Fatemeh Tajkey student ID 19198558

UNIT OUTLINE
Subject: Mathematics- Standard, year 11 Course: Mathematics Number of Weeks
Unit title: Linear 6
Relationships MS-A2
Key Concepts/ Big Ideas The importance of this learning

Graphing linear functions Students develop their knowledge and understanding of what it means to work mathematically,
 Construct a table of values improve their skills to solve problems relating to their present and future needs.
 Draw a number plane and join the points to Algebra involves the use of symbols to represent numbers or quantities that is important to
make a straight line. develop students’ reasoning skills and logical thought processes, as well as their ability to
represent and solve problems.
Gradient and intercept
 Gradient of a line is the slope of the line.
 Gradient = Rise/ Run
 The intercept of a line is where the line cuts
the axis.
 Construct straight-line graphs both with and
without the aid of technology

Formula
 Linear equation in the form y = mx + b
 m; Slope or gradient of the line.
 b; y-intercept (x=0)
 X-intercept (y=0)
 m= y2-y1/x2-x1
Linear models
 Construct and analyse a linear model,
graphically or algebraically, to solve practical
direct variation problems
Simultaneous equations

 Solving two equations in two variables by

Substitution when one variable is the
subject,
Elimination, add or subtract multiples of
equations to eliminate on variable.
Unit context within Scope and Sequence/Purpose
This is week six of the second term for year 11
students Mathematics Standard and They will review
the formula and equations A1 for the first week and
they will learn about linear relationships A2 during
the following five weeks.
Syllabus Outcomes
› uses algebraic and graphical techniques to compare alternative solutions to contextual
problems MS11-1
› represents information in symbolic, graphical and tabular form MS11-2
› makes predictions about everyday situations based on simple mathematical models MS11-6
› uses appropriate technology to investigate, organise and interpret information in a range of
contexts MS11-9
› justifies a response to a given problem using appropriate mathematical terminology and/or
calculations MS11-10

Related Life Skills outcomes: MALS6-1, MALS6-7, MALS6-8, MALS6-13, MALS6-14

Literacy Focus Numeracy Focus ICT Focus Differentiation

Calculate to find the exact Students draw the graph Various activities for diverse students such as EAL/D and
Gradient variable. and find the equation of the Life Skills.
Intercept Solving equations and line using excel. Collaborative learning helps to improve social skills.
Pronumeral problems. Individual activity creates independent learners.
Dependent and independent Read and interpret the data Literacy worksheet for EAL/D and others.
Variable from the graph. Smartboard and internet Closer monitoring and support for weaker students.
x- axis and y-axis Demonstrating graphs for visual learners.
Scatter plot
Positive and negative slope
Origin
Substitute
Week/ Syllabus Content
Sequence
- Develop and solve linear
equations, include substituting
Week 1 values into a formula, or those
developed from a word
description AAM
- review substitution of
numerical values into linear
algebraic expressions and
equations
– review evaluating the subject
of a formula, given the value of
other pronumerals in the
formula
– change the subject of a linear
formula
Teaching and Learning Strategies including assessment for Resources
learning.
Period 1: Review the Algebra concepts including equations Whiteboard, worksheets,
with pronumerals on both sides, factorisation and
distributive law. Define the linear equation, contains a
pronumeral with a power of 1 and no other power.
Solve the linear equations. Reviewing the steps explicitly
and pointing out the common errors e.g we should divide
by negative numbers.
Students learn how to check answers by substituting the
value of x back into the original equation.
Group activity
Put students in groups of 4 and give each group one page
of equations. First student completes only the first step and
passes the paper to the student on the left etc until the last
person substitutes that value into the original equation to
check it. If there is an error, pass around until the error is
found.
Period 2: Review of algebraic fractions and how to change
the subject of equation. Solve the equations that involve
algebraic fractions.
Formative assessment through discussion and pre- testing
(give some examples of solving linear equations) individual
task to find out student’s difficulties and general abilities.
 
