City University of Seattle Slope Intercept Form Worksheet

415Topic 10: Understanding slope and intercepts
Lesson 4: Identifying Intercepts
LESSON 4: OPENER
Use the graph to answer the following questions.
1.
Identify the point on the line that represents the
y-intercept. What are the coordinates of this point?
2.
Identify the point on the line that represents the
x-intercept. What are the coordinates of this point?
3.
Use the x- and y-intercepts to calculate the slope of
the line.
LESSON 4: PRE-EVALUATION
I can identify the y-intercept f of a line
Not Proficient
Approaching Proficiency
Proficient
Mastery
Proficient
Mastery
Approaching Proficiency
Proficient
Mastery
Approaching Proficiency
Proficient
Mastery
I can identify the y-intercept from an equation of a line
Not Proficient
Approaching Proficiency
I can identify the y-intercept from a table
Not Proficient
I can calculate slope
Not Proficient
Copyright © 2017 Charles A. Dana Center at the University of Texas at Austin, Learning Sciences Research Institute at the University of Illinois at Chicago, Agile Mind, Inc.
416
Topic 10: Understanding slope and intercepts
LESSON 4: CORE ACTIVITY
The y-intercept is when x = 0 or when the line crosses the y-axis. Find the y-intercept for the following linear relationships.
Extra credit: Find the slope afterwards!
7) y = -5x + 3
8) y = 2x – 5
9) 2x + 3y = 6
10) y = -7x
Copyright © 2017 Charles A. Dana Center at the University of Texas at Austin, Learning Sciences Research Institute at the University of Illinois at Chicago, Agile Mind, Inc.
417
Topic 10: Understanding slope and intercepts
11)
12)
13)
14)
LESSON 4: POST-EVALUATION
I can identify the y-intercept f of a line
Not Proficient
Approaching Proficiency
Proficient
Mastery
Proficient
Mastery
Approaching Proficiency
Proficient
Mastery
Approaching Proficiency
Proficient
Mastery
I can identify the y-intercept from an equation of a line
Not Proficient
Approaching Proficiency
I can identify the y-intercept from a table
Not Proficient
I can calculate slope
Not Proficient
Copyright © 2017 Charles A. Dana Center at the University of Texas at Austin, Learning Sciences Research Institute at the University of Illinois at Chicago, Agile Mind, Inc.
415
Topic 10: Understanding slope and intercepts
Lesson 2: Connecting slope and rate of change through
multiple representations
LESSON 2: OPENER
Shawna earns $10 each week helping her grandmother. She decides to save her money in the bank.
Complete the table representing the data from Shawna’s situation. Then indicate the first differences for “Time in weeks” and
“Amount saved.”
Time in weeks (t)
Process
Amount saved (a)
1
2
3
4
5
6
t
LESSON 1: GOALS PRE-EVALUATION AND POST-EVALUATION
I can determine if a function is linear by using first difference
Not Proficient
Approaching Proficiency
Proficient
Mastery
I can explain the meaning for x- and y-intercepts for the situation being modeled
Not Proficient
Approaching Proficiency
Proficient
Mastery
I can use the connection between rate of change and slope to analyze and graph linear functions
Not Proficient
Approaching Proficiency
Proficient
Mastery
I am confident in using tables, graphs and functions rules for linear relationships
Not Proficient
Approaching Proficiency
Proficient
Mastery
Copyright © 2017 Charles A. Dana Center at the University of Texas at Austin, Learning Sciences Research Institute at the University of Illinois at Chicago, Agile Mind, Inc.
416
Topic 10: Understanding slope and intercepts
LESSON 2: CORE ACTIVITY
Slope equation as often written
Δy y2 − y1 “#$%&’ (% )
Slope =
=
=
Δx x2 − x1 “#$%&’ (% *
!
Copyright © 2017 Charles A. Dana Center at the University of Texas at Austin, Learning Sciences Research Institute at the University of Illinois at Chicago, Agile Mind, Inc.
417
Topic 10: Understanding slope and intercepts
Find the slope of the line through each pair of points.
7) (16, 1), (17, 7)
8) (−16, 7), (−15, 17)
9) (2, 8), (7, 8)
10) (−11, 15), (−11, 6)
Find the slope of the line for each table.
11)
13)
12)
14)
Copyright © 2017 Charles A. Dana Center at the University of Texas at Austin, Learning Sciences Research Institute at the University of Illinois at Chicago, Agile Mind, Inc.
End of Unit 3 Study Guide
1. Define the following terms:
2. Describe the process you use to find the rate from a
table or two-points on a graph?
a.) Constant Rate of Change:
b.) Proportional Relationship:
c.) Constant of Proportionality:
3.
4.
Time
(minutes)
1
Depth of Water
(inches)
12
x
y
0
8
2
15
1
10
3
18
2
12
4
21
3
14
5
24
4
16
a.) Does the date represent a proportional relationship?
b.) What is the rate of change? SHOW ALL YOUR WORK.
a.) Describe why this data represents a constant rate of
change.
5.
6.
x
y
0
3
2
11
4
19
6
27
8
35
a.) What is the rate of change? SHOW ALL YOUR WORK.
7.
Time
(minutes)
0
Amount of
water (gallons)
75
5
125
15
175
25
225
35
275
a.) What is the rate of change? SHOW ALL YOUR WORK.
8.
a.) What is the rate of change.
a.) What is the rate of change.
Graph Segment A:_________________
Graph Segment B:_________________
Graph Segment C:_________________
Graph Segment D: ________________