Training Course 1: Lesson Plans, Measurements, Co-ordinate Geometry Using Geoboards

Lesson Plans

1. Two Types of Lesson Plans: Teacher-Directed Lesson and Activity-Based Lesson

2. Guide for Evaluation of a Teacher-Directed Lesson

3. Guide for Evaluation of an Activity-Based Lesson

Lessons

1. Introduction to Geoboard

2. Perimeters and Areas using Geoboards

3. Quadrilaterals on Geoboards

4. Circle Theorems in Geoboard I

5. Circle Theorems in Geoboard II

6. Geoboard and Coordinates

7. Geoboard and mapping diagrams

8. Relation as a set of ordered pairs

9. Graphs of Linear Relations using Table of Values I

10. Graphs of Linear Relations using Table of Values II

11. Geoboard and Graphing y = mx + b

12. Geoboard and Point of intersection of two lines
13. Equation of a straight line using slope and y-intercept y = mx + b
14. Equation of a Straight Line given two points

15. Parallel and Perpendicular Lines

16. Length of a Line Segment and Mid-point of a Line Segment

17. Applications of Linear Relations I - Rates of Change

18. Applications of Linear Relations II

Activities

1. Relation between height and arm-span measurement

2. Line of Best Fit and Geogebra – Relations I

3. Graphs of Relations using Geogebra

4. Culminating Project to Design a Solar Dream House

5. Activity 6 Water catchment system for your school or home

Two Types of Lesson Plans: Teacher-Directed Lesson and Activity-Based Lesson
We introduce these two often used sample lesson plans in Math – teacher-directed and activity-
based – so that teacher trainers and trainees can use them as sample lesson plans for the
training courses. The difference is that students either learn from their teachers or learn by
doing the activities individually or in small groups. Respective guides given below are steps used
to design each type of lesson. Both will be used to design the lessons during the training.
Teachers will decide which is more appropriate for their lessons.
Type 1 Lesson Plan (Teacher-Directed Lesson)

Grade Level: Grade 7-9 Date:

Topic: Brushing your teeth leaving water on Time and Length of Period: 60 min

2. Objective(s)
The students will:

• Learn the units for measuring volume – gallon and Litres

• Measure volume of water
• Convert gallon to litres (L) and vice-versa
• Find out how much water is wasted by leaving water on while brushing teeth
• Read statistical data related to water usage
• Develop student’s awareness and habit of conservation of water at home
• Develop student’s awareness of gender issues
3. Content (The What) Teaching/Learning Strategies (The How)
A. Introduction (motivational steps/hook/activation of students’ prior knowledge)
• “Who leaves the water on while brushing his teeth? Put up your hand!”
• If possible, ask two or three students to go to the washroom and brush their teeth and collect the
water using a jug, you may want to do this beforehand.
• Use measuring cylinder or water bottles to measure the amount of water used.
• On average, one uses 1 Gallon (4 L) of water when leave the water on. (10 minutes)
B. Topic/Content for New Learning B. Teaching/Learning Strategies for New
Learning with Key Questions and Timelines
• Ask “If one student wasted 4 L of water
• Volume of water wasted by the class = 4L brushing his teeth leaving the water on,
X 2 X 50 = 400 L per day, assuming each how much does this class waste if we brush
brushes twice and class size is 40. twice per day?”
• Show statistics of water usage by families • Ask student to do calculation individually.
in a few countries (see below) (15 minutes)
• In Bangladesh, one person uses 50 L/day, a • Teacher asks one/two students to put
family of 4 uses 4 x 50L = 200L solution on the board and takes it up or
student explains his work. (10 min)
• That means the class wastes as much as a
family of four in Bangladesh in two days. • Teacher can talk about water wasted is
In Bangladesh, girls usually have to carry equal to what a family of four uses in 2
water from the well to the house.(see poster days.
below. March 22 is World Water Day) • Teacher can talk about gender issues in SE
Asia and West African countries, e.g. some
girls do not get to go to school. (10 min)
4. Consolidation/Reinforcement (Check for understanding/scaffolded practice)
Teacher can show the graph below and students can
calculate water usage by a family of four in some of
the countries each day:
US = 600 L X 4 = 2400 L
Mexico = 370 L X 4 = 1480 L
Germany = 200 L X 4 = 800 L
UK = 150 X 4= 300 L
Haiti = 15L X 4 = 30 L (10 min)

5. Application (of what was learned)

Discussion/Brainstorm on how we can conserve water in the home.
Teacher can construct a mind map for brainstorming ideas

6. Assessment (collection of data) / Evaluation

Student calculate water usage by a family of four in five of the following countries each week
Type 2 Lesson Plan (Activity-Based Lesson)

Grade Level: 7-9 Mathematics Date:

Topic: Top 10 Export Markers of Guyana – Pie Chart Time and Length of Period: 60 min

2. Objective(s) The students will:

1. Find the top 10 Export markets of Guyana.

2. Construct a frequency distribution table showing the percents and degrees in a pie chart.
3. Read and extract data from the pie chart on export markets of Guyana.
4. Find out the export items from the ten countries.
5. Repeat objectives 1 – 4 for top 10 Import markets.
3. Learning Environment Resources/Materials
Students work individually on the pie-chart. Worksheet with the following pie chart for
Teacher circulates to help. Students must ask one students. Students should have protractors and
neighbour (next seat only) before asking teacher. calculators. .
4. Content (The What)

5. Teaching/Learning Strategies (The How)

Teacher Role
(i) Introduction of the Activity, Routines and Procedures
• Teacher gives out the worksheet (pie chart) to individual students.
• Students are asked to make a frequency distribution table showing the country, percent, degrees in
the circle, using the formula 360 degrees x %. Total degrees = 360.
(ii) Lesson Conclusion
• Teacher can brainstorm some of the products that are exported from Guyana to each country.
Teacher should also share some of the answers with the class.
6. Assessment (collection of data) / Evaluation (interpretation of data)
1. Students will conduct internet research on the Top-10 import market from recent data.
2. They will then construct a table showing percents and degrees and construct a pie chart.
 GUIDE FOR EVALUATING A TEACHER-DIRECTED LESSON

Name _________________________________ Lesson _______________________________

1. OBJECTIVES (Knowledge, skills, values; realistic numbers and complexity)

Include knowledge, skills, problem solving, thinking and/or values ____________

2. LEARNING ENVIRONMENT/RESOURCES
Have the learning environment, major resources to be used been noted? __________
3. CONTENT AND STRATEGIES

(a) Introduction
Does the introduction/hook clarify the focus of the lesson and interesting? _______
(b) Topics and Content for New Learning and Strategies

Is the content well sequenced (simple to complex, familiar to unfamiliar,

specific to general, i.e. Problem solving situations)? ___________

Are strategies appropriate to the learners, objectives, content? _____________

Are there Instructions at various stages of the lesson? _____________

Does it include key questions that involve thinking? _____________

Is there adequate timing for various parts of the lesson? ____________

(c) Consolidation of Learning

Does it provide feedback for the teacher on learner readiness? _____________

Did the teacher use different strategies to reinforce learning? ____________

(d) Application/Problem Solving and Lesson Conclusion

Is the application/problem solving related directly to the objectives? _____________

Does the Lesson Conclusion cover key ideas of the Lesson? ______________

Does it include Problem Solving/Thinking Questions? _____________

(e) Assessment (Check objectives)

Is it clear how teacher will determine if the objectives were met? ____________
Sample of Assessment including problems is evident? ____________

TOTAL ……………………………………………………………………………………… /15 marks

 GUIDE FOR EVALUATING AN ACTIVITY-BASED LESSON

Name _________________________________ Lesson _______________________________

1. OBJECTIVES (Knowledge, skills, values; realistic numbers and complexity)

Include knowledge, skills, problem solving, thinking and/or values ____________

Are they stated in observable terms and realistic? ____________

2. LEARNING ENVIRONMENT/RESOURCES

Have the learning environment, major resources/materials to be used been noted? _____

3. CONTENT

Is the content logically organized, relevant and interesting? ___________

Does the content address problem solving skills? ____________

4. TEACHING/LEARNING STRATEGIES

Does the introduction/hook clarify the focus of the lesson and interesting? ___________

Are the activities clearly outlined? ____________

Has the teacher’s role in the continuation of the activity been defined?

