Reflection: Developing a Conceptual Understanding Slope & Rate of Change - Section 2: Guided Notes + Practice

 

In this lesson my students struggled the most with integer computation. Accuracy is very important in this lesson, so I make many counter chips and number lines readily available for students as they work through each problem.

My students moved quickly through this lesson, so I had a few minutes of extra time at the end of class. This time will be used to support student's understanding of slope with visual examples on the Desmos graphing calculator. I will graph the following four linear functions, "f(x) = 2x + 3", "f(x) = 1/4x + 3, f(x) = -5x + 4, and f(x) = 1/3. I will ask students to make a connection between the visual representation of each line in relation to the value of its slope. I also used Desmos in combination with the formula of slope to explore horizontal and vertical lines.

  Remediation and Extension
  Developing a Conceptual Understanding: Remediation and Extension
Loading resource...
 

Slope & Rate of Change

Unit 2: Linear & Absolute Value Functions
Lesson 6 of 10

Objective: SWBAT calculate the rate of change in a linear equation.

Big Idea: Students will interpret the rate of change in the context of a problem, and use it to make predications about a situation that shows linear growth.

  Print Lesson
18 teachers like this lesson
fullsizerender 2
 
1
2
3
4
Similar Lessons
 
What is Algebra?
Algebra II » Modeling with Algebra
Big Idea: Algebra is built on axioms and definitions and relies on proofs just as much as geometry.
  Favorites(35)
  Resources(19)
Fort Collins, CO
Environment: Suburban
Jacob Nazeck
 
Choosing a Method to Find x-intercepts
Algebra I » Quadratics!
Big Idea: Students take a step back from their work to examine a variety of quadratic functions and reflect on why they might choose one method over another.
  Favorites(3)
  Resources(12)
Boston, MA
Environment: Urban
Amanda Hathaway
 
Seeing Structure in Dot Patterns and Linear Functions
Algebra I » Mini Unit: Patterns, Programs, and Math Without Words
Big Idea: By pulling from and synthesizing the work we've done over time, students get a sense for narrative structure of this course.
  Favorites(1)
  Resources(20)
Worcester, MA
Environment: Urban
James Dunseith
 
Something went wrong. See details for more info
Nothing to upload
details
close