## Unit of Study:

Unit 5 - Linear Relations## MFM1P Specific Expectations

The math help provided for MFM1P Grade 9 Applied will address the following specific expectations:LR3.01 - - determine, through investigation, that the rate of change of a linear relation can be found by choosing any two points on the line that represents the relation, finding the vertical change between the points (i.e., the rise) and the horizontal change between the points (i.e., the run), and writing the ratio rise/run.

## MFM1P Overall Expectations

The math help provided for MFM1P Grade 9 Applied will address the following overall expectations:Linear Relations - LR3 - Demonstrate an understanding of constant rate of change and its connection to linear relations.

# MFM1P Math Task Template

Check out this**Math Task Template**to get some practice in 5.10 – Graphing Linear Relations of the grade 9 applied math course.

# MFM1P Math Videos Related To This Topic

Check out these**Math Videos**to learn more about 5.10 – Graphing Linear Relations of the grade 9 applied math course.

# MFM1P Khan Academy Practice

Check out this**Khan Academy Practice**link to learn more about 5.10 – Graphing Linear Relations of the grade 9 applied math course.

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## About Kyle Pearce

I’m Kyle Pearce and I am a former high school math teacher. I’m now the K-12 Mathematics Consultant with the Greater Essex County District School Board, where I uncover creative ways to spark curiosity and fuel sense making in mathematics. Read more.

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Angles of Parallel Lines With Transversal

Area

Creating Equations

Data Management

Direct and Partial Variation

Distance-Time Graphs

Distributive Property

Exterior Angles of a Triangle

Extrapolation

First Differences

Geometric Relationships

Graphical Stories

Graphing Linear Relations

Graphing With Rise Over Run

Initial Value

Interior Angles of a Triangle

Interpolation

Interpreting Graphs

Interpreting Linear Equations

Investigations

Linear Equations

Linear Relations

Linear Relationships

Lines of Best Fit

Maximizing Area

Measurement

Minimizing Perimeter

Modelling With Equations

Non-Linear Relations

Optimization

Patterning

Percentages

Perimeter

Point of Intersection

Powers and Exponents

Predictions

Problem Solving

Proportional Reasoning

Pythagorean Theorem

Rate of Change

Ratios and Rates

Relationships

Representations of a Linear Relation

Representations of Linear Relationships

Rise Over Run

Scatter Plots

Simplifying Like Terms

Simplifying Polynomials

Slope of a Line

Solving Equations

Solving Linear Systems

Solving Proportions

Substitute Into Equations

Triangles

Unit Rates

Volume

I was looking over the math template examples and have a question. Many of the real world examples would not be connected. A state test – at least once – stressed that you should not connect the dots if rational numbers are not part of the solution. Look at the yum yum ice cream shop example- you cannot buy part of a scoop. Should the graph be dot, dot, dot without connections? There is also limits to these problems – you cannot have a cone with “17” scoops -I would like one but it is unrealistic. Also you would only graph in Quadrant I. Many of the examples are like this. Thoughts?

Great thinking, Pete! I agree that the context drives what the graph would look like. However, this is something we discuss in class with students and not something that I am too rigid with since students could use rational values to be more precise and simply state that certain values are not realistic. Good points though!