(e.g. introduction, monitoring the routine, assisting grading) ____________

Do activities address thinking or problem solving at various stages of the lesson? ________

Does the lesson include adequate moving from concrete to abstract? ____________

Does the Lesson Conclusion cover key ideas of the Lesson? ____________

Handout for Students ____________

5. ASSESSMENT

Is it clear how teacher will determine if the objectives were met? ____________

Sample of Assessment including problems is evident? ____________

TOTAL ……………………………………………………………………………………… /15 marks

Lesson 1: Introduction to Geoboard
Geoboard in its name sake is used to teach Geometry. Geoboard is a perfect tool to introduce Geometry
and other topics (see sample geoboard activities below).

1. Types of triangles and polygons

2. Types of angles
3. Congruent triangles (SAS, ASA, SSS and ASA)
4. Similar triangles and other geometric figures
5. Parallel lines, corresponding angles, alternate angles and interior angles
6. Transformations (enlargements, reflections)1
Psychological Theory: Jean Piaget – 4 stages of intellectual development – concrete operational stage
(Grades 6-8) to abstract stage (Grades 9-12). Also Jerome Bruner.
Teaching Strategies

1. Use geoboards to introduce, reinforce and review concepts.

2. Group work (pairs or fours per geoboard), investigations and projects, use activity sheets
3. Move from concrete to abstract near the end of the lesson, e.g. geoboard to notebook or graph
paper with teacher facilitation
Resources: Construct a class set of geoboards, easy to make, 1’ x 1’ board, rectangular grids on one side
(1” nails 1” apart), circular grids on other side (12 nails - clock, with one nail at centre and nails outside
circle for tangents). Students can make them in class, at home or in woodwork class. Use rubber bands.
Lesson 2: Perimeters and Areas using Geoboards

Activity: Work with a partner on this activity.

If you have a geoboard and rubber bands, make figures like the ones in the figures below. If you
do not have a geoboard, use the figures in the diagram. It’s dangerous to shoot each other with
rubber bands.

Method 1: Use the formulas sheet below to find the area and perimeter of each figure

Method 2: Use Pick’ formula to find areas of regular and irregular figures on geoboard
where A = area, I = # of interior points, and B = # of points on boundary.

Method 3: Pythagoras formula to find the length of slant line (hypotenuse) on geoboard
Length of slant line = where a and b are the two adjacent sides of right triangle.

Example 1: Square on the top right diagram. Area of square = = = 16 square units.
Perimeter = 4 x 3 = 12 units.

Using Pick’s Formula: I = 9, B =

A=I+ = 9 + 8 – 1 = 16 square units. Same answer as using formula.

Example 2: For the triangle on the bottom right diagram

Using the triangle formula: b = 4, h = 4, = =8

Using Pick’s formula I = 5, B = 8, =5+4–1=8 . Same area as

using formula.

Length of slant line of triangle on the left = = = = = 4.47 units

Perimeter of triangle = 4.47 + 4 + 4.47 = 12.94 units

Exercise For all nine figures on the geoboard on bottom left

1. Use the formulas sheet below to find the area and perimeter of each figure.
2. Use Pick’s formula to find the area of the figures.
3. Verify your answers for areas using both methods for all figures on the left.
4. Use the formulas sheet below to find the perimeter of each figure.
Formula Sheet for Area and Perimeter for Lesson 2

Pythagoreas formula to find length of hypotenuse

In the two right triangle on the top, MN and MP are called hypotenuse, they are both opposite
right angles.

Length of hypotenuse = where a and b are the two adjacent sides of right triangle.
Lesson 3 Quadrilaterals on Geoboards

Definition: A quadrilateral is a simple closed figure with four sides.

We have studied quadrilaterals in primary grades. There are six types of quadrilaterals. One common
property of all quadrilaterals is that the sum of all their angles equals 360°. Let us look into the properties
of the different quadrilaterals.

Work in groups of three in this exercise. Use a geoboard to construct each type of quadrilateral below and
complete the table below:

Quadrilateral Figure Properties (sides, angles, Formulas for

parallel, height, etc.) Perimeter, Area and
Diagonal, use
e.g. opposite sides equal formula sheet from
Lesson 2
Square

Rectangle

Trapezoid

Parallelogram

Rhombus

Kite

Exercise: Work in pairs with aid of a geoboard and answer question on paper, use diagrams if needed:
Parallelogram
1. Draw a parallelogram in which the opposite sides are not equal in length to each other?
2. Draw two parallelograms that have the same perimeter but different areas?
3. Is a rectangle a parallelogram? Is a square a parallelogram? Why or why not?
4. Diagonals of a parallelogram bisect each other
5. Each diagonal divides the parallelogram into two congruent triangles.
6. If one of the angles of a parallelogram is a right angle then all other angles are right and it
becomes a rectangle.
Rectangle
1. The diagonals are congruent and bisect each other (divide each other equally).
2. Opposite angles formed at the point where diagonals meet are congruent.
3. A rectangle is a special type of parallelogram whose angles are right.
Square
1. The diagonals are congruent.
2. The diagonals are perpendicular to and bisect each other.
3. A square is a special type of parallelogram whose all angles and sides are equal.
4. A parallelogram becomes a square when the diagonals are equal and right bisectors of each other.
Rhombus
1. The diagonals are perpendicular to and bisect each other.
2. Adjacent angles are supplementary.
3. A rhombus is a parallelogram whose diagonals are perpendicular to each other.
Trapezium
1. The bases of the trapezium are parallel to each other.
2. No sides, angles and diagonals are congruent.
Kite
1. There are only two sets of congruent adjacent sides.
2. There is only one set of congruent angles.

Journal Reflection on this activity (one page individual reflection)

1. Experience in working in groups of three, e.g. cooperation, shared task, responsibility, etc.
2. Working with geoboard, e.g. completing task, easier to learn geometry, hands-on, etc.
Lesson 4 Circle Theorems in Geoboard I
Angles in a Triangle

1. Here is a triangle formed by joining three dots on the circumference of the nine-point circle on a
geoboard. Can you find the measure of the three angles?
2. Join the same points on circumference to the centre, now can you find the measures of the angles?
3. Create some more triangles by joining three dots on the circumference of the circle on geoboard..
How many different triangles can you make? Can you work out the angles each time?
4. When the centre dot isn't inside your triangle, you might find it a little trickier to work out the
angles. Does the third diagram that help?
Subtended angles at the circumference and at the centre by the same arc

1. Choose two points on the circumference of the circle on geoboard. Call them A and B. Join these
points to the centre, C. What is the measure of the central angle C?
2. Join A and B to a point on the edge. Call that point D. D is an angle subtended by an arc AB at
the circumference, can you find the measure of angle D?
3. Would the same thing happen if D took a different position on the circumference of the circle?
4. Would the same thing happen if you started with a different two points on the circumference of
the circle on the geoboard? Can you prove it?
5. Indeed, all angles subtended by the same arc have the same measure. This is the first Circle
Theorems, also known as the Opera House Theorem, for obvious reasons.
6. Let’s return to the first question above, what is the measure of angle C? If a circle has , there
are 9 angles, each angle is , therefore three angles or angle C =
7. The second Circle Theorem is the angles at the circumference is half of the central
angle if they are both subtended by the same arc.

