Preamble

The topic covered is the transforming of given relationships into the linear form = +
. 4 lessons of 70 minutes each are planned for the teaching of this topic.

Lesson Main Concepts Covered

1 Introduction to the idea of transformation of non-linear equations to linear form

and motivation to study linear law

Recap on concepts covered in Secondary 2 and some topics covered earlier in

Secondary 3:
The general form of linear equation = +
Plotting of a linear graph
The concept of m and c as gradient and y-intercept respectively and
how to find them.
Applying laws of logarithms to manipulate logarithmic functions
Introduce to students:
The use of straight line graph in science experiments to detect trends
and anomalies
Transforming non-linear equations in and to linear form =
+

2 Obtain non-linear equations from linear equations

Recap:
Finding the equation of a line when given two coordinates on the line
Solving simultaneous equations
Introduce to students:
Working backwards to obtain non-linear equations connecting and
from its related linear form or graphs of and
3 Sketch and interpret lines of closest fit
Introduce to students:
The concept of best fit line i.e. how to sketch and interpret a best fit line
Plotting of straight line graphs and identifying the suitable scale for the
axes
Observation and explanation of trends
Spotting anomaly
Determine unknown constants from the straight line graph given
Linear extrapolation and interpolation to estimate values using graphs
or substitution into non-linear equation.
4 Applications of Linear Law
Introduce of students:
How to identify linear relationships present in two experimental
quantities by fitting data into mathematical models
Analyse experimental data using linear law
Solving problems in real-world context using linear law

Prepared by Ms Lin Qianting 1

The following lesson plan is for Lesson 1: Introduction to the idea of transformation of
non-linear equations to linear equations and motivation to study linear law.

Anticipated Misconceptions

When it comes to plotting of straight line graphs, students may be confused with the variables
of the axes and may plot against , against or against instead of against to find
the straight line graph. When asked to find gradient of = + , students may find the
gradient of graph against . Students may think that can only contain y variable (i.e. 2,
) and can only contain variable or that Y cannot contain operations such as addition

or subtraction if that fail to realise that terms such as and are essentially division and

multiplication operations.

Also, there may be confusion over different answers between peers because linear form is not
unique. As students could be confused by the difference between (, ) and (, ), when
given a data point from the graph of against the student may interpret it as a point on the
graph of against which gives erroneous results when finding gradient or equation of the
non-linear equation. Lastly, students may confuse linear forms with linear equations as linear
forms may not be linear equations.

My Approach

This is an entirely new concept to the students so many students will question the purpose of
learning the transformation from non-linear equations to linear equations. Therefore, I will
start off my lesson by explaining to the students the motivation to study linear law, i.e. how
linear law is used in real-life to detect anomalies and trends and to interpolate, extrapolate
and estimate.

In this lesson, I will be mainly using PowerPoint slides and the whiteboard to teach students
how to perform the transformation and what information do we need to plot the straight line
graph. The concept of best fit line will not be introduced in this lesson. The focus of this
lesson will be to expose students to the various non-linear equations and how to transform
them into linear equations.

Prepared by Ms Lin Qianting 2

 LESSON PLAN

Subject: Additional Mathematics Class: 3E1 (Express)

Unit: Applications of Straight Line Graphs Date: 15 July 2016

Topic: Reducing Equations to Linear Form Time: 70 minutes

Venue: Classroom

Brief Description of the Class

A class of 35 of mixed ability learners with majority being low to medium ability learners.

Prior Knowledge
Students should already know:
1. The general forms of linear equations as = +
2. Plotting of linear graph with when given linear equation = + with gradient = m
and y- intercept = c
3. Manipulations of logarithmic functions through application of law of logarithms

Key Concepts:
1. Transforming non-linear equations in and to linear form = + through
arithmetic operations and laws of logarithms
2. The graph of Y against X will always be a straight line graph

Specific Instructional Objectives

By the end of the lesson, students should be able to:

1. Identify Y, X, m and c of any equations in the linear form correctly.
2. Transform any non-linear equations into their linear form = + and identify Y, X,
m and c accurately.

