December 1, 2019

Lesson One
 December 1, 2019

Imagine a boy who collects Yeezys. Let's

say that each year, he gets one new pair.
What is the relationship between the
amount of time that passes and the
number of pairs of sneakers that he has?
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Now, compare responses with the students

around you.
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The relationship here is that, for each

additional year that passes, his collection
of sneakers will increase by one pair.
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Now, pay attention to me as I read the

first few paragraphs of Ch. 5 section 1
and fill in a couple of bubbles on the web
graphic organizer.
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 December 1, 2019

Next, take a few minutes and read of your

textbook, while filling in the web graphic
organizer based around linear functions
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What did we write?

Linear functions
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Both of
these are
functions.
Which is
linear?
Why?
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Which of these
looks more like
the Yeezy
collection?
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Yes, the straight/linear one does.

A linear function is one in which one variable

is related to the other by a constant factor
and/or a constant term being added or
subtracted.
Linear functions increase or decrease by a
constant rate.
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Which seem to be linear, based on this

definition?

y = 5x + 3
y = x3 + 2x - 1
y=9-x
y = -3x2

What can we tell about what shows that our

equation is a linear function?
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Correct, there is no exponent greater than 1!!

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To tell if a set of points belong to a linear

function, plot them and see if they form a
straight line.
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Let's check if these points form a linear function.

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(Did we even need to graph it?)

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Can these be defined by a linear function?

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No, we didn't. Remember the definition.

A linear function increases by a
constant rate.

Each time x (hot dogs) goes up by 1, y

(buns) goes up by 1.
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Can these be defined by a linear function?

No, because, while the amount that time

increases is going up by one, the amount
that distance increases changes. It is not
a constant rate of change.
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Working with the person next to you, create a

group of four collinear points and then graph
them.
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What differs between the two lines?

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Now, with the same partner, create four

new points that don't have a linear
relationship.
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 December 1, 2019

Now, look at page (insert textbook

page here) and complete exercises
(insert exercise #'s here).
Work on these independently. You
have to do what we just did - graph
the points and determine if they have
a linear relationship. I will be walking
around to help.
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Think back to the Yeezy collector. If he

collects one pair each year, this is what the
graph of his collection looks like. How many
pairs will he have after 8 years?
 December 1, 2019

Now, use a half sheet of paper to give an

answer to the following (once you hand it
in you can start working on the homework;
the lesson is done for today)

Imagine that, after 8 years, the Yeezy

collector stops buying shoes and starts
selling two pairs each year. After how
many years will he have sold all of his
sneakers? Attempt to sketch the graph of
this scenario in your answers.
 December 1, 2019

Lesson Two
 December 1, 2019

At the end of the previous lesson, I gave you

this question.
Imagine that, after 8 years, the Yeezy
collector stops buying shoes and starts
selling two pairs each year. After how many
years will he have sold all of his sneakers?
Attempt to sketch the graph of this scenario in
your answers.
What did we say?
(Remember that he had eight pairs of shoes
after eight years of collecting)
 December 1, 2019

Go back to the original scenario, where he

buys one pair each year. Now imagine that he
has a friend who also collects Yeezys, but who
instead buys two pairs each year.
What is different between the two scenarios
(in terms of numbers and the appearance of
the graph)?
Discuss with your partner from last class.
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This is a table of values for the first collection.

Years Pairs
1 1
2 2
3 3
4 4

Each pair will fill in one of the two tables below.

2 pairs per year 3 pairs per year

Years Pairs Years Pairs

1 1
2 2
3 3
4 4

Now different pairs can discuss these two

tables - what is different and what is the
same?
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Yes, the difference is that the friend's

collection grows twice as fast (or three times
as fast), and that at any given time he will
have twice (or three times) as many pairs as
the original collector.
What about graphs?

(the graph of the friend's collection

will be steeper)
What is common between the
graphs?
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This steepness of a graph is called its slope.

The slope might also be called a line's rate of
change.
It can be calculated using two points on a line.
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Consider the tables from before.

What is the slope of the line containing (1,2)
and (3,6)?
What is the slope of the line containing (2,6)
and (4,12)?