Exercise: Use the templates on the next page to draw various subtended angles at the circumference
and at the centre by the same arc to verify the first two circle theorems. Find both angles for
each diagram using the number of dots on the circumference first and then using a protractor.
Lesson 5 Circle Theorems in Geoboard II

Theorem 3 An angle inscribed in a semicircle is always a right angle.

The inscibed angle 90° is half of the central angle 180°

Definition: A cyclic quadrilateral has every vertex on a circle’s circumference.

Theorem 4 A Cyclic Quadrilateral's opposite angles add to 180°:

In the diagram above, a + c = 180° and b + d = 180

Theorem 5 Exterior angle in a cyclic quadrilateral is equal to its interior and opposite angle.

Example 1 The diagram shows a circle with Example 2

centre O.

Solution We have a cyclic quadrilateral, using

Solution We have a central angle x and an angle Theorem 4, opposite angles add up to 180.
50 at the circumference, using Theorem 2, Therefore angle y = 180 – 50 = 130.
central angle is twice the angle at the
circumference, therefore angle x = 100.
Example 3 Example 4 AC is the diameter of the circle

Solution 40 and x are angles subtended by the
same arc, therefore x = 40.
x and y are opposite angles in a cyclic
quadrilateral, therefore y = 180 – 40 = 140.
Solution 65 and x are angles subtended by the
same arc BC, therefore x = 65.
Since AC is the diameter, using Theorem 3,
angle ABC = 90 since it is subtended in a
semicircle. In ABC, 90 + 65 + y = 180,
therefore y = 25.

Exercise Find the unknown angles below:

B
y A
y 70 x
O O x O
• 
85 120
x 37° O
 
110
 C y
82

Lesson 6 Geoboard and Coordinates

Geoboard can be used as a graph paper. Two rubber bands can be used to represent two AXES.
The intersecting point or the CENTRE is the Origin O. This is a starting point.
Students should be warned “not to shoot each other with rubber bands, it can damage eyes.”
The horizontal AXIS (singular) is called X-AXIS and the vertical AXIS is called the Y-AXIS.
Now you can find the co-ordinates of any point to the right of and above the origin O. these co-
ordinates are positive numbers. For example, point A has co-ordinates (2, 1) and the co-ordinates
of B is (5, 2).
What about the points to the left or below the origin O? We use negative numbers for the co-
ordinates of these points. For examples:
• C has co-ordinates (- 1, 2), D has co-ordinates (-2, 4), E has co-ordinates (-3, 6)
• F has co-ordinates (- 4, -1), G has co-ordinates (-7, -1), H has co-ordinates (-1, 0) Why 0?
• I has co-ordinates (1,- 2), J has co-ordinates (2,- 4), K has co-ordinates (3,- 6), L has co-
ordinates (4, -8)
Plot coordinates or ordered pairs on graph paper
Instead of using geoboards, we can plot the coordinates or ordered pairs on graph paper. Like
the geoboard, the x-axis and y-axis divide the graph there are four quadrants.
A number line is a line with numbers on it, equally spaced. Negative numbers (integers) are to
the left of 0, positive numbers (integers) to the right.

If another number line is drawn vertically crossing the original number line at 0, with positive
numbers above and negative numbers below, we have Cartesian coordinates. We can plot the
coordinates on graph paper. The x-axis and y-axis divide the graph into four quadrants. The
upper right is called Quadrant 1, upper left is called Quadrant 2, lower left is called Quadrant 3,
and lower right is Quadrant 4.
Any point on the graph has a unique pair of numbers indicating where it is on the x- and y-axis.

The points on this graph have coordinates (0, 0), (2, 3), (-3, 1), (-1.5, -2.5). The point (0, 0) is
called the origin.
Co-ordinates are also called ordered pairs. Why do you think they are called ordered pairs?
Exercises using graph papers (from concrete to abstract)
1. Plot the following coordinates or ordered pairs on a graph paper. Determine which
quadrant each point is located.

(a) P (2,5) (b) Q (5,2) (c) R (3,3) (d) S(-2,-4)

(e) T (2,-4) (f) U (3, 0) (g) V (-3,0) (h) W (0,3)
(i) O (0, 0) (j) X (3, -4)

2. We can plot groups of ordered pairs or co-ordinates and join by lines to make shapes and
words. Try the following by connecting the points in order.

(a) (0, 0) (4, 10) (8, 0) (0, 0) (-10, -1) (-6, 9) (4, 10)

(b) (8, 0) (8, -10) (0, -11) (-10, -9) (-10, -1)

(c) (3, -10.5) (5, -3) (6, -3) (6, -10.3)

(d) (-8, 14) (-8, 15) (-4, 18) (-4, 17) (-1, 3) (6, -1) (7, -14) (3, -5) (-1, -4) (-4, -14) (-3, 1) (-6, 14)

The graph paper is formally called Cartesian plane. Name after René Descartes who was a
French philosopher, mathematician, and scientist. Descartes invented the Cartesian plane and
Cartesian coordinates in the 17th century. He provided a systematic link between Co-ordinate
Geometry and Algebra.
3. Find the coordinates or ordered pairs for each point in the above Cartesian plane. Also
state which quadrant each point is located.
4. Find the coordinates or ordered pairs for each point in the graph below. Also state which
quadrant each point is located.
Lesson 7 Geoboard and mapping diagrams

On the geoboard (see above), use rubber bands to contruct the origin, x-axis, y-axis and locate
these ordered pairs. Let’s write down the ordered pairs for the blue line in the geoboard: (-3,
6), (-2, 4), (-1, 2), (0, 0), (1, -2), (2, -4), (3, -6), (4, -8)

Domain Range

This is called a mapping diagram. The numbers in the pair are ordered because the first
number comes from the beginning of the arrow, from a set of numbers called domain. The
second number comes from the end of the arrow, from a set called the range. Hence the term
ordered pairs. This mapping is called one to one mapping. Why one to one?
Exercise: For each graph below:
a) Write down five ordered pairs.
b) What is the domain and range?
c) Construct a mapping diagram.
d) The mappings for these diagrams are one-to-one mappings. Can you explain why?
Lesson 8 Relation as a set of ordered pairs

The elements or members in the relation are the numbers that represent specific coordinate
points on a Cartesian plane. Relations can be represented in a number of ways. The following
topics will be covered in this chapter.

1. Mapping diagram
2. Graphing of relations - Table of Values
3. Graphing equations of the form y = mx + b
4. Graphs of Relations using Geogebra
5. Lines of Best Fit and Applications
The idea of relation is found in mathematics and in our daily experiences. Relation implies a
connection or bond of some kind between various things. Relations connect a member of one set
of objects to a member of another set. In mathematics, as in real life, things can be related or
paired. For example: Allen, Bill, Chris and Donna made an ARROW DIAGRAM or MAPPING
DIAGRAM to show the gifts they received at Christmas.

A
B

The mapping diagram illustrates a relation from set A to set B. Set A represents the names of
the foursome and set B represents the gifts and the relation is “received at Christmas”.
Mapping diagram
We can also draw a mapping diagram for a mathematical situation. Suppose you were asked to
drawn a mapping diagram of the relation “is 5 more than” from a set A which contains 5, 7, 9,
11, 13 to the set B which contains 1, 2, 3, 4, 5, 6.
First you draw set A and set B.

