Concept map/Brainstorm (group)(15 minutes)
- In groups of 4, students brainstorm and write down; on whiteboards/butchers paper- any knowledge that they have on the topic of ratios and rates. Students draw upon their prior knowledge of ratios and rates from stage 4 (literacy)
- Each group will present what they have written to the class (AFL)
- Students take pictures of their work and upload it onto the Google classroom, so that they can possibly look back at their concept maps at the end of the topic and see what they can add/what new concept they have learnt.
Teacher questioning/prompts
- What are some common examples of ratios or rates used in every day life?
- Where can ratios and rates be applied in real life situations?
- What is the difference between a ratio and a rate?
- Does division mean the same thing as a ratio?
Basic introduction of topic/major goal of the next few lessons (Teacher directed)(3 minutes)
- Teacher reiterates what students should know and have learnt in stage 4 ratios and rates by referencing what is written on the concepts maps
- Teacher explains the goal of this topic/lesson sequence which is applying what they know about ratios and rates to graphs and equations i.e. prior knowledge from linear relationships topic
Activity 1 (individual): Introducing the term linear direct proportion (25 minutes)
- Teacher explains that in this lesson focuses on introducing the term linear direct proportion and that students will get insight into what this term means by doing this task
- Students work on this worksheet focusing on graphing rates; which utilises prior knowledge from linear relationships
- As a class, go through the questions on the worksheet by choosing students for their answers (AFL)
- After going through the answers for the worksheet, introduce students to the new term linear direct proportional graph by first splitting the term into its three different parts (see vocabulary list on website)(literacy)
- Students this interactive tool to help students see this idea of proportion. By sliding the slider, students can observe that all variables change in proportion to each other i.e if one variable changes, the other variable changes by the same amount (can change quantity and cost, to distance and time on the tool to fit the worksheet question)
- Students paste the worksheets and write down the definitions into their workbooks
Teacher questioning/prompts
- How did you assign the axis for this graph?
- How did you know that this was the correct way to assign them? Why not the other way around?
Lesson conclusion: Exit slip (5 minutes)
- Students receive an exit slip which they complete and hand in to the teacher before leaving the class (AFL)
- Instructions: Update the concepts maps by adding this new concept to the concept map that you have created during the brainstorm activity. Conduct simple research and add/branch out ideas relation to linear direct proportion. Upload your new concept maps to the Google classroom.