Week 2 – Model, analyse and solve
problems involving linear
relationships, including
constructing a straight-line
graph and interpreting features
of a straight-line graph,
including the gradient and
intercepts AAM
– determine a direct variation
relationship from a written
description, a straight-line
graph passing through the
origin, or a linear function in
the form 𝑦 = 𝑚𝑥
– review the linear function 𝑦 =
𝑚𝑥 + 𝑐 and understand the
geometrical significance of 𝑚
and 𝑐
– recognise the gradient of a
direct variation graph as the
constant of variation AAM
Period 1: Key ideas of the lesson (give the big picture).
There are three skills for the whole lesson (4 weeks)
 Graphs (draw the graph, read and interpreter
them) Smartboard, textbook,
 Modelling (define the equation real word worksheet, grid paper
situations)
 Simultaneous equations
Students review how to plot points on a number plane and
join them to form a straight line. Students working
individually on worksheet:
 Complete the table of values for linear function
that are given
 Write the coordinates of the points from the graph
that are given
Group activity
(coordinates code puzzle), students write the letter from
the number plane that appears at various locations to find
the missing words which make a sentence.
Period 2: Introduce the linear equation Y= mx + b40
Gradient or Slope of the line is m
m= vertical rise over the horizontal run
b is y- intercept where the line cuts the y-axis
Students learn about special lines including those with only
one axis intercept
 Horizontal lines y=b (when x=0)
 Vertical lines x=c (when y=0)
 Line passing through the origin y= mx
Students learn m can be negative when line drops down.

