Ms.

Michaela Demers
Lesson Title

Rate of Change

Date

March 21st, 2016

Grade

10C

Subject

Math

Unit

Relations and Functions

Time
Duration

75 minutes (10:10 11:25)

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

General
Learning
Outcomes

GLO: Develop algebraic and graphical reasoning through the study of

relations.

Specific
Learning
Outcomes

1. Interpret and explain the relationships among data, graphs and

situations.
3. How to demonstrate an understanding of slope with respect to rise and
run, line segments and lines, rate of change, parallel lines, and
perpendicular lines.
5. Determine the characteristics of the graphs of linear relations, including
the intercepts, slope, domain, and range.
LEARNING OBJECTIVES

Students will:
1. Interpret graphs with a given amount of information
2. Draw a graph using a given amount of information
3. Recognize that the steepness of a graph can help us to interpret what is
happening
4. Understand that the steepness of a graph represents rate of change
ASSESSMENTS
Observatio
ns

Vote with your fingers (1 = I get it, 2 = I kind of get it, 3 = I dont get it)
o Use at regular intervals to check understanding

Performan
ces

Practice problems (many!) - graphing

Brain break activity

Products

Exit slip (function notation)

LEARNING RESOURCES CONSULTED

MATERIALS AND EQUIPMENT

Foundations of Mathematics Workbook 10 Problem notes and examples

Extra scraps of paper for airmail game
(Teachers Manual) Absolute Value
Exit slips (26) more scrap paper
Publications
Foundations and Pre-calculus Mathematics
10 Pearson Publishing
Learn Alberta
PROCEDURE

Ms. Michaela Demers

Prior to Lesson

Prepare lesson notes and examples

Brainstorm brain break activities and create a catalogue of them
for logbook
Introduction

Attention
Grabber
(Problem of the
Day - Airmail)

Transition to
Body
(Discussion)

Problem of the Day Activity Interpreting Graphs

A graph will be projected onto the Smart Board. No titles
or axis labels will be provided.
Students will be asked to spend 5 minutes writing a
short narrative about what is happening in the graph.
Encourage students to write their narrative on a scrap
piece of paper (have some available just in case).
Humor in the narratives is welcome, as long as it is
appropriate and applicable to the graph.
When students have finished their graphs, we will play a
game of airmail. All students will crumple up their
papers and throw them across the room. They will have
2 minutes to throw the papers until all of the narratives
are mixed up. Everyone must pick up one paper and
read the narrative.
Allow time for reading and laughter.
Would anyone like to share the narrative that they
picked up?
What did you notice about the narratives?
Were they any common themes?

Time
10 min
10:10
10:20

Teacher Notes
Body
Drawing and
Interpreting
Graphs

Pg. 277: Construct Your Understanding

Think-Pair-Share
The graph shows the depth below sea level of a scuba
diver as a function of time.
Instructions: What does each segment of the graph
represent? Write a description for each segment
individually. Then, with a partner, discuss your thoughts.
Are your stories the same? Should they be?
Pg. 278 Check Your Understanding 1
Each point on this graph represents a person. Explain
your answer to each of the questions.
a) Which person is the oldest? What is their age?
b) Youngest? What is their age?
c) Which two people have the same height? What is

Time
20 min
10:20
10:40

Ms. Michaela Demers

the height?
d) Which two people have the same age? What is
the age?
e) Does this graph represent a function? Explain.
Pg. 283 Questions 13
A student drew a graph to represent the following
situation:
Jonah is watching TV. After 3 min his mom comes into
the room to ask him a question, so he turns down the
volume. After he answers the question, he turns the
volume up again. Two minutes later, Jonahs dad turns
on the dishwasher, so Jonah gradually turns up the
volume. After a further 3 min, a commercial comes on,
so Jonah presses the mute button.
Describe any errors in the graph.
Pg. 277 Construct Your Understanding
Sketch a graph to represent this situation:
You put the plug in the bath and turn on the taps.
You leave the bathroom and return to discover
that the bath has overflowed.
You turn off the taps and pull out the plug to let
out some water. You put the plug back in.
Hand-up, stand-up, pair-up: Everyone stand up and put
your hands up! Find a partner from the other side of the
room to discuss your sketches.
Teacher Notes

Activity:
Drawing
Telephone and
Discussion

Students on the left side of the room will be given a

graphing situation. They will have 30s to graph the
situation. Then pass the graph to the partner on your
right. Student will have 30s to try to write what the
graph is about in one sentence. Pass to the right.
Student will graph the one sentence situation given to
them. This will continue until the graph makes it to the
end of the row. Then, the last person in the row will
share what their graph looks like. We will compare to the
original sentence.
Prepare for intense laughter!
Discussion
What was the toughest part of this game?

10 min
10:40
10:50

Ms. Michaela Demers

What did you notice about the graphs and sentences as
we neared the end of the line?
What is the takeaway from this activity?
Teacher Notes
Brain Break

Choose brain break activity based on student needs:

Too much energy? Relaxation activity
Too little energy? Energizer game
Math too intense? Game to take their minds
off math
Math too easy? Problem solving activity

5 min
10:50
10:55

Lesson: Rate of
Change

What do you notice? Class Activity:

What do you notice about this table of values? Right,
the independent variable increased by a factor of 1, and
the dependent variable increases by a factor of 75
cents.
Is this is the case for all linear functions? Yes! Special
characteristic of linear relations: the independent
variable (x) and the dependent variable (y) will always
increase by a specific increment.

20 min
10:55
11:15

We can refer to this increment as the change in the

variable. The rate of change for a linear relation refers
to the speed at which a variable changes over a
specific period of time. This can be expressed as a
fraction:
change in dependent variable/change in independent
variable
We can use this information to help us decide if a
relation is linear.
Linear/Nonlinear Examples:
1 linear (table of values)
2 nonlinear (table of values)
3 nonlinear (graph)
4 linear (ordered pairs)
5 linear (graph)
Rate
RofC
RofC
RofC
RofC

of Change Examples:
= 3/4 or 0.75
= 9/5 or 1.8
= 1/5 or 0.2
= 2/-1 or -2

Ms. Michaela Demers

If there is time, review equation of a line with rate of
change value.
Teacher Notes

Sponge Activity

Practice:
Topic 6 - Question 5 (a-h).
Closure

As Needed
Time

Consolidation of
Learning

While leading discussion, hand out scraps of paper.

I would like to hear from three students. What is one
thing that you learned today about drawing and
interpreting graphs?
Great day everyone! I hope you had a fun Monday in
math class.

3 min
11:15
11:18

Exit Slip

Stand by the door and collect exit slips before students

leave. This is their ticket to exit the room.
Q: Given f(x) = x3 8.
What is f(x) when x = 5?
What is x when f(x) = -5? f(x) = 19?

7 min
11:18
11:25