Introduction to equations

The Story of Mathematics

Philosophy of Mathematics

Teaching of Mathematics

Curriculum and Syllabus

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Teaching Outlines

Concept #1 : Generalizing the form of a linear equation from data patterns

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. Recognise varying and constant terms
4. Recognise dependency of one varible with the other
5. Establishing the relationship between a variable and a constant
6. Generalise the relationship and expressing symbolically
7. Explore the possibility of having different patterns
8. Understand that every number pattern can be represented on the graph
9. Joining the coordinates leads to a straight line or sometimes to non-Linear set
10. Interprets the relationship between the set of points on a straight line and on the non-linear set.
11. Every pair of points when joined gives a straightline(infinite points can be located between two points
12. Relation between the coordinates of set of points which makes a straightline is a Linear Equation /Otherwise Non-Linear

Notes for teachers

1. 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
2. A teacher can develop a lesson on Linear Equation with Geogebra application

Activity No #

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• Estimated Time
  

1 Period : 40 minutes

• Materials/ Resources needed
  

Computer(Geogebra),projector,Blackboard

• Prerequisites/Instructions, if any
  

1. Students have been introduced to graph(pictographs,bargraph,Histograms..)
2. Students can make the difference (Relationship)between axes and quadrants
3. Refer to the Teaching Outline of Introduction to Coordinates
4. Students are able to locate a given point on the graph if a set of coordinates are given
5. Students are able to recognise coordinates of a given point on the graph
6. 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
  

(This can be done using a graph sheet also)

1. Start with a Geogebra Drawing pad
2. Give /ask students to give a set of coordinates
3. You may get different patterns(assaign a group task)
4. Ask the students to recognise coordinates of same pattern
5. 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. )

1. Ask the students visualise the points and visualise the pattern on the grap.
2. 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)
3. 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
4. Continue with some more points with line joing the points and establishing the relation ship between variables also.
5. Introduction to the degree of an equation may be discussed in subsequent lessons.

• Evaluation

1. Show them the graph of an equation and ask students to predict the pattern

• Question Corner

Activity No #

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• Estimated Time
• Materials/ Resources needed
• Prerequisites/Instructions, if any
• Multimedia resources
• Website interactives/ links/ / Geogebra Applets
• Process/ Developmental Questions
• Evaluation
• Question Corner

==Concept #2 Solution of an equation

Activity No #

Click to Comment

• Estimated Time
• Materials/ Resources needed
• Prerequisites/Instructions, if any
• Multimedia resources
• Website interactives/ links/ / Geogebra Applets
• Process/ Developmental Questions
• Evaluation
• Question Corner

Activity No #

Click to Comment

• Estimated Time
• Materials/ Resources needed
• Prerequisites/Instructions, if any
• Multimedia resources
• Website interactives/ links/ / Geogebra Applets
• Process/ Developmental Questions
• Evaluation
• Question Corner

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