Description
This task requires students to write, model, and interpret linear functions as tables, lines, and equations. Students will also create their own real-world problem that can be solved using a linear function.
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Highlights
Digital downloads
Grades
7th - 10th
Subjects
Standards
CCSS8.EE.B.5
CCSS8.F.A.3
CCSS8.F.B.4
Tags
Pages
3
Answer Key
Included
Teaching Duration
1 hour
Description
This task requires students to write, model, and interpret linear functions as tables, lines, and equations. Students will also create their own real-world problem that can be solved using a linear function.
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.
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Questions & Answers
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Standards
to see state-specific standards (only available in the US).
CCSS8.EE.B.5
Graph proportional relationships, interpreting the unit rate as the slope of the graph. Compare two different proportional relationships represented in different ways. For example, compare a distance-time graph to a distance-time equation to determine which of two moving objects has greater speed.
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.
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