Professional Documents
Culture Documents
Graphing Linear Equations
Graphing Linear Equations
Graphing Linear Equations
DESCRIPTION
Students will be learning how to graph lines in a coordinate grid. They
will be learning about slope, y-intercepts, and x-intercepts. They are
learning this in order to interpret relationships in mathematics.
PREREQUISITES
Students will have already learned how to label a graph, recognize
which axes are which, and how to plot points.
ESTIMATED TIME
45 minutes
PURPOSE:
Classroom Instruction
GRADES:
89
CONTENT AREAS:
Math
COMMON CORE:
Mathematics
Functions
Define, evaluate, and compare functions.
CCSS.Math.Content.8.F.A.1 (grade 8): Understand
that a function is a rule that assigns to each input exactly
one output. The graph of a function is the set of ordered
pairs consisting of an input and the corresponding output.
CCSS.Math.Content.8.F.A.3 (grade 8): Interpret the
equation y = mx + b as defining a linear function, whose
graph is a straight line; give examples of functions that
are not linear. For example, the function A = s2 giving the
area of a square as a function of its side length is not
Assessments
FORMATIVE ASSESSMENTS
Handout: Students will work on a handout and will answer questions
about linear equations. They will state the y-intercept and the slope
from a linear equation. Then they will plug in x-values to the equation
and get the y-value out, finding other points on the line. They will also
find the slopes of parallel and perpendicular lines to the lines given.
Activity: Students will go up to the Smartboard and plot a point that
they found on the line in the first question. They can choose to put a
point up that they found by plugging in values or they can find it by
counting using the slope.
I will be able to see how much students know from both the handout
(I will walk around) and from the activity on the Smartboard.
SUMMATIVE ASSESSMENTS
Homework: Students will get a homework assignment and will be
expected to complete it. The students will be graphing the linear
equations they worked with on the handout in class. The next day, I
will assign students a number and they will put their solutions up on
the board. Then I will go over them and correct any mistakes.
Students will get to see the right answers so they can evaluate their
own work. Then they will hand in their homework for extra feedback.
Quiz: Students will have a short quiz each week to gauge how much
they have learned.
Test: Students will have a test at the end of each chapter to gauge
how much they have learned. Students will be able to choose a
certain number of questions to answer from each section in order to
show what they know. If they answer additional questions correctly,
they will get extra credit. Students will get to choose the methods of
solving the questions.
OPENING
Anticipatory Set
Students will get a piece of graph paper and will be asked to label the
axes and plot the points listed. This is a good exercise to review so
that the students feel comfortable with the topic of graphing lines.
Students can choose to graph these points on the graph paper or on
a computer or iPad.
DURING
Introduce New Knowledge
I will explain to the class that y=mx+b is the equation of a line. m (a
number) is the slope and b (a number) is the y-intercept. If m is
negative, the line has a negative slope. If b is negative, the yintercept has a negative y-value and the y-intercept is below the xaxis. The slope is rise over run so if you have y=3x+5 the slope is 3
and the y-intercept is 5. A positive slope means the line goes up and
right/down and left. A negative slope means the line goes up and
left/down and right.
Given a line, a line parallel to the original line has the same slope.
Given a line, a line perpendicular to the original line has a negative
reciprocal slope.
The y-intercept is a point of the form (0,y) since x is always 0. The xintercept is a point of the form (x,0) since y is always 0.
When graphing linear equations, you have two options. The first is to
plot the y-intercept (b) and then count using the slope. The second is
to plug in values for x and find the y-value.
Model New Skills and Knowledge
I will put the equation y=x-2 on the board. I will show where I get a
slope of 1 from and a y-intercept of -2. I will model both methods for
this problem; I will plot the point (0,-2) and count up 1 right 1, up 1
right 1, plotting points. I will also count down 1 left 1, down 1 left 1,
plotting points. Then I will show the method of plugging in x-values
such as 0, 1, 2, -1, -2 into the equation to find the y-values. The
corresponding y-values are -2, -1, 0, -3, -4. I will show how to find the
Anticipatory Set
Plot the following points:
(1,5)
(-2,3)
(6,-1)
(-5,-3)
(0,1)
(3,1)
(4,0)
(-1,7)
Handout
1)
=+3
a) What is the y-intercept?
b) What is the slope?
c) List five points on this line
) = 2 1
a) What is the y-intercept?
b) What is the slope?
c) List five points on this line
3)
= ! + 1
a) What is the y-intercept?
b) What is the slope?
c) List five points on the line
Homework
Graph the following linear equations:
1)
=+3
2)
= 2 1
3)
= ! + 1