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LESSON PLAN

Subject

Mathematics

Class:

3I7

Unit

Coordinate Geometry

Date:

7 March 2016

Topic

Equation of Straight Line

Time:

1315 1415

Prior Knowledge
Students should already know:
1. how to find the gradient of a straight line given the coordinates of two points on it.
2. how to find the length of a line segment given the coordinates of its end points
3. how to find the equation of straight lines
Instructional Objectives
By the end of the lesson, students should be able to:
1. Interpret and find the equation of a straight line graph in the form y = mx + c
2. Understand what it means for 2 graphs to have i) same gradient and ii) different gradient
Tim
e

Lesson Development

Rationale (optional)

Resources

Introduction OR Pre-activity
5
mins

Recap of previous lessons formula:


- General form of a equation of a straight line in the gradient-intercept form
- What does m and c means and the equation of special types of straight
line

Activating Prior Knowledge


Whiteboard and
markers; Graphing
software

Lesson Development OR Main Activities


10
mins

Try It 9
Students are supposed to have done Try It 9 at home and the teacher is
supposed to just go through the question.
Points to highlight when going through Try It 9:
- Sketching of the points on a Cartesian plane

Whiteboard, markers,
Cartesian plane to be
shown on the board.

- Identifying special lines if possible (i.e. (b) and (c)) and writing down the
equation immediately.
15
mins

Exploring the significance of m and c on straight line graphs

Desmos.com with preset


templates.

Teacher to use a graphing software (desmos.com) to explore what happens


if we change m and c in the equation.
1) Start with y = mx and vary m.
Students should know that m represents the gradient and the shape of
positive and negative gradients and what happens when m gets more
positive or negative.
2) Varying c, start with y = x + c
Using the slider function to show how the graph shifts up and down
accordingly.
Teacher to highlight that the gradient is constant and the lines are parallel
3) Varying m positively
Plot the graph y=mx-1 and vary m positively. Show that as m gets more
positive, the line becomes steeper.
Teacher to highlight what happens to the x intercept when the line gets
steeper.
4) Varying m negatively
Plot the graph y = mx+1 and vary m negatively. Show that as m gets more
negative, the line becomes steeper.
Teacher to highlight what happens to the x intercept when the line gets
steeper.
While plotting the graphs, students are required to draw the lines on their
worksheet accordingly and lead to the various conclusions:
- Parallel lines have the same gradient.
- Parallel lines have different y-intercept and do not intercept.
- The lines becomes steeper when the absolute value of m becomes
increases.
5
mins

Worked Example 6
Teacher to go through Worked Example 6 and to highlight the following key

Whiteboard and
markers.

points:
- When we consider gradient of a line, the equation need to be of the form
y=mx+c, with the coefficient of y being 1 and nothing else.
- If the coefficient of y is not 1, then divide the entire equation by the
coefficient of y in order to read the gradient off the equation.
Teacher to highlight the following:
- What it means by 2 lines having the same gradient
- What it means for 2 lines to intersect
- What it means for 2 lines to never intersect
10
mins

Teacher to reiterate the following points that were covered in the various
examples so far:
- The three ways to derive the equation of straight lines
- Gradient of a line could only be read off the equation when the equation is
in the gradient-intercept form, where the coefficient of y is 1.

15
mins

Students to try out the remainder of the Try It questions, which the teacher
will go through in the following lesson.
Closure and Consolidation OR Post-Activity

1
mins

Teacher to remind students to try out the Try It questions at home and to
raise any questions that they have regarding this chapter. Assignment to be
done at home:
Exercise 4C Question 2; 3b,d,g,h; 4d,e,f; 6

Reflections (Choose 1 aspect of the lesson to reflect on positive or negative one. It can be written in point form not more than 1 page)
1. What happened? (What did my students do? What did I do?)
2. Why? (Why did I think things happened this way? Why did I choose to act the way I did?)
3. So what? (What have I learnt from this?)
4. Now what? (What do I want to remember to think about in a similar situation? How do I want to act in future?)

NOTE: General guidelines for a double-period lesson about 5 pages, excluding references and
worksheets/resources (Times New Roman, font size 12)

2015, NIE, Office of Teacher Education (OTE), Practicum