Georgia 8.FGR.5.3
The Standard
Relate the domain of a linear function to its graph and where applicable to the quantitative relationship it describes.
Georgia's K-12 Mathematics Standards · Describe the properties of functions to define, evaluate, and compare relationships, and use functions and graphs of functions to model and explain real phenomena.
Teacher's field guide
What This Standard Means
What Students Need to Do
- Students identify which input values make sense for a linear relationship. They connect those allowed inputs to the part of the graph that appears, including endpoints and gaps.
What Mastery Looks Like
- A student can identify allowable input values from an equation, graph, table, or situation. They can show the domain with words, inequalities, or interval notation and match restrictions to graph endpoints.
Common Misconceptions
- Students may assume every linear relationship accepts all real-number inputs. They may confuse domain with range or ignore limits from the situation. They may also include impossible values, such as negative time, or mishandle open and closed endpoints.
How to Assess It
- Exit ticket: A bike rental costs C = 8 + 4h for rides from 0 through 6 hours. State the domain, sketch the graph, and explain whether each endpoint is included.
Lesson moves
Ways to Teach It
Tape a coordinate axis on the floor, then have students use string and endpoint cards to model a trip lasting 0 to 5 hours.
Ask students to compare y = 3x + 2 with a taxi fare model and explain why their domains might differ.
Run a card sort matching linear equations, graphs, context cards, and domain statements, then have pairs defend one match.
Give students a phone battery graph over one school day and ask which time values belong in the model's domain.
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Printable 8.FGR.5.3 Worksheet
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