Find Slope & Y-Intercept Problem Pass Activity | Digital - Distance Learning

8th - 9th, Homeschool
Subjects
Standards
Resource Type
Formats Included
• PDF
• Activity
Pages
12 rounds
Includes Easel Activity
This resource includes a ready-to-use interactive version of the PDF. Assign it to students to complete from any device. Easel by TpT is free to use! Learn more.

Also included in

1. Find Slope & Y-Intercept "Slow It Down" Problem Pass Activity BundleDIGITAL AND PRINT: This Algebra 1 “Slow It Down” Series bundle includes six Problem Pass activities to practice finding slope and y-intercept at a discounted price. Please click the links above to see the description of each pro
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2. "Bundle of Bundles: Write Linear Equations Activities"DIGITAL AND PRINT: This “Bundle of Bundles” includes ALL of my Algebra activities related to Writing Linear Equations. This Bundle of Bundles gives schools and individual buyers easy access to all my activities for this topic in one place. Eac
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3. “Bundle of Bundles: Algebra 1 “Slow It Down” Activities” DIGITAL AND PRINT: This “Bundle of Bundles” includes ALL my Algebra 1 “Slow It Down” Series Activities Bundles and gives schools and individual buyers easy access to this series in one place. Each activity is aligned with Common Core Standards
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4. "Algebra 1 Problem Pass Activities Bundle"DIGITAL AND PRINT: This bundle has Problem Pass activities to use throughout the year in Algebra 1. Each activity is aligned with Common Core Standards, TEKS, and VA SOL for Grade 8 and High School Algebra. Click the links above to view each activity. ***
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Description

"Find Slope & Y-Intercept Problem Pass"

DIGITAL AND PRINT: Twelve rounds provide practice or review finding the slope and the y-intercept of a line when given the graph of the line, two points on the line, the slope and a point on the line, or a table of values with input-output pairs.

Do your students struggle? Are you looking for more extensive practice on a single skill?

If so, check out my Algebra 1: “Slow It Down” Series.

I isolated five types of problems in THIS activity and created five new, separate Algebra 1 “Slow It Down” activities, each focused on only ONE type of problem. You can find these in the “Slow It Down” bundle listed above or individually in my store:

This activity can be used as a formative assessment or review following slower practice with some or all of the activities listed above.

Note: Please see “Find Slope and Y-Intercept Sum It Up Activity” for another popular activity that includes a variety of ways to determine the slope and y-intercept from tables, two points, and graphs.

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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 flip over their new page 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 linear models.

HSS.ID.C.7 Interpret the slope (rate of change) and the intercept (constant term) of a linear model in the context of the data.

CCSS: Build a function that models a relationship between two quantities.

HSF.BF.A.1 Write a function that describes a relationship between two quantities.

CCSS: Construct and compare linear, quadratic, and exponential models and solve problems.

HSF.LE.A.2 Construct linear and exponential functions, including arithmetic and geometric sequences, given a graph, a description of a relationship, or two input-output pairs (include reading these from a table).

CCSS: Create equations that describe numbers or relationships.

HSA.CED.A.2 Create equations in two or more variables to represent relationships between quantities; graph equations on coordinate axes with labels and scales.

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.

A1.2.B Linear functions, equations, and inequalities. The student applies the mathematical process standards when using properties of linear functions to write and represent in multiple ways, with and without technology, linear equations, inequalities, and systems of equations. The student is expected to write linear equations in two variables in various forms, including y = mx + b, Ax + By = C, and y – y1 = m(x – x1), given one point and the slope and given two points.

A1.2.C Linear functions, equations, and inequalities. The student applies the mathematical process standards when using properties of linear functions to write and represent in multiple ways, with and without technology, linear equations, inequalities, and systems of equations. The student is expected to write linear equations in two variables given a table of values, a graph, and a verbal description.

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.

EI.A.6.b The student will write the equation of a line when given the graph of the line, two points on the line, or the slope and a point on the line.

VA SOL: Functions

F.A.7.d The student will investigate and analyze linear and quadratic function families and their characteristics both algebraically and graphically, including intercepts.

Teacher Setup:

Print single-sided copies and slide pages into plastic page protectors to keep problems and answers together. Put Problem 1 and ANSWER Problem 12 back-to-back in the same plastic page protector; put Problem 2 and ANSWER Problem 1 back-to-back in another plastic page protector, Problem 3 and ANSWER Problem 2 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.

It is very important to hand out problems in numerical order so the page with the answer on the back follows its problem number. 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)

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 debbiesalgebraactivities@gmail.com. This resource may not be uploaded to the internet in any form, including classroom/personal websites or network drives.

Total Pages
12 rounds
Included
Teaching Duration
N/A
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Standards

to see state-specific standards (only available in the US).
Interpret the slope (rate of change) and the intercept (constant term) of a linear model in the context of the data.
Construct linear and exponential functions, including arithmetic and geometric sequences, given a graph, a description of a relationship, or two input-output pairs (include reading these from a table).
Write a function that describes a relationship between two quantities.
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.
Create equations in two or more variables to represent relationships between quantities; graph equations on coordinate axes with labels and scales.