Patterns

& Relations (Grade 7)

Lesson #12
Grade
Duration of Lesson
Textbook

Graphing Equations: Self Directed

Grade 7
60 minutes
None

Objective:
- Encourage students to infer information from a graph
- Working with data recorded on a graph with linear functions

Aim for Instructor:

- Encourage students to discover that a line of best fit will influence their ability to
problem solve and make predictions
- Encourage students to take risks in their work

Prior Knowledge Required:

- Graphing skills
- Equation solving skills
- Problem solving skills

Materials:
- SMART Board Technology
- Graph Paper

Time



10 minutes

45 minutes

Lesson

Students will discover that the problems we have been working with are
linear and that when we graph them they create a straight line through
the Cartesian plane (could also give them an example of a non-linear
graph just to make the difference clear). Go through graphing
input/output tables, creating a line of best-fit and making predictions
based on what students view. For example graph coordinates from an
input/output table that creates the line y=2x and then determine what
the x coordinate is when y=28 from what they see on the graph. Similar
examples, x=1/2, y=-34 etc.

Have students write their own equations to graph. Encourage students to

infer from their graphs what large, small or fractional numbers for either
coordinate would mean for the opposite coordinate and verify by
subbing the value for one coordinate into their equation and solving. This
will encourage students understanding the connection between equation
Doig, Gilbert, W-Giorgis

Patterns & Relations (Grade 7)

solving and problem-solving using graphed data for linear functions.
Students can work on these problems individually or with a partner.

Students may inquire as to what other graphs may look like (non-linear
graphs). Students can draw graphs using Wolfram Alpha.
This lesson is a chance for students to lead their own experience with
making predictions with graphs from self-made linear equations.
Students will hand in what they have completed and discovered during
this time.

5 minutes

Exit Slips:
Have students write down at least 3 things they have learned in this unit
and what their experience of this unit has been.

Meeting Needs of Diverse Learners:

Students Who Finish Early: Encourage students to take more risks and potentially
see what happens when they graph nonlinear functions (for example y=x^2)
Students Who Appear To Be Struggling: Encourage students to work with what
they are comfortable with and then work up towards more challenging problems.
Students may graph linear functions in Wolfram Alpha and see what patterns they
notice.

Assessment:
Formative Assessment: Determine how students felt about their learning based on
what they have written on their exit slips.

Summative Assessment: Assess the work done during the work period.

Conclusion:
As the unit comes to a close, we encourage risk taking as students practice using
equations to graph and solve problems to bring all key concepts together.

Doig, Gilbert, W-Giorgis