EDUC 5312 Instructional Project 4, Lesson Plan by Enes Kolan

Teacher’s Name Enes Kolan Date February 23, 2021 Grade Year 9A

Lesson Title Gradient of a line Type Daily Lesson Plan

Content Area Cambridge Checkpoint Year 9 Mathematics, Graphs Duration 2 Lessons (80 min) Group size 15

Learning aims
Students should learn:
(CIE standards) • how to find the gradient of a straight line on a graph by drawing a right-angled triangle next to the line, so that the line
𝑐ℎ𝑎𝑛𝑔𝑒 𝑖𝑛 𝑦
A statement which provides the forms the hypotenuse. Then the gradient is 𝑐ℎ𝑎𝑛𝑔𝑒 𝑖𝑛 𝑥 . The answer is same wherever the line is drawn.
scope of
the subject and the overall intent • The gradient is the increase or decrease in value of the y-coordinate if the x-coordinate increases by 1.
of the
course • Lines that slope up from left to right have positive gradients. Lines that slope down from left to right have negative
gradients.
Students will be able to:
Learning objectives
• Know the significance of m in y = mx + c and find the gradient of a straight-line graph.
What are learners expected to • Understand how to find gradient not only on an equation but also on a straight line on a graph by drawing a right-angle
learn after 𝑐ℎ𝑎𝑛𝑔𝑒 𝑖𝑛 𝑦
completing the lesson? These triangle (𝑐ℎ𝑎𝑛𝑔𝑒 𝑖𝑛 𝑥).
should be
specific and able to be assessed. • remember that an equation of the form y = mx + c corresponds to a straight-line graph.
• represent simple functions algebraically.
• familiar with the idea of direct proportion.
I will make the lessons inclusive by:
Inclusion
• emphasizing the structure of the line graph as y= mx + c where ‘m’ can be found easily including its
How will you make your lesson sign whether positive or negative (right & left slope).
inclusive? • seeking to show that any two points on the graph can assist the students to find the gradient by using
𝑐ℎ𝑎𝑛𝑔𝑒 𝑖𝑛 𝑦
𝑐ℎ𝑎𝑛𝑔𝑒 𝑖𝑛 𝑥
or creating right-angle triangle and introducing 𝑡𝑎𝑛 𝛼.
• showing when y = mx, the direct proportion can occur.
• problem-solving objective ‘draw accurate mathematical graphs’ will be addressed when students plot points
on a grid and find the gradient of the line through them.
• recalling table of values for plotting points.

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EDUC 5312 Instructional Project 4, Lesson Plan by Enes Kolan

First Period

Time What are you doing? What are your students doing? Learning materials and resources

0 – 10 min Asking learners how the steeps are in daily life. Listening, observing, answering, Presentation, smartboard, projector, exercise book,
Demonstrating on an edge of exercise book to show participating.
GeoGebra/OneNote, laptop
them how to present a steep as a line. Recalling
information about ‘plotting points on a coordinate
grid’ ‘Ice breaker / starter’

Drawing a line graph on the example of y = x + 5.
(Example 1 – E1)
10- 15 min Introducing y = mx + c form and m as a gradient
of a line. Additionally, showing them y = mx
related with direct proportion on y = 2x. (E2)
Participating, answering, writing and Pencil, pen, squared exercise books,
listening. GeoGebra/OneNote, ruler, smartboard, laptop,
Example 1 and Example 2
‘Problem Solving, Direct Instruction’

Using the same example to introduce to find the Visual Practicing, Note-taking, Pencil, pen, squared exercise books,
gradient of the line through two points on the line. GeoGebra/OneNote, ruler, smartboard, laptop,
15- 23 min listening, observing and Example 1
Implementing formula to increase understanding
(change in y / change in x). Discuss with the answering
students about different approaches. ‘Concept Attainment’
Asking learners have they noticed anything Observing, thinking,
about relationship between x and y, on the questioning, answering, note- Pencil, pen, squared exercise books,
23- 30 min example of y = x + 5. After students’ taking and participating. GeoGebra/OneNote, ruler, smartboard, laptop,
observation and answers, informing learners, Example 1
‘The gradient is the increase or decrease in ‘Discovery Learning’
value of the y-coordinate if the x-coordinate
increases by 1’ for any questions.
Introducing negative and positive gradients and its Observing, thinking,
effect on drawing graph. Briefly, mention same questioning, answering and Pencil, pen, squared exercise books,
participating. GeoGebra/OneNote, ruler, smartboard, laptop,
30 – 40 min example as a positive gradient and right slope. Ask &
show learners y = -x + 5 how it looks like on the Example 1 & 3
coordinate grid.
‘Discovery Learning & Problem Solving’

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EDUC 5312 Instructional Project 4, Lesson Plan by Enes Kolan

Second Period

Time What are you doing? What are your students doing? Learning materials and resources
Asking learners two different question to increase Observing, thinking, Pencil, pen, squared exercise books, ruler,
understanding of the topic. When they finish, they questioning, answering and Example 4
0 – 10 min can discuss with their desk mate whatever method participating.
they applied for the solution.
‘Discovery Learning, Problem Solving
a) y = 2x + 5 and Group Discussion’
b) y = -3x + 1

Group competition/activity: Online practicing, observation, group Laptop / computer/ electronic gadgets, smartboard.

