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Lesson

3
Intercepts: When Graphing Needs to Happen NOW!!!!
Day 5 and 6


Objectives
Students will learn how to identify and evaluate the x-intercept and y-intercept of an
equation, from either viewing the image of a graph or manipulating the equation. Students
must also learn to quickly graph an equation by finding the intercepts of the equation.

Common Core Standards
Algebra (Domain: Reasoning with Equations and Inequalities)
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).

Reading Standards for Literature (Domain: Craft and Structure)
4. Determine the meaning of words and phrases as they are used in the text, including
figurative and connotative meanings; analyze the cumulative impact of specific word
choices on meaning and tone (e.g., how the language evokes a sense of time and place; how
it sets a formal or informal tone).

Speaking and Listening Standards (Domain: Comprehension and Collaboration)
1. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in
groups, and teacher-led) with diverse partners on grades 910 topics, texts, and issues,
building on others ideas and expressing their own clearly and persuasively.


Technology Standards
1. Creativity and Innovation
Students demonstrate creative thinking, construct knowledge, and develop innovative
products and processes using technology. Students:


a. apply existing knowledge to generate new ideas, products, or processes.
b. create original works as a means of personal or group expression.
c. use models and simulations to explore complex systems and issues.
d. identify trends and forecast possibilities.

2. Communication and Collaboration
Students use digital media and environments to communicate and work collaboratively,
including at a distance, to support individual learning and contribute to the learning of
others. Students:


a. interact, collaborate, and publish with peers, experts, or others employing a variety of
digital environments and media.
b. communicate information and ideas effectively to multiple audiences using a variety of
media and formats.

d. contribute to project teams to produce original works or solve problems.



3. Research and Information Fluency
Students apply digital tools to gather, evaluate, and use information. Students:


d. process data and report results.

4. Critical Thinking, Problem Solving, and Decision Making
Students use critical thinking skills to plan and conduct research, manage projects, solve
problems, and make informed decisions using appropriate digital tools and resources.
Students:


a. identify and define authentic problems and significant questions for investigation.
b. plan and manage activities to develop a solution or complete a project.
c. collect and analyze data to identify solutions and/or make informed decisions.
d. use multiple processes and diverse perspectives to explore alternative solutions.

5. Digital Citizenship
Students understand human, cultural, and societal issues related to technology and practice
legal and ethical behavior. Students:


b. exhibit a positive attitude toward using technology that supports collaboration, learning,
and productivity.
d. exhibit leadership for digital citizenship.

6. Technology Operations and Concepts
Students demonstrate a sound understanding of technology concepts, systems, and
operations. Students:


a. understand and use technology systems.
b. select and use applications effectively and productively.
c. troubleshoot systems and applications.
d. transfer current knowledge to learning of new technologies

Resources
- iPad
- Mind Meister

http://www.mindmeister.com
- Keynote
- Desmos Graphing Calculator
- Dropbox
- Skitch
- Readwritethink.com Venn diagram

http://www.readwritethink.org/classroom-resources/student-interactives/venn-diagram-30973.html

- Readwritethink.com Printing press

http://www.readwritethink.org/classroom-resources/student-interactives/printing-press-30036.html_


Lesson
1) Students read section 7-4 of their textbook using their iPads, the section that covers
finding and graphing intercepts. After reading the section, students will go on Mind Meister
and create a mind map. The mind map will be centered around graphing and will need to
compare graphing with tables to graphing with intercepts. Students will need to upload
their mind map to Dropbox one they have finished, then proceed to help other students
finish. Once all students are finished, the teacher needs to bring up five maps and project
them on the screen. The teacher will now discuss the strengths and weaknesses of the
projected mind maps. The themes the teachers needs to discuss are:

- Two intercepts work as two points to make a line

- y-intercept is found where the line crosses the y-axis

- x-intercept is found where the line crosses the x-xis

- The y-intercept can be found by setting x = 0

- The x-intercept can be found by setting y = 0

- The faster process for graphing that is available through using intercepts

2) Using the Desmos graphing calculator application, the teacher will display six equations
on the screen. Students will take a picture of these graphs using their iPads. Students will
then use the Skitch app to illustrate the s-intercept and the y-intercept for these equations,
and then upload the edited images to Dropbox. The equations to use are:

5x + 4y = 20
6x 3y = 18
2y 9x = 18

-3x 5y = 15
y = 4x 4

y = -3x + 6

3) Using the Venn diagram application on Readwritethink.com, students will create a Venn
diagram comparing the similarities and differences between finding the x-intercept and the
y-intercept. Students must upload their work on Dropbox and let the teacher needs to
check the diagram. If a student doesnt include the necessary details, then the student will
be asked to edit their diagram. The necessary details include:

- The x-intercept is the point where the line crosses the x-axis and can be found by setting y = 0
- The y-intercept is the point where the line crosses the y-axis and can be found by setting x = 0


4) Teacher will let students know that there are four equations posted on the class blog.
Students will log onto the blog to find the equations and then use the Educreations app.
Students will use the Educreations app to solve for the intercepts and then graph the
equations. Students need to take a screen shot of each equation. Students must then be told
to upload their four images to a folder in Dropbox. The four equations for students to graph
are:

5x 2y = 10
4y 7x = 28
x + 3y = 10 y= -4x + 7

5) Finally, students will use the Printing Press application of readwritethink.com. Students
will be asked to catalogue the different methods they have used thus far in graphing
equations. Teachers will check that students have discussed the use of a table and the use
of intercepts for graphing. Teachers need to look for at least 4 examples of graphs, tables,
and mathematical work. Students must submit their final work to Dropbox.

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