ACARA Syllabus Indicators:
- Graph simple non-linear relations, with and without the use of digital technologies (ACMNA296)
- Explore the connection between algebraic and graphical representations of relations such as simple quadratics, circles and exponentials using digital technologies as appropriate (ACMNA239)
- Sketch a variety of non-linear relationships using digital technology and by hand
- Communicate the key features of non-linear relationships.
Working Mathematically Skills:
- Represent a series of linear and non-linear relationships graphically and in words (Communication)
- Deduce the shape of a series of linear and non-linear relationships from a verbal description (Reasoning, Problem Solving)
Discuss what students have learnt so far in this unit. Ask them to think back to the rollercoaster designs they made in the first lesson, and view them if possible. Explain that today we're going to try and outdo our previous attempts, and practice our communicating skills relying on the vocabulary we've learnt.
- Activity One: Design Your Own Rollercoaster (Part Two) [TECH] [AOL}
- Students work individually to design their own rollercoasters using the non-linear relationships they have learnt, similar to part one of this activity (in lesson one, find it here). They design them using Desmos. To easily add functions, students can enter the general formulas for functions, and use sliders to personalise each one. Students should sketch out their rollercoaster onto paper, removing the unwanted segments of their functions.
- When finished students write a short paragraph describing their rollercoaster. Encourage students not to write 'parabola' or 'circle' but instead describe the parts of their rollercoasters by their key features, such as 'the rollercoaster starts at the point (0, 0) with a steep climb, changing to a downwards slope at an axis of symmetry at (2, 1)'. In pairs, students swap their written descriptions, keeping their actual design hidden. They try to recreate each other's designs using only the descriptions provided to them.
- The teacher collects student work afterwards.
Reiterate the key learning ideas for the lesson.
Lesson Evaluation Questions:
- Did all of your students understand and meet the learning goals?
- Were all students engaged and participating?
- Were the activities appropriate and relevant for the stage of my learners?
- What would you change about the activities next time?
Homework/Enrichment Activities:
"Describe your rollercoaster to a friend (not one in our class!) or family member and see if they can replicate it. You need to think carefully about the words you use, and speak as simply as possible. Share the results with the class next lesson."