Page 110 - IM_Algebra2_FL Print Sample.pdf

Launch
Keep students in the same groups. It is recommended that students not be expected to write down answers to the questions, but rather check in with their partner until they are satis ed that they know how to use the tool.
Instruct students on how to create a new table using the graphing technology available in your classroom. These instructions use the desmos graphing calculator.
• Open a desmos graphing calculator window either from the math toolkit in the digital version of the student materials or by navigating a browser to desmos.com/calculator.
◦ Show students that in the expression list, you can type something like (1,3) and a point is plotted.
◦ What if we want to plot several points e ciently? We can make a table. Find the + button in the expression list and select “table.”
◦ Start typing numbers under x_1 and y_1. Note that these pairs are plotted as points in the coordinate plane. Give students time to complete all parts of the rst question.
• To make the values in one column a function of the other:
◦ In a new table, replace the y_1 with an expression in terms of x_1. For example, 3 * x_1 +
1.
◦ Type 0 in the rst row under x_1, and then keep pressing enter. The x_1 column should automatically increment and the other column should automatically compute the output.
◦ Show students how to zoom the graphing window out to see more points, either using the + button on the upper-right or scrolling your touchpad.
Student Task Statement
1. Open a graphing utility and follow your teacher’s instructions to create a new table with 2 columns. Learn how the two numbers in each row can be plotted as points in the coordinate plane.
a. Change the numbers in the table so that all of the plotted points lie along a diagonal line with a positive slope.
b. Change the numbers in the table so that all of the plotted points lie along a horizontal line.
c. Change the numbers in the table so that the graph created does *not* represent a function.
2. Follow your teacher’s instructions to make one column a function of the other.
a. Change the expression in the second column so that the plotted points lie on a line with a di erent steepness.
Unit 1
Lesson 4: (Optional) Using Technology to Work with Sequences 45