Subject

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Standards

CCSS8.F.B.4

CCSS8.F.A.3

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- StandardsNEW

Many students in my inclusive math classes have difficulty with graphing equations for a number of reasons. Sometimes they forget which axis is which or what the different parts of the equation stand for. Sometimes they can't remember which part of the slope is the rise and which is the run!

I created these graphing pages with 4 different levels of scaffolding support. They can be used in inclusive classes without calling attention to the fact that some students are receiving additional support, because the pages all look very similar.

Each level has 4 graphs on a page and room to write an equation. There are two pages of each level of scaffolding; this allows for easy double-sided printing.

**Extensive Support:**Pages 1-2 have a reminder of the parts of y=mx+b at the top of the page. They also have numbered axes, which are labeled x and y. In addition, they provide structure for the student to break down the equation into slope and y-intercept.**Moderate Support:**Pages 3-4 have a reminder of the parts of y=mx+b at the top of the page. They also have numbered axes, which are labeled x and y.**Minimal Support:**Pages 5-6 remove the y=mx+b reminder and the x and y axes labels, but keep the numbered axes.**No Support:**Pages 7-8 are for students who need no support, as they only have room to write the equation. The axes are no longer numbered.

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CCSS8.F.B.4

Construct a function to model a linear relationship between two quantities. Determine the rate of change and initial value of the function from a description of a relationship or from two (𝘹, 𝘺) values, including reading these from a table or from a graph. Interpret the rate of change and initial value of a linear function in terms of the situation it models, and in terms of its graph or a table of values.

CCSS8.F.A.3

Interpret the equation 𝘺 = 𝘮𝘹 + 𝘣 as defining a linear function, whose graph is a straight line; give examples of functions that are not linear. For example, the function 𝘈 = 𝑠² giving the area of a square as a function of its side length is not linear because its graph contains the points (1,1), (2,4) and (3,9), which are not on a straight line.

Total Pages

8 pages

Answer Key

N/A

Teaching Duration

N/A

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