Remember: the slope formula is

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The first answer is that the slope = 2

The second, the slope = 3.
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 December 1, 2019

Now, look at page (insert textbook page here)

and complete exercises (insert exercise #'s
here).
Work on these independently. You have to do
what we just did - graph the points and find their
slopes. I'll be walking around if anyone has
questions.
After you are done, give your paper to your pair
partner - I will project the answers on the board
and we will check each other's work.
 December 1, 2019

Now, discuss with your pair partner and

use a half sheet of paper to give an
answer to the following (once you hand it
in you can start working on the homework;
the lesson is done for today)

Imagine that someone received two pairs

of Yeezys for their birthday and then
decided to collect them. How does this
situation differ from all three of the ones
discussed earlier? What would the graph
look like?
 December 1, 2019

Lesson Three
 December 1, 2019

At the end of the previous lesson, I laid out this

scenario and the subsequent questions:
Imagine that someone received two pairs of
Yeezys for their birthday and then decided to
collect them, buying one new pair each year.
How does this situation differ from all three of
the ones discussed earlier? What would the
graph look like?
Go with your pair partner again and quickly get
back into the same mode of thinking you had
when you saw this at the end of the lesson.
What did you say?
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Yes - although the rate of change/slope of

the new case is the same as the original (1)
they differ because in the new case, the
starting value (at time = 0) is 2 pairs,
whereas in the original it was 0 pairs.
 December 1, 2019

Now, pay attention to me as I read the

first few paragraphs of Ch. 5 section 2
and 3, fill in the web graphic organizer,
and underline important vocab terms
when writing them.
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 December 1, 2019

What did we write?

Equations of linear
functions
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Next, take a few minutes and read of your

textbook, while filling in the web graphic
organizer and underlining important vocab
terms when writing them.
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The name for what differentiated the

two Yeezy functions from earlier is the
y-intercept.
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We can use a line's slope and y-intercept to

write an equation for it. This is called the
slope-intercept form of the line's equation.

y = mx + b
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Independently, graph the following sets of

points:

(1,4); (2,6); (3,8); (4,10)

(-2,8); (0,5); (1,3.5); (3,1.5)

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(1,4); (2,6); (3,8); (4,10)

The equation is y = 2x + 2
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(-2,8); (0,5); (1,3.5); (3,1.5)

y = -1.5x + 5
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For both graphs and groups of points, how

do the coordinates of the points relate to the
equations?
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If we plug in each corresponding x and y to

the equation, then the resultant equation is
true!
(i.e. the numbers on each side equal each
other)
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What if you were given two points or a

graph of a line and asked to write an
equation for it? What can you do?

Take a couple minutes and think/discuss in

your pairs.
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What strategies did we devise?

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You must first find the slope using rise-

over-run or difference in y-over-difference
in x

m = 1/3

then plug in the slope and the coordinates

of one point to find the y-intercept.

0 = (1/3)(3) + b
0=1+b
b = -1

Then you can write the equation.

y = (1/3)x - 1
 December 1, 2019

Let's work on this one together!

 December 1, 2019

Now, look at page (insert textbook page here)

and complete exercises (insert exercise #'s
here).
Work on these independently. You have to do
what we just did - find their slope-intercept
equations. I will be walking around to help.
After you are done, we will go over the answers
together.
 December 1, 2019

Now, use a half sheet of paper to give an

answer to the following (once you hand it
in you can start working on the homework;
the lesson is done for today)

What differentiates a linear function from

other linear functions? What makes linear
functions different from one another?
 December 1, 2019

Lesson Four
 December 1, 2019

What differentiates the red line and the green

line? What is the same?
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What differentiates the blue line from the

purple line? What is the same?
 December 1, 2019

Think back to your exit ticket yesterday -

What differentiates a linear function from other
linear functions? What makes linear functions
different from one another?
Did your answer change?
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To graph a line based on its slope-intercept

equation, begin by plotting the y-intercept.
Then, count boxes to plot more points.
Remember that the slope represents a
"rise" (change in y) over a "run" (change in x).
Negative slopes should have y decrease while
x increases and positive slopes should have y
increase while x increases!
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y = 2x -1

Plot the y-intercept, then count boxes! (Up

two, right one or down two, left one)
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Let's do this one together!

y = (1/2)x - 2
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Think back to last lesson - what if I have

two points given, not the slope or y-
intercept?

(-1,3) and (2,7)

If we only need to graph the line, we can

just plot the points, connect them, and
extend. If we need to find the equation
what do we need to do?
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(-1,3) and (2,7)

First, find the slope.

