Lesson # 5 of 9 : Timeframe: 50 minutes

Set Design.
Standard:A-CED-2
A-CED-2 Create equations in two or more variables to represent relationships between
quantities; graph equations on coordinate axes with labels and scales.
Learning Goal:
Students will use an online graphing
application to create a visual representation
of a set for a play. The students will use
slope intercept form to create and plot lines
forming the visual representation of the set.

Objective:
Students will be able to graph equations
and inequalities with restricted domains.
Students will be able to create equations
and inequalities by using 2 points on a
graph.

Anticipatory:
Students research online for the job descriptions of the following careers; graphics
designer, architect, or engineer. These three occupations all use some form of graphics
based design or planning.
Vocabulary:
Symmetry, Reflection, Slope, Intersection
Teacher Instruction
The instructor will model a simple project by drawing a stage on a graph then finding one
or more of the equations for the lines of the stage and plotting them in Desmos, the online
graphing application which can be found at www.desmos.com. This online graphing
application allows users to graph functions with restricted domains and has an easy to use
user interface.
The instructor will also discuss the expectations for the project, and explain how the
project will be graded. The grading process of this project will be based on the accuracy
of the functions modeling the straight lines of the design of the set.
There must be at least 20 linear functions in the set design and the following scale will
determine the letter grade for the project.
A: 0-2 inaccurate functions,
B: 3-4 inaccurate functions,
C: 5-6 inaccurate functions,
F: More than 7 inaccurate functions,
Functions will be considered inaccurate if the slope of the function does not match the set
design or if the lines themselves do not pass through the matching coordinate pairs from
the set design, and the functions must have the appropriate domain restrictions to match
the set design as well.
Students will be broken into groups of at most 4 to sketch plans for their set designs and
finding several of the equations for the main lines in their set designs.

Group/ Individual Participation:

Students will collaborate on set design and identifying the first few equations for the lines
of their set design. The use of Desmos can also be discussed in groups. Using Desmos
requires students to exercise syntax and set notation correctly.
Extensions:
Given a set design, students will find all equations for lines and inequalities.
Differentiation:
Some students may be interested in circular or round lines in their set design for this the
instructor should help students find a suitable equation that may not be a linear equation.
These curved equations may be exponential, or equations of circles.
Closure:
Students will turn in printed versions of their set designs and a list of each equation and
inequality present in the set design also including the restricted domains of each equation
or inequality.
Literacy Integration:
Students will include interactive note into their notebooks about graphing inequalities on
a restricted domain.
Technology Connections:
Students will be using an online graphing application. This application will only accept
correct syntax for equations and domain restrictions.