Difference between revisions of "Introduction to equations"
| Line 18: | Line 18: | ||
= Teaching Outlines = | = Teaching Outlines = | ||
| − | ==Concept #== | + | Learning Objectives |
| + | 1. Recognise a pattern in the set of data(in this class a set of coordinates) | ||
| + | 2. Recognise the variation(proportion/nonproportion) | ||
| + | 3. Establish/Guess the relationship between the set of coordinates | ||
| + | 4. Recognise varying and constant terms | ||
| + | 5. Recognise dependency of one varible with the other | ||
| + | 6. Establishing the relationship between a variable and a constant | ||
| + | 7. Generalise the relationship and expressing symbolically | ||
| + | 8. Explore the possibility of having different patterns | ||
| + | 9. Understand that every number pattern can be represented on the graph | ||
| + | 10. Joing the coordinates leads to a straight line or sometimes to non-Linear set | ||
| + | 11. Interprets the relationship between the set of points on a straight line and on the non-linear set. | ||
| + | 12. Every pair of points when joined gives a straightline(infinite points can be located between two points | ||
| + | 13. Relation between the coordinates of set of points which makes a straightline is a Linear Equation /Otherwise Non-Linear | ||
| + | |||
| + | == Concept #1 Data Patterns == | ||
| + | #Recognise a pattern in the set of data(in this class a set of coordinates) | ||
| + | #Recognise the variation(proportion/nonproportion) | ||
| + | #Explore the possibility of having different patterns | ||
| + | #Understand that every number pattern can be represented on the graph | ||
===Learning objectives=== | ===Learning objectives=== | ||
===Notes for teachers=== | ===Notes for teachers=== | ||
| Line 27: | Line 46: | ||
*Website interactives/ links/ / Geogebra Applets | *Website interactives/ links/ / Geogebra Applets | ||
*Process/ Developmental Questions | *Process/ Developmental Questions | ||
| + | *Evaluation | ||
| + | *Question Corner | ||
| + | |||
| + | |||
| + | == Concept #2 : Generalizing equations from data patterns == | ||
| + | ===Learning objectives=== | ||
| + | #Establish/Guess the relationship between the set of coordinates | ||
| + | #Recognise varying and constant terms | ||
| + | #Recognise dependency of one varible with the other | ||
| + | #Establishing the relationship between a variable and a constant | ||
| + | #Generalise the relationship and expressing symbolically | ||
| + | ===Notes for teachers=== | ||
| + | ===Activity No # === | ||
| + | *Materials/ Resources needed | ||
| + | *Prerequisites/Instructions, if any | ||
| + | *Multimedia resources | ||
| + | *Website interactives/ links/ / Geogebra Applets | ||
| + | *Process/ Developmental Questions | ||
| + | *Evaluation | ||
| + | *Question Corner | ||
| + | |||
| + | == Concept #3 : Form of a linear equation == | ||
| + | ===Learning objectives=== | ||
| + | #Analyzing a linear equation | ||
| + | ===Notes for teachers=== | ||
| + | Note for the Teachers | ||
| + | # Every Linear Equation represents a straightline .If the relationship(pattern)between two quantities can be represented as straightline then the relationship is in the form of linear equation | ||
| + | # A teacher can develop a lesson on Linear Equation with Geogebra application | ||
| + | Analysing a Linear Equation | ||
| + | Class Interaction(with activity) | ||
| + | ===Activity No # === | ||
| + | *Materials/ Resources needed | ||
| + | Computer(Geogebra),projector,Blackboard | ||
| + | (Lesson can be developed using graph sheets also) | ||
| + | *Prerequisites/Instructions, if any | ||
| + | #Students have been introduced to graph(pictographs,bargraph,Histograms..) | ||
| + | #Students can make the difference (Relationship)between axes and quadrants | ||
| + | Refer to the Teaching Outline of Introduction to Coordinates | ||
| + | #Students are able to locate a given point on the graph if a set of coordinates are given | ||
| + | #Students are able to recognise coordinates of a given point on the graph | ||
| + | #Students can differentiate position of a point on the (NL)and also on the Quadrants | ||
| + | *Multimedia resources | ||
| + | *Website interactives/ links/ / Geogebra Applets | ||
| + | *Process/ Developmental Questions | ||
| + | 1. Start with a Geogebra Drawing pad | ||
| + | 2. Give /ask students to give a set of coordinates | ||
| + | You may get different patterns(assaign a group task) | ||
| + | 3. ask the students to recognise coordinates of same pattern | ||
| + | 4. ask them to extend the pattern to say many more coordinates following the same pattern | ||
| + | (NOTE:Students may recognise same pattern or some may not recognise the pattern. ) | ||
| + | 5. Ask the students visualise the points and visualise the pattern on the grap. | ||
| + | 6. Ask them to join the points (teacher can help student to join the points by using Straight line tool in Geogebra which is more meaningfull) | ||