A B

Now since
• 7 “is 5 more than” 2 7 2
• 9 “is 5 more than “ 4 9 4
• 11 “is 5 more than” 6 11 6
So we draw an arrow from 7 to 2, from 9 to 4, and from 11 to 6. This would be our mapping
diagram:

A B

Arrows in a mapping diagram point from domain to range. Element in the first set (Set A) is
called domain and elements in the second set (Set B) is called range.
Let us look at another set of co-ordinates:
{(-2, -6), (-1, -3), (0,0), (1,3), (2, 6), (3, 9)}
(a) Draw a mapping diagram of the relation.

A B

(b) Determine the relation.

First number x 3 = Second number
OR 3x = y OR y = 3x
We call this equation the Relation Rule or simply relation. It tells us how the two
numbers in the ordered pairs are related and more importantly how to obtain the ordered
pairs of an unknown set when given a set, say, when given set A, how to find set B.
(c) The domain is {-2, -1, 0, 1, 2, 3) and the range is {-6, -3, 0, 3, 6, 9}
Exercise
1. (a) List the ordered pairs of each of the following relations.
(b) Determine the relation or mapping rule for each ordered pair.
(c) List the domain and the range.

(a) (b) (c)

 (d) (e) (f)

2. Write down 5 additional ordered pairs which obey the relation rule:
(a) {(2, 6), (3, 9), (4, 12) …….}
(b) {(2, 2), (3, 3), (4, 4), ……..}
(c) {(12, 3), (16, 4), (20, 5), ……..}

3. (a) Write down 5 ordered pairs which obey the relation rule.
(b) Construct the mapping diagram
(c) List the domain and the range.
i. first number + 1 = second number
ii. 10 x first number = second number
iii. First number – 2 = second number
iv. 10 – first number = second number

4. Draw a mapping diagram of the relation “Set A is 3 less than Set B” from a set A = {2, 4,
5, 6, 9} to the set B = {5, 6, 7, 8, 9, 10, 11, 12}.
5. Draw a mapping diagram of the relation “Set A is twice Set A” from a set A = {2, 3, 5, 6,
8, 9, 10} to the set B = {1, 2, 3, 4, 5}
6. The best 100 m races for five athletes are listed below, construct mapping diagrams for
athletic to best time.
Racer Best time
Usain Bolt 9.58
Tyson Gay 9.69
Yohan Blake 9.69
Asafa Powell 9.72
Justin Gatlin 9.74
Lesson 9 Graphs of Linear Relations using Table of Values I
When we draw a graph of relation, if all the points lie in a straight line, then it is a linear
relation. Obviously, if we are graphing a linear equation, it is a linear relation. One of the
methods used to graph a linear relation is using a table of ordered pairs or table of values.
Step 1: Find five or six ordered pairs or co-ordinates of points of the relation.
Step 2: Construct a Table of Values
Step 3: Plot the points on a graph and join the points.
Example 1: Graph the relation whose relation rule is
Or simply y = 2x
Solution: Step 1: Find five ordered pairs or co-ordinates
(1 , 2) is in the relation because 1 x 2 =2
(3 , 6) is in the relation because 3 x 2 = 6
(0 , 0) is in the relation because 0 x 2 = 0
(-1, -2) is in the relation because -1 x 2 = -2
(-3, -6) is in the relation because -3 x 2 =-6
Step 2: These are five of the ordered pairs that obey the relation rules, we can find more if
needed. Then we construct a Table of Values that can be used to draw a graph.
x y = 2x
1 2
3 6
0 0
-1 -2
-3 -6

Step 3: Plot the points and draw the straight line

1. Draw the x- and y-axis on graph paper, select a suitable scale and label the axes.
2. Plot the five points on a graph paper
3. Connect these five points with a line. This is the graph of the above relation rule
4. On this line we can find other ordered pairs, e.g. (2, 4), (1.5, 3), and (-0.5, -1). This is
known as interpolation.
 )

Questions
For each of the following relations:
(a) Write down 6 ordered pairs or coordinates which obey the relation rule
(b) Construct a table of values
(c) Graph the relations
(d) Find 3 other ordered pairs or coordinates (interpolation).

1.
2.
3.
4.
5. y = - 3x + 2
6. y = 2x – 5
7. y = x
8. y = - 4x - 5
9. y = - 2
Lesson 10 Graphs of Linear Relations using Table of Values II

What if the linear relation is in standard form like 2x – y = 3 or 3x – 2y = 6? The easier method is to
change the relation to the form y = __________ by leaving y on one side (preferably left) and move the
rest of the variables to the other side. Then follow the same steps as above.
Example 1:
Graph the relation defined by the equation 2x – y = 3.
Step 1: Isolate y, it’s easier to move – y to the right and move 3 to the left side of the equation, we have
2x – 3 = y or y = 2x – 3 (Remember to change the signs when moving)
Step 2: Construct a Table of Values:
Step 2: Construct a Table of Values:
x y = 2x – 3
1 2(1) – 3 = 2 – 3 = - 1
3 2(3) – 3 = 6 – 3 = 3
0 2(0) – 3 = 0 – 3 = - 3
-1 2(-1) – 3 = -2 – 3 = - 5
-3 2(-2 ) – 3 = -4 – 3 = -7

Step 3: Plot and connect the points (see graph)

Example 2
(a) Graph the relation defined by the equation x + y = 2
(b) Find the value of y when
(c) Find the value of x when
(d) Find the value when

Step 1: Isolate y, it’s easier to move x to the left side of the equation, we have
y = - x + 2 (Remember to change the signs when moving)
Step 2: Construct a Table of Values:
x y=-x+2
1 -1 + 2 = 1
3 -3 + 2 = -1
0 -0 + 2 = 2
-1 - (-1) + 2 = 1 + 2 = 3
-3 - (-3) + 2 = 3 + 2 = 5
Step 3: Plot and connect the points (see graph)

(a) Locate (or 0.5) on the x-axis (horizontal axis), Draw a vertical line to meet the graph, at the
point of intersection, draw a horizontal line to locate the value of y on the y-axis (vertical axis),
we will find that . This method is called interpolation.
(b) Locate y = 5 on the y-axis, draw a horizontal line to meet the line graph, we may have to extend
the line graph to intersect the horizontal line, at the point of intersection, draw a vertical line to
locate the value of x, which is
(c) Locate x = 5, draw a vertical like to intersect the line graph, at the point,, draw a horizontal line to
locate the value of y which is
(d) Since there are two lines on this graph, the point of intersection is (-0.3, 2.3).

Exercises: For each of the following relations in standard form on the right:
(a) Graph the relations #1 to 6 on the right 1.
on the same set of graph paper 2.
(b) Find the value of y when and 5 3.
(c) Find the value of x when y = 4 and 4.
5.
(d) Find the point of intersection for linear
6. x – 4y =
relations #1 to 6.
Lesson 11 Geoboard and Graphing y = mx + b

It’s quite easy to find the slope or gradient of any straight line on the geoboard using slope m = .

In geoboard A, rise = 3 when run = 4, m = = (line goes up from left to right, slope is positive)

In geoboard B, rise = 1 when run = 3, m = = - (line goes down for left to right, slope is negative)

In geoboard C on the picture, use any two points, rise = 2 when run = 1, m = = 2, y-intercept b = - 3,

equation of the line is y = mx + b or y = 2x – 3.

