MAthematics 9 Linear Relations
Specific Curriculum Outcomes
PR01 Students will be expected to generalize a pattern arising from a problemsolving context using a linear equation and verify by substitution.
PR02 Students will be expected to graph a linear relation, analyze the graph, and interpolate or extrapolate to solve problems.
PR01 Students will be expected to generalize a pattern arising from a problemsolving context using a linear equation and verify by substitution.
PR02 Students will be expected to graph a linear relation, analyze the graph, and interpolate or extrapolate to solve problems.
activities

 Charge! from Michael Fenton  One evening, with his phone battery nearly depleted, Michael Fenton plugged in and took a series of screenshots to track the percent battery charge (as a function of time). From there, students should have enough information to create a linear model for extrapolation. Some surprising results ensue!


 The Crow and the Pitcher from Pam Wilson  A lesson based on an old fable about a crow that wants a drink of water but can't reach the bottom of the glass. Drop marbles in a tall glass to make the water rise. How many marbles will it take to rasie the water level to the top of the glass? Mary Bourasa also wrote a post about this lesson.
 Increasing order of Steepness from Gisele Jobin and David Petro  In this activity, students will get a set of 7 linear equations and they must start by placing them in increasing order of steepness. The linear equations are given in a number of different forms.
 Stacking Paper from Kyle Pearce  Given a photo showing the height of 5 packages of paper stacked against a wall, students are asked to predict (extrapolate) how many packages of paper it will take to reach the ceiling.
 Knot Again! from Jon Orr  When we tie a knot in a rope we use up a bit of that rope. I took two ropes of different thicknesses and asked my students to guess too low, too high and best guess for how much rope would get used up if we tied a knot. Tie a few knots and measure the rope each time. Use this data to predict the length of the rope with 10 knots tied in it. Ask students to model this relationship symbolically.
 Barbie Bungee from Matt Vaudrey  Attach rubber bands to a Barbie and measure how far she falls. Record the information to create a linear relationship between the number of rubber bands and the distance fallen. Then use this to predict how many rubber bands are require for a fall from a great height.