Time Lesson Development Rationale Resources

Introduction

5 min Recap The students will be Laptop and

Teacher to do a recap on linear graph and linear clear about the PowerPoint
equation = + to make sure that all students structure of the slides
can differentiate between linear and non-linear lesson and the
forms and that m = gradient and c = y-intercept. purpose of the recap.

10 Why transform to linear form? Students will be Interactive

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min Teacher to give out worksheet to the students and interested and Applet on
students are to fill in the blanks as the teacher motivated to learn National
addresses some of the questions in the worksheet. more about this topic. Council of
Teacher to move on to talk about the use and Teachers of
importance of linear law and transformation of non- Mathematics
linear equations into their linear forms. Students to
fill in the reasons for transformation to linear form
in their worksheet.

Start off with a scenario of scientist with a set of

data and plot the data points using the applet on:
http://illuminations.nctm.org/Activity.aspx?id=4186
Get the students to see how with the same set of
data, we can get two types of graph (linear and non-
linear) if we transform the equation relating the two
variables into its linear form. For this particular
example, teacher need to recap logarithm laws with
students if necessary as teacher go through the
workings in the example.

Teacher to emphasise the use of linear law and best

fit graph in this case to help spot anomaly in the
data obtained.

Development one

How to transform to linear form?

5 min Teacher will show 8 examples of linear forms and Think-pair-share
ask students to identify the Y and X in these strategy is adopted
examples. Students will be given 5 minutes to here. This activity is
discuss with shoulder partner and fill in their to clarify some
answers in the worksheet. misconceptions that
students may have
5 min Teacher will call upon students for answers and ask for Y and X such Y
questions regarding what they notice about Y and and X can only
X. contain variables y
Key Questions: and x respectively. It
1. Which equation is a linear equation? is to show the
Expected response: Equation 1. The other students that Y and X
equations are examples of non-linear can contain logarithm
equations. and the 4 basic
2. For example 4 ( 2 = 2 + 3), what do you arithmetic operations.
notice about X? It also teaches them

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 Expected response: X can contain both x that linear form is not
and y variables. unique.
2
3. For example 5 and 6 (log = 2 + 3,
= 2 + 3), what do you notice about Y?
Expected response: Y can contain both x, y
variables and Y can be logarithmic function.
3
4. For example 7 and 8 ( = 2 + , =
2 2 +3), What do you notice about X and
Y?
Expected response: It can contain operations
like subtraction and division. OR There can
be fraction and plus minus sign.
5. What do you notice about example 6 and 7?
Expected response: They are the same
equation.
So what does it tell you about linear forms?
Expected response: They are not unique. /
X, Y, m and c are not unique.

Teacher to build on these responses to clarify any

misconceptions students may have on what X and Y
could be.

Development two White board

5 min Teacher to start on getting student to practice We adopt the iDo-

transforming non-linear equation to linear forms. weDo-uDo strategy
Teacher to go through the example of = 2 + so teacher will
6 (slide 12) on whiteboard. demonstrate first to

Expected questions from students: Is = 2 + 6 show the class what
kind of answer is
acceptable linear form? Yes, linear form is not
expected of them.
unique.
Then, with students
participation, we go
Teacher to go through example of 2 = + 6 by
through another
gathering responses from students on how they
example. Towards
would answer the question since there are more
the end of the lesson,
than one linear form for this example as well.
students will be
asked to do the
Teacher to address a few common types of
questions
relationship:
30 individually.
min Relationship of the form = +

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 2
Relationship of the form = 2 +
Relationship of the form =
Getting a student to
Relationship of the form = present his/her
answer on the
After the teacher had gone through example 1 of the whiteboard allows

relationship of the form = + , student will be the teacher to check Google Timer
given 2 minutes to attempt question 1(a) on the for understanding up
worksheet individually. till this point.

Teacher will then invite a student to present his/herPick a student of

solution and workings on the whiteboard with lower ability to
verbal explanation to check for understanding for present gives a better
this relationship. gauge if the class is
able to understand
Teacher will then move on to the relationship of the this new concept.
2
= 2 +, similarly, after going through example 1
on the slide, teacher will ask students to do question
1(b), 1(c) and 1(d) of the worksheet on their own in
5 minutes, students are allowed to discuss with their
shoulder partner if necessary.

