Graphing Lines Using Graphing Calculator
Graphing Lines Using Graphing Calculator
I. Curricular Area / Topic
8th Grade Pre-Algebra
Prior to this lesson, students need to know all of the terminology seen on the “Vocab Review”
worksheet. Additionally, students need to know how to graph a point on the coordinate plane
II. Timeframe
One to two – 40 minute periods
III. Rationale / Objectives
By the end of this lesson, each student should be able to plot a set of linear equations using
pencil/paper and using a graphing calculator. Additionally, they should be able to describe
relationships among families of linear graphs. The advantage of using the graphing
calculator over the pencil/paper method is that it should save time once the students have
become comfortable with entering all the commands needed.
IV. Pa. Standards
2.5.8.F Solve and graph equations and inequalities using scientific and graphing calculators
and computer spreadsheets.
2.5.8.H Graph a linear function from a rule or table.
V. Materials / Resources / Technology
- Graph paper and straight edge
- TI-83 (or PLUS) Graphing Calculators
- Two Worksheets: “Vocab Review “ “Graphing Summary I”
VI. Presentation
1. After completing a Warm-up exercise, review homework sheet “Vocab Review”. Introduce
today’s lesson. We have learned how to graph points. Now we will take this skill to the next
level and learn how to graph lines (which is a series of points).
2. Distribute graph paper and instruct students on how to graph the line y=x using a T-chart.
This can be done on the blackboard or on overhead.
3. Discuss and clarify the characteristics of the line: positive relationship, exits through
quadrants I and III, y-intercept is the origin.
4. Distribute graphing calculators and instruct them on the following:
- Turning it on.
- Check MODE making sure all items on the left side are highlighted
- Y= has no entries and none of the plots are selected
5. Guide the students step-by-step on how to graph y=x into Y1= using ZOOM standard. They
should see the same graph that they drew by hand. Instruct them leave this graph on the
calculator (in other words, no hitting the DELETE key or CLEAR key). Explain that even
though the calculator may automatically turn itself off after a time, when they turn it back on,
the work that they entered will still be there.
6. Announce that we will be completing a worksheet using the graphing calculator. The
questions on the worksheet will show you relationships between lines in the same “family”. It
will also help you understand how you can look at an equation and predict what the graph of
a line will look like without having to graph it by hand or using the graphing calculator.
Distribute worksheet “Graphing Summary 1”, instructing the class that we will work through it
together and to take notes. What we don’t finish today, we will finish tomorrow.
7. For question 1, demonstrate to class how to enter y=x+1 and y=x+2 into Y2= and Y3=. Have
them observe how each of these lines relates to the original line, y=x. Instruct the class to
write these observations on their worksheet as we discuss them as a group. (I will either
have the worksheet on an overhead OR just write the answers on the board – this
accommodates the visual learners).
8. Complete the worksheet as a class, stopping after each question to allow for discussion.
Make sure (as you ask questions) that students begin to make the connection that the
constant term in the equation tells you the y intercept. Encourage students to help each
other with the graphing calculators and to take notes on what they observe. For ease of
finding the new lines to compare to the parent line, demonstrate to the students how to
delete entries from Y2= and Y3= before entering the new ones for each question on the
worksheet.
9. After agreeing to the answer to question 5, have the students put the calculators aside. As a
group, discuss how they can answer question 6 without using a calculator.
VII. Closure
At the conclusion of the lesson, discuss more equations and their characteristics as
compared to the original line y=x without using the calculator.
Some examples could be: y=.25x + 3 y=5x - 7 y=2x + 10
Inform the students that we will be working on graphing lines for a number of days and that
we will learn about graphs that have a negative relationship in our next lesson.
VIII. Assessment
The class will be assessed on the material via a quiz and a unit test. I like using exit tickets
as a form of assessment as frequently as possible. When students get the answer correct,
they receive a sticker (and they love that!) Exit tickets allow me to assess students’ learning
on a daily basis.
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