Chapter 3: Linear Functions Section 4: Slope-Intercept Form
Topics in Algebra 1 © 2001 Texas Instruments Teacher Notes 3-36
Activities
(continued)
Additional Problems
1. Students make a table and draw the graph for
Y=
M
X+2
and
Y=2X
N
1
.
Answers may vary. Make sure that students correctly label the axes and all points from the
corresponding table.
2. Students label two points, A and B, where the line segment between the two has a slope that
is
M
2.
a.
Possible points students can walk to on the screen shown are
(
M
2,3), (0,
M
1),
and
(1,
M
3).
b.
Students should use m
=
M
2
and the point; for example,
(
M
1,1)
to find the y-intercept, b.
The answer is y
=
M
2
x
N
1.
c.
Students should substitute their point in the line to see if the equation is satisfied.
³
Try-It!
é
on Your TI
.
83 Plus or TI
.
73
Students need to know the features of the calculator covered in
³
TIp
é
3:
Graphing a Function
and
³
TIp
é
5:
Adjusting the Viewing Window
. They work through an investigation of parent
and family of functions of
Y=X
. See Student Worksheet for details.
Tell students to follow the steps exactly on the calculators. Example screens are displayed on
the worksheets for students to compare with the calculator screens.
This keystroke exercise lets students discover the connection between the parent and family of
functions so they can quickly graph functions of the form
y=mx+b
.
5. Possible answers for comparing the graph of
Y=X
to
Y=X+1
:
parallel
,
equivalent slope
,
offset
by
1,
Y=X
crosses the origin
(0,0), etc.
7. Possible answers for comparing the graph of
Y=X
to
Y=X
N
1
:
same as above
.
8. Students should draw the function on the worksheet first before graphing it on the
calculator.
Y=X+2
intersects the X-axis at (
M
2,0) and the Y-axis at (0,2)
.
10. Students should draw the function on the worksheet first before graphing it on the
calculator. If they graph it without changing the window values, the screen looks like this:
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