Class: Topic: 7.

1 - Graphing Linear Equations Materials: Ruler, pen, pencil, paper

Name: Unit: 7

Date: Grade: 10

Intents/Objectives/Purpose: Program of Studies (Pedagogic Purpose): C33- Graph by constructing a table of values, by using graphing technology, and when appropriate, by the slope y-intercept method Academic Purpose: We are building on last class when we introduced Cartesian Coordination axis and slope of linear graph. Today we are going to learn two strategies to graph linear equations: First, by plotting two pairs of on the line that satisfy the equation; second, using slope and y-intercept. Instructional Plan: Introduction: Activities: 1. Bring a $5 bill and some loonies and dimes to the classroom and ask students to use loonie and dime that sum up to exact $5 bill. They should be able to come up with more than one answer. Write an equation (with two variables) and ask student to guess a pair of correct answer. e.g. Ask student if there is definite or infinite numbers for this equation. And why? Body: Introduce the general formula for linear graph and slope and y intercept. And ask students to slope and intercept to a couple of example. And them provide them with a various equations with same slope and different slope or a bunch with same intercept and different y-intercept and ask them what the effects of m and b. Define b as y-intercept where the graph passes the y axis ( 0). Explain that slope (m) is rinse/run. Strategy 1 - Show them how they can graph the linear function with only two parameters of b and m. Mark b for y axis ( and then if m rise and run from b according to find the first point. E.g. if m = 3 =3/1 then for up 3 units from 2 and 1unit to the right; mark that point on the axes. (5, 1) and again 3 unit up and 1 unit to the right. And mark the 2nd point (8, 2) and use ruler to connect these two points together. Strategy 2(alternative approach if time permitted): Show them that they can plot two known value for x and find ys accordingly and then mark those two points on the axes and connect them together. Linear Equation Slope M Y-intercept Point A Point B m b 5 3 (0,3) (1,8) 3 -4 (0,-4) (2,2)

Closure: Assign a couple of linear equation to couple of volunteers and ask them to interpret m and b; verbalize the task while they are graphing (their equations) on the chalkboard for the rest of the students. An open-ended question:
1. Can we write an equation for a line that is parallel to another line? If yes, give an example for a line that is let parallel to 2. Graph these two equations ( ) and explain what is specific about them.

Assessment: Open-ended problems are focused on parallel lines. If they have comprehended this lesson they can easily translate the slope and intercept for a couple of equations. Their response is a good tool for me to find where they are at in terms of their understanding. This is a better approach for me than simply asking them what they learnt from this lesson. Supporting Students: Struggling Students: Start with equation and then try and see how they respond. If they are able to follow then try and gradually build their confidence by using plotting strategy (mark 2 points) which is easier and then try working on slope and intercept method. Enrichment: Provide them with theses What-if questions? What if m is a negative number? How do we interpret the rise/run? What if m is zero? (e.g. ) What if b is zero?(e.g. ) What if y is zero (e.g. ) What is the axis equation? Ask students if they can come up with a formula for $5 activity at the beginning of this lesson.

And then, ask students to come up with their own questions - try to rephrase the question without mathematical language, yet using the same procedures.

Class: Topic: 7.2 - Solving Systems of Linear Equations graphically,

by elimination and substitution.

Name: Unit: 7

Date: Grade: 10

Materials: Ruler, pen, pencil, paper

Intents/Objectives/Purpose:
Program of Studies (Pedagogic Purpose): C19 - solve systems of linear equations using substitution, eliminations and graphically. Academic Purpose: We are building on the last class when we introduced 2 different strategies to graph a linear function. Today we are going to introduce 3 methods to solve a pair of linear functions: Students will solve 2 equations with 2 variables, using graphs, substitution, and elimination. We are looking for an pair ordered ) that satisfies both equations and we call it the point of intersection

Instructional Plan:
Introduction: activities: 2. Ask students to find 2 numbers that add up to 9(simple scenario) where one of the numbers is two times bigger than the other one. 3. Ask them to translate this question to mathematical language. See if they can find the answer as easily as the way they came up with the answer in question 1. Ask them if they can provide a strategy to solve the equations. 4. Ask students if there are definite or infinite numbers for this equation. And why? Body: Solving 2 linear equations Graphically Give two linear equations as and ask student to give a point that satisfies 1st graph. e.g. (0, 1) and plot it in the 2nd equation and they can see than -1 so (0, 1) cannot be the answer since it does not satisfy both equations. Look for the intersection point on the coordination diagram.

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Solving 2 Linear Equations by Substitution: We use the following method: and this would allow us to substitute the y or x into the 2nd equation and solve for x or y. e.g. for the above pair of equations we replace and we solve for y. we plot into the first equation =3

Solving 2 Linear Equations by Elimination method: In this method we eliminate x or y by solving both equations simultaneously. Once we have a single equation we solve for x or y and then we plot the answer to one of the equations to find the 2nd variable. e.g.

-2 *

Closure:
Assign a pair of linear equations to a couple of volunteers and ask them to interpret m and b; verbalize the task while they are graphing (their equations) on the chalkboard for the rest of the class. An open-ended question:
1. 2. 3. 4.

What if we have ; how do we graph and solve these 2 equations graphically? Why we cannot solve these equations by substitute method. Can you find the solutions graphically? What is it in these 2 equations that is causing the problem? Do you think we can find always an answer to any pair of linear equations? If yes, why? And if no, why not? Is it possible to have more than one solution when we solve a pair of linear equations?

Assessment: Open-ended problems would give them a good insight into the topics of this lesson. These questions are also make them think and invite them to participate in classroom discussion. Supporting Students: Struggling Students: Start with substitution method which is easier than solving graphically/eliminations; then practice a simple pair of linear equations that can be graphed easily and then gradually make it harder and harder until they can solve any pair of equations with at least one method. Enrichment: The intersection point of Write the equation for each axis. I will provide a couple of examples for them and ask them to find the best strategy to solve the pair of linear equations. They should be able to explain why they are choosing a specific strategy. I will evaluate if they have gained insight with a what-if question. Examples 1: , Examples 2 :