The students will physically graph the three lines that they have created. One student will represent the y-intercept and the other will walk off the slope. Throughout the lesson, the teacher should circulate the room checking for correctness and providing feedback.

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Find the number of hours x for April. If a student has a physical disability, pair them with someone who can do the physical movement for them as they describe where to go. If the slope of a line is positive, what does that tell us about the graph of the line?

Allow for the groups to read the rubric and then explain specifications for their grades. What are the guiding questions for this lesson?

How will the teacher present the concept or skill to students? If using a football field, it is best to use the practice field in case you want to paint your own numbers or markings on the field.

As each group of students comes to graph their function, they will give the instructor their rubric to grade. Have the groups explain the differences between slope and y-intercept in all three functions. Number of hours taken by Ken to take brisk walk. The students have learned the definition of a term, variable, slope, intercept, x-axis, and y-axis.

The teacher will be aware of the needs of each pair and provide appropriate guidance, as needed. Once there is proof of understanding the equation and the variables, have the students briefly describe what slope means as well as what y-intercept means.

Go to Guided Practice Guided Practice: What is b, what does it mean? How could the equation be changed to get a vertical line? What activities or exercises will the students complete with teacher guidance? The new groups should graph all six functions on paper and discuss how each is different.

An example is, "The magnitude of your slope must be less than or equal to 5 and the magnitude of your y-intercept must be less than or equal to 5. After the students have created their functions, have them describe the slope direction and y-intercept where it crosses the y-axis in words for each function they have created.

Students will be able to describe a line as "steep" if the magnitude of m is greater than 1 because the rise is greater than the runand "gradual" if the magnitude of m is less than 1 the rise is less than the run. Day 1 continued Get the students to first create three functions, three different ways.

On the third day the students will be given a four question quiz that asks them to graph a set of linear equations.

Greta makes clay mugs and bowls as gifts at the Crafty Studio. From the first day to third day, the change in y-values is Their discussion should be based on what variables were manipulated, and how the functions differ based on the different variables. General Lesson Plan Learning Objectives: Number of calories left to burn after "x" hours.Writing Algebra Equations Finding the Equation of a Line Given Two Points.

We have written the equation of a line in slope intercept form and standard form. We have also written the equation of a line when given slope and a point.

Now we are going to take it one step further and write the equation of a line when we are only given two points that are on that line. WRITING EQUATIONS IN POINT SLOPE FORM COLORING WORKSHEET - mi-centre.com WRITING EQUATIONS IN POINT SLOPE FORM COLORING WORKSHEET - mi-centre.com Writing Equations in Point Slope Form Coloring Worksheet Writing slope-intercept form equations notes-.

Name Period Notes — Writing Linear Equations in Slope-Intercept Form [j Identify the initial value (y-intercept) from a table, graph, equation, or verbal description. Students will work in pairs and compose three different linear equations in slope intercept form.

They will discover and describe how different values for m and b correspond to specific characteristics of the graph. 20) Slope =, y-intercept = y x Write the point-slope form of the equation of the line through the given point with the given slope. This Writing Linear Equations in Slope-Intercept Form Worksheet is suitable for 8th - 9th Grade.

In this writing linear equations worksheet, students find the x- and y-intercepts of 4 equations. Students then write equations for 4 problems given the slope and y-intercepts.

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