We are going to explore how to find the *x*-intercept and *y*-intercept using graphs, tables, and equations. You will determine what each intercept represents.

**TEKS Standards and Student Expectations**

**A(1)** Mathematical process standards. The student uses mathematical processes to acquire and demonstrate mathematical understanding. The student is expected to:

**A(1)(A)** apply mathematics to problems arising in everyday life, society, and the workplace

**A(1)(D)** communicate mathematical ideas, reasoning, and their implications using multiple representations, including symbols, diagrams, graphs, and language as appropriate

**A(3)** Linear functions, equations, and inequalities. The student applies the mathematical process standards when using graphs of linear functions, key features, and related transformations to represent in multiple ways and solve, with and without technology, equations, inequalities, and systems of equations. The student is expected to:

**A(3)(C) ** graph linear functions on the coordinate plane and identify key features, including *x*-intercept, *y*-intercept, zeros, and slope, in mathematical and real-world problems

**Resource Objective(s)**

Given algebraic, tabular, and graphical representations of linear functions, the student will determine the *x*- and *y*-intercepts of the function and interpret the meaning of intercepts within the context of the situation.

**Essential Questions**

How can you determine the *x*-intercept and *y*-intercept by looking at a graph?

How can you determine the *x*-intercept and *y*-intercept by looking at a table?

How can you determine the *x*-intercept and *y*-intercept by looking at an equation?

What do the intercepts tell us about the function?

**Vocabulary**