Model, analyse and solve problems
involving linear relationships, including
Week 3 constructing a straight-line graph and
interpreting features of a straight-line
graph, including the gradient and
intercepts AAM
– review the linear function 𝑦 =
𝑚𝑥 + 𝑐 and understand the
Highlight to students the idea, for identifying m, Y-
intercept and x-intercept from the equation, the function
always must be in original equation form.
Worksheet activity (individual work)
1- Identifying gradient and y-intercept from the
linear function.
2- Finding the gradient and y-intercept and x-
intercept from the graph. (Explain if you found
negative gradient)
Period 3:
Lesson is finding the equation of a line when given two
points or given the y-intercept and a point
Introduce the gradient formula m= y2-y1/x2-x1
Highlighted that there is no preferred order when choosing
a point, the answer will be the same. Show on the graph
the geometrical significance the (reasoning).
Activity:
Students demonstrate the gradient of the line by joining
two points (rise over run) and finding the gradient by using
the formula and then compare their answers. If they finish
they need to find the equation of the line. (Gifted and
Talented)
Period 1: Review the lesson through class discussion Smartboard, internet, devices,
Class activity, Crossword sheets, cards for
There are three different cards (Equation, table of values activity
and graph). Each student needs to find two partners who
hold the matching card. Students sit in their newly formed
group. They should discuss how they found the matching
card. Students find the gradient, y and x intercepts from
the data on their cards.
 geometrical significance of 𝑚
and 𝑐
– recognise the gradient of a
direct variation graph as the
constant of variation AAM
construct straight-line graphs both with
and without the aid of technology
(ACMGM040)
– Model, analyse and solve
Week 4 problems involving linear
relationships, including
constructing a straight-line
graph and interpreting features
of a straight-line graph,
including the gradient and
intercepts AAM
– construct straight-line graphs
both with and without the aid
of technology (ACMGM040)
– construct and analyse a linear
model, graphically or
algebraically, to solve practical
direct variation problems,
including but not limited to the
cost of filling a car with fuel or
Period 2: The point lies on the line when satisfy the
equation.
Students working on spreadsheet and draw a graph by
giving different values to the equation. Students find the
equation of the line using excel. Students find coordinate
of another point from the same graph which is not on the
line. Students considering that point satisfy the equation
and why? (reasoning and literacy)
At the end of the lesson students write two things that they
have learned, two things they needed more practice with.
Period 3: Review the lessons that has been taught so far
highlighting the key points of the lesson and practice on the
area of concern that students asked in the last lesson.
Cross word activity, revision of literacy
Period 1: Formative assessment for learning Quiz sheets, devices, internet,
Linear relationships quiz. smartboard,
Teacher demonstrates common questions that students
need more help with and assist students individually to find
the reason that made errors.
Period 2:
Topic: Modelling
Class discussion (find linear equations in the real life for
example shopping (cost and kilogram). This can be used to
predict future, real life scenarios.
Linear modelling occurs when a practical situation is
described mathematically.
Definition of dependent and independent variable
(reasoning, literacy)
Group work activity, Students working in groups of four.
Student needs to find the match an equation card with a
statement card and justify. Others must check and
 a currency conversion graph
AAM
Model, analyse and solve problems
Week 5 involving linear relationships,
including constructing a straight-
line graph and interpreting features
of a straight-line graph, including
the gradient and intercepts AAM
– recognise that a direct
variation relationship produces
a straight-line graph
– determine a direct variation
relationship from a written
description, a straight-line
challenge this answer. Students continue until they have
matched all the cards. If any group finishes they will
identify dependent and independent variable (reasoning).
students are required to make a scenario which involve a
linear equation. (higher order thinking)
At the end of the lesson students write two things that
they have learned, two things they needed more practice
with.
Period 3: Topic: Simultaneous equations
Definition of simultaneous. Solving two simultaneous
equations involves finding a solution that satisfies both
equations.
Class discussion, real life examples, we are interested in
finding the intersection of a company’s cost equation and
revenue equation ‘break-even’ point.
Solving visually by demonstrate the table of values for each
liner function and circle the common coordinate. Sketch
two linear functions and show the point of intersection.
(graphical technique to find the solution for visual learners)
Period 1: Solving simultaneous equation using substitution Devices, internet, cards for
method. The substitution method is used usually when at activity,
least one of the equations has one pronumeral as the
subject.
Activity, students practice and solve simultaneous equation
using substitute method.
Students working in pairs, they receive one question with
graph represents, car rental cost after kilometres of a new
car from two car rental companies. They need to find initial
rental cost and equation of each company, coordinates of
intersection point and describe it. Which company would
they choose if they had to travel 300 km and why?
 graph passing through the
origin, or a linear function in
the form 𝑦 = 𝑚𝑥
– review the linear function 𝑦 =
𝑚𝑥 + 𝑐 and understand the
geometrical significance of 𝑚
and 𝑐
– recognise the gradient of a
direct variation graph as the
constant of variation AAM
– construct straight-line graphs
both with and without the aid
of technology (ACMGM040)
- construct and analyse a linear
model, graphically or
algebraically, to solve practical
direct variation problems,
including but not limited to the
cost of filling a car with fuel or
a currency conversion graph
AAM
Period 2:
Solving simultaneous equations using elimination method.
The method of elimination is generally used when both
equations are in the form ax+ by = d
Show the steps of the elimination method explicitly.
Class discussion, which method is better?
Worksheet, Students need to solve the pairs of
simultaneous equations using the elimination method
Students working on spreadsheet and draw a graph by
giving different values to the equations and find the
coordinate of the intersection point.
Period 3:
Review- topic overview in preparation for formative
assessment for learning.

Week 6
Assessment Details
Pre-test assessment that aims to determine a student’s
prior knowledge of the lesson.
Formative assessment through, class discussion, activities,
worksheets and quiz feedback provided for reinforce
students.
Evaluation of the Learning and Teaching
Period 1: Formative assessment for learning
(L inear Relationships Practice Test )
Period 2: Students receive feedback on their test. Teacher
demonstrates common questions that students need more
help with and assist students individually and discuss about
the reasons that caused making errors.
Outcomes
 Construct straight-line graphs
 Determine and interpret the gradient and intercepts of a straight-line graph.
 Use and interpret graphs of the form y=mx + b
 Construct and analyse a linear model to solve practical situations.
 Determine a direct variation relationship and solve problems.
The teaching strategies I chose should allow for explicit teaching and learning. By using
lesson sequences which are linked and build on skills taught previously I anticipate that there
will be development of students’ skills. There is quite a lot of scaffolding to support weaker
students and literacy-based pedagogy for the EAL/D, Life Skills and other learners. Teaching
and learning strategies are varied and aim to capture various learning styles ranging from the
visual to the kinesthetics. Teaching and learning has been designed within the Quality
Teaching Model and various key capabilities have informed my choice of Teaching and
Learning.
Explanation and Justification

