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DIGITAL AND PRINT: Twelve rounds provide practice or review finding the slope of linear functions from graphs. Graphs with zero slope and undefined slope are included. Some of the graphs have points marked on the line for easier counting, and others have only the line with no points marked.
What is the Algebra 1 “Slow It Down” Series?
The Algebra 1 “Slow It Down” Series is ideal for teachers who are looking for concentrated practice on a single skill or a limited set of skills. These work well for students who need additional focused practice to master a skill.
As part of the , the focus of this activity is practice limited to finding slope from graphs.
Other related “Slow It Down” activities available individually or bundled are:
For a full review of finding the slope and y-intercept from tables, two points, and graphs, please see:
Students work with a partner while seated at their desks. They should write in their own notebook or on the blank Answer Sheet (included).
At the same time the first pair of students is working on Problem 1, the second pair works on Problem 2, the third pair works on Problem 3, etc. At the teacher’s signal, all students pass their problem in a specific direction. The students who started with Problem 2 should now pass it to the students who started with Problem 1, the students who started with Problem 3 pass it to the students who started with Problem 2, etc. The first pair of students starting with Problem 1 should deliver their finished problem to the last pair of students, or the teacher may prefer to deliver these each time.
Students now to find the ANSWER to the problem they just finished.
Students continue to work problems in order, pass problems and check their answers on the back of the next problem page until they have completed all problems included in the activity.
It is important for the teacher to tell the entire class when to pass their first problem and to tell everyone where to look for the first answer on the back of their NEXT problem. After this first pass together, I’ve allowed students to work and pass problems at their own pace. Teachers may prefer to set a timer so all students pass their current problem to the next pair of students simultaneously.
***DIGITAL COMPATIBLE: Through Easel Activities, this product contains an INTERACTIVE PDF. Text boxes and instructions for online use are already included. You will be able to further annotate and customize it for your distance learning needs. Underlying content is not editable. Your students will complete the digital PDF and submit it to you for review via Google Classroom.
CCSS: Use functions to model relationships between quantities.
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.
CCSS: Interpret functions that arise in applications in terms of the context.
HSF.IF.B.6 Calculate and interpret the average rate of change of a function (presented symbolically or as a table) over a specified interval. Estimate the rate of change from a graph.
TEKS: Linear functions, equations, and inequalities.
A1.3.A Linear functions, equations, and inequalities. The student applies the mathematical process standards when using graphs of linear functions, key features, and related transformations to represent in multiple ways and solve, with and without technology, equations, inequalities, and systems of equations. The student is expected to determine the slope of a line given a table of values, a graph, two points on the line, and an equation written in various forms, including y = mx + b, Ax + By = C, and y – y1 = m(x – x1).
VA SOL: Equations and inequalities.
EI.A.6.a The student will determine the slope of a line when given an equation of the line, the graph of the line, or two points on the line.
Print single-sided copies and slide pages into plastic page protectors to keep problems and answers together. Put and back-to-back in the same plastic page protector; put and back-to-back in another plastic page protector, and together, etc. Prepare 2 or more complete sets of the activity to have enough pages for each pair of students in the class. Keep complete sets in order.
. As you hand out problems in order, problem side up, tell each pair of students the direction they should pass their problem when finished. This direction may vary by row if you zig-zag or “snake” up and down the rows of desks. The first pair of students starting with Problem 1 should deliver their finished problems to the last pair of students, or you may prefer to deliver these each time.
(Optional) Print enough copies of the blank Answer Sheet for each student to use as they work the problems. Another option is for students to write in their own notebooks.
Included in the package:
· Twelve “Problem Pass” pages
· Answer pages for students to self-check
· Blank answer sheet for students (optional)
· Answer Key for Teacher
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This purchase is for one teacher only.
This resource is not to be shared with colleagues or used by an entire grade level, school, or district without purchasing the proper number of licenses. If you are a coach, principal, or district interested in a site license, please contact me for a quote at email@example.com. This resource may not be uploaded to the internet in any form, including classroom/personal websites or network drives.