Lesson

Title/Focus

GraphingEquations

Date

TuesdayDecember2nd,2014

Subject/Grade
Level

Mathematics8

Time
Duration

55minutes

Unit

PatternsandRelationsPatterns

Teacher

AmberMackintosh

KSA(s):1,3,4,5,6,7,9,11

OUTCOMESFROMALBERTAPROGRAMOFSTUDIES

GLO(s):

Usepatternstodescribetheworldandsolveproblems

SLO(s):

1.

Graphandanalyzetwovariablelinearrelations[C,ME,PS,R,T,V][ICT:P23.3]

LEARNINGOBJECTIVES
Studentswill:
1. Defineatableofvalues
2. Determinepurposefortableofvalues
3. Createatableofvaluesfromequation
4. Defineorderedpairs
5. Createorderedpairs
6. Createatableofvaluestosolveaproblem

ASSESSMENTS

Observations:

KeyQuestions
:

Whatisatableofvalues?(L.O.#1)
Whatisthepurposeforatableofvalues?(L.O.#2)
Howdoesonecreateatableofvalues?(L.O.#3)
Whatisanorderedpair?(L.O.#4)
Howdoesonecreateanorderedpair?(L.O#5)
Howdoesonecreateatableofvaluesinthecontextofaproblem?(L.O.#6)

Products/Performances:

LEARNINGRESOURCESCONSULTED
AlbertaEducationPOSMathematicsK9

MATERIALSANDEQUIPMENT
Smartboardandnotes

Priortolesson

Setupsmartboard,haveextrahandoutforgracieandtrontayformyesterday,

Introduction

Time

AttentionGrabber

Setupsmartboardtofirstslide

~1min

AssessmentofPriorKnowledge

ASK:
whatdidwetalkaboutyesterday?Getthemtolookattheirnotes

ExpectationsforLearningand
Behaviour

Reminderofthe
competition
wearehaving.Engaged,participatingandontrack,you
getapoint.Ifnot,Igetapoint..onlyoneweekleft!

~secs

AdvanceOrganizer/Agenda

AGENDA:

Dr.SeussQuoteoftheDay
Sometimesyouwillneverknowthevalueofa
moment,untilitbecomesamemory.

Momentsarealwayscomingandgoing,soitssometimeshardto
tellhowimportantamomentisuntilithaspast.

WhatisaTableofvalues?

MakingTablesofValues

ContextualTableofValues

EXITSLIP

NextClass

~3mins

TransitiontoBody

Body

Time

WHATISATABLEOFVALUES?

ASK:
hasanyoneheardofthisbefore?

Atableofvaluesisagraphicorganizerorchartthathelpsyoudetermine
valuesforvariablesinalinearequation/function/relation

HELPSYOUDETERMINETHEIFTHEREISALINEARRELATIONSHIP
BETWEENTWOVARIABLES

HELPSYOUDETERMINETHEGRAPHOFALINESINCEYOUMUSTHAVETWO
POINTSTOEVENGRAPHIT.
ASK:
studenttosummarizewhatatableofvaluesisandadifferentpersontosummarize
whatithelpsusdo.

~5mins

TeacherNotes:Assessments/
Differentiation

Thislearningactivityistofinishupkeytermsandtheirpurpose.Studentsarejustfillingin
notes.makesureyouarewalkingaroundandmonitoringwhohasfinished

n/a

LearningActivity#2:
MakingTableofValues

EXAMPLEOFTABLEOFVALUES:

explainhowwegettheyvalueandwhatanorderedpairis

MAKENOTEOFWHATTHEINPUTISANDWHATTHEOUTPUTIS

Throughsubstitution.

GETTHEMTOHELPYOUFILLINtableofvaluesASCLASSpicknamesfrom
cup

BRAINBREAK
CATEGORIES

TRANSITION:
Handoutnotesfortoday!