The unit outline included in this portfolio follows a sequential order based on the current NSW Mathematics Standard syllabus, stage 6,

specifically, year 11. This unit focuses on the topic Algebra, subtopic Linear Relationships MS-A2 through 5 weeks and adhering closely to all

NESA policies, documents and Quality Teaching Methods. I made decisions about content regarding the sequence, emphasis and any

adjustments required based on the needs, interests, abilities and prior learning of a range of students. Therefore, I designed formative assessment

and pre-testing in the first week to know my students’ abilities and knowledge. Moreover, review of algebra equations and

coordinate of the points are taught in the beginning of the lesson because I believed those are fundamental concepts for students to be able to

learn the new lesson, linear relationships successfully.

According to NESA the aim of studying Mathematics Standard is to develop students’ knowledge and understand how they work

mathematically, improve their skills to solve problems in their daily life and future. Research has shown through the traditional teaching

methods students become disengage and dislike of Mathematics (Matthew, Foster &Williams, 2016). Through this approach, the teacher led the

lesson by procedures and students follow the instructions step by step therefore students learn mathematical facts through rote practice. For

instance, repetitive questions by different numbers. Successful teaching methods through conceptual understanding of the lesson is more than

isolated facts and methods (Bigelow, 2018). Students learn successfully when they understand mathematical ideas and can transfer and apply

into new situations. I designed the lessons and created various activities to challenge my students ‘thinking and allow them to explain and justify

their ideas. Furthermore, accurate procedure and practice is essential for leaning fluent which has been addressed through the lessons.
 Differentiation allows for all students to be ‘engaged’ and ‘succeed’ in the lesson (Fitzgerald 2016, p.18). Multiple resources have

been used to meet all students’ needs. Information and Communication Technology is one of the significant resources that can be used to remain

students engaged (Callow & Orlando, 2015). I use spreadsheet to draw a straight-line graph. Students learnt how to put data, sketch a line and

demonstrate an equation of the line by excel which can be a useful tool for visual learners as well. Moreover, using various teaching strategies

and creating different activities, such as group work activities and finding matching cards that allows students to improve critical thinking. In

addition, EAL/D students improve their language through interaction with peers (Greiffenhagen ,2012). During group work activities I engage

with each group to ensure the students are on task and learning outcomes are met.

Numeracy is fundamental for students learning and allowing them to be engage in society productively and confidently. According to

ACARA literacy and numeracy are general capabilities that are essential to life and work. Numeracy and literacy have been met in this unit

outline such as in problem solving lessons and vocabulary building tasks. Students become numerate when they can apply mathematics context

in other learning area and in real-word scenarios (NESA, 2018). In mathematical concepts some words become the metalanguage and

it is required to teach students the meaning of the word explicitly (1.5 Metalanguage, QTM). This unit outline demonstrates my ability to present

well-constructed innovative and coherent students lesson that address the literacy and numeracy general capabilities. For example, the lesson

highlighted the meaning of the gradient and intercept. The students are taught the metalanguage for linear relationships in form of a glossary in

the beginning of the unit. These words are continually referred to and revisited. Also, students complete a crossword to test their knowledge

(informal formative assessment).

 Assessing and providing feedback on students learning (5.1 and 5.2 APST) are the elements to measure students learning and helping

them to improve. This allows me to evaluate students informally by analysing their performance and behaviour inside a class. An assessment

cycle starts as formative, which transitions to diagnostic and then finally to summation. Formative assessment is an evidence based on student

achievement that is interpreted and used by learners and teachers to cooperate and find the next steps of instruction to gain the better outcome

(Black & Wiliam, 1998). Formative assessment has been designed with achievable goals. Therefore, it addresses individual abilities of students

that enhance students ‘motivation and self-competence. I used Bloom Taxonomy method to create an assessment based on six levels of bloom

taxonym that is encourage higher order thinking in my students by building up from lower level cognitive skills (Lay, 2018).

