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| = 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=== |
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| *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 |