Lesson Plan Algebra I : Linear Functions

Lesson 4 Title: Linear vs. Non-Linear Functions

Lesson Objective:
At the end of the lesson, it is important that the students are able to decipher between a linear
function and a nonlinear function. What characteristics are there of a linear function that is the
same as nonlinear functions and what is different.

Michigan Common Core State Standards Met:

F-LE 1. Distinguish between situations that can be modeled with linear functions and with
exponential functions.

F-LE 2. Construct linear and exponential functions, including arithmetic and geometric
sequences, given a graph, a description of a relationship, or two input-output pairs (include
reading these from a table).

F-LE 3. Observe using graphs and tables that a quantity increasing exponentially eventually
exceeds a quantity increasing linearly, quadratically, or (more generally) as a polynomial
function.

Previous Knowledge:
● What is a linear function
● What is slope
● How to graph
● How to read an equation
● Linear Equations

Materials:
● Pencil/Pen
● Paper
● Lesson 3.3 worksheet on linear vs. nonlinear

Content:

To begin class they will do a bell ringer that will be written on the board. The bell ringer will be:
1. -2-10=?
2. What is the slope formula?
3. 5x=25, solve for x
4. What is required for a function to be considered linear?

Linear function: has a constant rate of change

Nonlinear function: does not have a constant rate of change, therefore the graph is not a line.

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Lesson Plan Algebra I : Linear Functions

Some examples of linear functions:

Some examples of nonlinear functions:

Linear and Nonlinear Functions

Input/Output tables:
Why would we want to make one and why would it help?

We could look for a constant increase, showing us that the graph would then be linear.

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Lesson Plan Algebra I : Linear Functions

Look at our linear examples above:

Do you notice anything about the variable in all three of these examples?
If so, what do you notice? Talk with the person next to you.

-notice that the variable only has a power of 1.

Look at our nonlinear examples above:

Do you notice anything about the variable in these examples? What is different between these
and the linear ones?

-notice these ones, the variable has a power greater than 1.

We know that a linear function must be in the form y=mx+b where m is the slope (constant
rate of change) and b is the y-intercept.

Worksheet:
“This is something you can work on with your pod. It is not homework, it is just something that
is going to get you all more familiar with what we talked about”

The differentiated instruction could just be asking them to explain what they see in numbers
1-12. Instead of just having them do one thing and it be right or wrong, we could have it be
open and ask them to explain what they see and what their thought process is on what they
think. This allows you to see where each student is at and you can see who is struggling and
who is not as much. As well as allowing them to talk through their steps and thought process.

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Assessment:
Formative: there will be in a quiz after the next two lessons that will cover this information as
well.
Summative: information and topics from this lesson will be on a unit test that they take at the
end of the whole unit.