• Using graphing tools to draw lines on desmos.org

Use “match my Line” on teacher.desmos.org

Activity 1

1. Bell ringer activity: Have the students find the slope of a line given any two points you supply. Then have the students write an equation in slope intercept form.

2. Review the concepts of slope-intercept form and point slope with the students. Have the students use dry erase boards or paper to show you the form .

3. Direct the students to student.desmos.org and given them the code for the activity.

4. Once all students are there you can have them work independently or click the teacher pacing button
    
   This allows you to work through each section with the students. I click pause as well if the work independently. This allows for total class redirect if I keep getting the same questions.

Activity 2

1. Once the students complete the activity on Desmos, they will fill out the learning log for an exit slip.  

Practice Activity

Since this is a review activity. I give the students a selection of worksheets with the skills they feel were trouble spots. I choose about 5 worksheets and let the students pick at least 2 for practice.

8.F.33 Interpret the equation y = mx + b as defining a linear function, whose graph is a straight line; give examples of functions that are not linear. For example, the function A = s² giving the area of a square as a function of its side length is not linear because its graph contains the points (1,1), (2,4) and (3,9), which are not on a straight line.

8.F.44 Construct a function to model a linear relationship between two quantities. Determine the rate of change and initial value of the function from a description of a relationship or from two (x, y) values, including reading these from a table or from a graph. Interpret the rate of change and initial value of a linear function in terms of the situation it models, and in terms of its graph or a table of values

8.F.5 Describe qualitatively the functional relationship between two quantities by analyzing a graph, e.g., where the function is increasing or decreasing, linear or nonlinear. Sketch a graph that exhibits the qualitative features of a function that has been described verbally