~10mins

LearningActivity#1:
Whatisatableofvalues?
KeyQuestions:
Whatisatableofvalues?(L.O.
#1);Whatisthepurposefora
tableofvalues?(L.O.#2)

KeyQuestions:
Howdoesonecreateatableofvalues?
(L.O.#3);Whatisanorderedpair?(L.O.
#4);Howdoesonecreateanordered
pair?(L.O#5)

TeacherNotes:Assessments/
Differentiation

Thisisforstudentstogetexperiencefillingintableofvaluesbeforehavingtocreatethe
equationthenfillitin,inthenextlearningactivity.

n/a

LearningActivity#3:
ContextualTableofValues

ANSWERSTOPROBLEMSOLVING:Proposeproblemandworkfromasaclass
A. thelengthoftheonesideoftheframeis4cmgreaterthanthelengthofone
sideofthepainting.
B. writealetstatement,
s+4
where
s
isthelengthofonesideofthepainting

~25mins

KeyQuestions:
Howdoesonecreateatableofvaluesin
thecontextofaproblem?(L.O.#6)

C.
D.
E.

writealetstatement,
l=4(s+4),
where
l
isthetotallengthoftheframeands
ifthelengthofonesideofthepainting
60cmofframeisrequiredforasquarepaintingwithsideof11cmlong.
1160,1576,2096,30136,33148,40176,43188,45196
(Getthemtodo
thisthemselves)5mins

REFLECTtableofvaluesallowstoquicklyfindtheanswerformanydifferentpainting
sizeswithoutdoingandrecalculations..

TeacherNotes:Assessments/
Differentiation

Makesuretogivescaffoldingquestionsonpartsthatstudentsareunderstanding.working
throughthisasaclasswillincreasespeedofprocesssotheyhaveenoughtimeforexitslip,
whichprovidesmesomeformativeassessment.

n/a

Time

Closure
ConsolidationofLearning:

ExitSlipKEYTOLEAVE

FeedbackToStudents

ifworkedwell.Givethemapoint,ifnotgiveselfapointonwhiteboard

~secs

TransitionToNextLesson

NextClasswearegoingtousingtablesofvaluestocreateagraphofanlinearequation

~secs

SpongeActivity/Activities

BEDMASSmartboardgame

Reflectionsfromthelesson

~10mins

GRAPHING LINEAR EQUATIONS/RELATIONS

Tuesday December 2nd, 2014
Lets put some context to making a table of values:
Elsa painted different sized
square
frozen paintings to sell in Norway.
She will also sell wooden frames
with the paintings. The frames are
2 cm wide. Elsa wants to make a
table of values that will help her
customers decide what length of
frame they need to buy for any
size of painting.

A. What is the relationship between the length of one side of the frame
and the length of one side of the painting?

B. Lets write an expression to describe this relationship. Use a variable to

represent the l
ength of one side of the painting.

C. What equation can Elsa use to determine the

total length of the
frame
required for all four sides of a frame for a painting

D. Use your equation to determine the total length of frame to frame a

square painting with the sides that are 11 cm long.

Repeat this process to complete the table of values below:

Lengthofonesideof Totallengthofframe
painting(cm)
s
needed(cm)
l

OrderPairs

11

15

20

30

33

40

43

45

KEYTOLEAVEEXITSLIP
NAME:_________________________
1. Createatableofvaluesfortheequationbysubstituting
valuesfrom1to6forn.
c = 4n 2

2. a.Createanequationforthestatement:
kisequaltohalfofnaddedto4timesn

b. Createatableofvaluesfor
n=4,n=6,
and
n=8
fortheequationofparta.

KEYTOLEAVEEXITSLIP
NAME:_________________________
1. Createatableofvaluesfortheequationbysubstituting
valuesfrom1to6forn.
c = 4n 2

2. a.Createanequationforthestatement:
kisequaltohalfofnaddedto4timesn

b. Createatableofvaluesfor
n=4,n=6,
and
n=8
fortheequationofparta.