This is a task from the Illustrative Mathematics website that is one part of a complete illustration of the standard to which it is aligned. Each task has at least one solution and some commentary that addresses important asects of the task and its potential use. Here are the first few lines of the commentary for this task: The local swim center is making a special offer. They usually charge \$7 per day to swim at the pool. This month swimmers can pay an enrollment fee of ...

This is a task from the Illustrative Mathematics website that is one part of a complete illustration of the standard to which it is aligned. Each task has at least one solution and some commentary that addresses important asects of the task and its potential use. Here are the first few lines of the commentary for this task: Serena is starting a new workout routine and wants to keep track of her heart rate to make sure that she is exercising at the optimum level. First she ...

Students compare slope as it relates to distance vs. time. Using a simulation on Desmos, students find that faster speeds create steeper slopes on a graph.

This task provides the opportunity for students to reason about graphs, slopes, and rates without having a scale on the axes or an equation to represent the graphs. Students who prefer to work with specific numbers can write in scales on the axes to help them get started.

In Module 4, students extend what they already know about unit rates and proportional relationships to linear equations and their graphs. Students understand the connections between proportional relationships, lines, and linear equations in this module. Also, students learn to apply the skills they acquired in Grades 6 and 7 with respect to symbolic notation and properties of equality to transcribe and solve equations in one variable and then in two variables.
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Making connections between representationsMathematics Instructional Plans (MIPs) help teachers align instruction with the Mathematics Standards of Learning (SOL) by providing examples of how the knowledge, skills and processes found in the SOL and curriculum framework can be presented to students in the classroom.

This simple conceptual task focuses on what it means for a number to be a solution to an equation, rather than on the process of solving equations.

In this Desmos activity, students practice defining slope and y-intercept given a real world scenario. Students complete a table and write an equation in the form of y=mx+b for multiple similar situations.