Linear Relations

Strand: Patterns and Relations (Patterns)
Outcomes: 1, 2

Step 5: Follow-up on Assessment

Guiding Questions

What conclusions can be made from assessment information?
How effective have instructional approaches been?
What are the next steps in instruction?

A. Addressing Gaps in Learning

Build on students' understanding of patterns from previous grades.
Encourage students to use manipulatives to represent various patterns and then draw corresponding diagrams along with charts.
Have students explain their thinking and provide scaffolding to overcome any misconceptions or misunderstandings.
Use patterns with everyday contexts so that students understand the purpose of the patterns and are motivated to complete the tasks.
Use friendly numbers in the patterns initially so that students can easily draw diagrams to represent the patterns.
In creating linear relations for a given pattern, have students explain the recursive relationship among the numbers in the individual rows in the table of values and use this relationship in establishing a rule (functional relationship) that relates the two rows or columns of numbers in a table of values.
Emphasize the importance of creating a table of values when connecting linear relations with their corresponding graphs.
- Reinforce that variables stand for what changes in a pattern while constants stand for what remains the same in the pattern.
- Reinforce understanding of patterns by integrating patterns in every strand and emphasize the power of patterns in mathematics.
- Encourage students to bring examples of graphs from newspapers and magazines to school for analysis.

B. Reinforcing and Extending Learning

The students who have achieved or exceeded the outcomes will benefit from ongoing opportunities to apply and extend their learning. These activities should support the students in developing a deeper understanding of the concept and should not progress to the outcomes in subsequent grades.

Strategies for Reinforcing and Extending Learning