Furthermore, research has shown that score students’ work could be counterproductive and distract their attention from what they can do

to improve (Florian & Zimmerman, (2015). I continually provided positive and effective feedback to reinforce students learning. I have

critically reflected to design resources and deliver lessons that capture all learners. If students appeared to be disengaged or confused. I clarified

using different strategies and resources based on their interest and abilities. Also, at the beginning of each lesson I recap or review what we

covered in the previous lesson. I invite students who had any questions or need future clarification. Moreover, I ask students to reflect on the

lesson and write two things they learned and two things they needed more practice with, that can be beneficial for designing the next lesson and

subsequent lessons. I have therefore crated a unit outline which will meet outcomes for Linear Relationships MS-

A2 by applying high support and high challenge activities.

References

ACARA. (2018). Australian Curriculum and Reporting Authority. Retrieved

from http://www.acara.edu.au/curriculum/cross-curriculum-priorities

APST. (2018). Australian Professional Standards for Teachers. Retrieved from

http://www.aitsl.edu.au/a

Anghileri, J. (2006). Scaffolding practices that enhance mathematics. Journal of Mathematics Teacher Education, 1(9), 33-52.

Bigelow, M. (2018) 102087: Secondray curriculum 1A, week 5 notes [ power point slides]. Retretive from

https://vuws.westernsydney.edu.au/webapps/blackboard/execute/content/file?cmd=view&content_id=_3712470_1&course_id=_26898_1&fram

esetWrapped=true

Black & Wiliam, (1998). Inside the Black Box: Raising standards through classroom assessment. King’s College, London.

Callow, J., & Orlando, J. (2015). Enabling exemplary teaching: A framework of student engagement for students from low socio-economic

backgrounds with implications for technology and literacy practices. Pedagogies: An International Journal, 10(4), 349-371.

Fitzgerald, P. (2016). Differentiation for all literacy levels in mainstream classrooms.

Literacy Learning: The Middle Years, 24 (2), 17-25.

Florian, T., Zimmerman, J. (2015). Understanding by Design, Moodle, and Blended

 Learning: A Secondary School Case Study. MERLOT Journal Online Learning and Teaching, 11(1), 120-128.

Greiffenhagen, C (2012). Making rounds: The routine work of the teacher during

collaborative learning with computers. International Journal of Computer-

Supported Collaborative Learning, 7(1), 11-42.

Lay, J. (2018). 102090: Secondray curriculum 2A, week 4 notes [ power point slides]. Retretive from

https://vuws.westernsydney.edu.au/webapps/blackboard/execute/content/file?cmd=view&content_id=_3606653_1&course_id=_26900_1

Martin, T. S. (2007). Mathematics teaching today: Improving practice, improving student learning. Reston,VA: National Council of Teachers

of Mathematics.

Matthew E. Foster, Jason L. Anthony, Doug H. Clements, Sarama, &Jeffrey M. Williams. (2016). Improving Mathematics

Learning of Kindergarten Students Through Computer-Assisted Instruction. Journal for Research in Mathematics Education, 47(3),

206-232. doi:10.5951/jresematheduc.47.3.0206

NSW Education Standards Authority. (2018). Retrieved from

https://syllabus.nesa.nsw.edu.au/

https://vuws.westernsydney.edu.au/webapps/blackboard/execute/content/file?cmd=view&content_id=_3606653_1&course_id=_26900_1
Original professional resources (Literacy, numeracy and ICT)
Name Date

Linear Relationships Practice Test

Multiple-choice questions

1) The name of the point (0,0) on a number plane is:

A) Y-intercept
B) X-intercept
C) Origin
D) Gradient

2) Which point is on the y-axis?

A) ( -2,1)
B) (2, -1)
C) (1,0)
D) (0,1)

3) What is the gradient of 8y= 2x-3

A) 2
B) -3
C) ¼
D) 8
4) Which equation describe a vertical line?
A) X + 5 = 2
B) Y + x = 5
C) Y – x = 0
D) Y – 3 = 2

5) Which equation describe the graph?

