Reflection: Student Ownership Graph Linear Equations Practice - Section 3: Closure


I was surprised by the results of this exit ticket seeing the distribution of student choices.  The most widely chosen technique for this question was slope-intercept form.  This was followed by finding intercepts and plotting-points in that order.  I attribute this to the fact that putting equations into slope-intercept form is a major focus of the 8th grade curriculum.  Since students have been previously exposed to this method over any other they are more comfortable with it.  Even though in this case it is actually the most work, that seems to be students first inclination.  

The next day we took some time to investigate this exit ticket as a class.  Students were able to share their justification of each method.  Some students who chose slope-intercept method were able to see why another method may actually be simpler based on the structure of this particular equation.

  Student Ownership: Closure-Reflection
Loading resource...

Graph Linear Equations Practice

Unit 2: Linear Functions
Lesson 18 of 19

Objective: SWBAT graph linear equations using intercepts, points, and slope-intercept form.

Big Idea: There is a variety of ways to graph linear equations. The structure of an equation can make one method better than another.

  Print Lesson
4 teachers like this lesson
graph linear equations practice image
Similar Lessons
The Constant Area Model, Day 3 of 3
Algebra II » Modeling with Algebra
Big Idea: Geometric relationships in the real-world can be modeled with quadratic functions whose solutions can be found through tables, graphs, and quadratics in factored form.
Fort Collins, CO
Environment: Suburban
Jacob Nazeck
Slope & Rate of Change
Algebra I » Linear & Absolute Value Functions
Big Idea: Students will interpret the rate of change in the context of a problem, and use it to make predications about a situation that shows linear growth.
Washington, DC
Environment: Urban
Noelani Davis
Two Methods, One Equation: Finding the Boundary Line
Algebra I » Systems of Equations and Inequalities
Big Idea: Hey, how did you find that line? Students examine two different ways to find the equations of boundary lines and work to understand why they are equivalent.
Boston, MA
Environment: Urban
Amanda Hathaway
Something went wrong. See details for more info
Nothing to upload