In geoboard D on the right, use any two points or any right triangle, rise = 4 when run = 5, m = = ,
y-intercept b = , equation of the line is y = mx + b or y = x + .
Exercise (Concrete to abstract)
1. Assume that these graphs are on a geoboard, find the slope, y-intercept and the equation of

each:
2. Construct the following graphs on geoboard or graph paper.
1. y = 2x + 3 5. y = - 9. 4x – 5y = 15
2. y = 3x 10. 4x – y = 2
6. y =
3. y = 4x – 2
7. 2x – 3y = -12
4. y = x -
8. 6x + 4y = 8
Lesson 12 Geoboard and Point of intersection of two lines

In the first example on the left:

Step 1: Find the slope m and y-intercept of and

Step 2: First line: slope m = and y-intercept b = 1. Graph the line on geoboard.

Second line: slope m = and y-intercept b = - 1. Graph the line on geoboard.

Step 3: Find the point of intersection, when x = 2, y = 0 or (2, 0)

Step 4: Check the solution: First line , when x = 2, y = = -1 + 1 = 0

Second line , when x = 2, y = = 1 – 1 = 0. Checked.

Exercise:
1. Construct the following graphs on a geoboard using slope and y-intercept and find the point of
intersection or solutions. Also check the solutions.

2. Graphs the following sets of equations on a geoboard or graph papers using slope and y-intercept
and find the point of intersection or solutions. Also check the solutions.
a) y = -x + 3 and y = 2x – 6
b) y = -x + 3 and y = x + 1
c) y = - x + 5 and 2x + y = 2
d) y = x + 1 and x – y = 4
e) x + y = -2 and 7x – 4y = 8
Lesson 13 Equation of a straight line using slope and y-intercept y = mx + b

Another method of finding an equation of a line is using the slope and y-intercept of the line which was
introduced in Lesson 9.

Definition: Slope or gradient is how “steep” a line is, like slope on a hill. Positive slope goes up “from
left to right” and negative slope comes down “from left to right’.

Formula of slope is below and its symbol is m.

Examples:

In diagram A, rise = 3 units and run = 4 units, slope = m = = (slope is positive)

In diagram B, rise = 1 units and run = 3 units, slope = m = =- (slope is negative)

In diagram C, rise = 4 units and run = 5 units, slope = m = = (slope is positive)

Definition: y-intercept is where the straight line intersects the y-axis, its symbol is b.

y-intercept for the straight line on the left is b = - 4.

There are four lines on the right, each line has its own y-intercept, they are b = 2, b = 1, b = 0 and
b = -1 respectively.

There are no y-intercepts on diagrams A and B on the top. y-intercept for diagram C is b = 1.

Equation of a straight line using slope and y-intercept y = mx + b

Examples 1:

Equation of the line on the above left graph is:

slope = m = = = (slope is positive), y –intercept b = -4

Equation of straight line is y = mx + b = x-4

Examples 2:
On the above right graph, there are four lines, they are parallel with the same slope m =
Each line would have the same slope but different y-intercepts. They are:

y = x + 2, y = x + 1, y = x + 0 or y = x, y = x - 1
Graphing equations of the form y = mx + b
Steps:
1. Locate the y-intercept b or a point on the
y-axis
2. Using the y-intercept and the slope m to
locate another point of the graph
3. Join the y-intercept and the other point
to get a line and extend the line.

Example 3: Graph the line y =

Locate y-intercept -2

m= Rise 3, across 5

Join the 2 points and extend

Exercise

1. Determine the slope and the y-intercept of the following equations:

a) y = x d) y = 2x + 7 g) y = -6 - 3x

b) y = 7x e) y = 8x + 6 h) 2x + y = 4

c) y = -4x f) y = -4x + 2 i) 7x + 6y = 4
 2. Find the equations of the lines below in the form y = mx + b

(a) m = 3 and b = -2 (b) m = -7 and b = 4 (c) b = 1 and m = 3 (d) b = 0 and m = -4

(e) (f) (g) (h)

3. Graph a straight line for each of the following for a given point and a slope.
(a) m = , b = -2 2) m = - , b=3 3) m = - 2, b =

4. Graph the line for the equations:

(a) y = ¾ x - 3

(b) y = -

(c) 4 - =y

(d) y = 4
(e) x = -3
Lesson 14 Equation of a Straight Line given two points

1. Step 1: Identify two given points on the line.

2. Step 2: Let one be ( ) and the other be ( ).

3. Step 3: Use the slope equation to calculate slope

m=

4. Step 4 : Use the straight line equation with slope and any one point ( )

Example 1: Find the equation of a straight line joining (15, 8) and (10, 7)

Step 1: The two given points are (15, 8) and (10, 7) on a straight line.

Step 2: It doesn't matter which we choose,

Let's take (15, 8) to be ( ) and the point (10, 7) to be the point ( ).

Step 3: Use the equation to calculate slope using the equation for a slope:

Step 4: Use the straight line equation, use m = and any point (10, 7)

y–7= (x – 10)

y–7= x – 2 or y = x + 5

Example 2: Find the equation of a straight line joining (- 5, 4) and (-3, - 4)

Step 1: The two given points are (-5, 4) and (- 3, - 4) on a straight line.

Step 2: It doesn't matter which we choose,

Let's take (-3, - 4) to be ( ) and the point (- 5, 4) to be the point ( ).

Step 3: Use the equation to calculate slope using the equation for a slope:

m= = = =

Step 4: Use the straight line equation, use m = and any point (- 5, 4)

y – 4 = - 4 (x – (- 5))
y – 4 = - 4 (x + 5)
y – 4 = - 4x – 20
y = - 4x – 20 + 4
y = - 4x – 16
Exercise: Find the equation of the line joining the two points in each question, sketch the points
on graph paper first.

1. A(2,1) and B(-4,3)

2. C(-3,5) and D(5,1)
3. E(-11,5) and F(-5,7)
4. G(-6,-5) and H(3,-1)
5. I(7,-5) and J(10,1)
6. K(-3,8) and L(2,-2)
7. M(3,3) and N(7,3)
8. O(-2,-2) and P(2,4)
Resource: Watch Khan Academy’s “Slope and Rates of Change” on YouTube.

https://www.youtube.com/watch?v=Iqws-qzyZwc
Lesson 15 Parallel and Perpendicular Lines

Parallel lines are lines which have the same

slope or gradient, if then

Perpendicular lines are lines whose slopes

are negative reciprocals,

Example 1 Find the equation of a line parallel to the line y = 2x + 3 and passing through (3, 5)

Solution Given a line y = 2x + 3, its slope m = 2, we have to find the equation of a line with m =
2 that passes through a point (3 5), so y = mx + b
5 = 2(3) + b
5 = 6 + b or b = -1
Therefore, Equation of the line is y = 2x - 1

Example 2 Find the equation of a line perpendicular to the line y = 2x + 3 and passing through (3, 5)

Solution Given a line y = 2x + 3, its slope m = 2, perpendicular slope m = , we have to find

the equation of a line with m = that passes through a point (3, -1), so y = mx + b
-1 = (3) + b
-1 = + b or b = -1+ =
Therefore, Equation of the line is y = x+
Exercise
1. Find the equation of a line parallel to the line y = 3x + 7 and passing through (-4, 5).
2. Find the equation of a line parallel to the line y = -5x + 2 and passing through (-5, -1).
3. Find the equation of a line parallel to the line y = x + 1 and passing through (4, 7)

4. Find the equation of a line parallel to the line y = - x + 3 and passing through (-3, 7)

5. Find the equation of a line perpendicular to the line y = 3x + 7 and passing through (-4, 5).
6. Find the equation of a line perpendicular to the line y = -5x + 2 and passing through (-5, -1).
7. Find the equation of a line perpendicular to the line y = x + 1 and passing through (4, 7)

8. Find the equation of a line perpendicular to the line y = - x + 3 and passing through (-3, 7)
Lesson 16 Length of a Line Segment and Mid-point of a Line Segment

Consider a line segment AB with the end-points

A(x1, y1) and B(x2, y2). Draw a perpendicular
from A onto BD and let it intersects BD at E.
The coordinates of E are given by (x2, y1). It is
clear that AE = x2 - x1 and BE = y2 - y1
Since ΔAEB is a right triangle, by Pythagorean
Theorem, length of the line AB is hypotenuse
Hypotenuse2 = Side2 + Side2
AB2 = AE2 + BE2
AB2 = (x2 - x1 )2 + (y2 - y1 )2

Example 1 Given a line segment AB with end points A(-2, 3) and B(3, 4). Find the length AB.

