This year I have entered my 11th year in the teaching profession working many subject areas and all grade of the middle school experience. All the activities, notes, and ideas from my store have been run by one of my actual classes prior to being posted and I thank them for being my guinea pigs and helping me work out the kinks!
These notes and activity page are designed to help students look at data and determine if it has a correlation and if that correlation is positive or negative. A great time saving alternative if there is not enough time for students to collect their own height and shoe size data. Can be made more personal after this introduction to help students develop their own possible correlations and gather data to back up their thinking!
This quick guided notes and practice page helps students identify slope by computing the constant ratio of change in y over change in x. They must also visualize their data by plotting the example table on a coordinate plane to see the linear relationship.
Students must analyze a table to determine if it has a linear relationship (constant rate of change) and if so, if the relationship is also proportional and what the proportional constant is.
The goal of this short exercise is for students to start to connect that a larger standard deviation means that data is more spread out, even if it has the same mean and median as another set of data.
This worksheet uses function notation to develop rules for real world scenarios. Students can be guided though first part and use the second for independent or group work, or whole sheet can be done for continued reinforcement.
Student will practice being able to determine if a given linear relationship is proportional or not in graph or table form. They will be asked to find the proportional constant (which we called m instead of k to tie in to slope-intercept form) as well as use given proportional equation to solve for missing quantities.
Students must use speed = distance/time formula to solve for whichever part of the rate equation is missing. Their answers will reveal the solution to a riddle at the bottom of the page.
This short exit pass is designed to see if students can go from a concrete model to a linear algebraic rule. For the first part they must also justify whether they would use a continuous or discrete graph to display their data.
8th - 10th
Algebra
CCSS
HSA-CED.A.1
, HSA-CED.A.2
, HSA-CED.A.3
FREE
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About the store
Experience
This year I have entered my 11th year in the teaching profession working many subject areas and all grade of the middle school experience. All the activities, notes, and ideas from my store have been run by one of my actual classes prior to being posted and I thank them for being my guinea pigs and helping me work out the kinks!
Teaching style
I love creating a blend of personal humor, active engagement, and challenge to help students be comfortable, gain confidence, and ultimately grow toward whatever their goals might be.
My own education history
I obtained my bachelors degree in History with a minor in professional education from West Chester University in 2009 and my Masters in Education Administration from Salisbury University in 2015.
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