Introduction
During this lesson learners will be doing the following in grade 9.
learners on newly introduced to this topic and I think we'll find the topic interesting because it deals with the spectrum world of two-dimensional diagrams and graphs. Topic will include all functions in relationships explanations and flow diagrams, tables, equations, and graphs. Flow diagrams is something learners must have learned in grade 5 as the diagram looks like a spider with equations such as sum minus or times or divided by 3/3, 4/5. Students will be familiar with the equation setup and how to substitute into the equation to get final answer, there will the input rule an output included in the workings full students this will be simple to do. Explanation of the equation will be further explained in the task and other steps. Finding X values and Y values forgiven for Millers will be explained and should be easy for learners to do once the system, this is the first step in setting up functions and cross by finding values for the given equation. Once deduction is finish regarding the X&Y values given. The graph will be able to be constructed, lessons will be carried out on the graphs showing how to construct the given X&Y values. thereafter finding the equation from any given graph.
Task
#2 Tasks
Learners would have completed the PowerPoint slide on functions and relationships. The PowerPoint would have included solving for X&Y and graphing the equation. When's learners have completed they would have understood of the straight line cross and linear equations. All added notes set would help understanding will be dotted down by learners.
“Task-onomy:”
in this section of the task the most challenging part would be finding the Y intercept and X intercept, students will be familiar with using and solving equations. Students will need to familiarize himself with the cartesian plane , all tasks leading up to throwing the growth will be simple and straightforward. Actually drawing the cross would take a bit of explanation , students will have to familiarize himself on how to throw the graph from the coordinance given. Students will bring back equations from algebra into functions and relations if they are unfamiliar with set equations they will find it difficult.
Task-onomy” 2
there are You Tube videos that would help with explaining functions and relations. for learners benefit I will share the link to the video, this will be a take home task. learners are not obligated to watch the video. However, there will be a full explanation on functions and relations handed to them and it will help him understand and successfully complete the tasks.
Task-onomy”3
The following task does not require creativity there is a strict guideline and protocol to follow when completing a functions and relationship graph. They will be given a set of rules and regulations to follow when completing the task, each learner will have the same onset and same outcome to each problem. When drawing the graph learners need to have a creative eye to draw the graph, some graphs have a curve and some graphs of straight.
Task-onomy”4
The process that the task requires starts with an equation, the equation is linear. Students are required to find X values and Y values. These variables will both be in the equation with changing constants. Once student are able to find the variables in the equation from deduction, they will be able to clearly see the points required to plot on the cartesian plain. When students identify a few points off the equation they will follow the number labels on the cartesian plane and plot theme correctly. Four successful plotting students need to understand the difference between the vertical axis and the X axis which are marked as The Y axis and X axis. Therefor using the values, they got from the equation when they solved the Y&X variables, once the points on the cartesian plane matches up with the graphs points the task will be successfully done. After deduction students has a linear graph in front of them, this graph will look like a straight line. So they are simple steps to follow firstly finding ordinance for your X and y values, then using these values to plot a graph on the cartesian plane.
Task-onomy”5
For learners to successfully complete the task they must focus on the lesson and understand relationships and functions completely, if they do not understand they will not be able to complete. The cartesian plane presents mini challenges for learners this will be intriguing to them to complete, once they know how to follow the steps, they will find it easier and will find it fun to do. When learners are faced with challenges they tend to try and succeed.
Task-onomy”6
the ability to successfully graph a function will determine the capabilities of the student, this will then be a self-judgment task for them to take home. If learners can pass the first steps when given the equation they will know how to plot the points. Food them to test the hypothesis they need all the facts before doing so, successful evaluation can be seen within the graph.
Process
The process that the task requires starts with an equation, the equation is linear. Students are required to find X values and Y values. These variables will both be in the equation with changing constants. Once student are able to find the variables in the equation from deduction, they will be able to clearly see the points required to plot on the cartesian plain. When students identify a few points off the equation they will follow the number labels on the cartesian plane and plot theme correctly. Four successful plotting students need to understand the difference between the vertical axis and the X axis which are marked as The Y axis and X axis. Therefor using the values, they got from the equation when they solved the Y&X variables, once the points on the cartesian plane matches up with the graphs points the task will be successfully done. After deduction students has a linear graph in front of them, this graph will look like a straight line. So they are simple steps to follow firstly finding ordinance for your X and y values, then using these values to plot a graph on the cartesian plane.
Evaluation
For evaluation to be successful we will either evaluate the students or the teacher, for the students to be evaluated we have to check if they can successfully find X intercept and Y intercepts also be able to plot on the cartesian plane. For teaches to be evaluated correctly they would have to look at if the learners are able to do the work, the goals and objectives what to solve for X&Y and plot and a line graph. The overall vision would be successful if all the steps are followed in the instruction and task section most evaluations look at the outcome but this evaluation would require them to look at the processes . If students successfully follow procedure they will in no doubt be able to complete the task and have a successful task. The webquest either needs to be thrown up from a students POV or teachers POV, this is where I did not know which way to follow however explanations from both sides has been given full maximum input. I think that all webquests has to be through information given by teachers it would strictly follow the curriculum can we have teaching. Overall breakdown of webquests headings Oh my God wait to share and spread out information neatly. Cannot record webquests news because these topics are told over a long period of time it does not change stays consistent. Set being said most of what is being done in the lesson fax in statements it is also has a simple procedure tech needs to be followed according to the rules.
Conclusion
As noted, finding the X&Y coordinates should be simple then plotting will follow immediately after, the plotting of the graph will be the easier part however finding the variables will be challenging. Students need to remember algebraic equations from before which will assist them very much with doing functions and relations. The step further in this topic will require students to find the equation given the graph, therefor they must be able to read the graph from the cartesian plane to find the equation. From what I taught in class I saw students find it easier to interpret the points and plotting correctly. I also saw students finding it difficult to solve the equation trying to solve the X&Y intercept. Overtime different equations will be given, and different graph will then be the outcome, if students are familiar with quadratic, exponential, trignomemic equations they will find it easier to solve X&Y intercepts. The plotting of the points will be easy to remember but it will be different for each equation and graph.
Teacher Page
On this list will only be a YouTube link for the video shared of the explanation on functions and relationships. For the PowerPoint given and the content covered I used a grade 9 textbook from the school, and Internet resources to further investigate the topic. Most of the content covered is in the PowerPoints however further in depth investigation will be done.
Youtube link -