Teacher will then invite a student to present his/her

solutions and workings on the whiteboard with
verbal explanation to check for understanding for
this relationship.

Teacher to introduce relationship of the form =

and explain example 1 on the slide (slide 16).
Teacher to let the students know that both lg or ln
function can be used.

Teacher to give 4 minutes for students to do

question 2(a) and 2(b) of the worksheet then invite
students to present.

Teacher to introduce relationship of the form =

and explain example 1 on the slide (slide 17).
Teacher to let the students know that both lg or ln
function can be used. Teacher to emphasise that ln
function should be used whenever there is
exponential in the question.

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 Teacher to give 3 minutes for students to do
question 3(a) and 3(b) and invite students to present
their workings to the class.

Key Question:
(Slide 17) For = 2 6 , can we just let = , =
6?
Expected response: Yes, then m=2 and c=0.
Prompting question: Then do we prefer = 6 or
x = lg ? Think about plotting graph and large
numbers.
Expected response: We prefer x = lg because we
do not like to deal with large powers since we will
have problems with the scale when it comes to
plotting of graph.

Closure

10 Teacher to do a recap of the 4 forms of relationship Homework questions Whiteboard

min that she has gone through in class by getting slightly vary from the Coloured
students to think and construct the general linear 4 relationships markers
form for the 4 forms of relationships covered in class, it is
to check for students

Relationship of the form = + understanding to see
1 1 if they are able to
Linear form: = + apply the skills that
1 1 1 they have learnt to
= , = , = , =
transform equations
2
Relationship of the form = 2 + to linear forms
1 1 correctly.
Linear form: = + 2
1 1 1
= , = 2 , = , =

Relationship of the form =

Linear form: ln = ln + ln
= ln , = , = , =
Relationship of the form =
Linear form: = +
= , = , = , =
The ability to spot
Teacher to conduct a ShowMe: and correct errors is
Every student will be tasked to write an equation in a way to assess
its linear form on their A4 whiteboard and raise it learning and

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 above their head for teacher and peers to check and understanding of
correct any misconceptions. students.

Teacher to assign the practice questions in the

worksheet as homework to the students and teacher
will collect them in the next lesson.

Post lesson reflection:

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 ABC Secondary School
Secondary 3 Additional Mathematics
Chapter 8.1: Transformation of Relationships to Linear Form
Worksheet 1

Name: __________________________ ( ) Class: _________ Date: ______________

List the reasons why we need to reduce equations to linear form:

For the equations given below, identify the Y, X, m and c.

1. = 2 + 3
= ______ , = _______ , = _______ , = _________

2. = 2 2 + 3

= ______ , = _______ , = _______ , = _________

3. 2 = 2

= ______ , = _______ , = _______ , = _________

4. 2 = 2 + 3

= ______ , = _______ , = _______ , = _________

5. log 2 = 2 + 3

= ______ , = _______ , = _______ , = ________

6. = 2 + 3

= ______ , = _______ , = _______ , = ________

7. = 2 + 3

= ______ , = _______ , = _______ , = _________

8. = 2 2 +3

= ______ , = _______ , = _______ , = _________

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 Given 2 = + 6.

Find , , and . What is the equation of the straight line?

Relationship of the form = +

1. Express each of the following equations in the linear form = + . Indicate , ,

and clearly.
2 4 2
(a) = (c) =
3 2 +2

3 2 2
(b) = (d) =
2 3 2+
3
5

Relationship of the form =

2. Express each of the following equations in the linear form = + . Indicate , ,

and clearly.

(a) = 5(2+1 ) (b) = 5(2 )

Relationship of the form =

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3. Express each of the following equations in the linear form = + . Indicate , ,
and clearly.

(a) = 4 3

3
(b) = 5 2

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 Reference:

Ho, S.T, Khor, N.H & Yan, K.C. (2013). Additional Maths 360. Singapore: Marshall Cavendish
Education.

Lui, Y.L, Ling, S & Chow, W,K, (2013). Discovering Additional Mathematics. Singapore: Star
Publishing Pte Ltd.

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