Understanding math using the GeoGebra app

8th grade - Linear function graph

Lesson type - Consolidation of knowledge

Introduction

In this lesson, students will learn to geometrically represent the graph of a linear function,
defined on finite sets and on R. At the same time, students will solve distance calculation
problems, practical problems, using the graph of the linear function.

Students will work individually and in teams. It is recommended that the teacher and students
be familiar with the GeoGebra application and prepare tablets and worksheets for students
before beginning the lesson. Students will be placed in groups of four.

Key questions:

• What items do we need for

to define a function?

• What is the general shape of a

linear functions?

• What is the geometric representation of a function but of a linear function?

General and specific skills:

CG. 1. Identifying mathematical data and relationships and correlating them according to the
context in which they were defined.

CG. 2. Processing of quantitative, qualitative, structural, contextual data contained in

mathematical statements.
CG. 3. The use of algorithms and mathematical concepts for the local or global
characterization of a concrete situation.

CG. 4. The expression of the quantitative or qualitative mathematical characteristics of a

concrete situation and of the algorithms for their processing.

CG. 5. Analyzing and interpreting the mathematical characteristics of a problem situation.

CG. 6. Mathematical modeling of various problematic contexts, by integrating knowledge

from different fields.

CS. 1. Recognition of correspondences that are functions.

CS. 2. Using the values of some functions in solving some equations and some inequalities.

CS. 3. Representation in various ways of correspondence and / or functions in order to

characterize them.

CS. 4. The expression, through graphic representations, of some notions of plane geometry.

Derived skills:

• Graph the function, f: R → R, f (x) = axis + b, a, b ∈ R in a system of perpendicular axes

xOy.

• Practice reading the graph of a function to determine the domain of definition, the range of
values, or to check that a point belongs to the graph.

• To observe the correlation between the nature of the definition domain and the graphical
representation of the function;

• Determine the coordinates of the points of intersection of the graph of a function of form f:

R → R, f (x) = ax + b, a, b ∈ R with coordinate axes.

• Graph the linear function graph using the GeoGebra Classic application.

Materials required:

• Sheets 1, 2 and 3,

• Tablets with the GeoGebra application

Concepts addressed:

• Function

• Definit

• Codomain
• Coordinates in the plan

• Geometric representation of the graph of a function

• Linear function

Conducting the lesson

1. Capturing attention and presenting the title of the lesson

Purpose: Students to enter the atmosphere of the lesson with maximum attention and curiosity

Time: 5 minutes

Methods: Conversation, explanation, exercise Concepts: function

Students will be introduced to the lesson atmosphere by a problem:

A taxi company charges the following rates:

- 5 lei starting

- 2.50 lei / km

Complete the following table and find out the costs of the following routes:

Nr. km 2 km 3 km 6 km 8 km 10 km

Price 10 12.5 20 25 30

The teacher guides discussions to solve it, using helpful questions such as:

• How do we calculate the price for the first 2 km route?

• Using the same procedure, complete the entire table.

• Can we establish a calculation formula to calculate more easily?

• Can we say that we have established a correspondence between the elements of two sets?
The set of routes expressed in km and the set of prices / numbers that are expressed in lei?
Thus, each route expressed in km corresponds to a single number, which represents the price
expressed in lei.

• What is the name of such correspondence?

After solving the problem and emphasizing the three elements of the function, the teacher
announces the title of the lesson and the learning objectives - The linear function, the graph of
the linear function.

2. Updating previously learned knowledge

Purpose: To remind students of the concepts needed for the lesson

Time: 10 minutes

Materials: Worksheet 1

Methods: Conversation, Explanation, Exercise, Concepts: Function, Definition Area,

activity in pairs codomain, modes of representation of the function, graph of the function

Updating previous knowledge will be done by completing worksheet 1. Students receive the
worksheet and have the task of completing it in pairs. If they encounter difficulties, they are
given directions. Check sheet 1 will be done frontally. Students will say, in turn, what
solutions they have found.

Students will be asked questions such as:

• Were you able to identify the elements of the function?

• You have identified the necessary conditions for a point in the plan to belong to a specific
one

dial? But position lVictor and the position of the animals in the figure?

• What is the shortest distance between two points?

• How did you find out this distance? What method did you apply?

3. Directing learning

Purpose: Students to identify the linear function, to observe and analyze particular cases, to
learn methods for representing the linear function, to "read" from the graph data necessary to
solve given tasks

Methods: Conversation, demonstration, exercise, modeling, tablet simulation

Time: 35 minutes

Materials: Tablet with GeoGebra application and worksheet 2

Concepts: Linear function, function graph linearity

Step 1: The teacher resumes the exercise, the one from the beginning of the lesson with the
taxi company, noting on the board the identified function: f: {2; 3; 6; 8; 10} →: {10; 12.5; 20;
25; 30}, f (x) = 2.5 · x + 5. Having calculated the table with the values for some routes and Gf
= {(𝟐; 𝟏0), (𝟑; 𝟏2, 𝟓), (𝟔; 𝟐0), (𝟖, 𝟐𝟓), (𝟏0, 𝟑0)}. The teacher will write on the board the
geometric representation of the function or the graph of the function, in a Cartesian axis
system.

