Students can hit a road block at the steps that appear to be very simple. For example, in the problem below the students are prompted to find the highest point on the *graph*. Many think the *graph* refers to the entire coordinate plane and they pick 5 as the high point. It is the highest point on the y-axis but not the *graph*. I introduce the problem by highlighting the actual *graph* in pink and explain that this highlighted line is what is meant by the *graph*.

The use of color also helps students distinguish between the x and y axes and what the variables x and y represent in the context of the problem (# minutes and # kilometers in this problem) – see photo above. This problem also involves plugging in a # for x (blue) **IN** the function (red). In the photo below you see how I use color to help emphasize this.

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