Math 2 Lesson Plans

Essential vocabulary: Change, Coordinate graph, coordinate pair, distance/time/rate of speed, income/cost/profit, pattern, relationship, rule, scale, table, variable, x-axis, x-coordinate, y-axis, y-coordinate

Summarize: To summarize, you must present just the main points. Details, illustrations, and examples are seldom included in a summary.

OBJECTIVE: Check the GLE Numbers Here Patterns and Rules •To understand the relationship between rate, time, and distance [GLE 1.5.1 Apply understanding of linear relationships to analyze patterns, sequences, and situations.]•To represent information regarding rates in tables and graphs and to use tables and graphs to compare rates {GLE Write an expression or equation with a single variable representing a situation or real-world problem. [CU, MC]] •To search for patterns of predictable change [GLE 1.5.1 Apply understanding of linear relationships to analyze patterns, sequences, and situations.] •To learn to express in words and symbols situations that change in predictable ways [GLE Represent linear relationships through expressions, equations, tables, and graphs of situations involving non-negative rational numbers.][GLE 1.5.4 Create a table or graph given a description of, or an equation for, a situation involving a linear relationship. [CU, MC]] ACTIVITIES/ASSESSMENT: Page 52, Problem 4.2 (need to copy the table from 4.1 and generate new data for 4.2 and create a graph.) No follow-up. NOTES: HOMEWORK: P55 #2

OBJECTIVE: See 10-25 above. ACTIVITIES/ASSESSMENT: Warm-Up activity - proper fraction addition; In class do page 55 problem 3-6 writing formula. This will be the introduction of page 53 problem 4.3 where they have to use the data table to generate rules. NOTES: HOMEWORK: P56 8a-d pictures where appropriate. (using formulas)[Writing Expressions]

OBJECTIVE: See 10-15 above. ACTIVITIES/ASSESSMENT: Complete page 53 problem 4.3 and follow-up. Distribute new activity related to 3.4 and 4.3 and have students complete table and make the rules. NOTES: Review rates that increase/decrease and constant increases. HOMEWORK: Page 57 #9 a-c

OBJECTIVE: See 10-15 above. ACTIVITIES/ASSESSMENT: Students will work on additional practice 4 with a partner or as a singleton. NOTES: HOMEWORK: Finish investigation 4 additional practice

OBJECTIVE: Check the GLE Numbers Here Check the GLE Numbers Here• To use a rule to generate a table or graph on the graphing calculator [GLE 1.5.1 Identify, extend, or represent patterns and sequences using tables, graphs, or expressions. [RL, MC]] •To use a graphing calculator to compare the tables and graphs of various rules; in particular, to decide whether a given rule defines a straight-line (linear) function by examining graphs [GLE 1.5.1 Use technology to generate graphic representations of linear relationships. [SP]][GLE 1.5.2 Use technology to determine the rule for a linear relationship. [SP, RL]] ACTIVITIES/ASSESSMENT: Introduction to generating tables from slope intercept form equations. Model expected results. Have students complete initial equations with partners. Do tbales first then graphs. NOTES: HOMEWORK: Make a table and draw a graph for y=2x+0.5

Investigation 5.1 - Graphing

Experiment with graphing and the following equations. Graph one set of equations at a time. Graph sets 1 and 4 with paper and pencil; Graph sets 2 and 3 using a computer program. For each set, two of the graphs will be similar in some way, and one of the graphs will be different. Answer questions A and B for each set.

	Setl:	y=3x-4		y=x2		y=3x+2
	Set2:	y=5		y=3x		y=lx
	Set3:	y=2x+3		y=2x-5		y=0.5x+2
	Set4:	y=2x		y=2+x		y=x+5

A Which two equations in the set have graphs that are similar? In what ways are the two graphs similar? In what ways are the equations for the two graphs similar? B Which equation in the set has a graph that is different from the graphs of the other equations? In what way is the graph different from the other graphs? In what way is the equation different from the other equations? Graph paper side 1 = set one graphs (3 on one grid) Graph Paper side 2 = set four graphs (3 on one grid) Graph Paper side 4 = set 3 traced graphs on one grid Graph paper side 4 = set 4 traced graphs on one grid Notepaper side 1 = 6 xy tables for sets 1 and 4 Notepaper side 2 = 6 xy tables copied from WinPlot Notepaper side 3 = Answers to Questiona A and B (each set has 3 answers) Notepaper side 4 = Answers to problem 5.1 Follow-Up