8.EE.B.6 Slope and Linear Equations Task Cards - Middle School Math Stations

Rated 4.83 out of 5, based on 241 reviews
241 Ratings
Amy Harrison
Grade Levels
7th - 9th
Formats Included
  • PDF
54 pages
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Amy Harrison

What educators are saying

Used in the resource classroom to preview concepts to be taught in the gen ed classroom using the co-taught inclusion model.
I thought this was a great resource. My students can always use extra practice with slope and linear equations. I'm always looking for great supplemental resources to help with these concepts.
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Stations are the perfect activity for your restless and impatient students who like to get up and move around! The collaborative element makes them fun and engaging - a great change of pace from the typical warm up or test review!

Getting their bodies moving will often get their brains moving. Stations are an amazing warm up activity! With a variety of different questions, it’s definitely one of the most fun ways to review for a test. Try having the students rotate around the room while increasing their fluency of the CCSS 8.EE.B.6 Standard.

Check out the comments and reviews - this resource is easy to use and students LOVE it!

This activity provides an EASY day for you and a FUN activity for your students!


  • 2 cards per page
  • 20 total cards
  • Answer key included


  • Find the slope of a line given the graph
  • Identify the graph with a particular slope
  • Find the slope of a line given two points
  • Find the linear equation in y = mx + b form given the graph
  • Identify the graph of a particular linear equation in y = mx + b form
  • Identify the graph that does not have a particular slope and y-int
  • Determine the distance traveled after a particular number of hours given the graph
  • Predict the distance traveled given the hours
  • Determine which slope is the steepest
  • Predict the time it will take to travel a particular distance.


  • Understand the connections between proportional relationships, lines, and linear equations.


  • Graph proportional relationships, interpreting the unit rate as the slope of the graph. Compare two different proportional relationships represented in different ways. For example, compare a distance-time graph to a distance-time equation to determine which of two moving objects has greater speed.


  • Use similar triangles to explain why the slope m is the same between any two distinct points on a non-vertical line in the coordinate plane; derive the equation y = mx for a line through the origin and the equation y = mx + b for a line intercepting the vertical axis at b.


Cut out and laminate stations so you can use them every class period and every year!

I typically have students work in partners, but BOTH of them have to fill out the student information sheet, showing work. Students could also work individually. Working with more than one person gets too crowded, and some students skate by without participating at all.

Each group will start at a station. They will be given a certain amount of time to complete each task. At the end of the time, they will switch to the next station. Example: If a student starts at station 1, they will go to station 2. If they are at station 20, they will go to station 1.

There should never be more than two people at a station (unless you have more than 40 students…).

Encourage (or require) students to write down EVERY problem so that if they run out of time on one station, they can finish earlier problems at another station.

Give students a specific time to complete each task. (1-2 min) Use a timer that goes off to help students know when to switch stations. This way, when the timer goes off, students will just get up and move without direction. Determine the amount of time based on the skill set of each group. I give some classes more time than others if needed. If I start with 2 minutes and all of the students are finishing quickly, I will decrease the time as we go. Usually 2 minutes is too much!

I use this resource every year in the middle school math classroom. It can take up to a whole class period depending how much time is given to the students per station.


  • I observe the students during the activity and offer help if needed. After the activity, I collect their worksheet. This activity can be graded on accuracy or for effort or completion. If grading for effort/completion, make sure that the students show work and attempt all questions!

WAIT! Before you buy, note: This product is part of my Complete Bundle of Math Stations and Task Cards

Check out some of my other task cards:

Total Pages
54 pages
Answer Key
Teaching Duration
55 minutes
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to see state-specific standards (only available in the US).
Use similar triangles to explain why the slope m is the same between any two distinct points on a non-vertical line in the coordinate plane; derive the equation 𝘺 = 𝘮𝘹 for a line through the origin and the equation 𝘺 = 𝘮𝘹 + 𝘣 for a line intercepting the vertical axis at 𝘣.


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