Represent ratios using a variety of methods. Classmates combine the representations of ratios previously learned with the coordinate plane. Using ratio tables, equations, double number lines, and ordered pairs to represent...

Individuals learn how to plot rational numbers on the number line in the sixth instructional activity of a 21-part module. They identify appropriate units and determine opposites of rational numbers.

There are four irrational numbers that participants need to graph. Pi(π), -(½ x π), and √17 are easy to approximate with common rational numbers. On the other hand, the commentary describing the irrational number 2√2 is not...

I like algebra, but graphing is where I draw the line! Worksheet includes three multiple-part questions on interpreting and drawing line graphs. It focuses on the abstract where neither axis has numbers written in, though both are...

Develop a graph to represent the distance between two cars. The assessment task presents a scenario in which two cars are traveling at constant speeds with one faster than the other. Pupils develop graphical representations to show the...

Inequalities: when one solution just doesn't suffice. Individuals learn to write inequalities in real-world contexts and graph solution sets on the number line. All inequalities in the instructional activity are of the form x < c or x...

When told to describe a line, do your pupils list its color, length, and which side is high or low? Use a learning exercise that engages scholars to properly label line graphs. It then requests two applied reasoning answers.

It's opposite day! The fourth installment of a 21-part module teaches scholars about opposites of integers and of zero. Number lines and real-world situations provide an entry point to this topic.

Making money is important to teenagers. It is up to your apprentices to determine how much two wage earners make with their after school jobs. Participants work with a table, an equation, and a graph and compare the two workers to see...

Challenge the class to determine the equation of a line. The 21st part in a 33-part series begins with a proof that every line is a graph of a linear equation. Pupils use that information to find the slope-intercept form of the...

Graph linear equations in standard form with one coefficient equal to zero. The lesson plan reviews graphing lines in standard form and moves to having y-coefficient zero. Pupils determine the orientation of the line and, through a...

Make an estimate by getting in line. The class works with scatter plots and lines of best fit to make an estimate for given values. Pupils determine whether there is a positive or negative correlation and draw a best-fit line. Using the...

Add more points on the graph ... and it still remains a line! The 13th installment in a series of 33 leads the class to the understanding that the graph of linear equation is a line. Pupils find several solutions to a two-variable linear...

Here is an introduction to solving simultaneous linear equations. Start by drawing a line through two points. Create a second line which goes through the intersecting point. Background knowledge of how to find the equation of a line and...

The ninth installment of a 21-part module has pupils compare integers and rational numbers in decimal and fraction form. They match stories to number lines and compare values in the stories.

Number towers use addition or multiplication to ensure each level is equal. While this is common in factoring, it is often not used with algebraic equations. Solving these six questions relies on problem solving skills and being able to...

Show your class that linear equations produce graphs of lines. The 20th segment in a unit of 33 provides proof that the graph of a two-variable linear equation is a line. Scholars graph linear equations using two points, either from...

Investigate the relationship between the slope-intercept form and the slope of the graph. The lesson plan leads an investigation of the slope-intercept equation of a line and its slope. Pupils realize the slope is the same as the...

Prove that an equation in slope-intercept form names only one line. At the beginning, the teacher leads the class through a proof that there is only one line passing through a given point with a given slope using contradiction. The 19th...

What do a line and an ellipse have in common? Maybe zero, one, or two points! Learners consider the equation of an ellipse and a line to determine if their graphs have any shared points. They then write a system of equations, including...

Your mathematician's job is to explore the relationship between hours and miles walked during a walk-a-thon. The activity compels your learners to experiment with different means in finding out this proportional relationship. The answer...

The key is ... After a day of instruction on key features of graphs, groups create a poster and presentation on the key features of their given function graph. The resource provides an extension activity of "telephone" using...

Give your mathematicians this set of data and have them create a dot plot, then find mean and median. They are asked to question the values of the mean and median and decide why they are not equal. Have learners write their answers or...

Don't cross the line; just walk along it. Scholars investigate a scenario in which a person starts at zero on a number line, then moves left or right depending on a flip of a coin. They determine the number of outcomes for six flips,...