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School of Education

Time: 65 minutes

I.

Provincial Curriculum Outcome (s): (e.g. Professional Standards from Discipline)

GCO: Relations (R) and Functions (F): Develop algebraic and graphical reasoning through GRADE10 the study
of relations.
SCO RF1: Interpret and explain the relationships among data, graphs and situations. [C, CN, R, T, V]
II.
Learning Objective(s) / Goal (s) written in student friendly language (i.e. I can statements):
Students will learn to find data from linear-type graphs and be able to sketch their own.
III.
Lesson Rationale:
Why are you teaching this lesson?
So that students have experience reading and interpreting graphs, which is an important skill in many careers.
What requisite skills do students need in order to access the lesson & participate fully in this
lesson?
Students need basic graphing skills, with pre-requisite knowledge from topics such as bar charts and
histograms. For this lesson, students should understand concepts from 5.1-5.3 in the textbook, which include
arrow diagrams, ordered pairs, and interpreting graphs.
How does this lesson fit in the prescribed curriculum?
Interpreting data from graphs is a direct curriculum outcome, as is constructing and creating graphs of physical
scenarios.
How does the lesson build on previous lessons or previous learning?
Grade 9 students study purely linear graphs to find data, whereas the grade 10s will view graphs with changing
slopes, etc.
IV.

V.

Materials & Resources (teacher materials, student materials etc.):

Whiteboard + Markers
Measuring Tape
Technology Used (if appropriate):

VI.

Learning Cycle: (Engaging Questions, Exploration, Explanation, Expansion, Evaluation)

What is the teacher doing?

The teacher will start with an introduction to the

class: review interpreting graphs, activity, give
info, make tables, make a graph, interpret, repeat.
The teacher will begin by drawing a graph on the
Students should engage in discussion for this
board that represents a person running. The
portion. Students will be asked to come up with a
independent variable will be time, and the
physical scenario that describes the graph given.
dependent variable will be speed. As a line
increases, the speed increases, if it stays horizontal,
then the speed is staying constant.
The teacher will begin an activity with the students
that involves finding their heights. The teacher will
use measuring tape or a meter stick to measure the
heights of the students and record them in a table
on the board. Using these values, students will
construct tables and graphs with the teacher similar
to those shown in 5.1-5.3 of the text.

Students will participate in the activity by helping

the teacher to measure their height. They will be
the main contributors in the discussion as to
making tables, graphs, etc. Students should be
talking and engaging, but staying on task as well.

Then, the teacher will distribute information on

sales of Call of Duty games, sales of popular music
records, and past Hart Memorial Trophy winners
in the NHL. The teacher will work with students to
make arrow diagrams, ordered pairs, graphs, and
explain what the graphs mean. Arrow diagram:
Two ovals, subjects in alphabetical order and
numbers in increasing order. Ordered pairs: written
as (subject, number) in increasing number order.

Students will use the given information on subjects

that they will likely enjoy to make all the same
graphs and tables that were made for the previous
activity. This will help the students understand
how to form graphs and see what they represent.

If there is extra time, the teacher will give the

students copies of a textbook page with questions
about function notation (f(x)=x+6, for example)
and solving these equations.
The teacher will conclude the class with a
summary, reviewing the important points of arrow
diagrams, ordered pairs, and graphing.

VII.

Accommodation(s) for Diverse Learner(s):

Certain students in this class will need more help than others.
Josh: Make sure he stays on task and pays attention. Just because he doesnt say much doesnt mean he does not
understand the material.
St. Thomas University - School of Education

Alex: Be sure to ask him questions and check his work. He wont tell you very often that he does not understand
something.
Kyle: Be sure to help out Kyle hes missed quite a bit of time and needs some extra attention.
Riley: Try to encourage Riley to work. He is starting to shut down a bit and needs some help getting back on
track.
Grayson: Grayson will likely understand what were doing fairly quickly, but he needs to stop talking so much
and disrupting the other students.
Tyler: Make sure Tyler really understands the material. Sometimes it seems like he gets it, but he usually gets a
lot of help from Grayson and Erin.
Erin: Erin has also missed some time, but should be able to catch herself up. Make sure she isnt socializing
with Grayson and Tyler too much.
Brady: Brady will need breaks fairly often, but is still perfectly capable of working, Give him the chance to
answer questions, or maybe draw a graph on the board to make sure hes understanding the material and give
him the option of getting attention by answering the question.
VIII.
Evaluation/Assessment of Student Progress:
Students will answer questions on their sheets about physical scenarios being turned into graphs. There are only
8 students, so the teacher can easily circulate to see how the students are doing. The teacher will also work with
the students in a group to go over an example, and can check on their understanding then.
IX.

X.

Lesson Plan Reflection:

1. Preparation and Research Was I well prepared? What could I have done differently?
2. Written Plan Was I organized? What did I learn that will help me in the future?
3. Presentation Were the students involved? Was I clear in my presentation? How was the
pacing?
4. Assessment What did the class do? How do I know if they were successful? What
should I change for next time?