Linear Graphs: a CLIL unit for 2º ESO

Subject: Mathematics

Title of the Unit: Linear Graphs

Level: 2ºESO

This unit (see link to the unit plan at the bottom of this article) seeks to enable my students to work with linear functions and their representation (linear graphs) and vice versa as connected with the real world: allowing them to use this tool to describe or analyse information coming from the real world.

The learning outcomes will be as follows by the end of this unit:

·        To learn the relationship between coordinate pairs

·        To learn that equations explain this relationship

·        To learn if two variables are related

·        To learn to distinguish non-linear from linear equations

·        To learn to draw linear graphs

·        To learn to analyse the information from a graph

·        To learn to research and interpret simple relations between two variables that reflect phenomena from everyday

This unit will be implemented in approximately seven sessions:

Session 1

Activate background knowledge about the plane: revise concepts (and their related vocabulary and language structures).

• Kind of activity:

o   Representation of coordinates on the plane

o   Worksheets on algebraic concepts and mathematical vocabulary

• Resources:

o   Geogebra free software  Geogebra

o     Plotting Points

o     Worksheet

              

Session 2 & 3

Present the concept of functions and work with tables of values.

• Kind of activities:

o   Write a table of values of a function and represent it

o   Determine whether a coordinate pair belongs in a function

• Resources:

o   Problems with solutions

o   Which function?

o   Identify the graph

Session 4 & 5

Set and solve out problems

• Kind of activity: Solving out problems from the real world using functions, tables of values and graphs.

• Resources:

·        Adapted texts from newspapers: Financial Times

·        Linear functions and equations

·        With the presentation shared in Google Drive (Presentation), students will delve into, research and relate the acquired concepts to their  environment and to various situations from the real world.

Session 6: Final Task

The final task is outlined in my unit as follows:

Students go round the school premises in threes following a route and taking measures to represent the data on a graph.

Some restrictions are given to each of the students in a group (vg number of laps, point to rest, way of moving—running, walking, trotting—).

As it is inherent in any final task that is well-designed, the bulk of the scaffolding, that is to say the procedural and cognitive tools which students need to carry out it should have been attained during the implementation of the previous sessions. Notwithstanding that, some specific aid (of a non mathematical nature) will be required for the actual development of the task itself.

Session 7: Test

Test

Follow the link below to have a look at the whole unit plan—learning outcomes, subject content, language content and communication, contextual (cultural) element, cognitive (thinking) processes, final task, activities, methodology, key competences and evaluation (criteria and instruments)—:

Unit plan

I hope you find it useful.

Rocío Carcelén Rodríguez