Description
This is a new station for practicing problem solving.This set focuses on finding slope from an equation or two points and includes four different Poly Problem Solvers, each with eight problems. Students solve the problem and match the answer to it. I suggest using hook and loop tabs. This way, students can actually stick the solutions next to the problems. There are two extra answers in each case, so that student must solve the last problem rather than use process of elimination.
My station rotations are in groups of four. I like to use these as a partner station. That is, when the group gets to this station, they work in partner pairs on two different Poly-Problem-Solvers. They can switch if both partner pairs finish with time left at the station. You could also have the students work individually or in groups of four. There is a sheet for students to show their work.
I have included two versions. In the first, the problems and answers are in corresponding colors. That way, if a student drops an answer, you know which Poly Problem Solver it belongs to. In the second version, all the problems and answers are in black. Here you can print them on four different colored sheets of paper. I prefer cardstock for the weight and feel, but plain copy paper works, too.
**Leave feedback after your purchase to earn TpT credits!**
Look out for this activity and many others in my eighth grade bundles at a deep discount!!! Coming Soon!
Common Core:
CCSS.MATH.CONTENT.8.F.A.3
Interpret the equation y = mx + b as defining a linear function, whose graph is a straight line; give examples of functions that are not linear. For example, the function A = s2 giving the area of a square as a function of its side length is not linear because its graph contains the points (1,1), (2,4) and (3,9), which are not on a straight line.
CCSS.MATH.CONTENT.8.F.B.4
Construct a function to model a linear relationship between two quantities. Determine the rate of change and initial value of the function from a description of a relationship or from two (x, y) values, including reading these from a table or from a graph. Interpret the rate of change and initial value of a linear function in terms of the situation it models, and in terms of its graph or a table of values.
Common Core Math Stations and Games - "Poly-Problem-Solver" Slope by Kimberly Wasylyk is licensed under a Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Unported License.
My station rotations are in groups of four. I like to use these as a partner station. That is, when the group gets to this station, they work in partner pairs on two different Poly-Problem-Solvers. They can switch if both partner pairs finish with time left at the station. You could also have the students work individually or in groups of four. There is a sheet for students to show their work.
I have included two versions. In the first, the problems and answers are in corresponding colors. That way, if a student drops an answer, you know which Poly Problem Solver it belongs to. In the second version, all the problems and answers are in black. Here you can print them on four different colored sheets of paper. I prefer cardstock for the weight and feel, but plain copy paper works, too.
**Leave feedback after your purchase to earn TpT credits!**
Look out for this activity and many others in my eighth grade bundles at a deep discount!!! Coming Soon!
Common Core:
CCSS.MATH.CONTENT.8.F.A.3
Interpret the equation y = mx + b as defining a linear function, whose graph is a straight line; give examples of functions that are not linear. For example, the function A = s2 giving the area of a square as a function of its side length is not linear because its graph contains the points (1,1), (2,4) and (3,9), which are not on a straight line.
CCSS.MATH.CONTENT.8.F.B.4
Construct a function to model a linear relationship between two quantities. Determine the rate of change and initial value of the function from a description of a relationship or from two (x, y) values, including reading these from a table or from a graph. Interpret the rate of change and initial value of a linear function in terms of the situation it models, and in terms of its graph or a table of values.
Common Core Math Stations and Games - "Poly-Problem-Solver" Slope by Kimberly Wasylyk is licensed under a Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Unported License.
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Highlights
Digital downloads
Grades
7th - 9th
Subjects
Standards
CCSS8.F.A.3
CCSS8.F.B.4
Tags
Pages
13
Description
This is a new station for practicing problem solving.This set focuses on finding slope from an equation or two points and includes four different Poly Problem Solvers, each with eight problems. Students solve the problem and match the answer to it. I suggest using hook and loop tabs. This way, students can actually stick the solutions next to the problems. There are two extra answers in each case, so that student must solve the last problem rather than use process of elimination.