Solution

= = =

Mid-point of a Line Segment

If M is the midpoint of B, the coordinates of M are , )

Example 2 Find the midpoint of the line segment A(-3, 4) and B(7, 2)

Solution M = , )=( , =
( =(2, 3)

Exercise
1. The end points of a straight line are P(4, -3) and Q(5, 9). Find the length of PQ and its midpoint.

2. The end points of a straight line are P(-4, -7) and Q(8, 3). Find the length of PQ and its midpoint.

3. The end points of a straight line are A(3, 7) and B(9, 2). Find the length of AB and its midpoint.

4. The coordinates of the end points of a straight line AB are A(-2, -5) and B(4, 1). Find the length
of AB and its midpoint

5. The end points of a straight line are X(2, 5) and Y(8, 1). Find the length of XY and its midpoint.
Lesson 17 Applications of Linear Relations I - Rates of Change
There are numerous real-world applications on rates of change, e.g., stocks and currencies fluctuating,
heating, cooling, motion such as speed and acceleration, population growth, etc.
Work in groups on four on the following activities on rates of change and make a brief poster presentation
to the class. Be sure to indicate your independent and dependent variables. Independent variable
should be on the left in table of values (start at 0, 0). Dependable variable depends on independent
variable, e.g. volume of water depends on time. You may have to do the activity before coming to class.

Activity 1: The Crow and the Pitcher 1/3-fill a measuring cylinder with water. Put 3-4 marbles into the
cylinder and record the volume repeatedly. Construct a table of values for No of marbles and Volume of
water. Construct a graph of the linear relation and find the slope or gradient to answer the question.
Activity 2: Drip Calculator: How much water does a leaking faucet waste? Use a timer, e.g. cell
phone timer and a measuring cylinder for this activity. Find a dripping tap. Construct a table of values for
minutes (every 5 minutes) and volume of water (mL). Construct a graph of the linear relation and find the
slope or gradient to answer the question in bold.

Activity 3: How Hot Can You Make Water? Use a timer, thermometer and a pot of water. Boil the
water. Construct a table of values for minutes (every 2 minutes, use cell phone) and temperature (°C).
Construct a graph of the linear relation and find the slope or gradient to answer the question in bold.
Activity 4: Folding Papers Use a square piece of paper. Fold the paper in half and count the number of
regions. Fold it again in half and count the regions. Continue doing this until when you cannot fold any
longer. Construct a table of values for No of folds and No of regions. Construct a graph and interpret the
graph. Find the slope or gradient at various points. What are your observations?
Activity 5: Degrees and Slopes Use a protractor, ruler and paper. Find the slopes of lines drawn at
various degrees with a protractor. Using slope Construct a table of values for degrees and
slope. Construct a graph and interpret the graph. What is the relationship between the variables?
Section 18 Applications of Linear Relations II
Linear relations have numerous real-life applications, e.g. economics, medicine, sports, currency
exchange, agriculture, and science. We will examine some of the applications in this section.

Currency Exchange

Example 1: Using the linear relation above showing the currency conversion from US$ to J$, how much
will one get for (a) US$5 and (b) J400. (c) What is the slope or gradient of this linear relation? (d) What
the equation of the straight line? (e) If the graph is extrapolated or extended, what uses are there?
Solution:
(a) On the y-axis, go up to US$5, draw a line across to intersect the graph, at that point, come down
to the x-axis, at a point between J400 and J500, the answer would be J450.
(b) On the x-axis, go across to J400, draw a line across to intersect the graph, at that point, come
across to the x-axis, at a point between US$4 and US$5, the answer would be US$4.50.
(c) rise = 5 when run = 450

m= which means US1 = J90

(d) m = y-intercept b = 0, the equation of the line is y = mx + b = y =

(e) If the graph is extrapolated or extended, we can convert the currencies up to any amount required.
Example 2: Equation to change temperature from Celsius to Fahrenheit is ° F = 9/5 (° C) + 32. Draw a
graph of this linear relation.
Solution: Construct a table of values first:
Step 2: Construct a Table of Values:

°C ° F = 9/5 (° C) + 32
0 F = 9/5 (0) + 32 = 0 + 32 = 32
10 F = 9/5 (10) + 32 = 18 + 32 = 40
20 F = 9/5 (20) + 32 = 36 + 32 = 68
30 F = 9/5 (30) + 32 = 54 + 32 = 86
40 F = 9/5 (40) + 32 = 72 + 32 = 104

Step 3: Draw the graph, x-axis is for ° C and y-axis for ° F, plot the 5 points, and then connect them (see
above graph on the right) with a straight line.
Step 4: From the graph, we can interpolate or extrapolate to find other temperatures,
e.g. When ° C = 25, ° F = 78; when ° F = 90, ° C = 33; when ° F = 110, ° C = 43
We can see that linear relations are very useful for any conversion.

Example 3

The speed-time graph of a car is shown below. The slope or gradient of each section of this
graph gives the acceleration of the car. There is constant acceleration from 0 to 20 seconds, then
zero acceleration from 20 to 40 seconds (when the car has constant speed), constant deceleration
from 40 to 50 seconds, etc. Find the acceleration of the car at each stage of the trip.
Solution

Solution: There are five stages in this trip:

Time (s) slope Motion
0 – 20 s m= = =2 acceleration = 2 m/

20 - 40 s m=0 No acceleration – constant speed = 40 m/s

40 – 50 s m= = =-2 acceleration = - 2 m/ or deceleration

50 – 60 s m=0 No acceleration – constant speed = 20 m/s

60 – 70 s m= = =-2 acceleration = - 2 m/ or deceleration to stop (0 m/s)

Exercise
1. In one minute, Ahmed can climb 2 m up a steep cliff.
(a) Copy and complete the following table of values

No of minutes 1 2 3 4 …so on 12
No of metres 2 4 6 8 ?

(b) Draw a graph.

(c) Using the graph, how far did he climb in 5.5 minutes, 15 minutes?
(d) How long does it take him to climb 20 m, 35 m and 50 m?
(e) You may have to interpolate or extrapolate on the graph for parts (c) and (d).
2. Peter is exactly 3 years older than Bill. Draw a graph of the relation which contains ordered pairs
(Peter’s age, Bill’s age).
(a) Write the relation between their ages a relation rule.
(b) Construct a Table of Values.
(c) Draw the graph of this relation.
(d) Use the graph to find Peter’s age when Bill is 6 and 9 years old.
(e) Use the graph to find Bill’s age when Peter is 12 and 15 years old.

3. Janet is one-third of her mom’s age

(a) Construct a Table of Values (Janet’s age, mom’s age)
(b) Draw the graph of the relation
(c) Use the graph to find Janet’s age when her mom is 33, 45 and 60.

