Getting Started 
Misconception/Error The student does not completely label or scale the axes, or scales the axes inappropriately. 
Examples of Student Work at this Level The student:
 Does not label or scale either the x or yaxis. The student may also graph the equation incorrectly.
 Scales both axes by tens instead of labeling the xaxis by ones for hours.

Questions Eliciting Thinking What are you graphing on the xaxis? On the yaxis?
What scale are you using for the cost? For the time? Does your scale make sense with the problem?
What are some reasonable values to substitute for h? Can you use these values to find solutions to this equation? 
Instructional Implications Guide the student to consider the domain and range of the function in determining how to scale axes. Discuss the importance of using appropriate labels and scales on the axes when graphing. Encourage the student to revise the scaling on his or her graph and regraph the equation. Remind the student that the two axes can be scaled differently, as long as the same scaling is used throughout the entire axis.
Provide additional practice graphing linear and nonlinear equations in the context of a relationship between two quantities. 
Moving Forward 
Misconception/Error The student labels and appropriately scales the axes but graphs the equation incorrectly. 
Examples of Student Work at this Level The student graphs the line y = 25x, y = 50x or some other unrelated line.

Questions Eliciting Thinking How did you graph the equation?
What variable did you graph on theÂ xaxis? What variable did you graph on theÂ yaxis? Can you label the axes appropriately?
What is the slope of your line according to the equation? What is the slope of your graphed line? What does the slope represent in the context of this problem?
What is theÂ yinterceptÂ of your line according to the equation? What is theÂ yinterceptÂ of your graphed line? What does the yintercept represent in the context of this problem? 
Instructional Implications Provide instruction and practice on graphing linear equations. Review slopeintercept form of a linear equation and encourage the student to use the yintercept and the slope to graph equations in this form. Review the standard form of a linear equation and encourage the student to find two solutions that can be used to graph equations in this form.
Clarify the procedure for finding the x and yintercepts of an equation. Model the process of substituting zero for x in the equation to find the yintercept and vice versa. Remind the student that the intercepts are often easy to find, can be used to graph a linear equation, and typically have special meaning in linear relationships described in application or word problems. 
Almost There 
Misconception/Error The equation is not graphed in the appropriate domain. 
Examples of Student Work at this Level The student graphs the line correctly but shows it extending through the second quadrant and into the third quadrant which includes values outside of the equationâ€™s domain given the context of the problem.
The student graphs the equation for the domain xÂ 1.

Questions Eliciting Thinking What happens to the cost of hiring Mary in the second quadrant? What would these hvalues mean?
What values are on the yaxis for this equation?
How much does it cost to hire Mary for zero hours?
What is the least number of points you need to graph a line? 
Instructional Implications Guide the student to consider the context of the equation in determining a reasonable domain. Encourage the student to look at the graph as not just a line but as a model of the relationship between the cost to hire Mary and the amount of time she works.
Examine other equations and graphs given in the context of realworld problems and ask the student to describe reasonable domains.
Consider implementing MFAS task Tee Time (ACED.1.2). Add to that task a graphing component and discuss the constraints on the domain of the equation given the realworld context. 
Got It 
Misconception/Error The student provides complete and correct responses to all components of the task. 
Examples of Student Work at this Level The student labels the xaxis as â€śTime (in hours)â€ť and scales it in increments of one. The student labels the yaxis â€śCost (in dollars)â€ť or â€śCharge (in dollars)â€ť and scales it in increments of five. The graph begins at x = 0 and extends in only the positive direction. The student may initially neglect to label the axes but does so later with prompting from the teacher (as in the following example).

Questions Eliciting Thinking What is the least number of hours that Mary might work? Do you think she could work for Â hour? Where would the point corresponding to h = Â be on your graph?
Why did you graph your equation only in the first quadrant?
How would you explain why your graph is not infinite in both directions to another student?
What is the least number of points you need to graph a line? 
Instructional Implications Provide additional practice graphing linear and nonlinear equations in the context of a relationship between two quantities. Ask the student to consider an appropriate domain given the context. Challenge the student to explain the graph in the context of the problem.
Consider implementing MFAS task Tee Time (ACED.1.2). 