LEESSONSSON 1313 Linear Patterns
LESSON 13Linear PatternsLesson Topics: Representations of Linear Functions.Lesson Length: Three 50 - minute periodsStudent Objectives:Materials and Equipment:Students will: Recognize a linear relationship from a table or graph. Find the slope and y-intercept of a linear function from a table or graph. Find an equation for a linear function. Use a table, graph or equation to answer questions about a linearrelationship. K’NEX Middle School Mathset and Instructions Booklets Copies of the Lesson #13Student Inquiry SheetsGrouping for Instruction: Graph paper Whole group for launch and closure. Small groups for the investigation. RulersOverview of Lesson: Students will use K’NEX materials to create a train of right triangles andfind the linear relationship between the number of rods and the numberof triangles in the train. They will then find the linear relationship between the number ofconnectors and the number of triangles in the train. These linear functionswill be represented as tables, graphs, and equations. The representationswill be used to extend the patterns. The investigation is repeated with a train of squares.A – Motivation and Introduction:“A book club charges 20 to join the club. You thenreceive four books each month for 15. A plumbercharges 50 for a service call plus 65 per hour. Theseare just two of many examples of linear relationships.In this lesson we will explore linear patterns and learndifferent ways of representing them.”or squares is an accurate model of a linear pattern and toexplain similarities between the models.Assessment:Observe the students during the group work. Use achecklist to record whether students can recognize a linearfunction from a table. Each group should receive a groupgrade on the project. Ask the students to explain in theirMath Journal what they learned during the lesson and anyB – Development:1. Place the students in (heterogeneous) cooperative concepts that are still unclear.groups of about four students each. Assign a task to Extension:each person in a group.Provide students with K’NEX models or charts, graphs2. Instruct the groups to complete the activities outlined or tables of data that may or may not represent linearin the Student Inquiry Sheets.patterns. Instruct students to demonstrate whether the3. Circulate among the groups, guiding them as they information represents a linear pattern or not. If thepattern is linear, can the students determine the slope?complete the project.4. Ask each group to report their discoveries and theirfindings to the rest of the class.C – Summary and Closure:Ask students to represent one of the problems from theintroduction as a table, graph, and equation. Ask themto justify why each representation of a train of triangles76888-ABC-KNEX888-ABC-KNE
Student Inquiry SheetLESSON 13Linear Patterns: Representing Linear FunctionsTrain 1:Create a right triangle using 2 blue rods, 1 yellow rod and 3 yellow or white connectors. (See figure 1.) We are goingto create a train of these right triangles. Create the second figure which is formed using 4 blue rods and 1 yellow rodand connectors. Finally, add another triangle to the train to create figure 3.Figure 1Figure 21. What patterns do you see in this train? Describe asmany patterns as you can find.Figure 3first is 1 more than the previous one, the inputs havea common difference of 1 and this is an arithmeticsequence. Let the “number of rods” column representthe output values.3. Is the number of rods an arithmetic sequence? If itis, what is the common difference?1. Use these patterns to create the next two figures inthe pattern. Sketch them on a sheet of paper usingstick figures representations.4. Is the number of rods a linear function of the figurenumber? Why?2. Complete the table below for these 5 figures.Figure(Input Values)Number of Rods(Output Values)Number of Connectors(Output Values)12345Look at the table above. A table represents a linearfunction if the input values are an arithmetic sequenceand the output values are also an arithmetic sequence.That is, the table represents a linear function if thedifferences between successive input values areconstant and the differences in successive outputvalues are constant. In this table the inputs are thefigure numbers. Since each figure number after theA second way of determining whether or not arelationship between two variables is a linearrelationship is to graph ordered pairs (figure #,number of rods) that satisfy the relationship. Theordered pair (1, 3) tells us that in figure 1 there are3 rods.5. What are two other ordered pairs in the relationbetween the figure number and the number ofrods?KnexEducation.comKnexEducation.co77
