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9-12 Extra Support Materials for Algebra 1 Unit 2 Lesson 5

Gradeband

K-5 Math 6-8 Math •9-12 Math

Course

Algebra 1 Geometry Algebra 2 •Extra Support Materials for Algebra 1

Unit

Unit 1 •Unit 2 Unit 3 Unit 4 Unit 5 Unit 6 Unit 7 Unit 8

Modeling Prompts

Lesson

Lesson 1 Lesson 2 Lesson 3 Lesson 4 •Lesson 5 Lesson 6 Lesson 7 Lesson 8 Lesson 9 Lesson 10 Lesson 11 Lesson 12 Lesson 13 Lesson 14 Lesson 15 Lesson 16 Lesson 17 Lesson 18 Lesson 19

K-5
6-8
9-12

Algebra 1
Geometry
Algebra 2
Extra Support Materials for Algebra 1

Integrated Math 1
Integrated Math 2
Integrated Math 3

Unit 1
Unit 2
Unit 3
Unit 4
Unit 5
Unit 6
Unit 7
Unit 8

Modeling Prompts

Lesson 1
Lesson 2
Lesson 3
Lesson 4
Lesson 5
Lesson 6
Lesson 7
Lesson 8
Lesson 9
Lesson 10
Lesson 11
Lesson 12
Lesson 13
Lesson 14
Lesson 15
Lesson 16
Lesson 17
Lesson 18
Lesson 19

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Lesson 5

5.1 Warm-up 5.2 Activity 5.3 Activity

Unit 2, Lesson 5

Graphs, Tables, and Equations

Extra Support Materials for Algebra 1

5.1

Warm-up

Worked Example: Graphing Linear Equations

Graph the equation .

Step 1:

Coordinate plane with a point at $(0,2)$.

Step 2:

Coordinate plane with a point at $(0,2)$ and a dashed line from $(0,2)$ to $(0,3)$.

Step 3:

Coordinate plane with a point at $(0,2)$ and dashed lines from $(0,2)$ to $(0,3)$ and $(0,3)$ to $(3,3)$.

Step 4:

Coordinate plane with points at $(0,2)$ and $(3,3)$ and dashed lines from $(0,2)$ to $(0,3)$ and $(0,3)$ to $(3,3)$.

Step 5:

Coordinate plane with points at $(0,2)$ and $(3,3)$ and dashed lines from $(0,2)$ to $(0,3)$ and $(0,3)$ to $(3,3)$. A line crosses the coordinate plane going through the points.

Are You Ready for More?

5.2

Activity

On the Line

Standards Alignment

Building On

8.EE.B

Understand the connections between proportional relationships, lines, and linear equations.

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Addressing

Building Toward

A-REI.10

Understand that the graph of an equation in two variables is the set of all its solutions plotted in the coordinate plane, often forming a curve (which could be a line).

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Sketch a graph representing each of these equations.
For each point, which graph or graphs is it on? How can you tell by using the equation?

<p>Blank x y coordinate plane with grid and origin labeled O. Both axes labeled from negative 10 to 8 by 2’s.</p>

<p>Blank x y coordinate plane with grid and origin labeled O. Both axes labeled from negative 10 to 8 by 2’s.</p>

<p>Blank x y coordinate plane with grid and origin labeled O. Both axes labeled from negative 10 to 8 by 2’s.</p>

Are You Ready for More?

5.3

Activity

Card Sort: Graphs, Tables, Equations, and Situations

Standards Alignment

Building On

8.F.1

Understand that a function is a rule that assigns to each input exactly one output. The graph of a function is the set of ordered pairs consisting of an input and the corresponding output.

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8.F.2

Compare properties of two functions each represented in a different way (algebraically, graphically, numerically in tables, or by verbal descriptions). For example, given a linear function represented by a table of values and a linear function represented by an algebraic expression, determine which function has the greater rate of change.

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Addressing

Building Toward

A-CED.2

Create equations in two or more variables to represent relationships between quantities; graph equations on coordinate axes with labels and scales.

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Your teacher will give you a set of cards. Take turns with your partner to match a graph with a set of a situation, equation, and table.

For each match that you find, explain to your partner how you know it’s a match.
For each match that your partner finds, listen carefully to the explanation. If you disagree, discuss your thinking and work to reach an agreement.

Are You Ready for More?

Glossary

None

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Standards Alignment

Building On

Addressing

A-REI.3

Solve linear equations and inequalities in one variable, including equations with coefficients represented by letters.

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Building Toward

A-CED.3

Represent constraints by equations or inequalities, and by systems of equations and/or inequalities, and interpret solutions as viable or nonviable options in a modeling context. For example, represent inequalities describing nutritional and cost constraints on combinations of different foods.

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A-REI.10

Understand that the graph of an equation in two variables is the set of all its solutions plotted in the coordinate plane, often forming a curve (which could be a line).

View Full Standard