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Students will be able to identify and understand the three different forms of linear equations.

Students will use key features, such as slope, x-intercept, y-intercept, and zeroes to interpret meaning of an equation or graph.

Students will be able to see the effects of linear transformations on graphs.

Students will be able to interpret the meaning of inequalities, using graphing as a tool to do so.

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This word wall helps students organize and visualize linear transformations, such as translations, reflections, and dilations. It includes the term, an example function under that transformation, and its corresponding graph.

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This lesson plan is for a 50 minute lesson which begins with an interesting video and class discussion. This is followed by students creating a semantic map while reading a poem teaching them about slope-intercept form. After reading, the students then create their own poem incorporating slope-intercept concepts.

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My texts include (from left to right & bottom to top) a song, a picture book, a visual, a poem, another visual, a Spanish source, an app, a video, a news article, a trade book, a website, and another website. The last texts (the websites) are the target texts for this text set.

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TEK: (3) Linear functions, equations, and inequalities. The student applies the mathematical process standards when using graphs of linear functions, key features, and related transformations to represent in multiple ways and solve, with and without technology, equations, inequalities, and systems of equations. The student is expected to:

(A) determine the slope of a line given a table of values, a graph, two points on the line, and an equation written in various forms, including y = mx + b, Ax + By = C, and y – y ₁ = m(x – x ₁);
(B) calculate the rate of change of a linear function represented tabularly, graphically, or algebraically in context of mathematical and real-world problems;
(C) graph linear functions on the coordinate plane and identify key features, including x-intercept, y-intercept, zeros, and slope, in mathematical and real-world problems;
(D) graph the solution set of linear inequalities in two variables on the coordinate plane;
(E) determine the effects on the graph of the parent function f(x) = x when f(x) is replaced by af(x), f(x) + d, f(x - c), f(bx) for specific values of a, b, c, and d;
(F) graph systems of two linear equations in two variables on the coordinate plane and determine the solutions if they exist;
(G) estimate graphically the solutions to systems of two linear equations with two variables in real-world problems: and
(H) graph the solution set of systems of two linear inequalities in two variables on the coordinate plane.

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How can linear equations, inequalities, and graphs capture relationships present in the world?

Sub-Questions
How are the three different forms of linear equations useful in different situations?

How can we use the slope, x-intercept, y-intercept, and zeros of a linear function to tell us something about a real-world example?

How do linear transformations represent different events?

How can we use inequalities to express a range of possibilities in real-world examples?