SubjectNest resource library

Development draft · local review needed

Day 2 — Gradient is rise divided by runYear 9 Maths · T1 W1–2 · Day 2 lesson

Prepare this lesson

Year 9 / Mathematics / Term 1 / Weeks 01 02

Part of the full two-week lesson sequence. Check the pack guide and taught point before teaching.

Open for this lesson: Pack guide.

Download full sequence

Teacher copy: This page may include teaching prompts or answer keys. Answer keys in this public library can be viewed by anyone. Give learners a clean prompt, use checks as formative evidence, and change a case locally when prior access matters.

Goal/materials: form and interpret gradient when run is nonzero; grid and Cards 1–2.

  1. Notice, 3: Retrieve Card 1 Δy=3, Δx=6. Ask which describes vertical change per horizontal unit. Key: 3/6.
  2. Model, 5: “Gradient m=rise/run=3/6=1/2. On this paper grid, moving 2 right rises 1. The axes use equal grid units; I have not measured a real-world slope.” Draw one step triangle.
  3. Together, 8: Card 2 Δy=-4, Δx=4 ⇒ m=-1. Trace 1 right/1 down. Then reverse point order: (-Δy)/(-Δx)=-1; gradient stays the same for the same line.
  4. Try, 6: New theatre-map points (-2,0)→(4,3). Key: Δx=6, Δy=3, m=1/2. Learner labels rise/run; calculator can simplify fraction.
  5. Check, 3: “What is m from (0,5) to (3,-1)?” Key: -6/3=-2. If answer +2, attend to the downward change with a signed arrow, then recheck new points.

Source: https://neuroforge.io/subjectnest/library/resources/year-9/mathematics/term-1/weeks-01-02/day-02 · Original material © NeuroForgeIO Pty Ltd 2026 · CC BY 4.0: https://creativecommons.org/licenses/by/4.0/ · Credit the source and note changes. External sources keep their own terms.