A) X = -3
B) Y = -3
C) Y = -3x
D) Y = x
6) The graph represents a linear relation. Demonstrate the value of x when y = 2

A) 2 B) 4 c) 5 D) 0

7) If ( -1,2) is a point on the line ax-4y+11=0, the value of a is:

A) 5
B) -1
C) -3
D) 3
 8) Find the line that is passes through the point (1, 2) and m = -3

A) Y= -3x+2 B) Y= 2x-3 C) Y= -3 x+5 D) Y= x-3

Short Answer

9) a) Determine the gradient of the line.

b) Find the equation of the line.
10) a) Complete the table below for y=2x+1

b) what is the value of x when y = 13

x -2 -1 0 1 2
y

11) Match each equation with a graph on the grid below and justify your answer. A) y = 2x B) 2y = 6 C) x + y = -2
12) Complete the following table;

Equation Gradient y-intercept Drawing of your imagination

of the line
Y= 2x-5

Y= 8-3x

7 -5

-4 1

13) Find m if the point is on the line 3x-2y = 1

Coordinate of the point is (m-1, 2m+5)

Problem

14) Strawberries are sold for $6 per kg. The table below shows weight against cost.

Weight (W) 1 2 3 4

Cost (C) 6 12 18 24

(a) Which is the dependent variable and why?

(b) How much should we pay for 5 kg strawberries?
(c) How many kg strawberries we could buy with $54?
(d) Find the equation or process to calculate the cost of x kg of strawberries?

15) Mathew’s watering can is initially filled with 2 litres of water. However, the watering can has a small hole and is leaking at a rate of 0.4
litres per minute.
a) Write a rule for the volume of water, V litres, in the can after t minutes.
b) What volume of water remains after 2 minutes?
c) How long will it take for all the water to leak out?
16) 1000 tickets were sold. Adult tickets cost $ 8.50 children cost $ 4.50

a) If we sold 700 adult tickets and 300 children tickets how much we would collect?
b) How many tickets of each kind were sold if we collected $ 7300
Rubric for a Linear Relationships

Task Limited Emerging Developed Advanced

Understanding Understanding of Limited ability Some ability Sound ability Deep understanding
linear function and demonstrated demonstrated demonstrated and accurate ability
relationships between demonstrated
the variables including - Constructing a - Constructing a
- Constructing a straight-line straight-line - Constructing a
- Constructing a straight-line graph graph straight-line
straight-line graph - The features - The features graph
graph and - The features of a straight- of a straight- - The features
interpreting of a straight- line line of a straight-
features of a line - The - The line
straight-line - The geometrical geometrical - The
graph geometrical significance of significance of geometrical
(Gradient and significance of the linear the linear significance of
intercepts) the linear functions functions the linear
- Understand functions - Solve a linear - Solve a linear functions
the - Solve a linear equation equation - Solve a linear
geometrical equation - Modelling a - Modelling a equation
significance of - Modelling a problem with a problem with Modelling a problem
the linear problem with linear function a linear with a linear function
functions a linear function
- Modelling and function
interpreting a
 problem with a
linear function
Fluency Limited knowledge, Some errors in Few errors in Accurate calculations
- Calculate and major errors in - Calculations - Calculations
use - Calculations - Solving - Solving - Solves
appropriate - Solving problems problems problems by
strategies to problems - Using - Using and using
solve problems - Using strategies and selecting appropriate
- Select and strategies and algebraic algebraic methods and
apply algebraic techniques techniques algebraic techniques
appropriate techniques and strategies
algebraic
techniques to
operate with
algebraic
expressions.
Problem solving skills Solves problems by Does not solve Identifies variables Solves the problem and Solves two equations in
using linear equations problems and steps are correctly but does not mostly explains the two variables which
and identifying the two not clear. understand some part steps. involves linear
variables correctly of the question. functions and shows
the steps clearly
Reasoning and Explains procedures Does not explain the Minimal explanation of Generally, explains the Clearly explains and
communication clearly, shows reasons procedures and procedures. procedures and some records procedures by
and uses appropriate reasoning. justification logical reasoning and
terminology justifying