Lesson 8 of 9 Linear Functions 1

Lesson Title: Restricted Domains

Creator: Mark Davis

Editors: Rebekah Adams, Camila Ash

Standards Met: CCSS.MATH.CONTENT.HSF.BF.B.4.D

Materials Needed:
1. TI Calculator, preferably the TI-Nspire (Refers to Activity Lecture and
Seatwork, needed for each student)
2. Graphing Paper (If needed at any point during the lesson)

Lesson Objectives: Students will be able to…

1. Recall that a “domain of a function” includes all inputs (values for x) that
make a function true by creating ‘real’ outputs (values of y).
2. Recall that a “range of a function” includes all outputs (values for y) of a
function for a given range of inputs (values of x).
3. Define a “restricted domain” as a domain whose inputs (values for x) and
outputs (values for y) do not create a continuous linear graph.
4. Construct a graph of a linear function with a restricted domain, both where x
<, > n, and x <, > n.

Procedure
Warm-Up: Domains and Ranges Entry Slip. – 10 minutes
 In this warm-up, students will recall both that a “domain of a function”
includes all inputs (values for x) that make a function true by creating ‘real’
outputs (values of y), and that a “range of a function” includes all outputs
(values for y) of a function for a given range of inputs (values of x).
 The teacher will ask students the following questions: “What comes to mind
when you hear the word ‘domain’ outside of the context of math? What about
‘range?’ Write down on a scrap piece of paper what you think of, and explain
how you could relate that to what you know about domains and ranges in
math.” At the 6-minute mark, the teacher will ask students to share what they
wrote.
o Possible answers for ‘domain’ include, but are not limited to: “a king
or queen;” “a kingdom;” “my parents’ house or my house;” “stuff I
own;” etc.
o Possible answers for ‘range’ include, but are not limited to: “a
shooting range;” “a golf range;” “a distance I can throw something;” “a
thermometer [it would be amazing if this was asked!];”
o Rationale: since both domain and range can easily be used in everyday
language, it is important to connect the terms’ real-world usage to the
math classroom. Domain can be thought of as the domain of a
kingdom or a student’s bedroom – horizontal – and thus relating to

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 Linear Functions 2

the x coordinates on a typical graphing plain. Range can be thought of

as the range of a thermometer or an airplane – vertical – and thus
relating to the y coordinates on a typical graphing plain.

Activity: Restricted Domains Lecture and Seatwork. – 40 minutes

 Here, students will learn how to define a “restricted domain” as a domain
whose inputs (values for x) and outputs (values for y) do not create a
continuous linear graph, and to construct a graph of a linear function with a
restricted domain, both where x <, > n, and x <, > n.
 The teacher will begin with a lecture on restricted domains for the first 10
minutes. Students will take notes on a scrap piece of paper what the teacher
writes on the board.
o The teacher will ask students what the domain of a linear
function is. For all questions during the lecture, the teacher will
use the most or multiple accurate answers provided by
students as final answers to the questions.
o The teacher will provide a linear function on the board, first in
algebraic terms, and then as a graph. Then the teacher will ask
students what the domain of the function is. The desired
answer is “- < x < .” Other answers may include the
following: “all x’s;” “all y’s;” “all real x’s,” “,” etc. The teacher
may provide as many examples as are necessary, using any
linear function.
o The teacher will then ask students what a restricted domain
may look like and be defined as. The desired answers are 1) “a
ray instead of a continuous line, with a distinct or indistinct
starting point;” and 2) “a domain that contains a countable and
infinite number of inputs (values of x),” or 3) “a domain that
does not include all inputs of an unrestricted domain.” Possible
answers may include the following: 1) “a ray;” “a line with a
starting point;” “a line with an end point;” “a line that doesn’t
go all the way down or up;” etc. and 2) “a domain that isn’t
unrestricted;” “a domain that doesn’t go on forever;” “a domain
that doesn’t have all of the x’s;” etc.
o Next, the teacher will demonstrate how to write out a
restricted domain of a linear function in the form of
f(x) = mx + b, if x , , ,  n.
 The teacher will then provide 3 examples on the board and walk
through the process of graphing a linear function with a restricted
domain.
o The 3 example problems will include the following: Graph the
restricted domain of 1) f(x) = (1/2)x + 2, for x > 0; 2) f(x) = -6x
– 2, for x  -5; and 3) f(x) = -1.5x + 3, if x  3.
o Note: After the first example, the teacher will ask students the
following question: “where might you see this type of graph in

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 Linear Functions 3

places other than math?” Possible answers include: “physics

‘distance over time’ graphs;” “rates of change in money
management;” “scientific tables and graphs.”
 Once the teacher has finished the third example, they will provide 1
example on a calculator (TI-Nspire) and walk through the process of
graphing on the calculator how to graph a linear function with a
restricted domain.
o The example will be the following problem: Graph the
restricted domain of f(x) = -7.63x – 2.4, if x > 5.88
 Students will then use the remainder of class to individually complete
9 problems where students are asked to graph the restricted domains
of linear functions.
o The first 6 problems will require students to graph on the
worksheet, while the other 3 problems will require students to
use their calculators to create the graph. Students will send
their completed graphs from the TI-Nspire to the teacher via
either connected cords or a wireless network.
o The problems are the following: Plot the function on a scrap of
graphing paper – 1) f(x) = -1.5x + 3, if x  3, 2) f(x) = 4x – 2, if x
> -2, 3) f(x) = 3.5x + 0.5, if x  1, 4) f(x) = (9/2)x – 1, if x  -1, 5)
f(x) = -3x + 2, if x  -1.5, and 6) f(x) = (4/3)x + (-3), if x < 6; Plot
the function using your TI-Nspire calculator’s graphing ability
– 7) f(x) = -5.63x – 13.1, if x  11.33, 8) f(x) = 4.21x + 2.78, if x 
-7.09, and 9) f(x) = 5.99x – 30.26, if x > -9.12.

Students will not be given homework other than lecture notes and the activity.
Material will be assessed on the quiz after Lesson 9.

Mark Davis