4. In a biology experiment it was found that a particular bacteria underwent division once every
hour, doubling the number of bacteria:
(a) Construct a Table of Values (No of hours, No. of bacteria)
(b) Draw the graph of the relation.
(c) Using the graph, find the number of bacteria after 9 hours and 12 hours.
5. Tariff for taxi rides in Kingston is J450 once you get into the taxi and up to 1 km, after that the
cost is J500 per km.
(a) Construct a table of values for costs of rides from 0 to 10 km every km.
(b) Draw the linear relation with distance on the x-axis and cost on the y-axis.
(c) Find the cost at 5 km and 12 km.

6. The relation between the distance travelled and the time taken is given by:
(a) Find the distance travelled when t = 0, 1, 3, 5, 10
(b) Graph the co-ordinates:
(c) Find the distance travelled when using the graph.

7. A distance-time graph of a car is shown below. The slope or gradient of this graph gives the
speed of the car. The gradient is steepest from A to B, so this is when the car has the greatest
speed. The slope of CD is zero, so the car is not moving. Find the speed of the car at each stage of
the trip.
Activity 1 Relation between height and arm-span measurement

Let’s construct a 1-1 mapping diagram between height and arm-span measurement of the
students in the class. It would be easier if we use the same units, cm. In groups of ten, measure
the height and arm-span (in cm) and enter them in mapping diagram. When completed,

1. Construct a table of values, see example below.

2. Plot the ordered pairs on graph paper, this is called a scatterplot.
Height Arm span

157 160

159 162

160 155

161 160

161 162

162 170

165 166

170 170

170 167

173 185

3. Now combine the data from all the groups, plot the scatterplot on graph paper.
4. Draw a line of best fit, i.e. a line that is close to most of the points.
5. Describe the relation between height and arm-span measurement. If possible, write the
equation in the form y = mx + b (see Section 5) to describe the relation.
6. What can you conclude about using more points to construct a line of best fit?
A line of best fit (or "trend" line) is a straight line that best represents the data on a scatter plot.
This line may pass through some of the points, none of the points, or all of the points.
Activity 2 Line of Best Fit and Geogebra – Relations I
What is the relationship between the domaain and the range of these ordered pairs

(-3, 6), (-2, 4), (-1, 2), (0, 0), (1, -2), (2, -4), (3, -6), (4, -8)

Solution using graph paper

1. Construct x- and y- axis on graph paper.

2. Select suitable scale for each axis, e.g. every two square is one unit on both x-axis and y-
axis.
3. Plot the points.
4. Using a ruler, position the ruler so that the plotted points are lined up in a straight line.
5. Find any two points on the straight line. What is the relationship between the x and y
values.
6. Each y-value is negative twice the x-value, hence the equation of the straight line or the
relation is y = -2x

Solution using Geogebra Software

We can plot the points using the software Geogebra and it will draw the “best-fit” line and
determine the equation for the “best-fit” line. The software Geogebra is quite easy to use.
1. Press input key, then enter the points using brackets, e.g. (-3, 6), (-2, 4), etc. press Enter
after each point, you will see each point on the graph paper and A = (-3, 6), B = (-2, 4),
(-1, 2)...etc.
2. Click on the “Best Fit Line” by pulling the 3rd button down.
3. Hi-lite all the plotted points in rectangle area on the graph and press Enter.
4. You should see the “Best Fit Line” on the graph and equation “FitLine” on the left. The
FitLine is y = -2x.
Activity 3 Graphs of Relations using Geogebra
The graphs of relations in previous sections were mostly straight lines. Hence most of relations
were straight lines or one-to-one mappings. We will now construct other graphs using the
software Geogebra, if it is not available, you may use other software like Geometer Sketchpad or
graphing calculator to construct these, or simply use the attached graphs.
1. Graph of y =
Using Geogebra, select New and then Graphing Calculator, input , complete a table of
values smilar to the one above where x goes from -3 to 3 and input the y-values.
Construct a mapping diagram. What type of
mapping is this? a. one-to-one b. one-to-
many c. many-to-one d. many-to-many?
Explain.

2. Graph of y =
Using Geogebra, select New and then Graphing Calculator on left menu to see the grid.
You may move the grid using the arrow key on the left menu. The keypad for Math
symbols is on the bottom of the screen. On the left, input , using the following table of
values to construct a mapping diagram:

A B

Construct a mapping diagram. What type of

mapping is this? a. one-to-one b. one-to-
many c. many-to-one d. many-to-many?
Explain.

This is a many-to-one mapping or specifically two-to-one mapping, as both 3 and -3 in the

domain maps into 9 in the range, similarly 2 and -2 maps into 4, and 1 and -1 maps into 1.
3. Graph of y =
Using Geogebra, select New and then Graphing Calculator, input , complete a table of
values similar to the one above where x goes from -3 to 3 and input the y-values.

Construct a mapping diagram. What type of mapping is this? a. one-to-one b. one-to-many c.

many-to-one d. many-to-many? Explain.

4. Graph of y =
Using Geogebra, select New and then Graphing Calculator, input , complete a table of
values where x goes from 0 to 9.

Construct a mapping diagram. What type of mapping is this? a. one-to-one b. one-to-

many c. many-to-one d. many-to-many? Explain.
5. Graph of
Using Geogebra, select New and then Graphing Calculator, input + = 100, complete
a table of values where x goes from -10 to 10.

Construct a mapping diagram. What type of mapping is this? a. one-to-one b. one-to-

many c. many-to-one d. many-to-many? Explain.
Exercise
1. Graph the following relations using Geogebra or similar software. Construct:
(a) tables of values
(b) Mapping diagram
(c) Determine the type of mapping. Explain.

1. y =
2. y =
3. y =
4. y = -
5. y =
6. 4 + 4 = 1600
7. +9 148
2. All time men’s best 100 m races are listed below, construct mapping diagrams using:
a. Best time Racer
b. Racer Best time
From all the mapping, give example of each one of the following mapping? Explain.
a. one-to-one b. one-to-many c. many-to-one d. many-to-many?
Best time Racer 9.74 Justin Gatlin
9.75 Yohan Blake
9.58 Usain Bolt 9.75 Yohan Blake
9.63 Usain Bolt 9.75 Justin Gatlin
9.69 Usain Bolt 9.75 Justin Gatlin
9.69 Tyson Gay 9.76 Usain Bolt
9.69 Yohan Blake 9.76 Usain Bolt
9.71 Tyson Gay 9.76 Usain Bolt
9.72 Usain Bolt 9.76 Yohan Blake
9.72 Asafa Powell 9.78 Nesta Carter
9.74 Asafa Powell
Activity 4 Culminating Project to Design a Solar Dream House

Team Work by 4 students

http://www.cpalms.org/Public/PreviewResourceLesson/Preview/152500

Students will design a dream house and a floor plan of their dream house using geometry learned in this
unit. Students will also conduct research on solar energy sources and determine the best fit for their dream
house.

In this project you will and your partners will create a 2-D drawing of the inside and a 3-D drawing of the
outside of your dream house. Your dream house can include anything and everything you desire. It must
also include some of the geometric shapes, 3-D drawings and reflection transformations you have been
studying in this unit. Here is your work plan, please divide the tasks equally based on your strength.

Phase 1: Floor Plan Drawing

The first phase of your project will be to create a plan drawing of one floor of your dream house. It must
include measurements and must also include at least one of each of these types of shapes and at least one
reflection transformation.

