options: Compare properties of two functions each represented in a different way (algebraically, graphically, numerically in tables, or by verbal descriptions). For example, given a linear function represented by a table of values and a linear function represented by an algebraic expression, determine which function has the greater rate of change.

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.

Understand that a function is a rule that assigns to each input exactly one output. The graph of a function is the set of ordered pairs consisting of an input and the corresponding output. (Function notation is not required in Grade 8.)
problem_activity: Warm-up
The purpose of this warm-up is for students to notice and describe the features of graphs using their own language. Students will encounter a variety of graphs over the next several lessons and throughout these lessons they will gradually develop more precise language around graphs as the needs of activities dictate.
Launch
Arrange students in groups of 2–4. Display the image of the four graphs for all to see. Ask students to indicate when they have noticed one figure that does not belong and can explain why. Give students 1 minute of quiet think time and then time to share their thinking with their group. Follow with a whole-class discussion.
Student Facing
Which graph doesn’t belong?
[IMG]
Student Response
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Activity Synthesis
After students have conferred in groups, invite each group to share one reason why a particular graph might not belong. Record and display the responses for all to see. After each response, ask the rest of the class if they agree or disagree. Since there is no single correct answer to the question of which graph does not belong, attend to students’ explanations and ensure the reasons given are correct.
Try to highlight the two facts that there are points with the same first coordinate and different second coordinates in graph B (which means it is not a function), the straight segments of C vs. curves of the others, and the discrete nature of D during this discussion, using whatever language students bring to it. Avoid introducing the traditional
\(x\)
and
\(y\)
names for the axes into the discussion unless students use them first. More formal vocabulary will be developed in later activities, lessons, and grades, and much of the motivation of this added vocabulary is to improve upon the somewhat clunky language we are led to use without it.


correct_option_index: 2