# Write Linear Equations From Context Problem Pass | Digital - Distance Learning

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- PDF (6 rounds)
- Activity

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### Description

" ** Write Linear Equations From Context Problem Pass Activity** "

DIGITAL AND PRINT: Six rounds include practice or review writing linear equations in slope-intercept form and standard form from word problems.

**Do your students struggle? **Are you looking for more extensive practice on a single skill? If so, check out my **Algebra 1: "Slow It Down" Series**.

I isolated the 4 types of word problems in THIS activity and created 4 new, separate Algebra 1 "Slow It Down" activities, each focused on only 1 type of problem. You can find these in the Write Linear Equations Word Problems "Slow It Down" Problem Pass Activity BUNDLE listed above or individually in my store:

• “Write Linear Equations Word Problems Given ONLY Initial Value & Rate of Change "Slow It Down" Problem Pass” (6 rounds)

• “Write Linear Equations Word Problems Given ONLY Two Points in Context "Slow It Down" Problem Pass” (6 rounds)

• “Write Linear Equations Word Problems Given ONLY Rate of Change & One Point "Slow It Down" Problem Pass” (6 rounds)

• “Write Linear Equations Word Problems ONLY in Standard Form "Slow It Down" Problem Pass” (6 rounds)

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Students work with a partner while seated at their desks. They should write in their own notebook or on the blank Answer Sheet (included).

At the same time the first pair of students is working on Problem 1, the second pair works on Problem 2, the third pair works on Problem 3, etc. At the teacher’s signal, all students pass their problem in a specific direction. The students who started with Problem 2 should now pass it to the students who started with Problem 1, the students who started with Problem 3 pass it to the students who started with Problem 2, etc. The first pair of students starting with Problem 1 should deliver their finished problem to the last pair of students, or the teacher may prefer to deliver these each time. Students now flip over their new page to find the ANSWER to the problem they just finished.

Students continue to work problems in order, pass problems and check their answers on the back of the next problem page until they have completed all problems included in the activity.

It is important for the teacher to tell the entire class when to pass their first problem and to tell everyone where to look for the first answer on the back of their NEXT problem. After this first pass together, I’ve allowed students to work and pass problems at their own pace. Teachers may prefer to set a timer so all students pass their current problem to the next pair of students simultaneously.

This activity works well in the middle of a lesson while students are actively practicing a new skill or can be used as a review.

The answer key is built into the activity so students check for accuracy themselves.

*****DIGITAL COMPATIBLE: **Through Easel Activities, this product contains an INTERACTIVE PDF. Text boxes and instructions for online use are already included. You will be able to further annotate and customize it for your distance learning needs. Underlying content is not editable. Your students will complete the digital PDF and submit it to you for review via Google Classroom.

**CCSS: Use functions to model relationships between quantities.**

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: Understand the concept of a function and use function notation.**

HSF.IF.A.2 Use function notation, evaluate functions for inputs in their domains, and interpret statements that use function notation in terms of a context.

**CCSS: Build a function that models a relationship between two quantities.**

HSF.BF.A.1 Write a function that describes a relationship between two quantities.

HSF.BF.A.1a Determine an explicit expression, a recursive process, or steps for calculation from a context.

**CCSS: Create equations that describe numbers or relationships.**

HSA.CED.A.2 Create equations in two or more variables to represent relationships between quantities; graph equations on coordinate axes with labels and scales.

**TEKS: Linear functions, equations and inequalities**

A1.2.C Linear functions, equations, and inequalities. The student applies the mathematical process standards when using properties of linear functions to write and represent in multiple ways, with and without technology, linear equations, inequalities, and systems of equations. The student is expected to: write linear equations in two variables given a table of values, a graph, and a verbal description.

A1.3.B Linear functions, equations, and inequalities. The student applies the mathematical process standards when using graphs of linear functions, key features, and related transformations to represent in multiple ways and solve, with and without technology, equations, inequalities, and systems of equations. The student is expected to: calculate the rate of change of a linear function represented tabularly, graphically, or algebraically in context of mathematical and real-world problems.

**VA SOL: Equations and Inequalities**

EI.4.e The student will solve practical problems involving equations and systems of equations.

**Teacher Setup:**

Print single-sided copies and slide pages into plastic page protectors to keep problems and answers together. Put Problem 1 and ANSWER Problem 6 back-to-back in the same plastic page protector; put Problem 2 and ANSWER Problem 1 back-to-back in another plastic page protector, Problem 3 and ANSWER Problem 2 together, etc. Prepare 2 or more complete sets of the activity to have enough pages for each pair of students in the class. Keep complete sets in order.

It is very important to hand out problems in numerical order so the page with the answer on the back follows its problem number. As you hand out problems in order, problem side up, tell each pair of students the direction they should pass their problem when finished. This direction may vary by row if you zig-zag or “snake” up and down the rows of desks. The first pair of students starting with Problem 1 should deliver their finished problems to the last pair of students, or you may prefer to deliver these each time.

(Optional) Print enough copies of the blank Answer Sheet for each student to use as they work the problems. Another option is for students to write in their own notebooks.

**Included in the package:**

• Six “Problem Pass” pages in two formats for two printing options

• Answer pages for students to self-check

• Blank answer sheet for students (optional)

• Answer Key for Teacher

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• Point-Slope, Slope-Intercept & Standard Form Sum It Up Activity (8 stations)

• Parallel & Perpendicular Lines Sum It Up Activity (6 stations)

• Write Linear Equations In Context & Mixed Review Placemat Activities (2 activities)

**This purchase is for one teacher only:**

This resource is not to be shared with colleagues or used by an entire grade level, school, or district without purchasing the proper number of licenses. If you are a coach, principal, or district interested in a site license, please contact me for a quote at debbiesalgebraactivities@gmail.com. This resource may not be uploaded to the internet in any form, including classroom/personal websites or network drives.