Lesson Plan for Micro Teaching: Linear Relations

Linear Relations Lesson Plan

Subject: Mathematics Grade:    8	Lesson Number: 7  of  8 Time: 15 minutes
Big Idea or Question for the Lesson: What is an ordered pair? What is a linear relation? How do you graph it?
PLO foci for this lesson: B1 graph and analyse two-variable linear relations [C, ME, PS, R, T, V]
Objectives: Students will be able to  (SWBATs) determine the missing value in an ordered pair for a given equation create a table of values by substituting values for a variable in the equation of a given linear relation describe the relationship between the variables of a given graph construct a graph from the equation of a given linear relation (limited to discrete data)
Content and Language Objectives: -   understand what an ordered pair is (verbal) -  determine what a linear relation is (verbal/kinesthetic)		Skills/Strategies required: -  understand what a variable represents -  be able to solve for a variable in a given equation
Materials/resources: masking tape sharpie/thick pen graph paper whiteboard/markers
Assessment Plan: formative assessment: visually see if the students graphed their ordered pair correctly
Adaptations: [ for EALs] just make sure when you say, “variable”, you point specifically to the variable, and same goes for any integers skeleton note sheet that they fill in at the end of the lesson Modifications: skeleton note sheet that they fill in at the end of the lesson Extensions: graphing negative slopes, or more complicated functions (individually on their own graph paper)
Lesson Plan - Teacher-led, Class/Group Activity (10 min) Ian: Today we are going to look at linear relations (draw on board). Everyone should pair up and tell everyone to pick an integer from -3 to 3 but you cannot repeat a number that someone else chose (throw the stuffy at them as they choose). Alison: An evil wizard kidnaps your stuffy. He locks your animal in a dungeon. You need to rescue it! But you don’t know where they are. You only are given two clues: (1) your stuffy’s cell number (x-coordinate), which is the number they chose, and (2) a cipher that represents a map of where all the cells are. Find your animal by finding the y-coordinate of its cell. Ian: This wizard has bamboozled us! Let’s try and figure out how to use this cypher. Take a look at this grid below us. This line is labelled x. Let’s all find our places on the x number line and place your stuffys there for now. Because this dungeon is this whole grid, we have this up down or y direction. In order to find out where your cell and your animal is in the y direction, we must find our y values! How can we do this?! Questions: how can you find the y coordinate using your x value? How can you show this visually on the map/grid of the evil wizard’s lair? What order should we rescue the animals so we’re the fastest? Now give students time to solve for their y value, and place their stuffy on the grid taped to the floor where they think their cell is Alison: open up a discussion of what the shape of the graph looks like, because it’s actually continuous between each person (object). Hint: It’s a straight line. It’s a straight line! So! What does the class think Linear means? If this equation is a two variable LINEAR equation, and it comes up with a straight line, thennnn!’ So each of you has an x value that you chose, and a y value that you figured out using the equation we gave you. What you did when you got those two values is figured out an ordered pair. Conventionally, we write it as such (x,y). This is arbitrary.Get everyone to represent their coordinates as ordered pairs, and then collect them all on the board. Now… level two! - Independent Work (5 min) Ian: Move to independent work, now LEVEL 2! You are now all kidnapped and placed in new cells!  But now you have a different cipher to figure out where everyone’s animals are (cell numbers are -3 to 3)! (Hand out the ciphers as scrolls) Create a list of ordered pairs (like we did on the board) and then plot them on graph paper (individually). cipher: y= -3x+2 Hand out graph paper, and have students create a list of ordered pairs to figure out where everyone else’s cells are (with x values -3 to 3) and then plot them on the graph paper (figure out their y values).   - Closing (1 min) Now we all know what linear means and how to graph when given an x value! Could you figure the graph out if given a y value?