6gradient and area under graph
DESCRIPTION
slide show about gradient and area under the graphTRANSCRIPT
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GRADIENT AND AREA UNDER A GRAPH
FORM 5 : CHAPTER 6
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At the end of lesson, students will be able to
i. State the quantity represented by the gradient of a graph.
ii. Draw the distance-time graph, given;a) a table of distance-time valuesb) a relationship between distance and time.iii. Find and interpret the gradient of a distance-
time graph.
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Video
TREASURE HUNT CAR RALLY
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Question 11. How many minutes they spend to find the Dream World Resort ?
Question 22. Can you give one information
from the video.
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Revision : Chapter 5 (Form 4)
Gradient of a straight line
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Revision : Chapter 5 (Form 4)
Gradient of a straight line
![Page 8: 6Gradient and Area Under Graph](https://reader035.vdocuments.net/reader035/viewer/2022081507/55cf8f0c550346703b986135/html5/thumbnails/8.jpg)
Gradient of a straight line
Vertical distance
Horizontal distance
Gradient Graph, m = Vertical distance = y2 – y1
Horizontal distance x2 – x1
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Gradient of a straight line
Gradient Graph, m = 0 = 0 4When m=0, then the line is parallel to x-axis.There is no slope.
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So, Students, can you guess what you will learn for today learning objective?
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Chapter 6 :Gradient and Area under a Graph
6.1 Understand and use the concept of quantity represented by the gradient of a graph.
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Simple Treasure hunt
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A B
C
Station Distance(m)
Time (s)
Situation
A to B 10 walk slowly together
B 0 Question 1B to C 15 Walk faster
together C 0 Question 2
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A B
C
Station Distance (m)
Time (s)
Situation
A to B 10 walk faster together
B 0 Question 1B to C 15 Walk slowly
together C to A 25 walk fastest
together
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A B
C
Station Distance (m)
Time (s)
Situation
A 0 Question 1A to B 10 Walk slowly
togetherB to C 15 Walk fastest
togetherC to A 25 Walk faster
together
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A B
C
Station Distance (m)
Time (s)
Situation
A to B 10 Walk slowly together
B 0 Question 1
B to C 15 Walk slowly together
C to A 25 Walk faster together
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6.1 Understand and use the concept of quantity represented by the gradient of a graph.
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