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April 7th 2015 - Interpreting and Sketching Graphs
April 7th 2015 - Interpreting and Sketching Graphs
April 7th 2015 - Interpreting and Sketching Graphs
Time: 65 minutes
Grade Level: 10
I.
GCO: Relations (R) and Functions (F): Develop algebraic and graphical reasoning through GRADE10 the study
of relations.
SCO RF1: Interpret and explain the relationships among data, graphs and situations. [C, CN, R, T, V]
II.
Learning Objective(s) / Goal (s) written in student friendly language (i.e. I can statements):
Students will learn to find data from linear-type graphs and be able to sketch their own.
III.
Lesson Rationale:
Why are you teaching this lesson?
So that students have experience reading and interpreting graphs, which is an important skill in many careers.
What requisite skills do students need in order to access the lesson & participate fully in this
lesson?
Students need basic graphing skills, with pre-requisite knowledge from topics such as bar charts and
histograms. For this lesson, students should understand concepts from 5.1-5.3 in the textbook, which include
arrow diagrams, ordered pairs, and interpreting graphs.
How does this lesson fit in the prescribed curriculum?
Interpreting data from graphs is a direct curriculum outcome, as is constructing and creating graphs of physical
scenarios.
How does the lesson build on previous lessons or previous learning?
Grade 9 students study purely linear graphs to find data, whereas the grade 10s will view graphs with changing
slopes, etc.
IV.
V.
VI.
VII.
Certain students in this class will need more help than others.
Josh: Make sure he stays on task and pays attention. Just because he doesnt say much doesnt mean he does not
understand the material.
St. Thomas University - School of Education
Alex: Be sure to ask him questions and check his work. He wont tell you very often that he does not understand
something.
Kyle: Be sure to help out Kyle hes missed quite a bit of time and needs some extra attention.
Riley: Try to encourage Riley to work. He is starting to shut down a bit and needs some help getting back on
track.
Grayson: Grayson will likely understand what were doing fairly quickly, but he needs to stop talking so much
and disrupting the other students.
Tyler: Make sure Tyler really understands the material. Sometimes it seems like he gets it, but he usually gets a
lot of help from Grayson and Erin.
Erin: Erin has also missed some time, but should be able to catch herself up. Make sure she isnt socializing
with Grayson and Tyler too much.
Brady: Brady will need breaks fairly often, but is still perfectly capable of working, Give him the chance to
answer questions, or maybe draw a graph on the board to make sure hes understanding the material and give
him the option of getting attention by answering the question.
VIII.
Evaluation/Assessment of Student Progress:
Students will answer questions on their sheets about physical scenarios being turned into graphs. There are only
8 students, so the teacher can easily circulate to see how the students are doing. The teacher will also work with
the students in a group to go over an example, and can check on their understanding then.
IX.
X.