Mathematics Year 9 5.

1 Lesson Plan

Class: Year 9 Stage 5.1 Date: 23 September Time: Start: 09:55am

Finish: 10:55am
2017

Key Learning Area: Number and Algebra/ Linear Relationships Lesson Topic: Gradient-intercept form

Recent Prior Experience:

 Cartesian plane: A plane on which every point is related to a pair of numbers called coordinates
 x-axis: The horizontal axis of the Cartesian plane
 y-axis: The vertical axis of the Cartesian plane
 Linear relationship: A set of ordered pairs (x, y) that give a straight line
E.g. (3,4) then 3 is the x-coordinates and 4 is the y-coordinates
 X-intercept: the point where a line cuts (go through) the x-axis
 Y-intercept: the point where a line cuts (go through) the y-axis
 Linear relationships have rules that may be of the form:
y = mx + b, for example, y = 2x + 1
ax + by = d or ax + by + c = 0, for example, 2x - 3y = 4 or 2x - 3y - 4 = 0
Table value can be created from the rule/linear relationship (using substitution):
e.g. y = 2x + 1
y 0 1 2 3 4
x -1/2 0 1/2 1 3/2
 To find x-intercept, substitute y=0
 To find y-intercept, substitute x=0

Syllabus Outcome(s): Indicators of Learning for this lesson: Assessment:

- Select and use appropriate
strategies to solve problems
(MA5.1-2WM)
By the end of this lesson, the students will:
- Completion of class activity
- Develop appreciation and confidence working with
- Checking students' work
fundamental concepts of linear relationships
- Asking students to explain the key
- Find the gradient and the y-intercept of a straight line
concepts in their own words
from its graph and use these to determine the
- Facilitating discussion
equation of the line
- Listening to students' responses

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 - Interpret and graph linear relationships using the - Observing students' physical
gradient-intercept form of the equation of a straight reaction (frowning-not
line understanding)
Any safety issues to be considered Resources:
- Discipline (classroom rule): no walking around the classroom
Cambridge Mathematics NSW Syllabus for the Australian Curriculum 9,
or out of the classroom without teacher’s permission.
NSW Mathematics K-10 Syllabus, Desmos, computer, smart projector,
- Follow protocol about roll calling, out-of-class permission slip
whiteboard, whiteboard markers and myself.
for only one student at a time.
- Ensure students put their bag under the table to avoid tripping.

LESSON SEQUENCE

Lesson Content / Indicators of Timing Teaching Strategies / Learning Resources and Organisation:
Learning (mins) Experiences:

INTRODUCTION
Different activities are subtly implemented to Computer
create a dynamic and fun lesson. E.g.
Students work in small group for a class
activity – improve teamwork skills; students
do questions on whiteboard – target
individuals, encourage confidence; students
investigate gradient/graph using laptop –
improve ICT skills; students talk and discuss
5mins questions with each other – improve social
skills, math is not just a one-man subject;
students answer questions in unisons –
class participation.

T gets to class 5 minutes early and checks

to make sure all devices (computer and
projector) function properly.

