In this activity, students will be randomly assigned a point and a slope. They will use a movable point to plot a second point and receive visual feedback via animation as well as explicit written feedback about the slope of the line they created. All starting points and target slopes are generated randomly, so students in the class are not likely to get the same problems within a slide. They will all be practicing plotting points given a slope.

By the end of Grade 8, students have learned to solve linear equations in one variable and have applied graphical and algebraic methods to analyze and solve systems of linear equations in two variables. Now, students are introduced to nonlinear equations and their graphs. Students formalize their understanding of equivalent algebraic expressions and begin their study of polynomial expressions. Further, they learn that there are some actions that, when applied to the expressions on both sides of an equal sign, will not result in an equation with the same solution set as the original equation. Finally, they encounter problems that induce the full modeling cycle.
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In earlier grades, students defined, evaluated, and compared functions and used them to model relationships between quantities. In this module, students extend their study of functions to include function notation and the concepts of domain and range. They explore many examples of functions and their graphs, focusing on the contrast between linear and exponential functions. They interpret functions given graphically, numerically, symbolically, and verbally; translate between representations; and understand the limitations of various representations.
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In Algebra I, students have been analyzing the process of solving equations and developing fluency in writing, interpreting, and translating among various forms of linear equations (Module 1) and linear and exponential functions (Module 3). These experiences, combined with modeling with data (Module 2), set the stage for Module 4. Here, students continue to interpret expressions, create equations, rewrite equations and functions in different but equivalent forms, and graph and interpret functions using polynomial function-more specifically quadratic functions as well as square root and cube root functions.
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In Module 5, students synthesize what they have learned during the year by selecting the correct function type in a series of modeling problems without the benefit of a module or lesson title that includes function type to guide them in their choices. Skills and knowledge from the previous modules support the requirements of this module, including writing, rewriting, comparing, and graphing functions and interpretation of the parameters of an equation. Students also draw on their study of statistics in Module 2, using graphs and functions to model a context presented with data and tables of values. In this module, we use the modeling cycle as the organizing structure rather than function type.
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Explore the world of lines. Investigate the relationships between linear equations, slope, and graphs of lines. Challenge yourself in the line game!

Investigating slope of horizontal and vertical lines and graphing a line.Mathematics 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.

Writing equations of linesMathematics 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.