Twelve rounds include practice or review writing linear equations in slope-intercept form from tables of values, two points / ordered pairs and graphs.
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.
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: Construct and compare linear, quadratic, and exponential models and solve problems.
HSF.LE.A.2 Construct linear and exponential functions, including arithmetic and geometric sequences, given a graph, a description of a relationship, or two input-output pairs (include reading these from a table).
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.
HSA.CED.A.4 Rearrange formulas to highlight a quantity of interest, using the same reasoning as in solving equations.
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.
CCSS: Interpret functions that arise in applications in terms of the context.
HSF.IF.B.6 Calculate and interpret the average rate of change of a function (presented symbolically or as a table) over a specified interval. Estimate the rate of change from a graph.
CCSS: Interpret linear models.
HSS.ID.C.7 Interpret the slope (rate of change) and the intercept (constant term) of a linear model in the context of the data.
Print single-sided copies and slide pages into plastic page protectors to keep problems and answers together. Put Problem 1 and ANSWER Problem 12 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:
• Twelve “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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This purchase is for one teacher only.
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