Date: Sun, 29 Nov 2020 20:17:59 -0500 (EST) Message-ID: <1414027371.52974.1606699079325@wikis-prod-01.uit.tufts.edu> Subject: Exported From Confluence MIME-Version: 1.0 Content-Type: multipart/related; boundary="----=_Part_52973_820357191.1606699079325" ------=_Part_52973_820357191.1606699079325 Content-Type: text/html; charset=UTF-8 Content-Transfer-Encoding: quoted-printable Content-Location: file:///C:/exported.html Interpretation of Graphs

# Interpretation of Graphs

## Interpreta= tion of Graphs

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###### Middle School Lessons=
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1. Box Extremum - Students will start by finding average rate= s of change for a non-linear function over increments of the independent va= riable. The size of the increments will decrease to introduce the idea of u= sing tangent lines to find instantaneous rates of change of linear and non-= linear functions. Students will see what a tangent looks like at the extrem= a of a graph. Students will then create a box that maximizes the volume and= see how determining the extrema of a graph can help to find the maximum vo= lume.
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3. Graphing Equations - Students will practice moving b= etween graphs and equations of functions, as well as identifying the y-inte= rcept and slope.
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5. Guess My Rule - Linear - Students will try to de= termine the equation to match their partner's created graph and work togeth= er to correct their own mistakes.
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7. Guess My Rule - Non-Linear - Students will p= roduce algebraic expressions starting from non-linear graphs produced by ot= her students in the class.
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9. Race Car Activity - Students will look at four differ= ent graphs to determine which two describe the scenario proposed by the tea= cher displaying parallel lines and the correct y-intercepts.
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11. Relating Graphs and E= quations - Linear and Quadratic Functions - Students will gene= rate graphs from given equations and equations from given graphs.
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13. Who Shares My Function? - Linear with All Representations - S= tudents will work in groups after finding other students who have the same = linear function represented by a story, a table, a graph, or an equation. T= hey will attempt to explain and discuss why the different representations r= efer to the same function.
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15. Who Shares My Function? - Linear with Graphs and Stories - St= udents will make groups by finding other students who have the same quadrat= ic or linear function in different representations.
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17. Who Shares My Function? - Linear with Graphs, Tables, and Equations - Students will make groups by finding other students who have the s= ame linear function, as shown in representations of graphs, tables, or equa= tions. They will then generate a story to go with the function.
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19. Who Shares My Function? - Linear with Negative and Fractional Slope - Students will find other functions that are the same as theirs, st= arting from a table, a graph, or an equation. Once they have identified the= same function represented in a different way, they will create a story tha= t describes all of the different representations of the same function.
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21. Who Shares My Function? - Quadratics - Students will make gro= ups by finding other students who have the same quadratic or linear functio= n in different representations.
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