Page 136 - Mathematics GRADE 9, DE-STREAMED (MTH1W)

match them by comparing how the patterns are changing with the direction and shape of the graphs. Ask them to justify their choices. Pose questions that require students to make predictions about the future behaviour of the patterns, such as “Which pattern will have a higher value for term 10?”
2. Show students various graphs, and ask them to predict how they would need to walk in front of a motion detector to create the graph. For example, students might say “I would walk away from the motion detector very slowly at first and then speed up.” If possible, have them test their predictions with motion detectors.
3. Ask students to sketch a graph for situations either described in words or shown on video. Then ask them to describe the rates of change in the graphs and how they connect to the situations represented. Some examples of situations are:
• the position of a person over time when running at various speeds
• the height of a person over time on various pieces of playground equipment or amusement park
rides
• the population of bacteria over time when the population keeps doubling
• the height of a person over their lifetime
• the value of a car over time after it is purchased
• the height of a basketball after each bounce
• the average daily temperature over a year
4. Have students compare the graph of an investment growing with simple interest to the graph of an investment growing with compound interest. Have them use the graphs to predict the value of the investment at various points on the graph (interpolation) and at points beyond the given graph (extrapolation).
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