LESSON PLAN

DATE: UNIT PLAN DAY 2 GRADE: 8 PERIOD:

TOPIC: Linear functions

OBJECTIVE(S)/STANDARDS:
Lesson Objectives: Students will be able to identify a linear or nonlinear function given a graph,
table, or equation.
Standards: 8.F.A.3 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 = 𝑠 2 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.

MATERIALS/MEDIA:
I will use a projector, white board, paper, pencil, and a straight edge to teach the lesson. Students will
use paper, pencil, and a straight edge to complete their work.

METHODS/TECHNIQUES:
Introduction Activity (5-10 minutes): Before starting the warm up activity, I will collect the
homework from the previous class and answer and last-minute questions on the material. Students
will then be given the following warm up questions, which will be projected on the whiteboard. I will
hand out two blank graphs to each student. They may work independently or with others for a few
minutes, then we will come together and share answers as a class over the projector. These answers
should include a linear and nonlinear example if possible.

1. What is a function?
2. Create a graph that models a function.
3. Create a graph of a relation that is not a function.

Possible solution: (Answers will vary)

1. A function is a special type of relation where each input has one output.
2. 3.
Process (35 minutes): Students will follow along while I rewrite the handwritten notes attached
below. These notes are subject to change, as students will be able to give input on what they would
like to see as we go. During this time, students will also be able to ask or answer any questions, as
well as share their work with the class.
 Conclusion (5-10 minutes): I will wrap up the remainder of the period by asking for any questions on
the material and address those as needed. I will then hand out the homework assignment covering the
material. Students may start to work on the assignment with any time remaining and must have it
completed by the next class.

MODIFICATIONS
I will provide students with diverse learning needs a copy of my notes ahead of time. They will also
be allowed to work with myself or others during our warm up activity and homework. The homework
assignment can also be reduced as needed.

CONNECTIONS-EXTENSIONS:
This lesson can be applied to modeling linear relationships between quantities and constructing
functions for these models. It can also be applied to real world applications and word problems.

ASSESSMENT CRITERIA:
The homework assignment is attached below, along with its solutions.
Linear Functions Name: Date:
Determine whether the following functions in problems 1-3 are linear or nonlinear.
1.
A. D.

B. E.

C. F.
2. A. C.
X Y X Y
1 1 1 3
2 2 2 4
4 3 3 6
6 4 4 6

B. D.
X Y X Y
-3 6 0 8
-1 8 3 6
1 10 6 4
3 12 9 2

3. A. 𝑦 = 𝑥
B. 𝑦 = 3𝑥 2 − 1
1
C. 𝑦 = 2 𝑥 + 3

D. 𝑦 = −4𝑥 − 2
E. 𝑦 = √𝑥 + 16
F. 𝑥 = 13
1
G. 𝑦 = −4
√𝑥

H. 𝑦 = 12 + 4𝑥

Come up with an example of a linear function. Provide an equation, table of values, and a graph
to model this function.

X Y
Linear Functions Name: Solutions Date:
1. A. Linear
B. Nonlinear
C. Nonlinear
D. Linear
E. Nonlinear
F. Linear

2. A. Nonlinear
B. Linear
C. Nonlinear
D. Linear

3. A. Linear
B. Nonlinear
C. Linear
D. Linear
E. Nonlinear
F. Nonlinear
G. Nonlinear
H. Linear

Answers for the second part of the assignment will vary. These answers should all include
equations that follow slope-intercept form, are constant, and do not have x raised to a power
higher than one. Tables should represent a constant change in x and y, and graphs should show a
straight, nonvertical line.