Linear Patterns - Student Inquiry SheetSheeLESSONLESSON 136. Plot the points corresponding to the ordered pairs(figure #, rods) in the table above on a sheet ofgraph paper. The horizontal axis ( x ) will representthe figure number. The vertical axis ( y ) will representthe number of rods.7. Do the points on your graph lie in a straight line?11. Use the values of m and b just found to represent11the linear function showing how the number ofrods needed is related to the figure number. Youwill write the formula for the slope of this linearfunction and substitute actual numbers for the ‘m ’and the ‘b ’ in the formula.y 8. Draw a line through these points (use a ruler if youwish). Label the graph “Student Inquiry Sheet Lesson #13 – Graph 1 – Triangle Rods”.A third representation of a linear function uses symbols.All linear functions can be represented as an equation inthe form y mx b , where x is the input variable (here,the figure number) and y is the output variable (here, thenumber of rods). The number m is the ratio of the change inthe y -values (the outputs) to the change in the x -values (theinputs). That is, it is the ratio of the common difference inthe outputs (sometimes called the riserise)) over the commondifference in the inputs (sometimes called the runrun).). We callm the slope of the line, because it tells us how steep theline is and whether it is increasing or decreasing.12. Use this equation to predict the number of rods12needed for figure 10 of this pattern. (Remember,y is the number of rods needed and x is the figurenumber.)13. Use this equation to find the figure number, if 2513rods are needed. Show all work.9. What is the slope of the line showing the linearrelationship between the number of rods and thefigure number?m The number b is the output value that corresponds toan input of 0. Graphically, b is the point where the linecrosses the vertical or y -axis. That is, b is the y -interceptof the graph of the linear function. If the value of theoutput when the input is 0 is given, it is easy to find b.If you cannot find b this way, you can put the value of mand the x-value and y -value of a point on the graph intothe form y mx b to obtain an equation with only oneletter – b. Since the point (1, 3) is a point on our graph,we can replace x by 1 and y by 3.10. Create an equation by doing these substitutions10and substituting your value for m into y mx b .Then solve this equation for b. y mx b14. Refer to the table on the first page. Is the number14of connectors needed a linear function of the figurenumber. How do you know?15. Plot the points corresponding to the ordered pairs15(figure #, connectors) on the back of your othergraph. The horizontal axis ( x ) will represent thefigure number. The vertical axis ( y ) will representthe number of connectors.16. Do the points lie in a straight line?16b 17. Draw a line through these points (a ruler will help).17Label the graph “Student Inquiry Sheet - Lesson#13 - Graph 2 - Triangle Connectors”.78888-ABC-KNEX888-ABC-KNE
Linear Patterns - Student Inquiry SheetSheeLESSONLESSON 1318. What is the slope of the line showing the linear18relationship between the number of connectorsand the figure number?m 19. What is the y -intercept b for this linear function?19b 20. Write an equation that represents the linear20relationship between the number of connectorsneeded and the figure number for this train.y 21. Use this equation to predict the number of21connectors needed for figure 12.22. If 20 connectors are needed for a figure in this22train, what is the figure number? Show how youfound the answer.KnexEducation.comKnexEducation.co79
Linear Patterns - Student Inquiry SheetSheeLESSONLESSON 13Train 2:This train is formed by connecting squares together. Create the first three figures shown below using yellow rods andyellow and white connectors.Figure 1Figure 21. What patterns do you see in this train? Describe asmany patterns as you can find.2. Use these patterns to create the next two figures inthe pattern. Sketch them on a sheet of paper usingstick figure representations.Figure 35. Use the table to determine how many rods will beneeded for figure 6 if you were to build that figurefrom K’NEX.6. Plot the points corresponding to the ordered pairs(figure #, rods) found in the table on a sheet ofgraph paper. The horizontal axis ( x ) will representthe figure number. The vertical axis ( y ) will representthe number of rods. Draw a line through these points(a ruler will help). Label the graph “Student InquirySheet - Lesson #13 - Graph 3 - Square Rods”.3. Complete the table below for these 5 figures.Figure(Input Values)Number of Rods(Output Values)Number of Connectors(Output Values)7. Use the graph to predict how many rods will beneeded in figure 8. How did you find the answer?123454. Is the number of rods a linear function of the figurenumber? How do you know?8. Find the slope m and the y -intercept b of this linearfunction.m b 80888-ABC-KNEX888-ABC-KNE
