FP10.8
Demonstrate understanding of linear relations including:
  • representing in words, ordered pairs, tables of values, graphs, function notation, and equations
  • determining characteristics including intercepts, slope, domain, and range
  • relating different equation forms to each other and to graphs.

[C, CN, PS, R, T, V]

Indicators for this outcome
(a)

Critique the statement “any straight line is the graph of a linear function”.

(b)

Explain, using examples, the impact of the domain of a linear function on the graph of the function (e.g., if the domain is not all Real numbers, then the graph will not show a solid line).

(c)

Analyze situations to identify, with justification, the independent and a dependent variable.

(d)

Analyze situations, graphs, tables of values, equations, or sets of ordered pairs to determine if the relationship described is linear.

(e)

Match corresponding types of representations of linear relations (e.g., situations, graphs, tables of values, equations, and sets of ordered pairs).

(f)

Develop, generalize, explain, and apply strategies for determining the intercepts (as values and ordered pairs) of a linear relation from its graph.

(g)

Determine the slope, domain, and range of the graph of a linear relation.

(h)

Sketch examples of linear relations to demonstrate the number of x or y intercepts possible for any line.

(i)

Match, with explanation, slopes and y-intercepts to graphs of linear relations.

(j)

Solve a situational question that involves the intercepts, slope, domain, or range of a linear relation.

(k)

Express the equation of a linear relation in different forms (including the slope-intercept or general form) and compare the graphs of the linear relations.

(l)

Generalize, explain, and apply strategies for drawing or sketching the graph of a linear relation in slope-intercept, general, or slope-point form, or function notation.

(m)

Graph, with and without technology, a linear relation given in slope-intercept, general, or slope-point form, and explain the strategy used to create the graph.

(n)

Analyze a set of linear relations for equivalent linear relations (e.g., $2x + 3y = 6$ is equivalent to $4x + 6y = 12$ ) and explain the reasoning.

(o)

Explain the relationship between linear functions written in function notation and written as equations with two variables, and how to change between the two forms.

(p)

Apply knowledge and skills related to function notation to solve situational questions.

(q)

Determine the related range value, given a domain value for a linear function (e.g., if $f(x) = 3x – 2$, determine $f(–1)$ ) and explain what the resulting value tells about the linear function.

(r)

Determine the related domain value, given a range value for a linear function (e.g., if $g(t) = 7 + t$, determine t so that $g(t) = 15$) and explain what the resulting value tells about the linear function.

(s)

Explain why a linear function would never have a term of $x^2$ when in simplified form.

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R053238
Pearson Foundations and Pre-calculus Mathematics 10. Student Edition(WNCP ed.)
The student text encourages the "big ideas" approach to develop concepts on what is important to think, do and understand. The teaching for understanding instructional approach develops deeper understanding of the concepts. Each chapter in the student text includes checkpoints, a study guide, a review, a practice test and a project.
•  Pearson Foundations and Pre-calculus Mathematics 10. Teacher Resource with CD
Media and Formats : Book
Price : $100.01
Record posted/updated: August 13, 2019