My station rotations are in groups of four. I like to use these as a partner station. That is, when the group gets to this station, they work in partner pairs on two different Poly-Problem-Solvers. They can switch if both partner pairs finish with time left at the station. You could also have the students work individually or in groups of four. There is a sheet for students to show their work.
I have included two versions. In the first, the problems and answers are in corresponding colors. That way, if a student drops an answer, you know which Poly Problem Solver it belongs to. In the second version, all the problems and answers are in black. Here you can print them on four different colored sheets of paper. I prefer cardstock for the weight and feel, but plain copy paper works, too.
**Leave feedback after your purchase to earn TpT credits!**
Look out for this activity and many others in my eighth grade bundles at a deep discount!!! Coming Soon!
Common Core:
CCSS.MATH.CONTENT.8.F.A.3
Interpret the equation y = mx + b as defining a linear function, whose graph is a straight line; give examples of functions that are not linear. For example, the function A = s2 giving the area of a square as a function of its side length is not linear because its graph contains the points (1,1), (2,4) and (3,9), which are not on a straight line.
CCSS.MATH.CONTENT.8.F.B.4
Construct a function to model a linear relationship between two quantities. Determine the rate of change and initial value of the function from a description of a relationship or from two (x, y) values, including reading these from a table or from a graph. Interpret the rate of change and initial value of a linear function in terms of the situation it models, and in terms of its graph or a table of values.
Common Core Math Stations and Games - "Poly-Problem-Solver" Slope by Kimberly Wasylyk is licensed under a Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Unported License.
My station rotations are in groups of four. I like to use these as a partner station. That is, when the group gets to this station, they work in partner pairs on two different Poly-Problem-Solvers. They can switch if both partner pairs finish with time left at the station. You could also have the students work individually or in groups of four. There is a sheet for students to show their work.
I have included two versions. In the first, the problems and answers are in corresponding colors. That way, if a student drops an answer, you know which Poly Problem Solver it belongs to. In the second version, all the problems and answers are in black. Here you can print them on four different colored sheets of paper. I prefer cardstock for the weight and feel, but plain copy paper works, too.
**Leave feedback after your purchase to earn TpT credits!**
Look out for this activity and many others in my eighth grade bundles at a deep discount!!! Coming Soon!
Common Core:
CCSS.MATH.CONTENT.8.F.A.3
Interpret the equation y = mx + b as defining a linear function, whose graph is a straight line; give examples of functions that are not linear. For example, the function A = s2 giving the area of a square as a function of its side length is not linear because its graph contains the points (1,1), (2,4) and (3,9), which are not on a straight line.
CCSS.MATH.CONTENT.8.F.B.4
Construct a function to model a linear relationship between two quantities. Determine the rate of change and initial value of the function from a description of a relationship or from two (x, y) values, including reading these from a table or from a graph. Interpret the rate of change and initial value of a linear function in terms of the situation it models, and in terms of its graph or a table of values.
Common Core Math Stations and Games - "Poly-Problem-Solver" Slope by Kimberly Wasylyk is licensed under a Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Unported License.
Report this resource to TPT
Reported resources will be reviewed by our team. Report this resource to let us know if this resource violates TPT's content guidelines.
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Questions & Answers
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Standards
to see state-specific standards (only available in the US).
CCSS8.F.A.3
Interpret the equation 𝘺 = 𝘮𝘹 + 𝘣 as defining a linear function, whose graph is a straight line; give examples of functions that are not linear. For example, the function 𝘈 = 𝑠² giving the area of a square as a function of its side length is not linear because its graph contains the points (1,1), (2,4) and (3,9), which are not on a straight line.
CCSS8.F.B.4
Construct a function to model a linear relationship between two quantities. Determine the rate of change and initial value of the function from a description of a relationship or from two (𝘹, 𝘺) values, including reading these from a table or from a graph. Interpret the rate of change and initial value of a linear function in terms of the situation it models, and in terms of its graph or a table of values.
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