The teacher guides a conversation with the students based on the following questions, giving
each one the correct answers:

• What do you notice if you analyze the position of the points on the graph? (They are
collinear)

• This is why such functions are called linear. In the

our example, because the domain of definition is the set {2; 3; 6; 8; 10},

The graph of the function is a lot of points, but it does not form a straight point with

point.

• What set should be the domain of definition to get a line graph?

• How many points do we need to determine a straight line?

• How do we determine these points?

The teacher explains and exemplifies with the function from ex. 1 the two methods of solving
- the method by points and the method by cuts to represent the graph of the linear function.
The coordinates of the intersection points of the graph with the axes are checked on the graph.

Stage 2

Example using the GeoGebra application to represent linear functions Next, the math teacher
will explain each step with the help of the tablet and the GeoGebra Classic application.

Students are asked to open the tablet and start the GeoGebra Classic app. At the bottom is a
set of shortcuts. In the following we will show what are the steps for representing a first
degree function.
Step 1 - Open the application, the home page looks like this:

Step 2 - We will show how to introduce the first degree function:

Step 3 - Press the Enter key and create sliders for the two variables a and b, respectively.

Step 4 - After creating the two sliders a and b, respectively, we will set conditions for the
variable a, the minimum value, respectively the maximum value, analogously and for the
variable b, the figure below highlights a = 1, respectively b = 1.

The graph of the first degree function will be drawn automatically.

If we change the values of the two variables a and b, we can easily see that the graphical
representation also changes.
The teacher will exemplify on his tablet and on the video projector a second function, f: R →
R, f (x) = 2.5x +5.

In this image, the teacher used input box insertion for values a and b, respectively.

Then, the teacher asks the students to work each one, individually on their tablets, to represent
a series of functions in the same system of coordinate axes:

a) f (x) = x + 3; b) f (x) = 2x-1; c) f (x) = 3x + 4; d) f (x) = x-5.

The teacher asks the students the following, pointing to the correct answers to each question:

• Determine the value of the coefficients a and b for each function.

• In what position are the lines that are the graphs of the given functions?

• What else do you notice?

At the end of the individual work activity, the following graphic representations will have to
be found on the students' tablets:
For the function in point b) we will have the following graphical representation:

Graphical representation of the linear function f: R → 𝑅𝑅, f (x) = 3x + 4. In the image below
we can see how we can change the sign of the function f (x) = axis-b, in f (x) = axis + b.

For the last function in point d) f (x) = x-5 the representation is as follows:

Stage 3

Group exercises using the GeoGebra Classic app

Students will work in four groups, each group receiving from the teacher a sheet on which
students will write down the stages of solving, respectively the conclusions. From the
beginning of the class, the mathematics teacher divides the group of students into four
heterogeneous groups, by counting.

Using the GeoGebra Classic app, students will complete the tasks on Worksheet 2.
Stage 4

Reflection and transfer questions

• How did your tasks feel? How did you feel during the activity?

• What information did you learn about the linear function graph using the GeoGebra
application?

• Which method do you find easier?

Bibliography

1. Textbook for the 8th grade, Bucharest, Sigma Publishing House, 2000

GeoGebra based applications

You will have to represent a set of linear functions, answer a set of questions, analyze the
functions and draw conclusions.

Open the GeoGebra Classic app on your tablet.

1) Graph the functions in the same coordinate axis system:

f1: R → 𝑅𝑅, f1 (x) = x + 4 a = ........, b = ..........

f2: R → 𝑅𝑅, f3 (x) = 0,1x - 1 a = ........, b = ..........

f3: R → 𝑅𝑅, f4 (x) = 20x - 4, a = ........, b = ..........

f4: R → 𝑅𝑅, f1 (x) = 2x a = ........, b = ..........

a. Determine for each function the value of the coefficients a and b.

b. Determine (by reading from the graph), for each function, the coordinates of the point
where

the function intersects the Oy axis.

A (......, ........) ∈ Gf1

B (......, ........) ∈ Gf2

C (......, ........) ∈ Gf3

D (......, ..........) ϵ Gf4

2. Let f: R → R f (x) = - 3x + 1. Determine which of the following points belong to the graph
of the function f.

Q (0.0), A (1-2), B (2-7).

3. Give f: R → R f (x) = 3x + b, find b knowing that A (1,5) belongs to the graph of the
function f.

4. Find the function f: R → R f (x) = ax + b knowing that points A (1,4) and B (2,6) belong to
the graph

function.

a) Let f: R → R f (x) = - 3x-12, determine which of the following points belong to the graph
of the function f.

Q (0.0), A (1-2), B (2-18).

b) Give f: R → R f (x) = 3x + b, find b knowing that A (1,9) belongs to the graph of the
function f.

c) Find the function f: R → R f (x) = ax + b, knowing that points A (-1.4) and B (1.6) belong
to the graph function.