red). Students are given of different colours.
coloured cards, they raise the red card if they think A is the
answer.
- Students solve problems related to cost of fuel to fill a car and - Laptop and internet access
currency conversion. They use the internet to research some of - Worksheet
the actual prices and rates. Groups make a presentation (so that
the teacher is able to provide a feedback and adjust the
following lesson)
- Students solve a variety of real-life problems other than cost of - Worksheet
fuel and currency conversion. Differentiation opportunity.
- Assessment task: investigation related to direct variation Assessment task
relationships. Groups of mixed abilities students solve a problem
during the first 25 min (12/20). The following 10 min are spared
for students to write individual reflection about the task (8/20).
Assessment Details Outcomes
Exam: multiple choice questions carefully designed. MS11-1: Exam and task
Extended response questions with additional MS11-2: Exam and task
questions for more capable students. EAL/D students MS11-9: task
will be provided with a glossary. MS11-10: Exam and task
Assessment task: students solve the first part in
groups then write a reflection related to the task
individually. It involves an investigation related to
direct variation relationship.

Informal assessment (for and as learning) in all lessons

in different forms such as questioning, Kahoot,
Quizziz, multiple choice quiz.
 Resources
Resource 1: PowerPoint. https://resourcespamela.weebly.com/maths-stage-6.html (you will have to download the presentation from weebly
and play the animation in PowerPoint, thank you).

Slide 2: Lesson outline and outcomes

Students are informed what they will be doing during this lesson and what they will learn.

Slide 3: Quick questions

Students review what was done in the previous lesson.

Slide 4: Class discussion:

What do these sings mean?
Anyone cycles in the class? What would you do in each case?
If you were driving, what would you do in each situation?

Slide 5: Pair discussion then whole class

Students discuss which line do they is steeper and justify their selection. This is an introduction to rise over run. The teacher will lead the
discussion till students come up with the factors needed to measure the steepness.

Slide 6: Clip and discussion

How did they measure the steepness? what is the terminology used to define steepness? What was the unit used? Define gradient/slope.

Slide 7: Fact and Steepest road in Sydney

Students do a quick search on the internet.

Slides 8: Gradient (definition)

Slides 9-10: Examples

Examples how to find the slope of a line using the rise over run method.

Slide 11: Gradient across different intervals

Slide 12: Exercises

−3
Exercises from the textbook and extension. The generalization is 5 𝑘 such that k is a real number.

Slide 13: Conclusion

Closure of the lesson: When is the gradient positive, negative, 0, undefined? How confident do you feel?
Resource 2: Stack of food containers (Hands-on activity)

Scenario:

Your company decided to introduce a new package for the food containers they provide. He requested that the
company will be packaging the food containers separately from their covers. Additionally, the package of the food
containers should be a rectangular prism. Your department decided to study actual stacks of food containers to see
which features of the food container affect the height of the stack.

Use the material provided to answer the following questions:

1. Complete the following table

Number of food containers Height of stack (cm)

1
2
3
4
5

2. Estimate the height of the stack of 15 food containers. Explain.

3. Graph the data from question 1. Include a title to your graph and don’t forget to label the axes.

4. Predict without measuring, the height of 50 food containers. Explain.

5. Write a dependence description that describes the situation.

6. What is the rate of change?

7. Write an equation that fits the pattern.

8. What is the y-intercept? What are the correspondent units?

9. What is the meaning of the y-intercept in this situation?

10. What is the slope? Interpret its meaning. Compare your answer to question 6.

11. Use your equation to find the height of the stack of 16 and 50 food containers. Do your values agree with your estimation and prediction
in questions 1 and 4?

12. What is the height of the stack of 0 food container? Does it make sense? Explain.

Extension: using the opposite of the gradient and y-intercept as in this activity, describe a real-life situation and graph it as well as explain
its limitations. (for example: if the gradient is 3, use -3).
Resource 3: Scavenger hunt

Solution: 𝑚 = 1110 −1
Solution: 𝑦 = 𝑥+3
3

Write the equation of this graph

When a tow truck is called, the cost of the service is

$10 plus $5 per kilometre that the car must be towed.

Write the equation that represents this situation.

Solution: 𝑦 = 5𝑥 + 10 Solution:

Your cell phone company charges $10 a month

plus $0.50 per text message.

Sketch the graph that matches this situation.

Find the appropriate situation for this equation:

𝑦 = 3𝑥 + 35
Solution: Jamie draws caricatures. She pays $35 Solution: Suppose a town has a population of 2 000
for space to set up a table and $3 for each drawing residents but that the population is decreasing by 300
she sells. people each year.
Find the situation that this graph represents.

Your new job is at the Universal T-shirt, where T-

shirts are printed to order. For each order, the shop

charges $10 per shirt plus a one-time set up fee of $5.

Find the rate of change.

Solution: 𝑚 = 10 Solution: 𝑦 = 14 − 3𝑥

Suppose you have $70 to buy shrimp and chicken Given the table below, find the rate of change.

wings for a party. Shrimp costs $15 per kg and

wings cost $5 per kg.

Find the gradient and the y-intercept.

 Solution: 𝑚 = 14 Solution: 𝑦 = −52𝑥 + 196

A vendor learned that, by pricing caramel apples The average value of a certain type of automobile was

at $1.75 sales will reach 105 caramel apples per $14,220 in 1993 and depreciated to $9780 in 1997.

day. Raising the price to $2.75 will cause that sale Find the slope.

to fall to 53 caramel apples per day. Graph this

situation.

