Graphing Linear Equations Lesson

DESCRIPTION
Students will be learning how to graph lines in a coordinate grid. They
will be learning about slope, y-intercepts, and x-intercepts. They are
learning this in order to interpret relationships in mathematics.
PREREQUISITES
Students will have already learned how to label a graph, recognize
which axes are which, and how to plot points.
ESTIMATED TIME
45 minutes
PURPOSE:
Classroom Instruction
GRADES:
89
CONTENT AREAS:
Math
COMMON CORE:
Mathematics
Functions
Define, evaluate, and compare functions.
CCSS.Math.Content.8.F.A.1 (grade 8): Understand
that a function is a rule that assigns to each input exactly
one output. The graph of a function is the set of ordered
pairs consisting of an input and the corresponding output.
CCSS.Math.Content.8.F.A.3 (grade 8): 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. For example, the function A = s2 giving the
area of a square as a function of its side length is not

linear because its graph contains the points (1,1), (2,4)

and (3,9), which are not on a straight line.
Use functions to model relationships between quantities.
CCSS.Math.Content.8.F.B.4 (grade 8): Construct a
function to model a linear relationship between two
quantities. Determine the rate of change and initial value
of the function from a description of a relationship or
from two (x, y) values, including reading these from a
table or from a graph. Interpret the rate of change and
initial value of a linear function in terms of the situation it
models, and in terms of its graph or a table of values.
Algebra: Creating Equations
Create equations that describe numbers or relationships.
CCSS.Math.Content.HSA-CED.A.2 (grade 9 - 12):
Create equations in two or more variables to
represent relationships between quantities; graph
equations on coordinate axes with labels and scales.
Algebra: reasoning with equations and inequalities
Represent and solve equations and inequalities graphically

CCSS.Math.Content.HSA-REI.D.10 (grade 9 - 12):

Understand that the graph of an equation in two
variables is the set of all its solutions plotted in the
coordinate plane, often forming a curve (which
could be a line).
Functions: Interpreting Functions
Understand the concept of a function and use function
notation.
CCSS.Math.Content.HSF-IF.A.1 (grade 9 - 12):
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).
CCSS.Math.Content.HSF-IF.A.2 (grade 9 - 12):
Use function notation, evaluate functions for inputs
in their domains, and interpret statements that use
function notation in terms of a context.
Interpret functions that arise in applications in terms
of the context.
CCSS.Math.Content.HSF-IF.B.4 (grade 9 - 12):
For a function that models a relationship between
two quantities, interpret key features of graphs and
tables in terms of the quantities, and sketch graphs
showing key features given a verbal description of
the relationship. Key features include: intercepts;
intervals where the function is increasing,
decreasing, positive, or negative; relative
maximums and minimums; symmetries; end
behavior; and periodicity. (Modeling)
Analyze functions using different representations.
CCSS.Math.Content.HSF-IF.C.7 (grade 9 - 12):
Graph functions expressed symbolically and show
key features of the graph, by hand in simple cases
and using technology for more complicated cases.
(Modeling) a. Graph linear and quadratic functions
and show intercepts, maxima, and minima. b. Graph
square root, cube root, and piecewise-defined
functions, including step functions and absolute
value functions. c. Graph polynomial functions,
identifying zeros when suitable factorizations are
available, and showing end behavior. d. (+) Graph
rational functions, identifying zeros and asymptotes
when suitable factorizations are available, and

showing end behavior. e. Graph exponential and

logarithmic functions, showing intercepts and end
behavior, and trigonometric functions, showing
period, midline, and amplitude.
CCSS.Math.Content.HSF-IF.C.9 (grade 9 - 12):
Compare properties of two functions each
represented in a different way (algebraically,
graphically, numerically in tables, or by verbal
descriptions). For example, given a graph of one
quadratic function and an algebraic expression for
another, say which has the larger maximum.
INSTRUCTIONAL GOALS
Students will be able to graph a linear equation in the form of y=mx+b.
OBJECTIVES
Students will be able to find the y-intercept
Students will be able to find the slope
Students will be able to find other points on the line by counting
using the slope
Students will be able to find other points on the line by plugging in
x-values in the equation to get the y-values out
Given a line, students will be able to find the slope of a line parallel
to the original
Give an line, students will be able to find the slope of a line
perpendicular to the original
VARIABILITY
This lesson can be differentiated for all students. Visual learners will
see me graphing the linear equations on Geometer's Sketchpad.
Auditory learners will hear me explain how to graph the linear
equations. Kinesthetic learners can follow along on a computer or an
iPad creating the graphs along with me. Students with poor motor
skills may benefit from using the computer, an iPad, a pencil grip, or a
bigger writing utensil. Students with visual problems can be given
larger graph paper. Students with intellectual disabilities and students
with poor note-taking skills will be given detailed notes with pictures

of the graphs drawn in class. Students with intellectual disabilities will

have shorter assignments. I will walk around during independent work
time to check for understanding for all of the students. Students will
have the option to go on a computer or iPad and
explore http://hotmath.com/learning_activities/interactivities/slopeintercept.swf. This is an interactive website that allows people to
compare lines with different slopes and y-intercepts by dragging the
line or plugging in the slope and y-intercept.

