Interpret the Equation y = mx + b as Defining a Linear Function, Whose Graph is a Straight Line / TEACHER NAME
Andrea Karpiak / PROGRAM NAME
Mansfield City Schools – Adult & Community Ed
[Unit Title]
Algebra / NRS EFL(s)
4 – 6 / TIME FRAME
60 – 120 minutes
Instruction / ABE/ASE Standards – Mathematics
Numbers (N) / Algebra (A) / Geometry (G) / Data (D)
Numbers and Operation / Operations and Algebraic Thinking / A.4.13
A.4.9
A.4.14
A.6.6
A.6.11 / Geometric Shapes and Figures / Measurement and Data
The Number System / Expressions and Equations / Congruence / Statistics and Probability
Ratios and Proportional Relationships / Functions / Similarity, Right Triangles. And Trigonometry / Benchmarks identified in RED are priority benchmarks. To view a complete list of priority benchmarks and related Ohio ABLE lesson plans, please see the Curriculum Alignments located on the Teacher Resource Center (TRC).
Number and Quantity / Geometric Measurement and Dimensions
Modeling with Geometry
Mathematical Practices (MP)
x / Make sense of problems and persevere in solving them. (MP.1) / x / Use appropriate tools strategically. (MP.5)
x / Reason abstractly and quantitatively. (MP.2) / x / Attend to precision. (MP.6)
x / Construct viable arguments and critique the reasoning of others. (MP.3) / x / Look for and make use of structure. (MP.7)
x / Model with mathematics. (MP.4) / x / Look for and express regularity in repeated reasoning. (MP.8)
LEARNER OUTCOME(S)
· Students will be able to 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. / ASSESSMENT TOOLS/METHODS
· Observations from tutorial videos
· Contextualized activities
· Worksheets
LEARNER PRIOR KNOWLEDGE
· Students should know how to complete function tables and how to graph points on a coordinate plane.
INSTRUCTIONAL ACTIVITIES
Before beginning the lesson teachers should create a free, online account at LearnZillion.
1. Have students watch Analyze tables and graphs to determine whether they are nonlinear and complete the related activities and practice problems.
a. It will help to build fluency with finding rates of change to determine linearity.
b. Tables and graphs are used here because those are two of the representations with which students need to become fluent.
c. This work develops students' understanding that not all functions are linear.
2. As a class, work through the lesson Functions: Are They Linear or Nonlinear?
a. Students will be given 5 different functions shown with different representations. They need to investigate and determine if they are linear or non-linear and explain their reasoning. There will be four different versions. / RESOURCES
Computer with Internet access
Projector, ability to project
Speakers
TI30XS calculators for student use
Clifner, L. (n.d.). 2. Analyze tables and graphs to determine whether they are nonlinear (FP). Retrieved from https://learnzillion.com/lesson_plans/3178
CPALMS. (n.d.). Functions: Are They Linear or Non-Linear? Retrieved from http://www.cpalms.org/Public/PreviewResourceLesson/Preview/48283
DIFFERENTIATION
· Students will watch the tutorial video and apply the information to worksheets.
· A variety of worksheets are available to meet the diverse needs of your students.
· I would encourage your students to work together and use peer teaching.
Reflection / TEACHER REFLECTION/LESSON EVALUATION
Additional Information
Ohio ABLE Lesson Plan – Interpret the Equation y = mx + b as Defining a Linear Function, Whose Graph is a Straight Line