Wed 10/28

We jumped into Chapter 4 today with Lesson 4.1 in class. We did problem 1 in groups and went over solutions together in class today.

Your homework is to do the Problem 2 worksheet to determine . . . will he catch him?

Here is the correct solutions for #4 on your homework tonight (in slope-intercept form):

y = 4/5x - 8

You'll need #4 to be correct in order to successfully complete the rest of the assignment.

Homework: Finish the Problem 2 worksheet

Thur 10/22

Today we finished the second half of Lesson 3.6, which focused on equations in standard form.

If you get stuck your homework tonight (it's definitely athinking assignment), remember you can use the Community to get some extra help.

Homework: Finish textbook pages 203-206 (#1-8, skip #2)

Wednesday HW Solutions: Equations in Slope-Intercept Form worksheet answer key

Wed 10/21

We learned three major things in the first half of Lesson 3.6 today:

• How to graph a function using slope-intercept form,
• How to write an equation in slope-intercept form given only the slope and a point, and
• How to write an equation in slope-intercept form given only two points

Tonight's homework focuses on the second two skills.

If you need some help on tonight's homework, check out the examples on pages 198 and 199 and the videos above! They'll show you exactly what to do with the info you have to determine the y-intercept and the slope. You can also post up where you need help in the Community.

Parents: After you child has reviewed the examples on those two pages, have them explain to you the process to find the equation of a line 1) given the slope and a point, and 2) given only two points. If they can explain their strategy in their own words, you know they're ready for their homework.

10/20

Today we finished Lesson 3.5 and can now determine the y-intercept from a graph, a table, a context, and an equation.

Parents: Ask your child to explain to you how to find the y-intercept in each of the four representations above. Have them show you an example of each in their textbook. If they can explain their process and their thinking, you know they've got it!

Homework: Textbook pages 192-194 "Talk the Talk" (#1-6)

Thurs 10/15

Today we learned how to find the y-intercept in a graph, table, context, and equation in Lesson 3.5. We did the first half of the lesson, and will finish it next week.

We'll be taking Common Assessment #2 Monday. Be sure to study all of Chapter 2 This weekend, and the first half of Chapter 3 (everything we've learned so far), so that you arrive fully prepared tomorrow. If you have any questions, post them up in the Community and we'll help you out!

Homework: Determining Y-Intercepts worksheet

wed 10/14

We finished our look at finding the rate of change / slope of an equation today in the second half of Lesson 3.4. We discovered that it's always a two step process:

1. Get the equation into
   y = mx + b format
2. The slope is the coefficient of x

Tues 10/13

Today we learned how to find the slope (also known as rate of change) from an equation in Lesson 3.4. We learned that when an equation is written in slope-intercept form, the coefficient in front of the variable x represents the slope. To find the slope, all we have to do is rewrite any equation in slope-intercept form!

Don't forget to check your class work with the answers linked above.

Homework: Slope from Equations Worksheet

Thurs 10/8

Today we tackled Lesson 3.3, which focused our attention on finding the rate of change and unit rate from a context.

We learned that there's not a set formula or method to solving these -it's all about thinking critically, evaluating what you'd need to know to answer the question, and using the clues given to determine the rate.

Homework: Textbook pages 167-170 (#6, 7, 9,)

Wed 10/7

We finished our look at rates of change from a table today with the last part of Lesson 3.2. The focus today was on tables that may or may not represent linear functions, and what it takes to tell the difference.

Homework: Textbook pages 160-161

Tues. 10/6

Today we continued our look at finding the rate of change and unit rate from a table with Lesson 3.2. We're now proficient with both informal and formal methods.

Sometimes, some students get tripped up not with the rate of change methods, but in adding and subtracting positive and negative numbers. If you need to brush up on those skills, use the daily practice links at the side to become an integer master!

Homework: Textbook pages 148-149

Thurs 10/1

Today we learned how to find the rate of change from a table with Lesson 3.2. We learned both an informal method (arrows) and a formal method (y2 - y1) / (x2 - x1).

Be sure to practice the formal method on your homework tonight, as it's a more powerful way to determine a correct answer without error!
Don't forgets Steelers Tonight!!! After Homework!

Homework: Textbook page 154