| + | 7. This can be extended to say that | ||
| + | Relation between the coordinates of set of points which gives/makes/results a straightline is a Linear Equation | ||
| + | 8. Continue with some more points with line joing the points and establishing the relation ship between variables also. | ||
| + | 9. Introduction to the degree of an equation may be discussed in subsequent lessons. | ||
| + | |||
*Evaluation | *Evaluation | ||
*Question Corner | *Question Corner | ||
Revision as of 08:43, 26 July 2013
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Textbook
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Additional Information
Useful websites
Reference Books
Teaching Outlines
Learning Objectives 1. Recognise a pattern in the set of data(in this class a set of coordinates) 2. Recognise the variation(proportion/nonproportion) 3. Establish/Guess the relationship between the set of coordinates 4. Recognise varying and constant terms 5. Recognise dependency of one varible with the other 6. Establishing the relationship between a variable and a constant 7. Generalise the relationship and expressing symbolically 8. Explore the possibility of having different patterns 9. Understand that every number pattern can be represented on the graph 10. Joing the coordinates leads to a straight line or sometimes to non-Linear set 11. Interprets the relationship between the set of points on a straight line and on the non-linear set. 12. Every pair of points when joined gives a straightline(infinite points can be located between two points 13. Relation between the coordinates of set of points which makes a straightline is a Linear Equation /Otherwise Non-Linear
Concept #1 Data Patterns
- Recognise a pattern in the set of data(in this class a set of coordinates)
- Recognise the variation(proportion/nonproportion)
- Explore the possibility of having different patterns
- Understand that every number pattern can be represented on the graph
Learning objectives
Notes for teachers
Activity No #
- Materials/ Resources needed
- Prerequisites/Instructions, if any
- Multimedia resources
- Website interactives/ links/ / Geogebra Applets
- Process/ Developmental Questions
- Evaluation
- Question Corner
Concept #2 : Generalizing equations from data patterns
Learning objectives
- Establish/Guess the relationship between the set of coordinates
- Recognise varying and constant terms
- Recognise dependency of one varible with the other
- Establishing the relationship between a variable and a constant
- Generalise the relationship and expressing symbolically
Notes for teachers
Activity No #
- Materials/ Resources needed
- Prerequisites/Instructions, if any
- Multimedia resources
- Website interactives/ links/ / Geogebra Applets
- Process/ Developmental Questions
- Evaluation
- Question Corner
Concept #3 : Form of a linear equation
Learning objectives
- Analyzing a linear equation
Notes for teachers
Note for the Teachers
- Every Linear Equation represents a straightline .If the relationship(pattern)between two quantities can be represented as straightline then the relationship is in the form of linear equation
- A teacher can develop a lesson on Linear Equation with Geogebra application
Analysing a Linear Equation Class Interaction(with activity)
Activity No #
- Materials/ Resources needed
Computer(Geogebra),projector,Blackboard (Lesson can be developed using graph sheets also)
- Prerequisites/Instructions, if any
- Students have been introduced to graph(pictographs,bargraph,Histograms..)
- Students can make the difference (Relationship)between axes and quadrants
Refer to the Teaching Outline of Introduction to Coordinates
- Students are able to locate a given point on the graph if a set of coordinates are given
- Students are able to recognise coordinates of a given point on the graph
- Students can differentiate position of a point on the (NL)and also on the Quadrants
- Multimedia resources
- Website interactives/ links/ / Geogebra Applets
- Process/ Developmental Questions
1. Start with a Geogebra Drawing pad 2. Give /ask students to give a set of coordinates You may get different patterns(assaign a group task) 3. ask the students to recognise coordinates of same pattern 4. ask them to extend the pattern to say many more coordinates following the same pattern (NOTE:Students may recognise same pattern or some may not recognise the pattern. ) 5. Ask the students visualise the points and visualise the pattern on the grap. 6. Ask them to join the points (teacher can help student to join the points by using Straight line tool in Geogebra which is more meaningfull) 7. This can be extended to say that Relation between the coordinates of set of points which gives/makes/results a straightline is a Linear Equation 8. Continue with some more points with line joing the points and establishing the relation ship between variables also. 9. Introduction to the degree of an equation may be discussed in subsequent lessons.
- Evaluation
- Question Corner