Linear relationships 2

Starter:
1. Match each statement to a graph
2. Explain what strategies you used to complete the matching
– rank your strategies in order of usefulness

Challenge:
Graph a represents a directly proportional
relationship – research what this means and
how we can recognise this kind of relationship
Some strategies that you might have
used – did you use any others? Which
order did you rank them in?

 Increasing or decreasing?
 Starting value / initial condition
 Rate of change
 Statement of Inquiry: Representing patterns of change as
relationships can help determine the impact of human
decision-making on the environment.
Global Context link: Key Concept: Relationships
Globalisation and sustainability Related Concepts: Change, Models,
Representation

Focus Question:
How can we calculate the gradient of a line and what does this
tell us?
ATL Skills:
Self-Management: Reflection
Thinking: Transfer
 Learning objective:
Students will be able to use the gradient of a straight line to
make inferences about the real-life context and equation
Learning outcomes:
• I can recognize whether a graph is increasing or decreasing
• I can analyse the steepness of a graph to calculate the gradient
• I can create an equation for a straight-line graph by using the gradient
and y-intercept

Key words:
Rate of change – how much the y-variable changes in relation to the x-variable
Constant – remaining the same, not changing
Linear – creating a straight line when graphed, because the rate of change is constant
Gradient – a measure of how steep the line is, can also be be called ‘slope’
Y-intercept – where the graph intersects (cuts/crosses) the y-axis, and is also the ‘initial condition’
Gradient – the measure of
steepness
Discussion task:
• Which line is the steepest?
Which is the flattest?
• How could you show or
prove this?
• The gradient of A is and the
gradient of line B is . Can
you create a formula to
calculate the gradient?

Challenge:
Can you predict where the lines
A, C, D, and F will intersect the
y-axis? Explain how you found
your answers.
A (0,12) C (0,-5.5)
Challenge D(0,13)
answers
F(0,-13)
You might have spotted that C and D look to be the
steepest lines. We can analyse the rate of change
to help us decide which is steepest.

1. Choose two coordinate points where the

graph crosses a corner/vertex on the grid
You might have spotted that C and D look to be the
steepest lines. We can analyse the rate of change
to help us decide which is steepest.

1. Choose two coordinate points where the

graph crosses a corner/vertex on the grid
You might have spotted that C and D look to be the
steepest lines. We can analyse the rate of change
to help us decide which is steepest.

1. Choose two coordinate points where

the graph crosses a corner/vertex on
the grid
2. Make a right-angled triangle to see how
much the line has changed in the x and
y directions
You might have spotted that C and D look to be the
steepest lines. We can analyse the rate of change
to help us decide which is steepest.

1. Choose two coordinate points where

the graph crosses a corner/vertex on
the grid
2. Make a right-angled triangle to see how
much the line has changed in the x and
y directions
You might have spotted that C and D look to be the
steepest lines. We can analyse the rate of change
to help us decide which is steepest.

1. Choose two coordinate points where

the graph crosses a corner/vertex on
the grid
2. Make a right-angled triangle to see how
much the line has changed in the x and
y directions
3. Write these changes as a fraction:
 You might have spotted that C and D look to be the
steepest lines. We can analyse the rate of change
to help us decide which is steepest.

+3 1. Choose two coordinate points where

=3 the graph crosses a corner/vertex on
+1
the grid
2. Make a right-angled triangle to see how
+5 much the line has changed in the x and
=2.5
+2 y directions
3. Write these changes as a fraction:
 You might have spotted that C and D look to be the
steepest lines. We can analyse the rate of change
to help us decide which is steepest.

+3 1. Choose two coordinate points where

=3 the graph crosses a corner/vertex on
+1
the grid
2. Make a right-angled triangle to see how
+5 much the line has changed in the x and
=2.5
+2 y directions
3. Write these changes as a fraction:
The gradient tells us The larger the
by how much y value of the
changes when x number, the
increases by 1.
________ the line
Here, the gradient
is.
Here, each image has been flipped
vertically… what do you think that the
gradient of each line will be now?
−3 1. Choose two coordinate points where
=−3 the graph crosses a corner/vertex on
+1
the grid
2. Make a right-angled triangle to see how
−5 much the line has changed in the x and
=− 2.5
+2 y directions
3. Write these changes as a fraction:
The gradient tells us The number value (also
by how much y
known as the ‘absolute
changes when x
increases by 1, value’) is the same, but
Here, the gradient the sign has changed to
tells us that y is negative!
Check your understanding – find the
gradient of each line
Check your understanding – find the
gradient of each line

Answer Answer Answer

3 -2 0.5 or
 Learning objective:
Students will be able to use the gradient of a straight line to
make inferences about the real-life context and equation
Learning outcomes:
• I can recognize whether a graph is increasing or decreasing
• I can analyse the steepness of a graph to calculate the gradient
• I can create an equation for a straight-line graph by using the gradient
and y-intercept

Key words:
Rate of change – how much the y-variable changes in relation to the x-variable
Constant – remaining the same, not changing
Linear – creating a straight line when graphed, because the rate of change is constant
Gradient – a measure of how steep the line is, can also be be called ‘slope’
Y-intercept – where the graph intersects (cuts/crosses) the y-axis, and is also the ‘initial condition’
Task 1: Practice calculating the gradient of a
straight line
Please use this link to access
the task on Transum:
1. Choose two coordinate Gradient of a Line
points where the graph
crosses a corner/vertex on
the grid Red (none correct): watch
2. Make a right-angled the support video for more
triangle to see how much examples then try level 1
the line has changed in the Amber (1or 2 correct):
x and y directions start on level 1
3. Write these changes as a
fraction: Green (all correct): start on
level 2
Challenge: questions on
next slide
Challenge

1. How is this task different to the

previous task?

