Standards/Learning Objectives: Lesson Section 5-1 Rate of Change & Slope Standard F.LE.1.

b Recognize situations in which one quantity change at a constant rate per unit interval relative to another. Also F.IF.6 A.CED.2 Create equations in two or more variables to represent relationships between quantities; graph equations on coordinate axes with labels and scales. Also N.Q.2 F.IF.7.a Graph linear and quadratic functions and show intercepts, maxima, and minima. Also A.SSE.1.a, A.SSE.2, A.CED.2, F.IF.4, F.BF.1.a, F.BF.3, F.LE.2, F.LE.5 Learning Objective The student will find rates of change from tables. The student will find slope. The student will be able to write and graph and equation of direct variation. I can I can find the rate of change and the slope from a table or two points. I can write an equation to represent a direct variation. I can graph the equation for a direct variation. I can find the constant of variation. I can write an equation in slope intercept form given only two points. I can graph a linear equation on a coordinate plane. I can find the equation for a line, given the graph of that line. I can use point-slope form to write an equation for a line and graph it. I can use standard form to graph a line and find the equation for the line using that graph.

Section 5-2 Direct Variation

Section 5-3 Slope Intercept Form

Section 5-4 & 5-5 Point-Slope and Standard Form

F.LE.2 Construct linearfunctionsgiven a graph, a description of a relationship, or two input-output pairs (including reading these from a table).

The student will be able to write linear equations using slope intercept form. The student will be able to graph linear equations. The student will be able to write a linear equation from a graph. The student will be able to write and graph linear equations using point-slope and standard form.

Section 5-6 Parallel & Perpendicular Lines

A.CED.2 Create equations in two or more variables to represent relationships between quantities; graph equations on coordinate axes G.GPE.5 Prove the slope criteria The student will be for parallel and perpendicular able to determine lines and use them to solve whether lines are geometric problems (e.g., find parallel, the equation of line parallel or perpendicular, or perpendicular to a given line that neither. passes through a given point).

I can tell whether two lines are parallel or perpendicular using their slopes. I can find the equation for a line that is parallel

Section 5-7 Scatter S.ID.6.c Fit a linear function for Plots & Trend Lines a scatter plot that suggests a linear regression. Also N.Q.1, F.LE.5, S.ID.6.a, S.ID.7, S.ID.8, S.ID.9

Section 12-3 Measures of Central Tendency & Dispersion

S.ID.2 Use statistics appropriate to the data distribution to compare center (median, mean) and spread (interquartile range, standard deviation) of two or more different data sets. Also S.ID.3, N.Q.2

The student will be able to write the equations of parallel and perpendicular lines. The student will be able to write an equation of a trend line. The student will be able to use the trend line to make predictions about correlations present, if any. The student will be able to find mean, median, and mode.

or perpendicular to a given line.

I can identify positive, negative, or no correlation of a scatter plot. I can fit a trend line to a scatter plot and find the equation of that line.

I can find mean, median, and mode. I can compare two sets of data using measures of central tendency.