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Teachers provoke students to recall
key concepts learnt from previous
lessons that will be needed for the
lesson.
Questions/ Put your hands up if you
know. What is x-intercept and y-
intercept?
 X-intercept: the point where a line
cuts (go through) the x-axis
 Y-intercept: the point where a line
cuts (go through) the y-axis
Q/ Does anyone remember how I can
find x-int/y-int in an equation such as
y=2x+1?
 To find x-intercept, substitute y=0
 To find y-intercept, substitute x=0
Q/ What is the gradient of a line? How
can I find it?
 Gradient is the steepness of a
line. (Slope)
 Find by using m=rise/run
 If there’s an equation, it’s the
number in front of x.
Using synonyms, all students were able
to improve their literacy and EAL/D
students understand concepts easier.
T logs on to the computer to use the
projector for a short quiz.
T greets Ss.
T instructs Ss to take out their books and
stationery and to not take out their electronic
devices (laptop, phone, tablets, etc).
T settles Ss, using eye-contact, S’s name
and firm verbal commands.
T quickly calls the roll (if T is already familiar
with the class, T can submit the class roll
subtly to save time).
T writes the topic title on the board with red
5mins underline.
T divides the board into 3 columns and
works from left to right.
T asks Ss to pay attention and put their pens
down.
T asks Ss about concepts that were covered
in the last lessons.
T notes the key concepts on the board.
T reminds Ss to raise their hands to answer.
T asks Ss by name to respond.
T praises Ss for remembering what they
have learnt before.
It is important to quickly recall known
concept in the beginning of the lesson. This Projector, Cambridge Year8 textbook,
allows teachers to assess Ss’ knowledge whiteboard, whiteboard markers, Syllabus,
and deliver a smooth lesson into the main myself.
topic. Also, this allows Ss to know what
concepts to relate to the main topic.
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DEVELOPMENT
Students link prior knowledges to new
contents; find the gradient and the y-
intercept of a straight line from its
graph and use these to determine the
equation of the line
Question/ What can I do in for the next 15 mins
step?
Q/ What do I have to do to find the
(gradient, x-int, y-int )?
By using actions such as pointing, or
showing hand gestures up-down and side
way while concomitantly use simple
words “this” and “that”, teacher is able to
explain concepts and ask questions more
easily to a wide range of students include
students who speak English as a Second
Language.
T writes an example on the board and
explains the concept by using example.
T asks Ss to pay attention and put their pens
down.
T asks Ss questions along the way to keep
students engaged.
T assures Ss that they knew and worked
with this formula before and that they just
don’t know the name.
T introduces the name of the formula
y=mx+b, as Ss might have expected, is
“gradient-intercept form” because they can
state the gradient and the y-intercept by
simply observing the formula.
T reminds Ss to raise their hands to answer.
T asks Ss by name to respond. Desmos website, projector, white board,
T always face the class room, even when whiteboard markers, Syllabus, Cambridge
writing, to observe the class reactions and textbook and myself.
behaviors.
T praises Ss for listening and paying
attention.
T gives Ss time to copy down what on the
board.
T directs Ss to stand up and shake their
bodies every 15 mins. This keeps Ss staying
active and improves Ss’ concentration and
logical thinking; this is especially good for
ADD/ADHD Ss who find it hard to
concentrate for a long period of time.
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Analyzing and evaluating questions 7mins
based on new contents
Q/ Can you explain what you did?
Q/ Does everyone agree with “S’s name”
method on the board?
Q/ Do you have a different solution?
Q/ Does anyone do it differently?
Q/ Do you have any questions?
Students work in group to achieve a 22mins
deeper understanding of the
connection between linear graph,
gradient, x-intercept, y-intercept and
the gradient-intercept form.
Q/ Can anyone recognize any patterns
between the line and the gradient?
- Higher gradient, steeper line
Q/ Can anyone tell me what happen when
the gradient is negative?
T writes down a question and asks students
to solve it by writing down in their book.
Ss try and solve the question steps by steps
by themselves
T walks around the classroom
T observes and assesses Ss' understanding
and progress through their expressions and
works.
T controls the noise level and keeps the Ss
on task.
T asks and encourages a S to volunteer and
answers questions on the board.
T goes through the example on the board.
T always faces the classroom even when Desmos website, projector, white board,
writing to observe the class reactions and whiteboard markers, Syllabus, Cambridge
behaviours. textbook and myself.
If no students volunteer, teacher can assign
student to go on the board. By assigning
students on the board, T is able to
encourage unconfident Ss to move out of
their comfort zone and acknowledge already
confident individuals of their efforts.
Furthermore, this activity allows T to get Ss
with ADHD to move and stay active without
disrupting the class flow.
T explains the activities to Ss. Table Attached at the end (Each section is cut
T divides class into groups of 4-5 Ss. and mixed up).
Ss works with each other to try and match
the right graphs with the right formula,
gradients, x- and y-intercept.
Ss ask and answer each other's questions
about the topic.
Ss discuss and justify their work/method with
each other.
T observes and assesses Ss' understanding
and progress through their interactions and
works.
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Q/ Let’s look at the equation of the lines
as well, are there anything special that
you see?
- Gradients and the number in front
of x are the same
Q/ Do you have any questions?
CLOSURE
Consolidate learning
Describe, explain and analyse
relationships between gradients, x-
intercept, y-intercept, linear graphs
and formula y=mx+b.
Last 6 T gets the whole class to read out loud the
Q/ Can anyone tell me what we learnt minutes
today?
Q/ What is this represent? (pointing at ‘m’
and ‘b’ in y=mx+b?
Q/ What is the name of this formula?
(pointing at y=mx+b)
Q/ If I have a linear equation y=mx+b, how
do I find the gradient? How do I find the y-
intercept?
T controls the noise level and keeps the
students on task.
After about 15-17mins, T goes through the
activity with Ss.
T uses Desmos to show Ss answer.
Special needs teacher will be assisting
certain student along the way.
T checks Ss understanding by asking Ss to Syllabus, Myself
describe and explain key concepts in their
own words.
T asks questions that provoke Ss thinking,
requiring students to justify their answers.
key concepts written on the board.
T asks Ss to say the answer out loud in
unison as T points points at different key
ideas on the board.
T writes down the homework on the board.
T instructs Ss to copy down the homework.
T asks Ss to bring their laptops to the next
lesson.
T asks Ss to pack up, when they finish
copying down the homework, but remain
seated.
T praises the class for working well and
dismisses the class.
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