Documentos de Académico
Documentos de Profesional
Documentos de Cultura
Robert B. Evans
TTT90
EDU 573
Statement of Academic Honesty. I have read and understand the sections in the Student Bulletin
and/or course syllabus relating to IWU’s Honesty/Cheating Policy. By affixing this statement to the title
page of my paper, I am certifying that I have not cheated or plagiarized in the process of completing this
assignment. If it is found that cheating and/or plagiarism did take place in the writing of this paper, I
understand the possible consequences of the act which could include expulsion from Indiana Wesleyan
University.
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Standard: Grade 8 Standard 3: Students solve simple linear equalities and inequalities. They
interpret and evaluate expressions involving integer powers. They graph and interpret
functions. They understand the concepts of slope and rate.
Goal: 8.3.5: Identify and graph linear functions and identify lines with positive and negative slope.
Goal: 8.3.6 Find the slope of a linear function given the equation and write the equation of a
line given the slope and any point on the line.
Objectives:
To determine a line’s equation and slope when given two points on the line.
Standard 8.3: Students solve simple linear equalities and inequalities. They interpret and evaluate
expressions involving linear powers. They graph and interpret functions. They understand the
concepts of slope and rate.
Goal 8.3.6: Find the slope of a linear function given the equation and write the equation of a line given
the slope and any point on the line.
Knowledge X X X X X X
Skills X X X X
Processes X X X
Dispositions X X
Visually X X X X
impaired
student
Reading below X X X
grade level
Hearing X X
impaired
student
Assessments
8
KWL Chart
What you already know What you want to know What you have learned
How to solve linear equations How to find the slope of The slope formula, the slope-
with two variables, how to a line, how to find y-intercepts intercept equation form for
graph linear equations using of lines, how to graph linear a line, what it means, and how
y-intercept.
GRAPHIC ORGANIZERS
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I would use this to check for understanding after a new point in the unit.
UNDERSTAND:
What do you know? Two points (x1,y1) and (x2,y2), e.g. (1,5) and (3,4)
________________________________________________
What do you need to find? The slope of the line that goes through the given points.
________________________________________
PLAN
SOLVE
REFLECT
2) Chart
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I would use this as a way to summarize all the related problems in the unit and how to solve the
problem based on what was given in the problem. Student would be expected to fill in the correct
answer in the rightmost column.
GIVEN SLOPE
3)Cloud
I would use this as an alternate way to show the same things as shown in the chart above, except that
this method would appeal to a more visual style learner. This is also called a mind map in the text.
b l
Standard: Grade 8: 8.3. Students solve simple linear equalities and inequalities. They interpret and
evaluate expressions involving integer powers. They graph and interpret functions. They understand
the concepts of slope and rate.
Goal: 8.3.6. Find the slope of a linear function given the equation and write the equation of a line given
the slope and any point on the line.
1) Please list anything from previous lessons that you think might be hindering your ability to
understand what we discussed today.
2) Please tell which homework problem you thought was the easiest.
3) Please tell which homework problem you thought was the hardest.
4) Please rate honestly how well you feel you understand the material in this chapter on a scale of 1 to
10 with 1 being “I’m lost” and 10 being “ready to ace the test”.
RUBRICS
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Standard: Grade 8: 8.3 Students solve simple linear equalities and inequalities. They interpret and
evaluate expressions involving integer powers. They graph and interpret functions. They understand
the concepts of slope and rate.
Goal: 8.3.6: Find the slope of a linear function given the equation and write the equation of a line given
the slope and any point on the line.
Objective: To determine a line’s equation when given its y-intercept and slope.
Holistic Rubric
4 Determines proper placement of slope and y-intercept into equation for the line with the given data
completely and correctly.
3 Determines proper placement of either slope or y-intercept into equation for the line with the given
data and demonstrates understanding of concept but has simple error.
2 Determines proper placement of either slope or y-intercept into equation for the line with the given
data but cannot demonstrate understanding of concept.
1 Composes an equation for the line which is a function but does not reflect the given slope or y-
intercept correctly.
Goal: 8.3.5: Identify and graph linear functions and identify lines with positive and negative slope.
