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Graphing Linear Functions with a Calculator

MI-NGSS

F-IF-1: Understand that a function from one set (called the domain) to another set (called the

range) assigns to each element of the domain exactly one element of the range. If f is a function

and x is an element of its domain, then f(x) denotes the output of f corresponding to the input x.

The graph of f is the graph of the equation y = f(x).

F-IF-2: Use function notation, evaluate functions for inputs in their domains, and interpret

statements that use function notation in terms of a context.

F-IF-7a: Graph functions expressed symbolically and show key features of the graph, by hand in simple

cases and using technology for more complicated cases. Graph linear and quadratic functions and show

intercepts, maxima, and minima.

Objectives

Students will be able to graph a linear function

Students will be able to interpret the graphs of a linear function

Students will be able to describe how slope effects a linear function

Students will be able to describe how y-intercept effects a linear function

Prior Knowledge Needed:

 Domain/range

 Intercepts

 Linear equations

 Slope

 Graphing skills

Materials

Computer
Caluculators
Content
Teacher Actions/ Words
What will you say and do:
The bell ringer question of
the day will be written on the
board as follows:
Graph the following
equations:
F(x) = 3x+6
F(x) = ¼ x -2
Find the domain, range, y-
intercept, x-intercept, and
slope of the graph
Ask two student to share their
graph and answers with the
class
“Today I do not have a note
sheet for you as everything is
on the calculator, but I expect
you to take notes for
yourself”
We will reviews the desmos
answers and compare the
student’s answers, it will be
anonymous.
“Now we are going to graph
using our calculators so that
you can see how both types
of technology look and how
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Student Actions/Response Rationale
Will work on the bell ringer Bell ringers are a great way to
quietly, as they know this is start the class with a review
an individual warm up that problem that also ties to the
we do in the class class. This gets students
thinking about the
information before the lesson
starts
two students will come up to I sit back for this discussion
the Elmo and project their because the less I talk, the
graph and then all the more the students are willing
students will discuss the to explain it to each other.
answers that they got This also allows me to
understand their line of
thinking and correct any
misconceptions before we
start the lesson
Students should pull out their I do not force students to take
notebooks, but if they do not notes because it is their
that is their choice choice. If they do not take
notes, then I will not help
them as much with any
questions that they have.
Students will be allowed to sit By allowing the students to
and discuss the answers that explain why the answers are
were given in desmos and or are not correct, they learn
why some of them are not more this way then just me
correct explaining what the answers
are. I find that students are
able to describe the problems
to each other more on their
understanding level.
Students will follow along on I want to model a problem so
their own calculators. that the students can follow
along before I let them loose

we can manipulate the
graphs.” “Let’s start with
f(x)= 12x+4” I will be doing
these problems on my
calculator under the elmo for
students to follow along”
“The calculators have cool
tools such as intersecting or
finding points or slopes” I
will show students where to
find the tools and allow them
to use whichever tools they
would like “Use some of
these tools on your calculator
to fill in your worksheet”
I will walk around the
classroom while students
work on their worksheet.
When they are finished, they
will start working on their
homework assignment for the
day.
Students will work on their
worksheet individually and if
they have questions, they can
ask each other to compare
answers
Students will continue to
work.
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to explore the calculators on
their own.
The worksheet will allow this
to be another guided
discovery lesson for the
students but using the
calculator this time. I want
students to learn how to use
their calculator and learn the
patterns of linear functions,
which they will talk about
later in the unit.
They are getting a separate
homework assignment for
this lesson because this is a
graphing lesson, which will
have different types of
homework problems
compared to the initial lesson
of what linear functions are.
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Graph this function: f(x)= ¼ x +3 Graph this function: f(x) = 3x -2

Slope: Slope:

y-intercept: y-intercept:

x-intercept: x-intercept:

Domain: Domain:

Range: Range:

Graph this function: f(x) = 2 Graph this function: f(x) = 9x -3/7

Slope: Slope:

y-intercept: y-intercept:

x-intercept: x-intercept:

Domain: Domain:

Range: Range:

Graph this function: f(x) = 1/12 x Graph this function: f(x) = 8x -2

Slope: Slope:

y-intercept: y-intercept:

x-intercept: x-intercept:

Domain: Domain:

Range: Range:
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Function of your choice: Function of your choice:

Slope: Slope:

y-intercept: y-intercept:

x-intercept: x-intercept:

Domain: Domain:

Range: Range: