Lesson Portfolio Entry Template

Instructional Support What tools or resources will students have to use in their work that will give them entry to, and help them reason through, the activity? Task What is the main activity that students will be working on in this lesson?
1. Students will be working on Using Your Graphing Calculator Task which walks them through graphing linear functions on a graphing calculator. 2. As a group, students will work through graphing y=2x+1 together using step by step instructions. 3. Students will then work in pairs to graph two other linear functions. Students will also find the slope of these lines as well as the initial value. 4. As a group, we will work through discussing where the slope and initial value appears in the equation, graph, and table. 1. Students will use graphing calculators to help them fill in a table and graph the function on a grid paper. 2. Students will use their knowledge that y=mx+b represents a linear pattern where m=constant difference and b=initial value. 3. Students will use their knowledge of rise over run in calculating slope. 4. Students will use their knowledge of graphing coordinates as (x, y) from an input/output table made from an equation of a line to make connections between the two representations.

Learning Goals (Residue) What understandings will students take away from this activity?
Students will be able to identify where the slope occurs in the three representations of a line: equation, graph, and table. Students will be able to identify where the y-intercept occurs in three representations of a line: equation, graph, and table. Students will be able to identify the slope-intercept form of a line from a graph or table. Students will be able to graph a line given in slope-intercept form without creating a table.

What questions might you ask students that will support their exploration of the activity and bridge between what they did and what you want them to learn (the two green boxes)?
To be clear on what students actually did, begin by asking a set of assessing questions such as: What did you do? How did you get that? What does this mean? Once you have a clearer sense of what the student understands, move on to appropriate set of questions below. 1. How have we learned to find slope between two points before? 2. What does that tell us about how you might find another point on that line? 3. At what value does this line intercept the y-axis? Where else do we see that value in the table or our equation? 4. How do we know that this b value will always be our yintercept? 5. How can we graph a line without making a table?

What are the various ways that students might complete the activity?
Calculating Slope: 1. Students may use the formula for slope as rise over run. 2. Students may use the formula for slope as y1-y2/x1-x2. 3. Students may notice that the slope of the calculated line is the same as the constant difference in the table, the m value in the equation and the rise over

Evidence What will students say, do, produce, etc. that will provide evidence of their understandings?
At the end of the discussion, students will be asked to graph a linear function on their own without creating a table. Students will be given the slope-intercept form of a line, then asked to find the slope and y-intercept and use these pieces of information to plot at least three points on the line.

Lesson Portfolio Entry Template run of the graph. Finding the Initial Value: 1. Students may use the table, graph, or equation to find the initial value of the function. 2. Students may notice that the yintercept of the graph, the b value of the equation, and the 0 value of the table all point to the same number. Making Connections: 1. Students may choose any point from the table, use the slope to find the next point as rise over run. 2. Students may see the initial value and plot that point, and then use the slope as rise over run to find the next points. 6. What does the slope tell us about the points on the line? 7. From our equation, what point do we always know will be on that line? 8. What relationships do you see between these three representations? 9. Will these relationships will always be true? Students will also be assessed on this information during a quiz.