# D02S: Linear Functions 1

\$5.00 each

 + –

Stage/No: D02 Length: 4 weeks CF Outcomes: 6, 17, 18, 19 Levels: 4, 5, 6 Due out: available now

{slider=Publishing}

D02S: Linear Functions 1 4 week module Old ISBN: 1876800275 New APN: 9781876800277

{slider=CF Outcomes}

This information is found in the wrap around pages of the teachers module. It details the Curriculum Framework Outcomes addressed in the module.

Outcomes 1 & 2 should be an inherent part of all mathematics lessons.

1. Show a disposition to use mathematics to assist with understanding new situations, solving problems and making decisions, showing initiative, flexibility and persistence when working mathematically and a positive attitude to their own continued involvement in learning and doing mathematics.

2. Appreciate that mathematics has its origins in many cultures, and its forms reflect specific social and historical contexts, and understand its significance in explaining and influencing aspects of our lives.

Outcomes 3, 4 & 5 "Working Mathematically" are an integral part in the design of every module. These outcomes determined the three stage learning process developed in each module.

3. Call on a repertoire of general problem-solving techniques, appropriate technology and personal and collaborative management strategies when working mathematically.

4. Choose mathematical ideas and tools to fit the constraints in a practical situation, interpret and make sense of the results within the context and evaluate the appropriateness of the methods used.

5. Investigate, generalise and reason about patterns in number, space and data, explaining and justifying conclusions reached.

Outcomes 6 from "Number" and 17, 18 and 19 from "Algebra" are specific to this module.

6. Read, write and understand the meaning, order and relative magnitudes of numbers, moving flexibly between equivalent forms.

17. Recognise and describe the nature of the variation in situations, interpreting and using verbal, symbolic, tabular and graphical ways of representing variation.

18. Read, write and understand the meaning of symbolic expressions, moving flexibly between equivalent expressions.

19. Write equations and inequalities to describe the constraints in situations and choose and use appropriate solution strategies, interpreting solutions in the original context.

{slider=Student Outcomes}

This information is found in the wrap around pages of the teachers module. It details the major student outcomes that should have been developed during the module.

### Major Student Outcomes

During this module students should have been developing the following outcomes:

Working mathematically outcomes at levels 4, 5 and 6 are interwoven with the structure of these modules.

The outcomes below are dealt with specifically in this module.

Outcomes from different strands are integrated into this module.

### Number

N4.3 Calculates with whole numbers, money and measures (at least multipliers and divisors to 10), drawing mostly on mental strategies to add and subtract two-digit numbers and for multiplications and divisions related to basic facts.

N 4.4 Recognises, describes and uses patterns involving operations on whole and fractional numbers, and follows and describes rules for how successive terms in a sequence or paired quantities can be linked by a single operation.

N 5.4 Recognises, describes and uses number patterns involving one or two operations, and follows, compares and explains rules for linking successive terms in a sequence or paired quantities using one or two operations.

N 6.4 Classifies number patterns which are linear, square or involve a power of a whole number; interprets, constructs and clarifies rules for describing them; and applies them to familiar or concrete situations.

### Algebra

A 5.1 Uses a letter to represent a variable quantity in an oral or written expression involving one or two operations.

A 6.1 Uses and interprets basic algebraic conventions for representing situations involving a variable quantity and explains why two linear expressions are equivalent.

A 5.2 Generates and plots data in first-quadrant coordinate graphs, describing patterns in the resulting scatter of points.

A 6.2 Plots, sketches and interprets graphs, considering points, interval lengths, increases and decreases over an interval, and slope.

A 6.3 Recognises and represents at least linear and square relationships in tables, symbols and graphs and informally describes how one quantity varies with the other.

A 5.4 Generates numbers or number pairs which satisfy a single constraint which is stated in natural language.

A 6.4 Sets up equations to represent one constraint in a situation, solves equations of the form ax + b = cx + d and ax 2 + b = c using Ã¢â‚¬Ëœguess, check and improveÃ¢â‚¬â„¢ and graphical methods, and solves linear equations using analytic methods.

{slider=Details}

This information is found in the wrap around pages of the teachers module. It gives details about the module.

### Module Length:

Approximately 4 weeks (16 hours). This may vary upward according to the ability and prior understandings of the students.

### Outcomes Levels:

Includes outcomes from levels 4, 5 and 6.

### Stage/Number:

Each Integrated Maths Module has been assigned a stage and number. The stage is designed to help teachers in their sequencing of modules. The number is for identification of each module.

This module is D02, that is stage D module 2.

The content of this module is:

Number sequences
Relationships
Linear Functions
Graphing Linear Functions
Substitution
Linear Formulae
Solving Linear Equations

### Language development:

The following terms (or derivations of them) are an essential part of this module:

rule
function
linear function
slope
difference pattern
constant difference
y intercept
equation
linear equation
formula
solve
substitution
variable
dependant variable
independent variable

These terms are in bold whenever they appear in this text.

{slider=Samples}

The structure of all modules is to present materials in three stages:

### Exploration - Formalisation - Application

The files available here for downloading are a Sample Activity from the Exploration Stage of this module and a Sample Application from the Application stage of this module.

These files are available as pdf files. To view and print these files you will need a program like Adobe Acrobat Reader which is available free here.

These links are to the sample files:

Sample Activity
Sample Application

This information is found in the wrap around pages of the teachers module produced for Western Australian schools. It details the links to the old Unit Curriculum objectives for schools trying to adapt programmes etc.

Unit Curriculum Objectives covered are:

From Transition Mathematics 1.2

• N 1.9 Explore and develop number situations and patterns.
• F 1.l Generate and tabulate data from structured situations, and identify and extend number sequences.
• F l.2 Graph relationships from data and read values from graphs.
• F l.3 Describe relationships in words, using data which has been generated from structured situations.

From Mathematical Development 2.4

• F 2.1 Generate data from structured situations and use difference patterns to identify a linear relationship.
• F 2.2 Draw bivariate point graphs to represent situations, and recognize and distinguish between linear and non-linear graphs.
• F 2.3 Draw graphs, using data obtained from linear relations, and relate the features of the graphs to the original situations and their defining rules.
• F 2.4 Describe situations represented by bivariate point graphs.
• F 2.5 Describe relationships in words and symbols, using data which has been generated from structured situations.
• F 2.6 Consider inverses of linear functions which have been developed from concrete situations.
• F 2.7 Generate linear equations from number and word problems.
• F 2.8 Develop and use informal methods to solve simple linear equations in one variable.

{/sliders}
OTRNet © 2016 | OTRNet: Online Teachers' Resource Network