196 views

Uploaded by Juz Ivene

- iq-linear equations
- Lesson Plan in Intermediate Algebra
- Grade 9 Workbook
- GCSERevision-StraightLineEquations.docx
- Chap 01 Getting Started
- Linear Equations 8th Grade Lesson Plan
- JEXPO and VOCLET Mathematics Model Set - 1
- Chapter 1 Test Bank
- Geometry
- EMI PBL S1
- Ono
- Ieee Paper
- Lesson Plan for Mathematics Form 3
- Calculus 01 the x y Plane
- 6.Coordinate Geometry
- DIPQNAUNITVII
- nios 12 maths 1
- Surveying 3b Chapter 6
- Quiz Bee Questions
- Lecture 7

You are on page 1of 15

Lesson Objectives

At the end of the lesson, students would have:

• Drawn graphs of linear equations with two unknowns given equations, paired-coordinates, gradient or y-intercept.

• Manipulated and form the equation y=mx + c given the graph

• Understand how the m (gradient) and c (y-intercept) values affect the graph

• Solved various problems involving linear equations and its graphs

Next lesson:

• Review graphs of linear equations.

• Solve simultaneous equations using graphical method

15min Introduce the • Introduce topic using amusement park • Listen carefully to scenario and In the first lesson, I

topic using a cost problem. Giving the scenario and give answers when prompted. will explain the

verbal purpose of

organizing the information in a table on • Write down the questions and

problem grouping.

the board. copy example from the board.

(testing prior • Scenario:

knowledge There is an amusement park that’s recently opened.

and showing You and a bunch of friends are checking out the

relevance of prices so that you can estimate how much money to

request from your parents. There is an admission fee

topic to life) of $10 for students. Each ride and game is $5 per go.

If you are interested in 3 rides and 2 games, how

much money would you spend? Your friend, May is

going on all 12 rides and not interested in games, how

much would she need? If Bob is not interested in rides

or games and just wants to be there to socialize, does

he have to pay? Giving more random nos. and ask

students to come out with a formula for this problem.

• Link using the values on the board to

draw a line graph.

• Test for prior knowledge by asking

students to link the formula to the graph.

• Ask if students are able to identify m

and c.

• Divide students into groups according

to their strengths if necessary.

• Give out worksheet to all students. Explain

how the worksheets work for both groups.

45 mins Activity One – L P L P To cater to

Learning • Go through the key • Explain to students • Work through • Go through the different learning

Track points with how to proceed the worksheets, key points and level, so that

students, with the highlighting do a ‘self-check’ weaker students

get proper

emphasizing the worksheet. important tips by ticking the

explanation and

important points. • Be clear that and fill in the boxes. capable students

• Using examples students are blanks. • Highlight are not wasting

and work through welcome to listen • Answer important tips time listening to

the worksheets with in with the rest of questions when along the way. what they already

students. the class at any prompted and • Proceed to know. They should

• Ask students to time without telling ask questions answering proceed to

complete steps me. when in doubt. questions if ALL practice questions.

along the way. boxes are ticked.

• At any point, if

student feels that

he/she needs

help, they should

listen to the

explanation with

the learners.

5 mins RBT- Refresh • Give a couple of math puzzles on the • Go for toilet break, drink.

Brain Time board. • Try solving the puzzles while

(toilet time) waiting for others to return.

30 mins Activity Two • Explain the activity to the • Students must ‘Randomly’ assign

– Role students. start with the question given and means that I can

reversal match the

• Explain the requirement prepare to verbally explain their

questions to the

of question 4 using examples. working to me.

ability of the

• Assign each student with • While waiting for students so that

a question to start off with ‘randomly’. their turn, students will proceed with everyone can be

• Students must work the rest of the questions. involved in the

through that particular question. activity and

• Using that question, students can build

student must now pretend to be ‘teacher’ on their

and explain that question to me, the confidence.

By students

‘student’.

explaining to me, I

• Students are allowed to can check for

switch question if they genuinely have understanding.

trouble with the one given.

• Give everyone 10 mins

to start on their questions and then

proceed to individual students.

20 mins Question and • Help students with • Students can ask

Answer time questions from school work. questions from homework.

• Hand out solutions to the • If students have no

worksheet given today. questions, they should proceed

• Give out practice to the challenge questions from

worksheet (homework) the worksheet.

• Conclude the lesson by • Students should

asking to students to think of 3 key mark their own work from the

points to share with their neighbour. worksheets and carefully do

• Release students corrections at home.

• Share 3 key points

that they have learnt today with

their neighbour.

Self-reflections:

Name: _______________________

Graphs of Linear Equations- LEARNING TRACK

Introduction:

Formula:

No. of rides

and games Linear Equation: let x be _____________and y

Cost be _____________

:

2. All linear equations takes the form of y = mx + c (m and c will be covered

later)

*Can you identify which of the following equations are linear? Go through

Follow the each key

teacher’s y=6x – 4 x+2=y s =4t +10 x=6 g=3h point

instructio 2 carefully

3x – y +5=0 4x=y – 9 a =3b – 5 2x+y=10 1 – 6u = v

n and fill and tick

in the REMEMBER: each point

blanks. when you

Highlight can

understand

all key

it. Proceed

points! to the

3. m stands for gradient. Gradient is the steepness of the line. It is like questions

climbing a hill or ladder, for every step you walky across,

y = 6x you are also going only when

you can

up at the same time. confidently

y = 2x

y=x tick ALL

points!

