## Reflection: Connection to Prior Knowledge Graphing Linear Functions (Day 2 of 2) - Section 2: Review

Some of my students mistakenly move to the wrong direction when graphing lines in slope intercept form. Because of this error I chose to re-word the frequently used “rise over run” to “rise over right” to help students correctly graph the line.

Another way that I reinforce this process is to ask students to count to 10 aloud. Students then begin counting “1, 2, 3…”. As they do this, I ask them to identify the sequence of numbers on the x axis that corresponds to what they are saying. Forcing students to count forward is the same as moving to the right on the x axis, as you do not count forwards by saying “-1, -2, -3….”.

"Rise over Right"
Connection to Prior Knowledge: "Rise over Right"

# Graphing Linear Functions (Day 2 of 2)

Unit 2: Linear & Absolute Value Functions
Lesson 8 of 10

## Big Idea: Students will apply their knowledge of linear growth to graph a line on a coordinate plane.

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80 minutes

### Noelani Davis

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