Analytic Rubric
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Given Point- Complete and correct Graph has correct Graph goes Graph has no
slope graph slope only. through given relationship to
equation form point but with given data but is
incorrect slope. linear with slope of
proper sign.
Given Slope- Complete and correct Graph has correct Graph goes Graph has no
intercept graph slope only. through given y- relationship to
equation form intercept but given data but is
with incorrect linear with slope of
slope. proper sign.
Given General Complete and correct Graph has correct Data table Graph has no
equation form graph. slope only. constructed relationship to
properly but not given data but is
graphed linear with slope of
correctly. proper sign.
Given only 2 Complete and correct Graph goes through Graph has correct Graph has no
points graph. one of given points slope but misses relationship to
only. given points. given data but is
linear with slope of
proper sign.
Standard: Grade 8 Standard 3: Students solve simple linear equalities and inequalities. They interpret
and evaluate expressions involving integer powers. They graph and interpret functions. They
understand the concepts of slope and rate.
Goal: 8.3.6 Find the slope of a linear function given the equation and write the equation of a line given
the slope and any point on the line.
Objectives:
Questions 1-2
True or false
Questions 3-6
Questions 7-10
7) (synthesis)
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8) (synthesis)
18
9) (synthesis)
19
10) (synthesis)
Questions 11-14
Short Answer Completion. Give the slope for the given linear equation.
Questions 15-18
Multiple Choice.
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15) (comprehension) The equation for the line that has a slope of 2 and passes through the point (0,-3)
is:
A) y = -3x -3
B) y -3 = x
C) y = 2x – 3
D) -3y = x - 2
A) y = 2x – 3
B) y = 3x +2
C) y = 3 + 2x
D) 2y = 3x
17) (comprehension) The slope of the line given by the equation 2x – y = 4 is:
A) 4
B) 2
C) -1
D) -2
A) negative
B) undefined
C) zero
D) positive
Question 19-20
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Word problems.
19) (synthesis) The distance y in miles that my car travels on the road to my house in x hours is given by
the equation y = 20x. Find solutions for this equation when x is 2 and when x is 3 and describe what the
solutions mean.
20)(evaluation) If the county paved the road in question 19 and I could safely drive twice as fast as
described in question 19, rewrite the y = 20x equation to describe this new relationship between hours
and miles traveled?
Standard: Grade 8 Standard 3: Students solve simple linear equalities and inequalities. They interpret
and evaluate expressions involving integer powers. They graph and interpret functions. They
understand the concepts of slope and rate.
Goal: 8.3.6 Find the slope of a linear function given the equation and write the equation of a line given
the slope and any point on the line.
Graphing.
y = 2x – 1
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2x – y = 2
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A) y = 2x – 3
B) y = 3x +2
C) y = 3 + 2x
D) 2y = 3x
A) negative
B) undefined
C) zero
D) positive
7) The equation for the line that has a slope of 1 and passes through the point (0,3) is:
A) y = -3x + 3
B) y -3 = x
C) y = 2x + 3
D) -3y = x - 2
A) 4
B) 2
C) -1
D) -2
9) Calculate the slope of a line that increases two inches vertically for every five inch horizontal increase.
10) Find the slope of the line that passes through the following two points:
11) There are two hills for skiing at Evans Ski Resort. Hill One has a 30 foot vertical drop for every 12
foot horizontal change. Hill Two has a 72 foot vertical drop for every 30 foot horizontal change. What
are the slopes for Hill One and Hill Two?
Question 13-16
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Word problems.
13) Sara, Heather, Tiffany, and Bob are trying to find the slope of a line that passes through the two
points (3,-4) and (-6,8).
14) A line passes through points A(x,y) and B(z,a) where y<>a. What is this line’s slope? Express your
answer in terms of a, x, y, and z.
15) The distance y in feet that my car travels on my driveway in x seconds is given by the equation y =
25x. Find two solutions for this equation and describe what they mean.
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16) If I paved my driveway and I could safely drive twice as fast as described in question 15, what would
the resulting equation be that would describe this new relationship between feet and seconds traveled?
Graph pictures were captured onto picture files from website www.edhelper.com/LinearEquations.htm
for insertion into this assessment.