**Lesson 3 – Graphing Linear Equations**

**Lesson Overview:**Students will explore the definition of a function graphically, with a set of ordered pairs, and by using an input-output model with the graphing calculator. This model dynamically allows students to discover the function by experimenting with input values that produce the desired output. Function notation is also reinforced.

**Resources or Materials Needed:**

• Each student will need a copy of

*Graphing Linear Equations*(See Appendix O) (Systry.com, 2014)

*, Graphing Lines of the Form y = mx + b*(See Appendix P)

*, Back in Time*(See Appendix Q) (Texas Instruments, 1995-2018),

*Graphing Lines*(See Appendix R) (Alsumidaie, 2005),

*Real-World Application Pledge Plans*(See Appendix S) (Texas Instruments, 1995-2018)

• Teacher will need the projector resource to support discussion.

**New Technology Introduced:**

- Create a Graph website

**Lesson Objective:**Given various representations of functions (graphs, tables, equations or word problems), Algebra 1 students will be able to represent the domain of various functions with 80% accuracy.

**Time:**(2) 50-minute periods

**Lesson Plan 3**

**Step 1: Pre-Instructional Activity –**

- Pass out TI 83 Calculators and copy of
*Graphing Linear Equations (Systry.com, 2014)*worksheet. - Project the instructions on the board.
- Walk students through worksheet. This activity will help them become familiar with the graphing calculator.

**Step 2: Content Presentation**- PowerPoint on graphing an equation in slope-intercept form.
- Give each student a copy of
*Graphing Lines of the Form y = mx + b*(See Appendix P). - Have students work in partners on the worksheet.
- Walk around room and take notice of how groups are working, check for understanding.

**End of Day One**

**Step 3: Learner Participation – Day 2**

- Distribute
*Back In Time*worksheet (See Appendix Q) . - Students are introduced to the step function. They will use lists to calculate the cost of a cell phone plan for minute usage. After each number is calculated, they will graph it as a scatter plot.
- In the first problem, students will explore a position-vs.-time graph. After being introduced to the definition of a function, they will determine if the graph is a function of time, then update the graph to show a function.
- Then students will calculate the output values for given input values using the distance formula d = 0.5at2 for when a = 12 ft/s2. The first set of input values are for t and the second set of input values are for d. Students will then explore using function notation on the calculator entering input values to find the output value. The given function is stored in the Y= screen.
- Walk around the room and give support and check for understanding.
- Pass out Kindles to students and a copy of the worksheet
*Graphing Lines*(See Appendix R) . - Have students access the Create A Graph website at the following link: https://nces.ed.gov/nceskids/createagraph/. Students will use the website to graph the lines on the worksheet instead of on the provided worksheet, so they can see a better picture of the results of the points graphed, this will in turn help the student gain a greater understanding due to the fact that incorrectly graphed points will stand out.

**Step 4: Assessment**

- Distribute
*Real-World Application Pledge Plans*(See Appendix S) (Texas Instruments, 1995-2018). - Students will score with 80% accuracy on a standard grading scale.

**End of Day Two**