## Exit Ticket: Interpreting Linear Models - Section 3: Collaborative Work and/or Exit Ticket: Interpreting Linear Models

# What does it mean? Interpreting linear models

Lesson 9 of 10

## Objective: SWBAT interpret the rate of change (slope) and intercept for various contexts modeled by linear functions.

## Big Idea: Students will apply their understanding of slope and intercepts to model different contexts with linear functions!

*90 minutes*

#### Entry Ticket

*15 min*

Student will complete the **Entry Ticket: Interpreting Rate of Change and Intercepts of Linear Models** where they have to compute and interpret the slope and intercepts to a graph of a linear model. This entry ticket is designed to activate student’s prior knowledge on calculating and interpreting slope and intercept for linear functions and equations.

**Academic Vocabulary:**

**Slope**

**Rate of Change**

**Intercept**

**Interpret**

**Linear Model**

*Note: place academic vocabulary on word wall as a strategy to assist students in learning academic vocabulary.

*expand content*

After the entry ticket, I will present the **PowePoint Slides: Interpreting Rate of Change and Intercepts for Linear Models**. This lecture addresses computing and interpreting the rate of change (slope) and intercepts for different scenarios that can be modeled using linear functions.

*expand content*

To wrap up work on interpreting the rate of change and intercept for linear models students work on the **Exit Ticket: Interpreting Linear Models **assignment to show their understanding of the day's main learning objectives.

This activity can be utilized by the teacher in a number of ways. Students can work on the Exit Ticket as a collaborative activity where they work in groups. Alternatively, the Exit Ticket can be used as a formative assessment where students complete the assignment independently.

#### Resources

*expand content*

To conclude today's lesson I have students work in groups on their collaborative project: **Our City Statistics Project Overview**

For more details on the expectations and steps for the project see the **Project: Our City Statistics Assignment Sheet.**

*expand content*

##### Similar Lessons

###### Analyzing Linear Functions

*Favorites(78)*

*Resources(16)*

Environment: Urban

###### Solving Systems by Graphing

*Favorites(9)*

*Resources(21)*

Environment: Urban

###### Super Mario's (almost) Linear World

*Favorites(24)*

*Resources(14)*

Environment: Urban

- UNIT 1: Thinking Like a Mathematician: Modeling with Functions
- UNIT 2: Its Not Always a Straight Answer: Linear Equations and Inequalities in 1 Variable
- UNIT 3: Everything is Relative: Linear Functions
- UNIT 4: Making Informed Decisions with Systems of Equations
- UNIT 5: Exponential Functions
- UNIT 6: Operations on Polynomials
- UNIT 7: Interpret and Build Quadratic Functions and Equations
- UNIT 8: Our City Statistics: Who We Are and Where We are Going

- LESSON 1: Our City Statistics Project and Assessment
- LESSON 2: Correlation and Causation
- LESSON 3: Estimating Population Percentages - It is all normal
- LESSON 4: Summing it Up: Dot Plots, Histograms and Box Plots
- LESSON 5: Making Relevant Comparisons: Comparing Populations
- LESSON 6: What's the Frequency Kenneth? Summarizing Data with Frequency Tables
- LESSON 7: Cinderella's Slipper: Scatterplots, Residuals and Goodness of Fit
- LESSON 8: How does this fit? CalculatingCorrelation
- LESSON 9: What does it mean? Interpreting linear models
- LESSON 10: Outliers and Outsiders: The Impact on Data