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CCSS.Math.Content.5.G.A.2 Represent real world and mathematical problems by graphing points in the first quadrant of the coordinate plane, and interpret coordinate values of points in the context of the situation.

CCSS.Math.Content.8.EE.B.6 Use similar triangles to explain why the slope m is the same between any two distinct points on a non-vertical line in the coordinate plane; derive the equation y = mx for a line through the origin and the equation y = mx + b for a line intercepting the vertical axis at b.

CCSS.Math.Content.8.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.

CCSS.Math.Content.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.Math.Content.8.G.B.8 Apply the Pythagorean Theorem to find the distance between two points in a coordinate system.

CCSS.Math.Content.HSA-CED.A.1 Create equations and inequalities in one variable and use them to solve problems.

From the Common Core State Standards Initiative Grade 8 Introduction: “2. Students grasp the concept of a function as a rule that assigns to each input exactly one output. They understand that functions describe situations where one quantity determines another. They can translate among representations and partial representations of functions (noting that tabular and graphical representations may be partial representations), and they describe how aspects of the function are reflected in the different representations.”

In this activity students use a coordinate plane to represent a map of a city. Students use the coordinates to find the slope between points and the linear equation representing the line between points. Last, students use the Pythagorean Theorem to find the distance from place to place.

Students are challenged to create their own word problems to go with the map.

CCSS.Math.Content.8.EE.B.6 Use similar triangles to explain why the slope m is the same between any two distinct points on a non-vertical line in the coordinate plane; derive the equation y = mx for a line through the origin and the equation y = mx + b for a line intercepting the vertical axis at b.

CCSS.Math.Content.8.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.

CCSS.Math.Content.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.Math.Content.8.G.B.8 Apply the Pythagorean Theorem to find the distance between two points in a coordinate system.

CCSS.Math.Content.HSA-CED.A.1 Create equations and inequalities in one variable and use them to solve problems.

From the Common Core State Standards Initiative Grade 8 Introduction: “2. Students grasp the concept of a function as a rule that assigns to each input exactly one output. They understand that functions describe situations where one quantity determines another. They can translate among representations and partial representations of functions (noting that tabular and graphical representations may be partial representations), and they describe how aspects of the function are reflected in the different representations.”

In this activity students use a coordinate plane to represent a map of a city. Students use the coordinates to find the slope between points and the linear equation representing the line between points. Last, students use the Pythagorean Theorem to find the distance from place to place.

Students are challenged to create their own word problems to go with the map.

Total Pages

12 pages

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Teaching Duration

N/A

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