Difference between revisions of "Introduction to equations"
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| Line 32: | Line 32: | ||
= Teaching Outlines = | = Teaching Outlines = | ||
| − | ==Concept #== | + | ==Concept #1 : Generalizing the form of a linear equation from data patterns== |
===Learning objectives=== | ===Learning objectives=== | ||
| + | #Recognise a pattern in the set of data(in this class a set of coordinates) | ||
| + | #Recognise the variation(proportion/nonproportion) | ||
| + | #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 | ||
| + | #Explore the possibility of having different patterns | ||
| + | #Understand that every number pattern can be represented on the graph | ||
| + | #Joining the coordinates leads to a straight line or sometimes to non-Linear set | ||
| + | #Interprets the relationship between the set of points on a straight line and on the non-linear set. | ||
| + | #Every pair of points when joined gives a straightline(infinite points can be located between two points | ||
| + | #Relation between the coordinates of set of points which makes a straightline is a Linear Equation /Otherwise Non-Linear | ||
===Notes for teachers=== | ===Notes for 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 | ||
===Activity No # === | ===Activity No # === | ||
{| style="height:10px; float:right; align:center;" | {| style="height:10px; float:right; align:center;" | ||
| Line 43: | Line 57: | ||
*Materials/ Resources needed | *Materials/ Resources needed | ||
*Prerequisites/Instructions, if any | *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 | *Multimedia resources | ||
*Website interactives/ links/ / Geogebra Applets | *Website interactives/ links/ / Geogebra Applets | ||
Revision as of 09:20, 24 September 2013
| Philosophy of Mathematics |
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Additional Information
Useful websites
Reference Books
Teaching Outlines
Concept #1 : Generalizing the form of a linear equation from data patterns
Learning objectives
- Recognise a pattern in the set of data(in this class a set of coordinates)
- Recognise the variation(proportion/nonproportion)
- 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
- Explore the possibility of having different patterns
- Understand that every number pattern can be represented on the graph
- Joining the coordinates leads to a straight line or sometimes to non-Linear set
- Interprets the relationship between the set of points on a straight line and on the non-linear set.
- Every pair of points when joined gives a straightline(infinite points can be located between two points
- Relation between the coordinates of set of points which makes a straightline is a Linear Equation /Otherwise Non-Linear
Notes for 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
Activity No #
- Estimated Time
- Materials/ Resources needed
- 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
- Evaluation
- Question Corner
Activity No #
- Estimated Time
- Materials/ Resources needed
- Prerequisites/Instructions, if any
- Multimedia resources
- Website interactives/ links/ / Geogebra Applets
- Process/ Developmental Questions
- Evaluation
- Question Corner
Concept #
Learning objectives
Notes for teachers
Activity No #
- Estimated Time
- Materials/ Resources needed
- Prerequisites/Instructions, if any
- Multimedia resources
- Website interactives/ links/ / Geogebra Applets
- Process/ Developmental Questions
- Evaluation
- Question Corner
Activity No #
- Estimated Time
- Materials/ Resources needed
- Prerequisites/Instructions, if any
- Multimedia resources
- Website interactives/ links/ / Geogebra Applets
- Process/ Developmental Questions
- Evaluation
- Question Corner
Hints for difficult problems
Project Ideas
Math Fun
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