Activity
Graphing concepts activity 3: Graphing a line
Learn to create data tables, plot points, and graph linear equations with hands-on activities—building skills for graphing calculators!
This 3-part series introduces graphing concepts, beginning with the coordinate plane, axes, quadrants, and ordered pairs. The second part focuses on using the APH graph board to plot points, form shapes, and play Battleship, reinforcing accuracy and understanding before moving on to graphing lines. The third part of the series focuses on creating a data table and graphing linear equations using the coordinate plane. Students learn to make an xy-table, solve for corresponding values, and plot points, connecting them to form a line. With these skills mastered, they are ready to transition to using a graphing calculator.
Download the accessible Word document of Graphing concepts activity 3 Graphing a line post here.
Once students are able to plot points on the coordinate plane, they are ready to create a data table and graph a linear equation. Making a data table with a Perkins braillewriter is easy, fun, and helps students understand what’s going on when we plot linear equations. For graphing linear equations, a data table is also known as an xy-table.
It is important for students to know that a data table is for their own data collection. It does not have to be perfect, as long as they understand the table. Any simple two-column format for a table is fine. Below is one way to make a data table for the equation y=2x+3. If your student has not created a table before, provide an example in braille for reference.
To complete the table, choose a value for x. Substitute that value in the equation and solve to determine the value of y. For example:
y = 2x + 3
y =2(-5) +3
y = -10 + 3
Y = – 7
y = 2x + 3
y = 2 (0) + 3
7 = 0 + 3
y = 3
y = 2x + 3
7 = 2(5) + 3
y = 10 + 3
y = 13
Students may solve these using mental math or write them out in braille. Each x-value has a corresponding y-value that will complete the data table.
It is important to note that if a student completed the data table independently, their values for x and y may be different than the example provided above, since they may have chosen different x-values. Other correct points include: (-4,-5), (-3,3), (-2,-1), (-1,1), (1,5), (2,7), (3,9), (4,11).
Graphing the Equation
Using the three points determined in the xy-table, the student can now graph those points on the coordinate plane and connect the points using a rubber band or other tool.
Any of the other points listed above will be on the same line. If a student has made an error in solving the equation, the point will not be on the same line as the others. It can be good to allow errors like this to play out and for the student to discover that while graphing. As with all instruction, it can be a balance of support and stepping back.
Next Steps
After completing the three activities in this set, a student has learned and/or practiced the attributes of the coordinate plane, plotting points, and graphing a line using an xy-table. With these prerequisite skills, your student is ready for an introduction to a graphing calculator. In the next set of activities, we will explore similar attributes and skills using the Desmos Graphing Calculator with JAWS.
Resources
In this Graphing Concept series:
- Graphing concepts activity 1: Attributes and coordinates
- Graphing concepts activity 2: Plotting points
- Graphing concepts activity 3: Graphing a line
Graph Board to Desmos series:
- Post 1: Setting up Jaws for Desmos
- Post 2: Plotting points and navigating Audio Trace
- Post 3: Representing functions in Desmos
- Input functions into the expression list
- Create tables from functions
- Navigate tables
- Editing expressions
- Sharing a graph
Additional math resources by TEAM Initiative:
- Digital math: Introducing skill level checklists
- Digital math: Workflows from teacher to student and student to teacher
Additional resources
- Math resources: XY Coordinate Pegboards
- Blindfold Sea Battle: Accessible iOS Battleship game that reinforces grid concepts
This post was created as part of the TEAM Initiative to assist Teachers of Students with Visual Impairments (TSVIs) in teaching foundational tactile skills, which are essential before introducing students to digital math concepts. Written by John Rose. If you would like more information about the TEAM Initiative, contact Leslie Thatcher at [email protected].
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