Description
In this introductory exploration, students build and draw geometric patterns as a context to use multiple representations and learn some basics about linear functions.
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$3.00
Highlights
Digital downloads
Grades
8th
Standards
CCSS8.F.A.3
CCSS8.F.B.4
Pages
Planning Page, 7 Student Pages, and Answer Keys
Answer Key
Included
Teaching Duration
2 days
Description
In this introductory exploration, students build and draw geometric patterns as a context to use multiple representations and learn some basics about linear functions.
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.
Reviews
All verified TPT purchases
I love the lessons from this group. They are put together so I can easily deliver a concept lesson that is accessible to my struggling learners and challenges more advanced learners at the same time. This one started with toothpicks as patterns and led to all kinds of linear function relationships. Thank you!
Thank you for your review. I am so delighted to hear the you are enjoying the lessons.
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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