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