Assisting Teacher Handoff Sheet

Session 3.2 - Graphing Linear Functions | Week 3, Thursday (EVEN Session)

FOR THE ASSISTING TEACHER: Read the information below before the instructor leaves at 2:00. You are supervising worksheet time from 2:00-3:00 and independent work from 3:00-3:30. Students are working on Worksheet 3.2 (40 points). The weekly reflection is required, worth 5 points.

What Students Just Learned (2-minute summary)

In the Socratic discussion (1:30-2:00), students learned to graph linear functions using slope-intercept form. Key idea: y = mx + b tells you everything you need. Plot the y-intercept (0, b), then use the slope (rise/run) to find another point. Draw a line. For equations not in y = mx + b form, find the x-intercept and y-intercept, plot both, and draw a line. Special cases: y = c (horizontal line) and x = c (vertical line).

The Worksheet

Worksheet 3.2 (40 points, 9 main problems + weekly reflection across 4 parts). The Quick Reference box at the top summarizes the method and common errors.

Part A (Story, 10 pts): Real-world graphing problems: freelance writer earnings and taxi costs. Students fill tables, graph, and interpret slope and intercepts in context.

Part B (Visual, 8 pts): Graph reading and drawing. Students identify intercepts from a graph, write equations, graph given equations, and use Desmos to verify.

Part C (Traditional, 10 pts): Pure algebra. Convert equations to slope-intercept form, find intercepts algebraically, write equations from slope and y-intercept.

Part D (Synthesis, 7 pts): Connect all three lanes. Given f(x) = -2x + 6, students find intercepts both ways, graph, calculate slope from the graph, and interpret in a story context (rocket height).

Problem 10 (Reflection, 5 pts): REQUIRED. Weekly reflection on Sessions 3.1 and 3.2. 3-5 complete sentences, using at least 2 math vocabulary terms. This is an EVEN (Thursday) session, so the reflection is mandatory.

Top 3 Mistakes to Watch For

1. Confusing rise and run.
When a student sees m = 2/3, they might count right 2 and up 3 (backwards). Intercede: "Rise is up/down (on top). Run is left/right (on bottom). From any point, go right 3 steps, then UP 2 steps." Use the phrase "rise over run" every time.

2. Plotting negative slope wrong.
A student sees m = -2 and plots the line going UP-right. Stop them: "Negative slope goes DOWN-right. For every 1 step right, go 2 steps DOWN." Have them re-plot. Use y = -x + 4 as a check: it should go down-right from (0, 4) to (4, 0).

3. Mixing up intercepts.
A student finds the x-intercept (by setting y = 0) and marks it on the y-axis. Immediate fix: "The NAME tells you the AXIS. X-intercept goes on the X-axis. Y-intercept goes on the Y-axis. Point to your axes and say it aloud."

If a Student Is Stuck

Strategy 1: Direct them to the Quick Reference box at the top of the worksheet. It has the full method with an example.

Strategy 2: For "How do I graph this?" Ask: "What's the y-intercept?" (Locate it.) "What's the slope?" (Identify rise and run.) "From the y-intercept, move right [run] and up [rise]." Walk them through one example in detail.

Strategy 3: If they're converting to slope-intercept form (Part C) and stuck, ask: "Solve for y. Did you get the y isolated on the left?" Check their algebra step-by-step.

Strategy 4: Use Desmos. Type the equation into Desmos and show them the graph. Ask: "Does your hand-drawn graph look like this?" If not, where's the difference? This builds confidence and catches errors.

Video backup: If a student was absent or needs a review, point them to Khan Academy "Graphing lines in slope-intercept form" (linked in the Session 3.2 Reading). This can help them catch up.

Priority Problems (If Running Out of Time)

If a student is behind: prioritize Problems 1, 4a, 6a, 9 (one from each part) to ensure breadth. Always include Problem 10 (Weekly Reflection), which is required and worth 5 points. The reflection can be short (3-5 sentences) but must not be skipped.

Worksheet Strategy

Suggested Worksheet Workflow (2:00-3:30)
Time	Activity	Your Role
2:00-2:30 (30 min)	Students work on Parts A & B (story and visual). You circulate, watch for misconceptions, ask guiding questions.	Monitor, hint, redirect errors (especially rise/run and intercept confusion).
2:30-3:00 (30 min)	Students continue on Part C (algebra) and begin Part D (synthesis). You circulate again, check algebra conversions.	Help with slope-intercept conversion; verify intercept calculations. Use Desmos to check graphs if students are unsure.
3:00-3:30 (30 min)	Independent work. Students complete Part D and Problem 10 (reflection). Minimal intervention from you.	Circulate quietly; answer urgent questions. Make sure all students know to complete Problem 10 before the session ends.

Special Notes: Weekly Reflection (Problem 10)

This is an EVEN (Thursday) session, so the weekly reflection is required. It's worth 5 points and covers Sessions 3.1 and 3.2.

Remind students: "Think back over this week. What's the most important thing you learned? How did graphing help you? Use two math words from the week. Write 3-5 complete sentences."

Acceptable examples:

"This week I learned that the slope tells you how steep a line is. In Session 3.1, I found slopes as numbers (rise over run). In Session 3.2, I used slope to draw lines on a graph. The y-intercept is where the line starts. Graphing made the algebra make sense."
"I didn't understand slope at first, but graphing helped. When I saw the line go up 2 and right 1, I realized the slope was 2/1. Now I can look at an equation like y = 3x + 5 and draw it right away. The x-intercept and y-intercept are the easy points to find."

Unacceptable (too brief, no vocab): "Graphing is fun. I learned how to draw lines." (Only 2 sentences, one vague vocab term.)

Resubmission Policy

If a student earns below 30/40, they can revise and resubmit for an improved score. This is a low-stakes opportunity to redo part or all of the worksheet. Encourage students to use this if they're not satisfied.

End-of-Session Checklist

All students have submitted (or are close to submitting) Worksheet 3.2 to Canvas by 3:30.
Problem 10 (Weekly Reflection) is completed for every student.
Note any students who struggled with graphing; flag for follow-up with the instructor before Session 3.3.

Outcome 3 Connection

Outcome 3: Represent linear and quadratic functions as formulas, graphs, and tables; model real-world applications.

Session 3.2 strengthens the graph representation of linear functions. Students who master this session are ready for Session 3.3 (quadratic functions).