Algebra I Name

Mayer

Unit 6B: Linear Functions (part 2)

Monday Tuesday Wednesday Thursday Friday
24 25 26 27 28
Unit 6B, Lesson 6:
 Slopes of Parallel/
Perpendicular
Lines
 Graphing Linear
Inequalities

Homework:
Handout 6.6
March 2 3 4 5 6
Unit 6B, Lesson 7: Unit 6A, Lesson 8:
 Scatterplots Transforming Linear
 Line of best fit Functions

Homework:
Homework: Handout 6.8
Handout 6.7
9 10 11 12 13

Unit 6B Review Unit 6B Test

Homework: Unit 6B
Practice Test
By the end of the unit, …
 Explain the difference between perpendicular and parallel lines, by using a graph and
expressing them in equations
 Given a linear equation, I can write the equation for and plot a line that is parallel to it.
 Given a linear equation, I can write the equation for and plot a line that is perpendicular
to it.
 I can compare linear equations and linear inequalities on a coordinate plane.
 I can identify the solutions to linear inequalities on a coordinate plane.
 I can fit a line of best fit to a scatterplot, and express it in an equation.
 In context, I can explain what the slope and y-intercept represent in a scatterplot’s line of
best fit.
 I can use a line of best fit to make predictions.
 Using technology, I can explain how a linear equation have transformed from a parent
linear function.
 I can use the coefficients and constants of a linear function to describe how it has moved
up or down, steepened or flattened, from a parent function.
 Using technology, I can explain how a linear equation have transformed from a parent
absolute value linear function.
 I can use the coefficients and constants of an absolute value linear function to describe
how it has moved up or down, steepened or flattened, from its parent function.
Algebra I Name
Mayer
Standards Addressed
F-IF.4: For a function that models a relationship between two quantities, interpret key features of graphs and tables in terms of the quantities, and sketch graphs showing key features given a
verbal description of the relationship. Key features include: intercepts; intervals where the function is Increasing, decreasing, positive, or negative; relative maximums and minimums;
symmetries; end behavior; and periodicity.
F-IF.5: Relate the domain of a function to its graph and, where applicable, to the quantitative relationship it describes. For example, if the function h gives the number of person-hours it takes to
assemble n engines in a factory, then the positive integers would be an appropriate domain for the function.
F-IF.6: Calculate and interpret the average rate of change of a function (presented symbolically or as a table) over a specified Interval. Estimate the rate of change from a graph.
F-IF.8: Write a function defined by an expression in different but equivalent forms to reveal and explain different properties of the function. Use the process of factoring and completing the
square in a quadratic function to show zeros, extreme values, and symmetry of the graph, and interpret these in terms of a context.
a. Use the properties of exponents to interpret expressions for exponential functions. For example, identify percent rate of change in functions such as y = (1.02)t, y = (0.97)t,
y = (1.01)12t, and y = (1.2)t/10, and classify them as representing exponential growth or decay.
F-IF.9: Compare properties of two functions each represented in a different way (algebraically, graphically, numerically in tables, or by verbal descriptions). For example, given a graph of one
quadratic function and an algebraic expression for another, say which has the larger maximum.
F-BF.3: Identify the effect on the graph of replacing f(x) by f(x) + k, kf(x), f(kx), and f(x + k) for specific values of k (both positive and negative); find the value of k given the graphs. Experiment with
cases and illustrate an explanation of the effects on the graph using technology. Include recognizing even and odd functions from their graphs and algebraic expressions for them.
F-LE.2: Construct linear and exponential functions, including arithmetic and geometric sequences, given a graph, a description of a relationship, or two input-output pairs (include reading these
from a table).
F-LE.5: Interpret the parameters in a linear or exponential function in terms of a context. [Linear and exponential of form f(x)=bx+k.]
S-ID.6: Represent data on two quantitative variables on a scatter plot, and describe how the variables are related.
b. Informally assess the fit of a function by plotting and analyzing residuals.
S-ID.7: Interpret the slope (rate of change) and the intercept (constant term) of a linear model in the context of the data.
S-ID.8: Compute (using technology) and interpret the correlation coefficient of a linear fit.
S-ID.9: Distinguish between correlation and causation.
A-CED.2: Create equations in two or more variables to represent relationships between quantities; graph equations on coordinate axes with labels and scales.
A-REI.10: Understand that the graph of an equation in two variables is the set of all its solutions plotted in the coordinate plane, often forming a curve (which could be a line).

Unit ______Notebook Grade

(10 points each)

 Are all completed? Are they dated?

Warm-Ups  Are the problems written down?
 Are the problems solved?
 Is it legible/organized in thought?
Notes  Are all completed (even if you were absent)?
 Are the problems written down?
 Are the problems solved?
 Is it legible/organized in thought?
Tasks  Are all completed (even if you were absent)?
 Are the problems written down?
 Are the problems solved?
 Is it legible/organized in thought?
Homework  Are you grading the homework?
 Is the homework regularly completed?
 Is it legible/organized in thought?
Total:

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Algebra I Name
Mayer

Algebra 1 Unit 6B Vocabulary

Use Quizlet.com to find the definitions of the following terms
Lesson 6

Parallel Lines

Perpendicular Lines

Linear Inequality in
Two Variables

Lesson 7

Scatterplot

Line of Best Fit

Positive correlation

Negative correlation

No correlation

Lesson 8

Parent function

Linear transformation
Algebra I Name
Mayer