Standard Form of a Linear Equation Guided Notes

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Robin Cornecki - Round Robin Math

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Grade Levels

9th - 11th

Subjects

Math, Algebra, Algebra 2

Resource Type

Scaffolded Notes

Standards

CCSS8.F.A.2

CCSS8.F.A.3

CCSSMP1

Formats Included

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Google Apps™
Microsoft OneDrive

Pages

5 + PowerPoint + Slides+ Answer Key

$3.00

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Robin Cornecki - Round Robin Math

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Includes Google Apps™

The Teacher-Author indicated this resource includes assets from Google Workspace (e.g. docs, slides, etc.).

Description

Standards

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Description

Are your students learning about the Standard Form of a Linear Equation? This digital and printable Slope and y-intercept investigation will teach your students how to determine if a linear equation is in standard form, and will also help them understand slope and y-intercept when a linear equation is written in standard form.

This resource is perfect for Distance Learning (zero prep) or in the classroom. It can be used with Google™ or Microsoft™. You will receive a pdf with the printables, a link to the google slides, a PowerPoint version, and an answer key.

You must have a free Google™ account to access the Google™ slides.

⭐ These worksheets can be used digitally or as a hands-on investigation with the provided pdf handouts included.⭐

In this investigation, students will review/learn the standard form of a linear equation. Students will identify whether a linear equation is in standard form and if it isn’t then they will rearrange (solve) the equation so that it is in standard form.

Students will then look at 2 methods for finding slope and y-intercept when a linear equation is in standard form.

The first method is prior knowledge that the students should already be familiar with, which is rearranging the standard form into the slope-intercept form by solving the equation for y. After the equation is solved, students will identify the slope and y-intercept of the equation.

The second method is looking at the standard form and labeling the A, B, and C (coefficients and constants) and the slope and the y-intercepts from the first method.

The investigation part comes from looking at the relationships between the “A”, “B” and “m”, and the “B”, “C” and “b” by writing formulas for finding the slope and the y-intercept without rearranging the equation.

There is also a reflection question asking which method they prefer and why.

Lastly, there are practice problems for them to use their new formula to find the slope and y-intercept. They can also graph them if you choose and this could also lead to discussions on x-intercepts as well.

This investigation is perfect for letting students use mathematical reasoning through inquiry when we want students to discover something on their own, rather than just telling them what the formula is. Please note all y-intercepts in this investigation are integers.

I would also copy pages 3 and 4 separately so the students can look at method 2 while they are answering the investigation questions.

⭐ Please note in this investigation the definition used for Standard Form is when the leading coefficient is positive.

Standards

to see state-specific standards (only available in the US).

CCSS8.F.A.2

Compare properties of two functions each represented in a different way (algebraically, graphically, numerically in tables, or by verbal descriptions). For example, given a linear function represented by a table of values and a linear function represented by an algebraic expression, determine which function has the greater rate of change.

CCSS8.F.A.3

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.

CCSSMP1

Make sense of problems and persevere in solving them. Mathematically proficient students start by explaining to themselves the meaning of a problem and looking for entry points to its solution. They analyze givens, constraints, relationships, and goals. They make conjectures about the form and meaning of the solution and plan a solution pathway rather than simply jumping into a solution attempt. They consider analogous problems, and try special cases and simpler forms of the original problem in order to gain insight into its solution. They monitor and evaluate their progress and change course if necessary. Older students might, depending on the context of the problem, transform algebraic expressions or change the viewing window on their graphing calculator to get the information they need. Mathematically proficient students can explain correspondences between equations, verbal descriptions, tables, and graphs or draw diagrams of important features and relationships, graph data, and search for regularity or trends. Younger students might rely on using concrete objects or pictures to help conceptualize and solve a problem. Mathematically proficient students check their answers to problems using a different method, and they continually ask themselves, "Does this make sense?" They can understand the approaches of others to solving complex problems and identify correspondences between different approaches.

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Robin Cornecki - Round Robin Math

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