Below is the study guide and ANSWER KEY for the mid module study guide to accompany lessons 9-20 covering slope and linear equations. I don't think I made too many mistakes this time. Enjoy!
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In this last lesson prior to our test, we'll look at comparing two slopes and making comparisons about real world situations involving unit rates and proportional relationships.
In this challenging lesson, we found out that all we really needed to graph lines was two points. Once we find two points, we can determine the slope, and then find the y-intercept.
This lesson accomplished two things. First of all, we saw that we were able to create the slope intercept form of a line if we could see the y-intercept and one other integer point on the line (this helped us calculate the slope. We then converted slope-intercept form into correct standard notation. There were three pages of independent practice that were taken from the text book and not included in this PDF.
https://www.evernote.com/shard/s5/sh/778b8cc7-73b6-4336-bfc7-6603f8314c1d/2122a39b168ded89
https://www.evernote.com/shard/s5/sh/778b8cc7-73b6-4336-bfc7-6603f8314c1d/2122a39b168ded89
This lesson asked students to draw graphs of lines based on knowing the intercepts.
This lesson was focused on converting from the standard form of a linear equation to the sloe intercept form of a line.
In this lesson, students looked at the slope formula (change in vertical distance over change in horizontal distance), and then explored the concept of slope triangles to show that the slope of a line is the same as calculated between any two points on the line.
This lesson focused students attention on the concept of slope for the first time...We looked at slope as a unit rate...that is the change in the value of the y-coordinate for every change of 1 in the value of the x-coordinate. We made a few connections between the unit rate and similar triangles as well. This was a very successful lesson.
This mini-lesson reminds students of the graphs of horizontal lines and vertical lines...this reinforces some of the concepts we introduced when we discussed performing reflections. Students now know WHY the line of x=3 is where it is, for example.
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May 2016
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