Then plug in to find the y-intercept

Then write the full equation.

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Let's do this one together! Graph and find the

equation.
(1,-1) and (-4,7)
 December 1, 2019

Groupwork(!)

You'll each be given a sliver of paper with one

line of an equation's conversion on it.
There are four parts to each: (1) the two
points' coordinates, (2) the slope calculation,
(3) the slope and coordinates plugged into
y=mx+b and the y-intercept, and (4) the final
equation.
You must find the other three people who
have the rest of your equation on their slivers
of paper.
When finished, everyone should write their
name on their piece of paper, the group
should clip them together in the correct order,
and they should be handed in.
 December 1, 2019

[This would not be in the slides; it is just to

serve as a model for what the slivers of paper
would say; there would likely be about 7 to
accommodate the number of students in the
class]

(2,3) and (6,-1)

m = (6 - 2)/(-1 - 3) = 4/-4 = -1
The slope is -1

y = mx+b
3 = (-1)(2) + b
The y-intercept is 5
3 = -2 + b
b=5

y = -1x + 5
 December 1, 2019

Now, use a half sheet of paper to give an

answer to the following (once you hand it
in you can start working on the homework;
the lesson is done for today)

Write the slope-intercept form of the

equation of a line. What does each
variable represent? How do each relate to
the graph of the line?
 December 1, 2019

Lesson Five
 December 1, 2019

Warmup

Write the
equation
of this
line.
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Warmup

Graph the line with the equation

y = (-3/2)x + 2
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Warmup

Graph the line that passes through the points

(-2,-4) and (2,2) and find the equation of the
line.
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Warmup

Consider the last exercise - is there any

different way we can rearrange the terms of
the equation that could be useful to us in
different cases?
What if we bring the y-intercept over to be
with the y?
y = (3/2)x - 1
y+1 = (3/2)x

And since the x-coordinate of the y-

intercept is 0, what if we group that
coordinate (0) with x the same way we did
with y?

y + 1 = (3/2)(x - 0)
 December 1, 2019

Next, take a few minutes and read of your

textbook, while filling in the web graphic
organizer based around the point-slope
form of the equation of a line.
 December 1, 2019

What did we write?

Linear functions
 December 1, 2019

The point-slope form of a line's equation is

another way of writing it - it is an equivalent
form to slope-intercept, just re-expressed in
a different order.

Instead of using the y-intercept and slope, this

form allows us to use the slope and any point
on the line in order to write its equation.
 December 1, 2019

Each equation in point-slope form can also be

expressed in slope-intercept, and vice versa

y = 2x + 1 y-3 = 2(x-1)
y = (1/3)x - 2 y+2 = (1/3)x
y = (-4/3)x + 5 y - 9 = (-4/3)(x+3)
y = -3x - 3 y-0 = -3(x+1)

It is easier to convert from point-slope into

slope-intercept.
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I'll show you how to convert this one.

y-3 = 2(x-1)
(distribute, then get the y by itself.)

y = 2x + 1
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Let's do this one together.

y = (1/3)x - 2

y+2 = (1/3)x
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Do these on your own.

y = (-4/3)x + 5 y = -3x - 3

y-0 = -3(x+1)
y - 9 = (-4/3)(x+3)
 December 1, 2019

What might make point-slope form useful to

know (a lot of students tend to only remember
slope-intercept form and forget about point-
slope form - where might it be more useful to
apply this than slope-intercept?)

Discuss with your pair partners.

 December 1, 2019

Groupwork(!)

This is the same groupwork setup as last

lesson.

You'll each be given a sliver of paper with an

equation of a line in either point-slope or
slope-intercept form on it. You must find the
person who has the equivalent equation to
yours in the other form.
When finished, both students should write
their name on their piece of paper, the group
should clip them together, and they should be
handed in.
 December 1, 2019

[This would not be in the slides; it is just to

serve as a model for what the slivers of paper
would say; there would likely be about 10-15
pairs to accommodate the number of students
in the class]

y = 3x + 2

y - 11 = 3(x - 3)
 December 1, 2019

Now, use a half sheet of paper to give an

answer to the following (once you hand it
in you can start working on the homework;
the lesson is done for today)

Write the point-slope form of the equation

of a line. What does each variable
represent? How do each relate to the
graph of the line? In which cases might
you prefer to use this instead of slope-
intercept form?