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Standards

CCSSHSF-BF.A.1b

CCSSHSF-BF.A.1

CCSSHSA-CED.A.2

CCSS8.F.B.4

CCSS8.F.A.3

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- StandardsNEW

Students match multiple representations of linear equations. Each set has a card with the graph, equation, table, 2 verbal descriptions, slope and y-intercept, and a word problem. There are 5 sets of cards. Print them directly onto 3"x5" index cards. I printed 6 sets, put the students in groups of 3-4, and gave each group a set. Another option would be to print a single set and give each group one card. The groups would look for all the other cards that go with theirs.

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CCSSHSF-BF.A.1b

Combine standard function types using arithmetic operations. For example, build a function that models the temperature of a cooling body by adding a constant function to a decaying exponential, and relate these functions to the model.

CCSSHSF-BF.A.1

Write a function that describes a relationship between two quantities.

CCSSHSA-CED.A.2

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

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.

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.

Total Pages

35 pages

Answer Key

N/A

Teaching Duration

30 minutes

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