Linear Relations Chapter 9 MathLinks 8

Unit 4
Juliana Tiberio

Table of Contents
1. Front Matter
a. Focusing Questions
b. Unit Summary
c. Rationale

2. Learning Outcomes
a. GLO
b. SLO
c. Possible Achievement Indicators
d. Objectives

3. Assessment Tool Overview

3-4

4. Unit Calendar

5. Lesson Overviews

6-7

6. Materials

FRONT MATTER
Focusing Questions

How are graphs and tables of values connected?

How do I read a graph?
Why are graphs useful?
How can I use variables to solve a problem?
How do I find the value of a variable?
Do all tables of values represent a linear equation?
What does a linear equation tell me?
How do I know if a table of values represents a linear equation?
Can other values be found on a graph even if not explicitly displayed?

Unit Summary
The study of Linear Relations relies more on students problem solving abilities and higher level
thinking while giving the students tools to be able to do so successfully. Initially, the students
will analyse data from graphs, then move to identifying the relationships seen in graphs and
tables, finally, the students will create graphs from a formula and solve problems using the
graphs of linear relations.

Rationale
In studying Linear Relations, students are reintroduced to patterns, variables, and expressions,
which were explored in grade 7. Linear relations and equations are especially applicable when
considering real life examples such as costs, rates, and following patterns in order to determine
a future outcome. This chapter gives students the opportunity to reapply many of the concepts
already learned in the year as well as helps them to further understand the math they do in
their real lives in a more productive and efficient fashion.
Students are required to move up from the low level thinking skills of knowledge and
comprehension, and past application to analysis. At this point in the year, students have been
largely required to operate in the 3 lowest levels while working with Ratios, Rates, and
Proportional Reasoning (Chapter 2), Percentages (Chapter 4), and Integers (Chapter 8). After
reviewing and strengthening these levels of thinking, students are better equipped to continue
challenging themselves into higher levels of thinking, such as analysis, which will be used in
order to graph and analyze two-variable linear relations in Chapter. The MathLinks 8 textbook is
a valuable resource which includes important scaffolding, key terms, and a variety of questions
to help the students learn and apply what they know.

Learning Outcomes
GLO
Patterns and Relations - Use patterns to describe the world and solve problems.

SLO
PR1 - Graph and analyze two-variable linear relations.

Possible Achievement Indicators

-

Determine the missing value in an ordered pair for a given equation.

Create a table of values by substituting values for a variable in the equation of a given
linear relation.
Construct a graph from the equation of a given linear relation (limited to discrete data).
Describe the relationship between the variables of a given graph.

Objectives
By the end of 9.1, students will be able to:
describe patterns on the graph of a linear equation

create a table of values using the points on a graph

determine the missing value in an ordered pair for a linear equation

By the end of 9.2, students will be able to:

describe the relationship between the variables of a graph

decide if a table of values represents a linear relation

graph points from a table of values

By the end of 9.3, students will be able to:

create a table of values by substituting into a linear equation

construct a graph from a linear equation using integers

determine the missing value in an ordered pair for a given equation

Assessment Tool Overview

Assessment Tool Title

Exit/Entrance slips

Discussion/questioning/
reasoning

Practice questions

Written work

Brief Description
Short problems to be solved often at
the end of the class. Used primarily
as assessment for learning, but the
slips may be handed back to all
students in order to allow them to
know how well they grasp the
information. They may also be used
to create conversation with specific
students to inform their learning.
Discussions, questioning, and
reasoning used in class or small
group discussions are used daily to
understand where the students are
at in their learning, how well they
are understanding the concepts,
what needs to be clarified or
reviewed, and of the areas of need
and strength of the students.
It is imperative that the students
complete the practice questions
assigned as this step allows them to
show what they know and learn
from their mistakes and
misunderstandings in order to
better show what they know at the
time of summative assessment.
The written work shown and done in
class is important feedback as
assessment for learning, informing
the teaching. It also creates
opportunity for dialogue and for
students to learn as they are solving
the problem, not after a number of
days while trying to remember what
they were thinking at the point of
working with the material.

Assessment
FOR
Learning

Assessment
AS Learning

Assessment
OF Learning

9.1 and 9.2 Quiz (20%)

Unit Exam (50%)

A quiz to be given 2/3 of the way in

to help the students understand
how much they are able to show
they know. Quizzes are worth 20%
of the final mark. The quiz also acts
as assessment as learning as
students have the opportunity to
see their work and to improve their
understanding and skills.
Unit Exam to be given on the final
day of the unit in order to verify
students knowledge, skills, and
abilities involving the objectives and
outcomes covered in the unit.

Unit Calendar
Monday (49 minutes)

Tuesday (49 minutes)

Wednesday (42 minutes)

November 12

Thursday (49 minutes)

November 13

Friday (36 minutes)

November 14

9.1 Lesson

9.1 Practice Questions

9.2 Lesson

November 21 (PD)

November 17

November 18

November 19

November 20 (half-day)

9.2 Lesson
9.2 Practice Questions

9.1 and 9.2 Quiz

9.3 Lesson

9.3 Lesson

November 24

November 25

November 26

November 27

9.3 Practice Questions

Review

Flex-day

Chapter 9 Unit Exam

Lesson Overviews
9.1
By the end of 9.1, students will be able to:

- describe patterns on the graph of a linear equation

- create a table of values using the points on a graph
- determine the missing value in an ordered pair for a linear equation
In the opening topic of the unit students are reintroduced to tables of values, variables and
expressions. Students will recall how to plot ordered pairs on a coordinate plane and how to
read the data given on a graph. Students will describe patterns, explaining their point of origin
and the type of change occurring as well as create tables from the information in a graph and
follow the pattern in a linear equation to find missing values of ordered pairs. After the
instructional portion of 9.1 the students will complete the practice questions assigned from the
textbook for the purpose of assessment for learning and assessment as learning.

9.2
By the end of 9.2, students will be able to:
- describe the relationship between the variables of a graph
- decide if a table of values represents a linear relation
- graph points from a table of values
Following 9.1, students will interact further with graphs and tables of values by recognizing and
describing the relationships modeled. Students will be able to determine whether or not a
linear relation is represented in a table of values. Students will learn and review key terms
(ordered pair, expression, and variable) and will be able to recognize if a column or row in a
table of values changes by a constant amount, informing them of the possibility of a linear
relation. Common errors, such as only verifying the constant change of one of the variables in a
table of values, will be discussed. Again, the students will complete formative practice
questions, followed by a summative quiz encompassing what has been learned in 9.1 and 9.2
and informing the teacher and the students moving forward through the rest of the unit.

9.3
By the end of 9.3, students will be able to:
- create a table of values by substituting into a linear equation
- construct a graph from a linear equation using integers
- determine the missing value in an ordered pair for a given equation

In 9.3 students will graph linear relations after creating a table of values by substituting integers
into the formula or equation given. Students consider formulas they have use in- and outside of
school and the real-life applications of linear equations will be considered. Students will choose
logical variables according to the unit or measurement it is representing. Students will be
cautions to not make the common errors of miscalculating the value of the y variable as well as
ensuring that the x and y variables are not confused. After the practice questions are completed
there will be opportunity for review before the final summative assessment to end off the unit.

Materials
-

Notebook files

SMARTboard

MathLinks 8 Textbooks

Get Ready BLM

Stop Light Self-assessment BLM

Workbook print-outs

Grid paper

Scrap paper

Exit/Entrance slips

Whiteboard

Whiteboard markers

Notes

Modified/accommodated materials

Quizzes

Exams