Find her cost y for May. After the discussion, the instructor will pair students into homogeneous groups. If you know the y-intercept of a line, what can you tell about the graph of that line?
What does slope tell us about a line? Day 1 continued Get the students to first create three functions, three different ways.
Have the groups explain the differences between slope and y-intercept in all three functions. How could the equation be changed to get a vertical line? Their discussion should be based on what variables were manipulated, and how the functions differ based on the different variables.
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. Teacher leads the class in discussing the findings of the lesson, leaving some time at the end for question and answer. If there is no paint or field available, use masking tape to create a coordinate plane on the classroom floor.
The instructor should ask questions to the students graphing as well as the rest of the class. Computer for Presenter Special Materials Needed: The instructor should observe, through questioning, the students expressing understanding of these terms. Students will explain explain to the class the changes they made and how the changes affected the graph of the function.
The money Greta pays the studio each month Step 3: What should students know and be able to do as a result of this lesson? Students will be able to graph linear equations on a coordinate plane. The new groups of four students should now have a total of six functions.
After equations are correct, the students will have three lines to graph outside on the field. What is b, what does it mean? The teacher will be aware of the needs of each pair and provide appropriate guidance, as needed.
Groups will submit equations that they have created, receive feedback as soon as they have the equations created that dayand have an opportunity to correct mistakes.
Printed rubric, painted field or masking tape on floor, and a piece of rope or string, Quiz The activity will need either a painted football field to use a coordinate plane or field paint to paint a coordinate plane in the grass outside.oI Rn6f2i vn 3iYthe O IA ClTgEeEb 4rGas I1G.G Worksheet by Kuta the slope-intercept form of the equation of the line Writing Equations.
Its equation will always be: WRITING LINEAR EQUATIONS FROM WORD PROBLEMS. When a word problem involves a constant rate or speed and a beginning amount, it can be.
written in slope-intercept form. To do this, recognize which number will represent m, the rate, and which number will represent b, the y-intercept.
The slope-intercept form of the equation of a line with slope m and y-intercept b is y = mx + b. Writing Linear Equations Worksheet.
Writing Linear Equations Using the Point and Slope Worksheet. Related Concepts. The slope-intercept form of the equation of a line with slope m and y-intercept b is y = m x + b. Among the choices, the equation y = 3 x + 4 only is in slope-intercept form with slope 3 and y -intercept 4.
H 0 uA Yl Uln KrIiUgohDtZs3 8r yers gemr4vQecd1.W I 2Mia zd peQ fwyi zt yhV aInsfYiTnRimtZe K SA ml xgKe HbPrGa5 C1q.Y Worksheet by Kuta Software LLC Writing Equations - Two Points Write the slope-intercept form of the equation of t he line through the given points.
1) through. Worksheet by Kuta Software LLC ©G S2F0T1n5e `KmuqtMac qS^ovfBtHwja]rNea mLbLjCr.h m GA[lvlu IrIi_gNhPtvsb mrWevsieHrzvXevdEPart I: Write the slope-intercept form of the equation of each line given the slope and y-intercept.
1) Slope = -4, y-intercept = 42) Writing Linear Equations Review.Download