# Find Slope and Y-Intercept Sum It Up Activity | Digital - Distance Learning

8th - 9th, Homeschool
Subjects
Standards
Resource Type
Formats Included
• PDF
• Activity
Pages
7 stations
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.

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### Description

" Find Slope and Y-Intercept Sum It Up Activity "

DIGITAL AND PRINT: Seven stations include practice or review finding the slope and the y-intercept of linear functions from two given points, from graphs and from tables of values.

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 Find Slope & Y-Intercept “Slow It Down” Problem Pass Activity BUNDLE 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 Problem Pass Activity” for another activity that includes a variety of ways to determine the slope and y-intercept from tables, two points, and graphs.

*******

Students work in groups of three, labeling themselves Student A, Student B and Student C. Each student works their own problem at a station in their own notebook. Students then add their three answers together for the “Sum”. They check the back of the station/page to see if the “Sum” of their answers is correct before moving to the next station. Students may rotate through the stations in any order.

***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.

HSA.CED.A.4 Rearrange formulas to highlight a quantity of interest, using the same reasoning as in solving equations.

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 + bAx + 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 + bAx + 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 each page on card stock or paper. Write only the numerical “Sum” of the three answers on the back of the corresponding page for students to check. Attach the pages to the walls around the room as stations for the students to visit.

Included in the package:

• Seven “Sum It Up” pages/stations, each with three problems, to put on walls around the classroom

• “Sum” answers to write on the back of each page/station for students to use

• Detailed answer key for the teacher

This activity works well in the middle of a lesson when students are actively learning a new skill and can also be used as a review.

The instructions are clearly marked on the students’ page and the answer key is included.

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

Total Pages
7 stations
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.
Rearrange formulas to highlight a quantity of interest, using the same reasoning as in solving equations. For example, rearrange Ohm’s law 𝘝 = 𝘭𝘙 to highlight resistance 𝘙.