10– 25min The class divides into 5 groups. Each group has 3
members and one leader within them.
The group leader will give the answer on the Quizizz
platform after discussion with their own group.
discussion, answering, questioning.
https://quizizz.com/join?gc=557186 , Competition
1
‘Cooperative Learning, Problem Solving
and Group Discussion’

Summarizing the both lessons then for final touch- Listening, asking, thinking, observing Smartboard, speaker, video 1
ups opening a video on YouTube related with the
25- 35 min topic.
https://www.youtube.com/watch?v=zVSq5b3
Again PPfY
from ‘Discovery Learning and Direct
www.geog Instruction’
ebra.org Exercise books, pens, pencils, eraser, worksheet 1.
same Observing, providing a learning environment. Writing reflection about what was learned by.
samplemin
y= (The procedure explained in instructional https://corbettmaths.files.wordpress.com/2013/02/
35-40 Distributing paper passing activity questions to gradient-pdf.pdf
x2 part).
make the students busy during the week
by the work given.

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EDUC 5312 Instructional Project 4, Lesson Plan by Enes Kolan

Lesson Preparation & Introduction

• Asking learners have they ever been wondered the steep and its style in daily life.
• Showing on basic materials such as exercise book, pencil, etc. how the steep look like.
• Before starting to teach the original topic, the teacher will start recalling students’ past knowledge.
• Reminding the plotting points and drawing graphs on a coordinate grid.
• Discussing the meaning of gradient and reminding learners with y = mx+ c general form of an equation.
• Assigning the students to work within equivalent groups to work on the Example 4.

Discovery learning
• Giving instructions to the learners to solve y = -x + 5, y = 2x + 5 and y = -3x + 1
• Mentioning ‘The gradient is the increase or decrease in value of the y-coordinate if the x-coordinate increases by 1’ for any questions. Including y
= mx (y = 2x) is a part of direct proportion implementation.
• Implementing Quizizz competition (Competition 1) and YouTube video (Video 1)

Modifications / Differentiating Instruction

Adaptation 1: Some students will easily complete the introductory activity while others will struggle or be slow to start their work. For quick
learners, it is prepared “Worksheet 2” (See the document name: “Worksheet 2”)

Adaptation 2: For slow learners, extra care and attention given by the teacher during the class, after school or on weekends there may be some
supportive lesson may be arranged for them (such as Saturday classes, extra assignment via online platforms - Mathletics).

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EDUC 5312 Instructional Project 4, Lesson Plan by Enes Kolan

Group Activity:

Assigning the learners to different groups and instructing them to follow the guidelines.
• Solving the Worksheet 1 in groups.
• A group competition from https://quizizz.com/join?gc=557186

Evaluation
• Summative Assessment (See the last page)

• Formative Assessment
The introductory activity will activate student prior knowledge related to the expansion of the plotting points and drawing graphs.
During the lesson, ask to students and listen to students’ responses to the questions. Note if students are able to;
• Are they able to recognize and draw a straight line by plotting points?
• Are they able to see the difference of the positive and negative gradient on a straight line?
• Are they able to see the coefficient of x is the gradient of a line when it forms y = mx + c?
• Are they able to add or subtract the number to prepare the general form of straight line, y = mx +c?
• Are they able to answer the questions in Worksheet 1?
• Are they able to transform the gradient solution in a right-angle triangle or change in y / change in x?
• Are they able to comprehend the direct proportion on y = mx form.
• Are they able to comprehend the gradient is the increase or decrease in value of the y-
coordinate if the x-coordinate increases by 1
• Are they able to locate the graphs when it’s positive as right slope and when negative as left slope?

Areas Where Students May Struggle

• Students must remember that the gradient is ‘change in y divided by change in x’ and not the other way round.
• Students do not always understand the difference between a positive and a negative gradient. They should
look at whether the line is rising or falling as it moves from left to right.

▪ Students should remember to convert any equation as the general form to apply gradient is m (y = mx +c).

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EDUC 5312 Instructional Project 4, Lesson Plan by Enes Kolan

Instructional Activities and Procedures

• “Paper Pass” activity;

A question will be given to each student and it is required that the learner will keep it till solving. After learning its answer, the
question will pass over another student. Until all distributed questions solved this process will continue during the week(Worksheet 1).

Teacher Materials

• Smartboard, whiteboard, laptop, internet, Microsoft Office applications (PowerPoint, OneNote), board markers, worksheets, several online platforms (Mr
Barton Maths aka Corbett Maths, YouTube, Quizizz)

Student Materials
• Exercise books, electronic gadgets, internet access, pens, pencils, practice worksheets, paper passing activity questions,

Closure
• Summarizing the online/offline practices.
• Highlighting the key points of the chapter.
• Watching a brief video covering what was learned during the lesson.

Reflection

All objectives were well taught and covered and understood by almost all learners. Instructional activities, group activities helped me a lot to draw attention of
learners and to make the topic more attractive and interesting. Discovery learning was interesting for students in which they use online platforms. I rewarded all
students at different levels by giving some positive points in school automation system (Mzizi) for their participation and being active during the lessons. I
made appointment with those learners who couldn’t understand.

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EDUC 5312 Instructional Project 4, Lesson Plan by Enes Kolan

Example 1
y=x+5

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EDUC 5312 Instructional Project 4, Lesson Plan by Enes Kolan

Example 3
y = -x + 5

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EDUC 5312 Instructional Project 4, Lesson Plan by Enes Kolan

Example 2
y = 2x

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EDUC 5312 Instructional Project 4, Lesson Plan by Enes Kolan

Example 4a

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EDUC 5312 Instructional Project 4, Lesson Plan by Enes Kolan

Example 4b

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EDUC 5312 Instructional Project 4, Lesson Plan by Enes Kolan

Quizizz Activity (Sample page)

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EDUC 5312 Instructional Project 4, Lesson Plan by Enes Kolan

Worksheet 1 (Sample Pages)

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EDUC 5312 Instructional Project 4, Lesson Plan by Enes Kolan

Worksheet 2 (Sample pages)

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EDUC 5312 Instructional Project 4, Lesson Plan by Enes Kolan

Video 1 - Youtube (Screenshot)

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