Students read slope and y-intercept from equations, graph lines on coordinate grids, and write equations from tables, graphs and a taxi fare rule.
Only the colour PDF is ready for this resource so far. The other formats are on the way.
Materials: ruler
Last updated
Students graph lines from slope-intercept form and write equations from tables and graphs. The worked example plots y = 2x − 3 from its y-intercept, counting right 1 and up 2. One line is written y = 8 − (2/3)x, so students reorder it before reading the slope, and one table starts at x = 1, so they work back a step to find the y-intercept. A taxi fare problem asks them to go from distance to cost and back, and to explain what the slope means for the rider.
Line 6, y = 8 − (2/3)x, is the one students read backward, giving the slope as 8 and the y-intercept as −2/3. Have them rewrite it as y = −(2/3)x + 8 first, as the key does.
For line 8, y = (3/4)x − 2, students often count up 4 and right 3. Say the slope as rise over run, up 3 and right 4, and check that the line passes through (4, 1).
Table 11 has no x = 0 column, so some students give −6 as the y-intercept. Ask them to step back from x = 1 to x = 0 by adding 4, which gives −2.
Ways to adjust the 13 numbered items and the taxi problem.
Each one is checked against the official document. Where the resource covers only part of a standard, the note says so.
Students name the slope and y-intercept of lines in y = mx + b form, graph lines from the intercept and slope, and write equations from tables and graphs; solving inequalities is not covered and no digital tools are used.
Students write an equation for a taxi fare, find the cost of a ride and the length of a ride from its cost, and explain what the slope means; checking whether the model fits the situation is not covered.
No. Every line is in slope-intercept form, y = mx + b, apart from line 6, which only needs reordering.
Used it in class? Your notes help another teacher plan.