?

Gradient / x

is

‘Rise’

rise Run

run

y=-x

If the gradient is positive, the line slopes upwards to the ___________.

If the gradient is negative, the line slopes upwards to the ___________.

If two lines have the same gradient, then they must be _______________

You can find the gradient of a line using any 2 points on the graph.

y – y (rise) Example:

m= 2 1

x2 –x1 (run)

4. c stands for the y-intercept. It is the point at which the line cuts the y-

axis.

*Identify the y-intercept of each graph below.

Value of c

Line s:

v

Line t:

Line u:

Line v:

s

u

t

In the linear equation, it is the constant. (eg. like the entrance fee of the

amusement park)

Every point that sits on the line must follow this formula or rule.

Therefore, when the paired-coordinate values are substituted into the

equation and the answer is valid, the point must be on the line.

Example: y = - x + 3 (1,6)

Prove that (2,1) sits on the line

and (1,6) does not using substitution.

(2,1)

`

\

\\\

6. To draw a line graph given the equation, you only need 2 points to link

up,

but use 3 to be sure.

1) Construct a table of x and y values.

2) Choose 3 consecutive x values. *Choose wisely! Keep it low.

3) Substitute the x values into the equation to get the corresponding y

values.

4) Choose your scale carefully. Look at the range of your values.

5) Plot the 3 points on the graph and link up to form the line.

6) Be sure to LABEL your graph with the equation!

Practice time!

1. Complete the table. Then plot the coordinates and draw the graph of each equation on the axes

provided.

a) y = x + 2 b) y = 2x

x x

y y

WAIT!

CHECK!

m=

1

(+ve slopes

up to the

right)

c=

c) y = – x – 3 d) y = 5 – x

x

y

e ) 2x + 5y = 10 f) 2y – 3x + 6 = 0

x x

y y

g) 1.5 – y = 0 h) x + y – 3 = 0

x x

y y

m > 0, c > 0 m < 0, c < 0

y y

x x

0 0

m = 0, c > 0 m < 0, c = 0

y y

x x

0 0

3x + y = 21 x + 7y = 48 x + 2y = 10

5x + 3y = 30 x + 5y = 51 6x + 7y = 77

x + 2y = 1 2x - 7y = 49 6x - 7y = 7

1. 2. 3.

4. 5. 6.

7. 8. 9.

4. Given 2 coordinates, plot the graph and write down the equations of the straight lines.

Use the dice given to generate the x and y values of the coordinates of the 2 points or simply use

your lucky numbers. For those of you who like to challenge yourself, be sure to include lots of

negative numbers. Use the graph paper of the following page for all your equations and make sure

you label each line carefully!

b) Point 1 ( ____, ____) Point 2 ( ____, ____) All linear equations are

y=mx+c

c) Point 1 ( ____, ____) Point 2 ( ____, ____) Therefore you just need to find

d) Point 1 ( ____, ____) Point 2 ( ____, ____) m and c from your graph.

e) Point 1 ( ____, ____) Point 2 ( ____, ____)

5. Using the graph paper below, draw the graphs of the lines y = 0, x = 6 and y = – x + 1.

Calculate the numerical value of the area of the triangle bounded by the lines y = 0, x = 6 and y

= – x + 1.

6. State if the ordered pair lies on the line. Show working to prove.

c) (–, 2) 4x +y = 0 d) (3,3) 7x – 8y + 3 = 0

7. a) Write down the equation of the vertical line that passes through point (3, - 2).

b) Write down the equation of the horizontal line that passes through point (11, 8).

8. The points (d, 0), (0, e) and (4, f) lie on the line 5x – 4y = 8.

a) Find the values of d, e and f.

b) State whether ( – 3, 4) lies on the line.

9. Find the values of p, q and r if the following points lie on the line 2x + 3y = 9.

a) ( – 3, p) b) (2q – 3, – 1) c) (4r, 5 – 3r)

10. For each of the tables shown, determine whether it is a linear function.

a) b)

x 0 1 2 3 4 5

y 5 1 2 4 8 160

0 0 0 0

c) d)

x 1 2 3 4 5 6

y 2 1 1 9 5 1

1 7 3

Challenge begins…

11. a) The line x = – 3 meets the x-axis at P. Write down the coordinates of P.

b) The line y = 4 meets the y-axis at Q. Write down the coordinates of Q.

c) The line x = – 3 and y = 4 meet at R. Write down the coordinates of R.

d) Calculate (i) the area of ∆PQR and (ii) perimeter of ∆PQR.

x 0 4 8

y

c) Given that the point (h, 1.8) is a solution to the equation 3x – 4y – 12 = 0, find the value of h.

d) The graph 3x – 4y – 12 = 0 intersects the x-axis at the point A and the y-axis at the point B.