Assessments
FORMATIVE ASSESSMENTS
Handout: Students will work on a handout and will answer questions
about linear equations. They will state the y-intercept and the slope
from a linear equation. Then they will plug in x-values to the equation
and get the y-value out, finding other points on the line. They will also
find the slopes of parallel and perpendicular lines to the lines given.
Activity: Students will go up to the Smartboard and plot a point that
they found on the line in the first question. They can choose to put a
point up that they found by plugging in values or they can find it by
counting using the slope.
I will be able to see how much students know from both the handout
(I will walk around) and from the activity on the Smartboard.
SUMMATIVE ASSESSMENTS
Homework: Students will get a homework assignment and will be
expected to complete it. The students will be graphing the linear
equations they worked with on the handout in class. The next day, I
will assign students a number and they will put their solutions up on
the board. Then I will go over them and correct any mistakes.
Students will get to see the right answers so they can evaluate their
own work. Then they will hand in their homework for extra feedback.
Quiz: Students will have a short quiz each week to gauge how much
they have learned.
Test: Students will have a test at the end of each chapter to gauge
how much they have learned. Students will be able to choose a
certain number of questions to answer from each section in order to
show what they know. If they answer additional questions correctly,
they will get extra credit. Students will get to choose the methods of
solving the questions.

OPENING
Anticipatory Set
Students will get a piece of graph paper and will be asked to label the
axes and plot the points listed. This is a good exercise to review so
that the students feel comfortable with the topic of graphing lines.
Students can choose to graph these points on the graph paper or on
a computer or iPad.

DURING
Introduce New Knowledge
I will explain to the class that y=mx+b is the equation of a line. m (a
number) is the slope and b (a number) is the y-intercept. If m is
negative, the line has a negative slope. If b is negative, the yintercept has a negative y-value and the y-intercept is below the xaxis. The slope is rise over run so if you have y=3x+5 the slope is 3
and the y-intercept is 5. A positive slope means the line goes up and
right/down and left. A negative slope means the line goes up and
left/down and right.
Given a line, a line parallel to the original line has the same slope.
Given a line, a line perpendicular to the original line has a negative
reciprocal slope.
The y-intercept is a point of the form (0,y) since x is always 0. The xintercept is a point of the form (x,0) since y is always 0.
When graphing linear equations, you have two options. The first is to
plot the y-intercept (b) and then count using the slope. The second is
to plug in values for x and find the y-value.
Model New Skills and Knowledge
I will put the equation y=x-2 on the board. I will show where I get a
slope of 1 from and a y-intercept of -2. I will model both methods for
this problem; I will plot the point (0,-2) and count up 1 right 1, up 1
right 1, plotting points. I will also count down 1 left 1, down 1 left 1,
plotting points. Then I will show the method of plugging in x-values
such as 0, 1, 2, -1, -2 into the equation to find the y-values. The
corresponding y-values are -2, -1, 0, -3, -4. I will show how to find the

negative reciprocal of a number. You flip the fraction upside down

and make it negative.
Independent Practice
Students will get a handout (see below). They will have questions
about slope, y-intercept, finding points on a line, and finding slopes of
parallel and perpendicular lines. The students with different abilities
may use the computer or iPad, if necessary. Ideally the students will
work independently, however if they need help they may ask the
student next to them.
CLOSING
I will remind the students that they need a point and the slope to
graph it and that their homework tonight will be to graph 3 linear
equations. I will tell them that next class they will learn how to find the
equation of a line. I will give them an exit slip for them to fill out before
leaving class. This exit slip will have a question about the days
lesson.
MATERIALS AND SUPPLIES
Pencils
Graph paper
Smartboard/whiteboard
Computers/iPads
Geometer's Sketchpad
Anticipatory set
Handout

Anticipatory Set
Plot the following points:
(1,5)

(-2,3)

(6,-1)

(-5,-3)

(0,1)

(3,1)

(4,0)

(-1,7)

Handout
1)

=+3
a) What is the y-intercept?
b) What is the slope?
c) List five points on this line

) = 2 1
a) What is the y-intercept?
b) What is the slope?
c) List five points on this line

3)

= ! + 1
a) What is the y-intercept?
b) What is the slope?
c) List five points on the line

Homework
Graph the following linear equations:
1)

=+3

2)

= 2 1

3)

= ! + 1