Description
This is a great way to start (or end!) a unit on linear functions. I personally use this activity to begin to introduce linear functions (word problems, tables, graphs, and equations) and refer back to these situations during the unit. This can be used as an exploratory activity but could also be used at the end of a unit as a formative assessment. I have included my five-point representation start to show students the multiple ways to represent one linear situation.
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Highlights
Digital downloads
Grades
8th
Subjects
Standards
CCSS8.F.A.1
CCSS8.F.A.2
CCSS8.F.A.3
Tags
Pages
2
Teaching Duration
30 minutes
Description
This is a great way to start (or end!) a unit on linear functions. I personally use this activity to begin to introduce linear functions (word problems, tables, graphs, and equations) and refer back to these situations during the unit. This can be used as an exploratory activity but could also be used at the end of a unit as a formative assessment. I have included my five-point representation start to show students the multiple ways to represent one linear situation.
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.1
Understand that a function is a rule that assigns to each input exactly one output. The graph of a function is the set of ordered pairs consisting of an input and the corresponding output.
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.
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