Write the equation that describes this situation.

 Justification

The unit outline is designed for stage 6 ‘Algebra’ unit, in particular ‘Linear Relationships’ from the Mathematics Standard course and

based on the New South Wales syllabus. The unit is stretched over 4 weeks as it considers that students have very limited knowledge about the

topic. Various learning and pedagogical theories were implemented to address motivation and engagement issues that high school students face

as well as to maximise the learning outcomes for every student.

This unit was designed using the Understanding by Design (UbD) framework which consists of three stages namely, identify desired results,

determine assessment evidence and plan learning experiences and instruction (Mctighe & Wiggins, 2012). According to Mctighe and Wiggins

(2012), the key concept of this framework is the alignment of these three stages. Therefore, the unit was designed by setting firstly the goals

desired, most importantly, acquiring a conceptual understanding of the topic. Students will know not only the ‘how’ but also the ‘why’ (Skemp,

1976). This benefits students as it enables them to create a web of knowledge that lasts for a long-term (Skemp, 1976). As a result, the

curriculum expectations were examined as well as the syllabus content to make linear relationships meaningful for students, a crucial element in

the Quality Teaching Model (NSW Department of Education and Training [DET], 2003). The goals set in stage 1 were then considered to

determine the assessment evidence needed to ensure that the learning outcomes have been met. In other words, students acquire a deep

understanding when they are able to explain, interpret and apply what they learnt. Therefore, assessments, formal (exam and assessment task)

and informal (such as quizzes, observations and presentations), were considered as assessment evidence of the objectives in stage 1. Finally, the

last stage in the backward design was to plan for the most appropriate lessons to address the goals in stage 1. Hence, the UbD planning process

has been implemented to design this unit so that students understand linear relationships and be able to apply it to solve real-life problems.
The lessons were also designed with an inquiry-based learning approach (IBL) as the framework. This approach requires teachers to use a

student-centred approach (Von Renesse & Ecke, 2015). This is demonstrated through the inclusion of investigation and research tasks in all

lessons where a new concept has to be learnt. For instance, instead of just giving the students the rise over run formula to find the gradient, they

are encouraged to interpret different lines, investigate and explain which one they think is steeper. In addition, they are given at the beginning of

the lesson road signs, that they see in their everyday life, to explore the meaning of gradient. One of the key features of the IBL framework is

collaborative learning. According to Sofeme (2012), the collaborative learning approach enhances student academic performance and

engagement. Therefore, group and pair activities are implemented in most of the lessons, which allows students to share their opinions and

develop their interpersonal and intercultural skills (Australian Curriculum, Assessment and Reporting Authority [ACARA], n.d.). Additionally,

Keleher (2016) argues that English as an additional language or dialect (EAL/D) students benefit from group works as they can improve their

English language skills when having frequent interactions with native speakers.

Another important factor in promoting student academic achievement is student engagement and motivation (Allen, Pianta, Gregory, Mikami

and Lun (2011). It is important to note the difference between motivation and engagement as they often overlap in some literature. According to

Gettinger and Walter (2012), students are motivated when they are willing to do something whereas they are engaged when they are actually

involved in the activity. To reach this goal, three dimensions are considered: emotional support, classroom organisation and instructional support

(Durksen, Bobis, Anderson, Skilling, & Martin, 2017), and have to be aligned. Therefore, in all lessons, at least three of the following elements

were implemented: whole class discussion, activities related to students’ life, group or pair work activities, hands-on activities, web-based

research tasks, clear and high expectations, challenging activities for gifted and talented students, differentiation, ICT resources (technology as a

partner (Goos, Galbraith, Renshaw and Geiger, 2003)), and scaffolding so that students move beyond their ‘zone of proximal development’ as
argued by Vygotsky (Goos, Stillman & Vale, 2007, p.29). All of these align also with Attard’s (201) pedagogical repertoires to ensure an

engaging mathematics classroom. Hence, motivation and engagement were considered when planning this unit to promote student academic

performance.

The last aspect taken into consideration when planning this unit is differentiation. Without the differentiation, students are not able to engage in

their learning (Fitzgerald, 2016). Differentiation is to understand that students have different needs and learning styles and to accommodate for

these differences so that students’ learning and achievement are maximised. This can be achieved by grouping, task and support as reported by

Barlett (2016). For instance, collaborative work is encouraged in almost all the lessons and this is done by grouping students according to their

abilities sometimes and mixed abilities other times. Differentiation by task is justified with the use of extended activities and/or challenging

questions for more capable students. In addition, the questions at the beginning of each lesson are carefully designed from the simplest to the

more complex. Support is, for instance, given for EAL/D students by providing them with a glossary, PowerPoint presentations are beneficial for

students with hearing impairments and visual learners, assisting less capable students and hands-on activities for kinaesthetic learners.

In conclusion, classrooms are becoming more diverse and filled with students with different learning needs. Therefore, multiple learning

and pedagogical theories have to be considered when planning a unit and the lessons in order to maximise the learning outcome for every

student.
References:

Allen, J. P., Pianta, R. C., Gregory, A., Mikami, A., Lun, J. (2011). An interaction-based approach to enhancing secondary school instruction and

student achievement. Science, 333(6045), 1034-1037. doi: 10.1126/science.1207998

Attard, C. (2012). Engagement with mathematics: What does it mean and what does it look like? Australian Primary Mathematics

Classroom,17(1), 9-13. Retrieved from https://search-informit-com-au.ezproxy.uws.edu.au/

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10.1080/1554480X.2015.1066678

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