 # Data often can be represented by a scatter plot. Lots of the time, we are interested in finding out the rate of change, aka slope, whether it be a decrease.

## Presentation on theme: "Data often can be represented by a scatter plot. Lots of the time, we are interested in finding out the rate of change, aka slope, whether it be a decrease."— Presentation transcript:

Data often can be represented by a scatter plot. Lots of the time, we are interested in finding out the rate of change, aka slope, whether it be a decrease or increase between two points. Furthermore, it’s helpful to be able to write an equation that models the data so that we can make future predictions. How can we represent two data points with an equation in Slope Intercept Form ? In order to figure this out, you will complete the following activity 1111 2222 3333 6666 5555 4444 Next These materials are © 2005 NAME, SCHOOL, all rights reserved.

Now that you have taken notes on how to write equations of lines, given various information, in slope intercept form, you will practice this skill given two points. Refer back to your notes as well as back to the websites for help! An answer key is provided for you to be able to check yourself as you work through the problems. Problem Set 1111 2222 3333 6666 5555 4444 Next These materials are © 2005 NAME, SCHOOL, all rights reserved.

To show that you really understand the concept of writing an equation of a line in slope intercept form given two points, you will create a brochure outlining the necessary steps. Directions for creating brochure: 1. Fold the clean sheet of computer paper into three sections (along the dotted lines). 2. Create a title page and include step 1, step 2, and step 3 pages. 3. On the step 1 page, make up your own problem with two points before the actual step 1. 4. On each page, show appropriate work and after the work write two-three sentences describing what you did. In the work, highlight key steps and values being used. 5. Be sure to be neat, use proper punctuation, and make each page colorful. Get the rubric for this project here: Brochure RubricBrochure Rubric 1111 2222 3333 6666 5555 4444 Next These materials are © 2005 NAME, SCHOOL, all rights reserved.

Now it is your turn to do some research! For EXTRA CREDIT, find a real life scenario where slope intercept form is used to describe the situation. Find a problem online involving slope intercept form and think about what the slope represents in the context of the problem as well as what the y-intercept means as well. Directions : In a word document, state what the scenario is, what the slope and y- intercept represent, and be sure to use complete sentences as well as proper punctuation. Your response should be 5-8 sentences in length. Copy, paste, and email me your response. Save a copy on your flash drive. 1111 2222 3333 6666 5555 4444 Next These materials are © 2005 NAME, SCHOOL, all rights reserved.

Directions : Give students 80 minutes to complete the lesson’s activities. Either do in one block period or split into two separate days. (Use your best judgment if you’re splitting this into two separate days.) You may want to consider printing out the graphic organizer (slide 3) for each student or just having them copy it down on a clean sheet of paper. Provide students with a sheet of paper that has been marked ahead of time with the lines appropriate for folding and creating a brochure (slide 4). Student Objective : SWBAT calculate the slope between two points as well as substitute values into y = mx + b and solve for b in order to write equations in slope intercept form. Curriculum Alignment : Unit E5, 5-4 Writing Equations in Slope Intercept Form Curriculum Unit Indicator : Use tables and graphs to write linear equations in slope- intercept, point-slope, and standard form. Curriculum Objectives : Write an equation of a line given the slope and one point on a line. Write an equation of a line given two points on the line. Core Learning Goal Alignment for Maryland State Dept. of Education : 1.2 Expectation: The student will model and interpret real-world situations using the language of mathematics and appropriate technology. Indicators : 1.2.1, The student will determine the equation for a line, solve linear equations, and/or describe the solutions using numbers, symbols, and/or graphs. 1111 2222 3333 6666 5555 4444 These materials are © 2005 NAME, SCHOOL, all rights reserved.

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