Find the area of triangle AOB where O is the origin.

13. It is given that the points (2, – 4) and (– 8, 1) lie on the line hx + ky + 6 = 0.

a) Find the values of h and k.

b) Draw the above graph for – 2 ≤ x ≤ 6.

c) Write down the y-intercept of the graph.

d) If (r, – 5) lie on the graph, find the value of r.

14. a) Draw the graph of each of the following equations on the same axis.

(i) x=1 (ii) x = – 2

(ii) y = 2x (iv) y = 2x + 8

c) Find the area of the figure formed.

15. The point A is the x-intercept of the line x + 3y = 10.Find the coordinates of A. Another

point B is the y-intercept of the line 3x – 5y = 15. Find the coordinates of B. Hence, find the

numerical value of the area of triangle AOB, where O is the origin.

- iq-linear equationsUploaded byapi-452872929
- Lesson Plan in Intermediate AlgebraUploaded byjhoana_sioson
- Grade 9 WorkbookUploaded byMichael Cochran
- GCSERevision-StraightLineEquations.docxUploaded byIvan Jerkovic
- Chap 01 Getting StartedUploaded byMuhammad Hassan
- Linear Equations 8th Grade Lesson PlanUploaded byNicole Jansen
- JEXPO and VOCLET Mathematics Model Set - 1Uploaded byLearningScience
- Chapter 1 Test BankUploaded bysukuda1193
- GeometryUploaded byVen De
- EMI PBL S1Uploaded bynunu
- OnoUploaded bymrsnecula
- Ieee PaperUploaded byKrishnaja Basireddy
- Lesson Plan for Mathematics Form 3Uploaded byMercylla L. Limban
- Calculus 01 the x y PlaneUploaded byeliseudesafate
- 6.Coordinate GeometryUploaded bySyed Nazmi
- DIPQNAUNITVIIUploaded bysubbu
- nios 12 maths 1Uploaded byabsmeena
- Surveying 3b Chapter 6Uploaded bymavess
- Quiz Bee QuestionsUploaded byglenda_hernandez09
- Lecture 7Uploaded bykrishna
- 150046062-1-Survey-docxUploaded bysaysaki
- survery 2Uploaded byTommy Tiangco
- Add Maths Form 4Uploaded byBelle85
- alggeom0Uploaded byhalcemail
- Coordinate MethodsUploaded byAnthony Mak
- 6Uploaded byRohan Kumar
- SAES-A-111Uploaded byCyril Mammen
- Recommended Inland Enc Validation ChecksUploaded bybonano888
- A Problem of Relative, Constrained Motion.pdfUploaded bymartim_martins
- Btech BarchUploaded byac

- chapter 2Uploaded byIan Chan
- Clebsch-Gordan Coefficients Cheat SheetUploaded bysivaganesh1903
- 2006 - 2007 WorkoutsUploaded byBambang Kurniawan
- glinermia - 4b - assessment summmaryUploaded byapi-385993881
- Ch1_QuadraticsUploaded byBetty Bavorová
- Divisibility Rules for NumbersUploaded byHemant Ingale
- 2016 Contest Final VersionUploaded byroh009
- Professor Weissman's Algebra Classroom 03 Multiplication Whole FactorsUploaded byTheMathProf
- crmo-16_4.pdfUploaded bynavin gupta
- Scholarship Test 3mayUploaded byAnant Sahu
- HKMO2016heatans.pdfUploaded byChai Usajai Usajai
- Linear Equation in Two Variables Can Be Written AsUploaded bymahesh prasad
- Demo Detailed Lesson PlanUploaded byEdal Santos
- Numbers-1.pdfUploaded bydeepak
- A Geometric Proof of the Thales' Theorem (and MathJax and Blogger)Uploaded byYatharth Agarwal
- Sequence and seriesUploaded byLastTheater
- 27TH RAMANUJAN TALENT TEST (2).pdfUploaded bySiva Kumar
- 2007-2008 State Sprint.pdfUploaded byMichael
- Lecture4 Engineering Curves and Theory of ProjectionsUploaded byRobert Walusimbi
- 11plus Maths Sample TestUploaded bySumaira Naeem
- Karnataka CET 2015 Mathematics Question PaperUploaded byjelu
- Construction of Pentagons with Fibonacci seriesUploaded byDr Srinivasan Nenmeli -K
- 58 Quadratic and Cubic Equations.xlsUploaded byMario Sajulga Dela Cuadra
- DiffEqSurVGuide1[1]Uploaded bychemist68
- Solutions - Complex VariablesUploaded byLily Hellings
- Maths worksheets(grade 3-7).docxUploaded bylakshmigsr6610
- Statistics FormulasUploaded byNavin Kumar
- Polar SSSUploaded byBo
- 9709_s12_qp_31Uploaded byHubbak Khan
- 110424_apmops2011Uploaded byLilyPTN