4+Linear+1A

=Linear Relationships=

Patterns and Rules
In this lesson, students complete input-output tables to graph functions. They then look at the tables and graphs and note any patterns they see. In the second part of this lesson, students examine tables and come up with the equations that match the data. [| Patterns and Rules (Revised Alg 4.4).doc]

Students examine sequences, find the next few terms, and come up with rules for the sequences. [| Whats the Pattern whats the Rule.doc]

Students use geometric concepts (perimeter, volume, surface area) to complete data tables. Then, they come up with rules that match the tables and patterns. [| Trains and Staircases (revised Pre 6.1).doc]

Slope, Rate of Change, X- and Y-intercepts, and Stories from Graphs
Students complete input-ouput tables for various functions. Then they calculate the slope, discovering that the slope is constant in the table and that the slope is the coefficient of x in the equation. [| Rates of Change Tables.xls]

Students use CBRs to create distance/time graphs. [| Stories from Graphs CBR (revised Alg 4.1a).doc]

Students analyze distance/time graphs and create stories. [| Horse Rate of Change (Revised Alg 5.0).doc]

Students analyze distance-time graphs to create stories that match the graphs. Then, they create graphs to match a given story. [| More Stories from Graphs.pdf]

Students analyze a graph of Jack and Jill heading up the hill and answer questions about the graph as well as the rate Jack and Jill are traveling. [| Jack and Jill.doc]

Students match a story to a graph and then write stories to match the remaining graphs. [| Richard Types RofC.doc]

Students analyze graphs of real world situations and interpret what the slope and intercepts mean in the real world situation. [| Rate of Change and Intercepts.doc]

Students graph real world situations and then determine what the x- and y-intercepts mean in the real world situation. [| Interpreting x and y intercepts.doc]

Slope-Intercept Form
In these two lessons (variations of each other), students discover slope-intercept form of an equation. They also examine the effects on a graph of changing m and b. [| Zooming in on Linear Equations Revised.doc] [| Zooming in on Linear Eq (revised 5.2ab).doc]

Students examine patterns to find the 10th term, the 0th term, and the slope (rate of change). They use this information to write a formula that matches the pattern. [| Alg 5.3 StackingCubes RateChange.doc]

Quick draws are a great! Using the attached template, give students points to graph, equations to graph, x- and y-intercepts, etc. Once they have graphed the equations, ask questions about slopes, x- and y-intercepts, etc. Use this as a daily warm-up. [| Quick Draw Template.doc]

Linear vs. NonLinear
In this lesson, students examine tables, equations, and graphs for linear and quadratic functions to determine the differences. [| Linear vs. Nonlinear.doc]

In this lesson, students examine the graphs of several different types of functions. [| ComparLinearNonlinear (revised Alg 7.0).doc]

Assessment
In this project, students create constellations. Then they find the equation for each line of their constellation. [| Impact Constellation Project Revised.doc]

Two variations of the same performance assessment. Students analyze the graphs of participants in a race. They commentate the race from start to finish, demonstrating their ability to read graphs and provide information about rates. [| The 400 meter race.doc] [| Impact Hurdles Race Revised.doc]