#### The following interactive graphing question, explained here in hopes of helping algebra students in Maryland and Illinois prepare for the PARCC test near the end of this school year, appears on the released version of PARCC’s Spring 2015 test in algebra 1, here:

On the coordinate plane provided, graph the line with equation

by selecting the *x*– and *y*-intercepts. A correct response must have the points placed at the intercepts.

## Resources for further study

**Purple Math**, developed by Elizabeth Stapel, a math teacher from the St Louis area, has a few pages on different forms for the equation of a line. The pages start here.

The **Khan Academy**, developed by Sal Khan, an engineer who has created a library of thousands of video lessons, has a video dealing strictly with intercepts for linear functions, including an entire video about finding the intercepts given an equation in a form like the one used in this PARCC problem, here. The video is part of an entire section of the site devoted to linear equations in two variables, here.

Chapter 3 of **Paul A Foerster’s book** *Algebra and Trigonometry* deals with linear functions, and Section 3-2 specifically deals with graphing them. He says, “The *y*-intercept of a function is the value of *y* when *x* = 0″ and “the *x*-intercept of a function is the value of *x* when *y* = 0.” He points out that the form of the equation shown here is just an equivalent way of writing the equation in slope-intercept form, *y* = *mx* + *b*.

- Slope-intercept form:
- Point-slope form:
- General form:

Complete reference: Foerster, Paul A. *Algebra and Trigonometry: Functions and Applications*, revised edition. Addison-Wesley, 1980, 1984. The book is used in several algebra classes taught in middle and high schools in both Illinois and Maryland.

## Analysis of this question and online accessibility

The question measures knowledge of the Common Core standard it purports to measure and tests students’ ability to graph a line by plotting the *x*– and *y*-intercepts. It is considered to have a low cognitive demand.

The question can be tested online and should yield results that are as valid and reliable as those obtained on paper. Students online may experience difficulties using the graphing tool in that they have to click on two points, which causes a line to be drawn through those points, and then pick up the points by selecting a region in a shaded halo around them and dragging them to the intercept points to receive credit for the question.

If you get a graphing question like this, make sure you drag the two intercept points to the intercepts on the axes. You could have exactly the right line, which goes through the intercepts, but if the two big points aren’t at those intercepts, the question will be marked wrong.

No special accommodation challenges can be identified with this question, so the question is considered fair.

## Challenge

In point-slope form, the coordinate (*x*_{1}, *y*_{1}) is on the graph and the slope is *m*. Quickly plot the function

Note that the point-slope form, the slope-intercept form, and the Ax+By=C form used in this PARCC problem are all equivalent ways of writing an equation for the same function.

**Did you know** there’s a lot more to equivalence in life than there is in just an algebra class? John Troutman McCrann, a high school math teacher and a National Board-Certified Teacher, writes in *Education Week*. “Any number, measure, numerical expression, algebraic expression, or equation can be represented in an infinite number of ways that have the same value,” he writes. How many ways are there to represent the term “good leader” or “good student”?

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## Purpose of this series of posts

Voxitatis is developing blog posts that address every algebra 1 question released to the public by the Partnership for Assessment of Readiness for College and Careers, or PARCC, in order to help students prepare to take the test this spring.

Our total release will run from February 27 through March 15, with one or two questions discussed per day. Then we’ll move to geometry at the end of March, algebra 2 during the first half of April, and eighth grade during the last half of April.