Stage 1 Desired Result – Established / Transfer Standards Students will be able to independently use their learning to: Identify differences between lines, circles and parabolas Analyse relationships and sketch graphs in given contexts Find the distance between two Window on the Adventist world view Values / thread points located on a Cartesian plane using a range of strategies, Share the way an Adventist world view impacts on: Identify the values / desired student response: including graphing software (ACMNA214) How patterns and order reflect God’s character? Values: Hope Students’ opportunities to create and explore some of God’s Threads: Discovering Patterns (6) Find the midpoint and gradient of a patterns. line segment (interval) on the Meaning Cartesian plane using a range of Understandings: Essential Questions strategies, including graphing software (ACMNA294) Students will understand that: Students will keep considering: Graphs are a way of modelling shapes and events that occur in the Why and when do we graph linear and non-linear equations? Sketch linear graphs using the built and natural world. What do we need to consider when modelling? coordinates of two points and solve A graph is a visual representation of the relationship between linear equations (ACMNA215) variables. The previous learning of mathematics is used in the development of Graph simple non-linear relations linear and non-linear relations. with and without the use of digital Acquisition of Knowledge and technologies and solve simple Students will know: Students will be skilled at: related equations (ACMNA296) How to use the Cartesian plane. Plotting points on a Cartesian plane. What relations can be graphed on a Cartesian plane. Sketching linear graphs. How to use technology to plot linear graphs Calculating gradients, midpoints and distances. Stage 2 - Evidence Evaluative Criteria Students will show their learning by: Accurate Performance Tasks: Detailed Students will show that they really understand by evidence of: Logical ability to explain the make-up of a linear equation in terms of gradient and position. Proficient How they identify and use graphical representations of linear and non-linear equations. Clear Example Task: Detailed Justified
Stage 1 – Desired Result Established / Standards Find the distance between two points located on a Cartesian plane using a range of strategies, including graphing software (ACMNA214) Find the midpoint and gradient of a line segment (interval) on the Cartesian plane using a range of strategies, including graphing software (ACMNA294) Sketch linear graphs using the coordinates of two points and solve linear equations (ACMNA215) Graph simple non-linear relations with and without the use of digital technologies and solve simple related equations (ACMNA296) Transfer Students will be able to independently use their learning to: Identify differences between lines, circles and parabolas Analyse relationships and sketch graphs in given contexts Window on the Adventist world view Values / thread Share the way an Adventist world view impacts on: How patterns and order reflect God’s character? Students’ opportunities to create and explore some of God’s patterns. Identify the values / desired student response: Values: Hope Threads: Discovering Patterns (6) Meaning Understandings: Students will understand that: Graphs are a way of modelling shapes and events that occur in the built and natural world. A graph is a visual representation of the relationship between variables. The previous learning of mathematics is used in the development of linear and non-linear relations. Essential Questions Students will keep considering: Why and when do we graph linear and non-linear equations? What do we need to consider when modelling? Acquisition of Knowledge and Students will know: How to use the Cartesian plane. What relations can be graphed on a Cartesian plane. How to use technology to plot linear graphs Students will be skilled at: Plotting points on a Cartesian plane. Sketching linear graphs. Calculating gradients, midpoints and distances. Stage 2 - Evidence Evaluative Criteria Students will show their learning by: Accurate Detailed Logical Proficient Clear Detailed Justified Performance Tasks: Students will show that they really understand by evidence of: ability to explain the make-up of a linear equation in terms of gradient and position. How they identify and use graphical representations of linear and non-linear equations. Example Task:
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