• Square • Trapezoid
• Rectangle • Parallelogram
• Triangle • Rhombus
• Circle (or a portion of a circle)

Your drawing must have these elements:

• Each of your rooms must be neatly drawn to scale and clearly labeled with what type of room it is
and what type of shape it is, along with labelled measurements and scales used. Your house must
have realistic measurements and should be something in which someone would actually live. You
must use pencils. Be creative! Have fun with the design and make it very imaginative.
o Minimum Rooms Required:
• 2 bedrooms • 1 kitchen • 1 living room
• 2 bathrooms • 1 garage
Phase 2: Area Calculations based on Floor Plan Drawing
The second half of your project is to outfit your dream house. Your dream house must have some type
of flooring. In order to determine how much flooring you will need, you must calculate the area of
each room and then decide which type of flooring you will use for each room. You will need to
produce clear calculations for the area of each room.
Phase 3: Solar Energy Design
Since your dream house in in Guyana, solar energy is selected to power some or all parts of the house.
Review YouTube videos and conduct internet research on solar energy power for a house. Consider
the following questions in your design:
1. Types, size, and number of solar panels.
2. Where to place the solar panels? At what angles? Explain why you made these
decisions.
3. Intended energy output and applications of the solar panels.
4. Estimated cost of solar panels (without installation cost).

Phase 4: 3-D Drawings of the House

The 3-D drawing must include front view, side view and top view of the house. Be sure to include
solar panels in these view.
Assessment Rubric

Team Members:
Max. Team
Comments
points Received

Phase 1: Floor Plan Drawing 25

Phase 2: Area of Floor Plan Calculations 25

Phase 3: Solar Energy Design 25

Phase 4: 3-D Drawings 25

Total 100

Grading Scale:
A: 90-100 Excellent work! All parts of the project are at or above the expectations.
B: 80-89 Great work! All parts of the project have been met, with a few minor errors.
C: 70-79 Satisfactory! Some parts of the project were incorrect, or were not completed.
D: 60-69 Needs improvement. Many requirements were missing or incorrect.
Activity 5 Water catchment system for your school or home
Team Work by 4 students
The annual rainfall/precipitation in Georgetown, Guyana is 2260.3 mm (89 in), or 188.4 mm (7.4 in)
per month. On the average, there are 206 days per year with more than 0.1 mm (0.004 in) of rainfall
(precipitation) or 17.2 days with a quantity of rain per month. We should not let all that water go to
waste.
Design and make a model of a water catchment system for your school or home. Model Tank should
be designed for above ground storage. Model should be made using recycled material. Calculate the
volume of the model tank. Determine the amount of material needed to build the actual water
catchment system. The tank should be able to hold at least 10,000 Litres (2641 gallons).

https://www.researchgate.net/figure/259923841_fig8_Schematic-of-a-rainwater-harvesting-system
Rainwater harvesting is a multipurpose way of supplying usable water to a house or school. During
the rainy season, water can be collected from the rooftop and directed into the model tank to be
designed by your team and if possible, made by recycled material. Water from rooftops can also be
collected through a conveyance system designed by your team, e.g. downspouts, gutters, hoses, etc.,
and stored in the tank. Figure above shows the schematic view of a rainwater catchment system.
Required elements: Assume that catchment area to capture rainfall is the roof of the house or school.
1. Storage tank
Required Elements:
1. Description of materials used for storage tank, if possible, use recycled materials, e.g.
oil drums, or a used IBC (Intermediate Bulk Container), etc. See picture below.
2. 3D drawing of the storage tank and describe construction of model for the tank with
related materials.
3. 2D drawing of the design of storage tank, including water inlet and outlet, vaults,
overflow, vent, water level indicator, etc., see diagrams above, showing calculations
as needed
4. Show measurements and calculation of volume of tank and related cost.

2. Conveyance system to move the water from the roof to a storage tank
- Sample materials for the conveyance system include U-shaped rain gutters, square
downspouts, eavestroughs, piping and/or other water catchment devices

Required Elements
1. List of materials used for water catchment devices and how they will be used, with
dimensions, areas, volumes and appropriate costs involved. If possible, use recycled
materials, e.g. aluminum, plastic, pipes, etc.
2. Based on the above list and volume calculations indicate the volume of rainwater that can
be collected during an average rainfall.
3. Make 2D drawing of the design of conveyance system, see diagrams and pictures, be sure
to show calculations of area, volume and cost as needed as indicated above.

3. How much rainwater can your catchment system collect and store?
The amount of rain you can harvest is calculated based on the square footage of your
catchment area and the climatic rainfall conditions in your area. The general rule of thumb is
that about 80% of the annual rain that falls on a well-designed water catchment system can be
collected; the rest is lost due to overflows, leaks, absorption by the roofing materials, etc.
Required Elements
Show estimates and calculations for those based on annual rainfall in your area and
effects on the volume of water collected in your storage tank.
Model of a Water Catchment System Assessment Rubric (Maximum 75 points)
ACTIVITY Exemplary Proficient Partially Proficient Incomplete

Design of 15-20 points 10-14 points 5-9 points 0-4 points

Water
Well researched and Fairly well researched Has researched and Little effort has been
catchment brainstormed design. and brainstormed brainstormed their spent on the research
Has a clear picture of design. Has a fairly clear concept but no clear and brainstorming a
System
what they are trying to picture of what they are focus has emerged on concept of the model.
Model achieve. Adequate trying to achieve. Can what they are trying to Unclear on the goals
description of what describe the overall achieve. They have and how their work will
(See required they are trying to do design but has trouble difficulty in describing contribute to the final
elements and generally how their describing how their how their work will constructed model.
above) design will contribute work will contribute to contribute to the final
to the final constructed the final constructed constructed model.
model. model.

Construction 15-20 points 10-14 points 5-9 points 0-4 points

of Water
Appropriate materials Most of the selected Some of the selected Inappropriate materials
catchment were selected. They materials were materials were were selected and
were creatively appropriate. There appropriate. contributed to a
System
portrayed in ways that were attempts to use Construction product that performed
Model enhanced materials in a creative demonstrated some poorly. Construction
understanding about way. Construction was efforts, but 3-4 details appeared careless and
(See required the subject matter. careful and accurate for could have been many details needed
elements Great care was taken in the most part, but 1-2 refined for a refinements for a
above) the construction details could have been functioning and functioning and
process so that the refined for a workable attractive product. The attractive product. The
model will work and and attractive product. team demonstrated a team demonstrated a
attractive. The team The team demonstrate basic understanding of minimal understanding
demonstrated total proficient the water catchment of the water catchment
understanding of water understanding of water system. system.
catchment system. catchment system,

Math 15-20 points 10-14 points 5-9 points 0-4 points

Contents
2-D and 3-D diagrams 2-D and 3-D diagrams 2-D and 3-D diagrams 2-D and 3-D diagrams
Related to are clearly drawn to are drawn to scale with are poorly drawn to are poorly or not drawn
scale with correct dimensions, scale with dimensions, to scale with
Model
dimensions, calculations and cost calculations and cost dimension, calculations
(See required calculations and cost involved with minor involved with several and cost involved.
elements) involved. errors. errors

Teamwork 12-15 points 8-11 points 4-7 points 0-3 points

Student met and had Students met and had Only a couple of team Meetings were rarely
discussions regularly. discussions regularly. meetings were held. held and/or some of
All students on the Most of the students on Not all students on the the team members did
team contributed to the the team contributed to team contributed. not contribute at all to
discussion and were the discussion and were Majority of the work the project. Low levels
part of the final project. part of the final project. was done by one or two of cooperation and
Team members showed Team members mostly students on the team. team work were
respect with each showed respect with evident.
other. each other.