Linear Patterns - Student Inquiry SheetSheeLESSONLESSON 139. Write the equation that represents this linearfunction.y 10. Use this equation to predict how many rods will be10needed for the figure 10 train. Show all your work.15. Refer to the table for train 2. Plot the points15corresponding to the ordered pairs (figure #,connectors) found in previous table on the back of yourother graph. The horizontal axis ( x ) will represent thefigure number. The vertical axis ( y ) will represent thenumber of connectors. Draw a line through these points(a ruler will help). Label the graph “Student InquirySheet - Lesson #15 - Graph 4 - Square Connectors”.16. Use the line on your graph to predict how many16connectors will be needed in figure 8.17. Find the slope m and the y -intercept b of this linear17function.m b 11. If 37 rods are needed to create a train in this11sequence, what is the figure number? How didyou find the answer?18. Write the equation that represents this linear18function.y 19. Use this equation to predict how many connectors19will be needed for figure 10 of the train. Show allyour work.12. Refer to the table for train 2. Is the number of12connectors needed a linear function of the figurenumber? Explain how you know.20. If 26 connectors are needed to create a train in20this sequence, what is the figure number? How didyou find the answer?13. Use the table to predict how many connectors will13be needed for figure 6.14. Use the table to predict how many connectors will14be needed for figure 7.KnexEducation.comKnexEducation.co81
LLinear Patterns: Representing Linear Functionsinear Patterns: Representing Linear Functions 1. What patterns do you see in this train? Describe as What patterns do you see in this train? Describe as mmany patterns as you can find.any patterns as you can find. 1. Use these patterns to create the next two figures in Use these patterns to .
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Math 1313 Section 1.5 2 Linear Cost, Revenue and Profit Functions: If x is the number of units of a product manufactured or sold at a firm then, The cost function , C(x), is the total cost of manufacturing x units of the product. Fixed costs are th
1. Transport messages Channel Patterns 3. Route the message to Routing Patterns 2. Design messages Message Patterns the proper destination 4. Transform the message Transformation Patterns to the required format 5. Produce and consume Endpoint Patterns Application messages 6. Manage and Test the St Management Patterns System
Linear Growing Patterns Representations Sorting Activity (printable) Students will: sort different representations of linear growing patterns into matching groups 1.5.2 Assessment Demonstration Linear Growing Patterns Representations Pattern Building (printable) Students will: represent lin
mx b a linear function. Definition of Linear Function A linear function f is any function of the form y f(x) mx b where m and b are constants. Example 2 Linear Functions Which of the following functions are linear? a. y 0.5x 12 b. 5y 2x 10 c. y 1/x 2 d. y x2 Solution: a. This is a linear function. The slope is m 0.5 and .
Creational patterns This design patterns is all about class instantiation. This pattern can be further divided into class-creation patterns and object-creational patterns. While class-creation patterns use inheritance effectively in the instantiation process, object-creation patterns
Distributed Systems Stream Groups Local Patterns Global Patterns Figure 1: Distributed data mining architecture. local patterns (details in section 5). 3) From the global patterns, each autonomous system further refines/verifies their local patterns. There are two main options on where the global patterns are computed. First, all local patterns
API RP 500 and API RP 505 NFPA 497 and NFPA 499. PETRONAS Technical Standards provides guidelines to ensure proper management of Ex Equipment. 1. Ex Electrical Equipment Inspection and Maintenance Guidelines (Ex IMG) Standards and Guidelines Personnel Inspection Maintenance 2. Ex Equipment Repair Guidelines (Ex ERG) 3. Ex Management Assessment Guidelines (Ex MAG) 4. Ex .
