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Lesson Planning Sheet Title: Calculating the Gradient Learning Objectives: By the end of the lesson: All students should be able to calculate a positive gradient of a linear function using the graph. Most students should be able to calculate a gradient of a line segment between two coordinate pairs. Some students should be able to calculate the gradient of a function in a real life context. Keywords: Gradient, Change in, Rate of change, Difference, linear Learning Activities Starter/Introduction Students review calculating the mid point of various line segments with different gradients. To extend this for the most able, students could generalise the mid point of a of any line segment using proof. Have solutions presented on mini-whiteboards for assessment and feedback. Development To gradient of a function, in this case a linear function, describes the rate at which the y values changes given a unit change in x. It is important for students to understand the gradient in this way. Therefore, the gradient which is represented algebraically using the letter m, of any linear function is found by dividing the change in y by the change in x, , represents change in. Functions that have the same gradient are therefore parallel. To calculate the gradient between two coordinates (x1,y1) & (x2,y2) the change in y is calculated as y2 y1 and the change x in x2 as x1. Students often have difficulty when one or both of the coordinate pairs involves a negative term. It maybe wise therefore, to recap negative numbers prior to this lesson. Students should be able to progress through the problems on the third slide independently. It maybe helpful to provide the students with the a hand-out showing the graphs at the top of the screen. Solutions could be provided using the interactive Autograph V3.3 files in the additional resources section. Plenary Students consider the monthly cost for a mobile phone contract using the gradient as a measure of the charge per minute and the intercept as the standing fee. To extend on this and deepen their understanding of the gradient the class could work in pairs or small groups to discuss at what point it is better to have a lower standing fee and higher gradient or higher fee and lower gradient. Differentiation More able: Students could consider gradient for functions in the form ax+by=c by manipulating the function. Less Able Students may need more practise calculating the gradient from a line segment before moving on to using coordinate pairs. Resources: Mini-whiteboards Autograph V3,3 files.