2. Show your working for each

question. Can you find a formula
to help you to calculate the
gradient for each line?

3. Create a guide to explain to your

classmates how to solve
problems like these. Can you
include images as well as
calculations?
Check your answers to the challenge here
 Learning objective:
Students will be able to use the gradient of a straight line to
make inferences about the real-life context and equation
Learning outcomes:
• I can recognize whether a graph is increasing or decreasing
• I can analyse the steepness of a graph to calculate the gradient
• I can create an equation for a straight-line graph by using the gradient
and y-intercept

Key words:
Rate of change – how much the y-variable changes in relation to the x-variable
Constant – remaining the same, not changing
Linear – creating a straight line when graphed, because the rate of change is constant
Gradient – a measure of how steep the line is, can also be be called ‘slope’
Y-intercept – where the graph intersects (cuts/crosses) the y-axis, and is also the ‘initial condition’
Investigation: The equation of a
straight line
You might recall that we often write the equation of a
straight line using this form:

You are now going to discover what the m and c in the

equation tell us. Please click this link to investigate what
happens when you change the values of m and c:
• The equation of a straight line investigation | Desmos
Confident that you know what m
and c tell us?
Close your device and draw the
graphs of these equations:

Challenge:
𝑦 =𝑚𝑥 +𝑐
Did you work it out?
The m tells us the gradient of the line
The c tells us the y-intercept

Task 2: Let’s see if you can match some graphs to their

equations:
Graph Match
Challenge: next
slide!
Challenge task – real life
application
Research task:
How much concrete
was used to build
[insert a landmark of
your choosing here]?
Use your equation to
calculate how much
was released from this
usage of concrete.
Is there an alternative
material that could be
used to reduce
emissions? What
might be some of the
reasons why
construction
companies continue to
use concrete despite
 Check your answers to the challenge task here!

What kind of relationship is this?

How many descriptions can you
use?
Linear relationship
Type of
Positive relationship
relationship
Direct proportion
 Learning objective:
Students will be able to use the gradient of a straight line to
make inferences about the real-life context and equation
Learning outcomes:
• I can recognize whether a graph is increasing or decreasing
• I can analyse the steepness of a graph to calculate the gradient
• I can create an equation for a straight-line graph by using the gradient
and y-intercept

Key words:
Rate of change – how much the y-variable changes in relation to the x-variable
Constant – remaining the same, not changing
Linear – creating a straight line when graphed, because the rate of change is constant
Gradient – a measure of how steep the line is, can also be be called ‘slope’
Y-intercept – where the graph intersects (cuts/crosses) the y-axis, and is also the ‘initial condition’
 Plenary Each graph represents an
alternative building material to
concrete.

What is the rate of change of

released per tonne of the
Tonnes of released

material produced?

What might the y-intercepts

represent in this situation?

Which of the two building

materials would you recommend
a construction company to use
for their next project and why?

What other considerations might

Tonnes of the material
impact the construction
ATL - reflective: produced
how well have you been able to apply company’s decision?
your learning to find the gradient of a straight line? Which
ATL skills have you applied in today’s lesson?
 Each graph represents an
Plenary alternative building material to
concrete.

What is the rate of change of

released per tonne of the material
produced? 0.5 / 0.2
Tonnes of released

What might the y-intercepts

represent in this situation? E.g. the
emissions produced by the
factory, machinery,
heating/cooling, collecting/shipping
the ingredients

Which of the two building

materials would you recommend a
Tonnes of the material construction company to use for
ATL - reflective: produced
how well have you been able to apply their next project and why?
your learning to find the gradient of a straight line? Which Depends on the amount needed
ATL skills have you applied in today’s lesson?
 Learning objective:
Students will be able to use the gradient of a straight line to
make inferences about the real-life context and equation
Learning outcomes:
• I can recognize whether a graph is increasing or decreasing
• I can analyse the steepness of a graph to calculate the gradient
• I can create an equation for a straight-line graph by using the gradient
and y-intercept
ATL - reflective: how well have you been able to apply your learning
to find the gradient of a straight line? Which ATL skills have you
applied in today’s lesson?
Key words:
Rate of change – how much the y-variable changes in relation to the x-variable
Constant – remaining the same, not changing
Linear – creating a straight line when graphed, because the rate of change is constant
Gradient – a measure of how steep the line is, can also be be called ‘slope’
Y-intercept – where the graph intersects (cuts/crosses) the y-axis, and is also the ‘initial condition’
Thinking questions
• How can we tell from the graph whether the relationship
is positive or negative?
• How can we find the rate of change from the graph?
• Which ATL skill have you used the most today?