Description
The activity includes 40 double-sided cards, each showing a linear equation in the form y=mx+b (Side A). On the other side (Side B), the card shows a graph corresponding to the equation.
✨How this resource works (here some examples):
ACTIVITY 1:
- Distribute ten cards for students (or a group of students if this is a collaborative activity).
- Ask the students to have the cards facing up the side A (showing the equation).
- Distribute the worksheet for the activity (included) and ask the students to observe the equation and sketch the graph.
- Set a time limit for the activity.
- When times up, ask the students to turn around the cards, now facing up the side B. Now, the student can check his/her work and make corrections.
ACTIVITY 2:
- Distribute ten cards for students (or a group of students if this is a collaborative activity).
- Ask the students to have the cards facing up the side B (showing the graph).
- Distribute the worksheet for the activity (included) and ask them to write the equation.
- The students observe side B and find the equation for the graph. Set a time limit for the activity.
- When times up, ask students to turn over the cards and check their work for accuracy.
ACTIVITY 3:
Steps for trading cards activity:
- Each student receives one card.
- Create a space for students to stand up and be able to walk around the classroom. Ask students to mingle and find a partner.
- Ask students to number themselves #1 and #2. Student #1 starts by showing side B to his/her partner (showing the graph)—student #2 answers by finding the linear equation. If necessary, student #1 offers clues or hints and positive feedback.
- Student #2 repeats the exercise by showing his/her card (showing the graph). Now, student #1 states the equation from its graph.
- The two students trade cards and go in search of new partners.
This process continues until the time is up (teacher discretion).
** The script for the instructions in Spanish for this activity is included.
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Highlights
Grades
8th - 11th
Subjects
Standards
CCSS8.F.A.3
CCSS8.F.B.4
CCSSHSF-IF.A.1
Tags
Teaching Duration
45 minutes
Description
The activity includes 40 double-sided cards, each showing a linear equation in the form y=mx+b (Side A). On the other side (Side B), the card shows a graph corresponding to the equation.
✨How this resource works (here some examples):
ACTIVITY 1:
- Distribute ten cards for students (or a group of students if this is a collaborative activity).
- Ask the students to have the cards facing up the side A (showing the equation).
- Distribute the worksheet for the activity (included) and ask the students to observe the equation and sketch the graph.
- Set a time limit for the activity.
- When times up, ask the students to turn around the cards, now facing up the side B. Now, the student can check his/her work and make corrections.
ACTIVITY 2:
- Distribute ten cards for students (or a group of students if this is a collaborative activity).
- Ask the students to have the cards facing up the side B (showing the graph).
- Distribute the worksheet for the activity (included) and ask them to write the equation.
- The students observe side B and find the equation for the graph. Set a time limit for the activity.
- When times up, ask students to turn over the cards and check their work for accuracy.
ACTIVITY 3:
Steps for trading cards activity:
- Each student receives one card.
- Create a space for students to stand up and be able to walk around the classroom. Ask students to mingle and find a partner.
- Ask students to number themselves #1 and #2. Student #1 starts by showing side B to his/her partner (showing the graph)—student #2 answers by finding the linear equation. If necessary, student #1 offers clues or hints and positive feedback.
- Student #2 repeats the exercise by showing his/her card (showing the graph). Now, student #1 states the equation from its graph.
- The two students trade cards and go in search of new partners.
This process continues until the time is up (teacher discretion).
** The script for the instructions in Spanish for this activity is included.
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
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Loved this resource. Thank you for all of your hard work!
Absolutely amazing! I have used this activity in a stations setting or just as an individual setting. Graphs are easy to read and students are given answers to match which helps in checking their work.
Thanks!
Will be using this as review. Can't wait.
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.
CCSSHSF-IF.A.1
Understand that a function from one set (called the domain) to another set (called the range) assigns to each element of the domain exactly one element of the range. If 𝘧 is a function and 𝘹 is an element of its domain, then 𝘧(𝘹) denotes the output of 𝘧 corresponding to the input 𝘹. The graph of 𝘧 is the graph of the equation 𝘺 = 𝘧(𝘹).
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