Description
Do your students need help deciding when to use slope intercept form, standard form and point-slope form?
The product includes a foldable that organize the three types of linear functions plus a maze to help students identify and use slope intercept form, standard form, and point-slope form?
Included:
Choose a Method Foldable
Choose a Method Maze
The product includes a foldable that organize the three types of linear functions plus a maze to help students identify and use slope intercept form, standard form, and point-slope form?
Included:
Choose a Method Foldable
Choose a Method Maze
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.
Linear Functions: Choose a Method
Math Made Modern
527 Followers
$2.00
Highlights
Digital downloads
Grades
6th - 9th
Standards
CCSS8.F.A.2
CCSS8.F.A.3
CCSS8.F.B.4
Pages
10
Description
Do your students need help deciding when to use slope intercept form, standard form and point-slope form?
The product includes a foldable that organize the three types of linear functions plus a maze to help students identify and use slope intercept form, standard form, and point-slope form?
Included:
Choose a Method Foldable
Choose a Method Maze
The product includes a foldable that organize the three types of linear functions plus a maze to help students identify and use slope intercept form, standard form, and point-slope form?
Included:
Choose a Method Foldable
Choose a Method Maze
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.2
Compare properties of two functions each represented in a different way (algebraically, graphically, numerically in tables, or by verbal descriptions). For example, given a linear function represented by a table of values and a linear function represented by an algebraic expression, determine which function has the greater rate of change.
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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