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AR Remediation Plan – Proportional and Additive Relationships; Slope; Linear Functions
Identifying Slope and Y-Intercept
STRAND: Patterns, Functions, and Algebra
STRAND CONCEPT: Proportional and Additive Relationships; Slope; Linear Functions
SOL 8.16a, b
Remediation Plan Summary
Students will recognize and describe the graph of a linear function with a slope that is zero, positive or
negative. Students will identify the slope and y - intercept of a linear function given a table of values, a graph,
or an equation in y = mx + b form.
Common Errors and Misconceptions
Students may confuse lines with positive slope and lines with negative slope.
Students may state that the slope is 3 x versus just 3 given y = 3 x - 5 for example.
Students may state that the y - intercept is 5 given y = 3 x - 5 for example, not recognizing that
subtraction symbol is representative of a negative y - intercept.
Materials
Station Activity – Slope and y - intercept
Introductory Activity
Have students work with a shoulder partner to discuss the following situations representing a linear rate of
change. Then have the students talk and determine an equation that might represent the weight gain for a
baby blue whale. Have a whole class discussion about the meaning of the slope and y - intercepts related to
each situation. Be sure that students are comparing and contrasting each situation.
Virginia Department of Education 2018
Match each species in column A to its growth rate equation in Column B. Then create an equation for the
missing match.
https://www.mathhooks.com/functions
Plan for Instruction
- Students may benefit from a brief discussion of the meaning of linear rate of change or slope. Students
who have learned about rate of change in proportional relationships may be familiar with how ratio
tables can represent the rate of change. Use the animal growth activity to help students think about
various rates of change and y - intercept. Ask students to identify a real world situation in which the
rate of change is negative.
- Have the group divide into small groups to participate in the Station Activity – Slope and y - intercept.
- Debrief the station activity as a whole group and ask students to justify how they were able to find the
slope and y- intercept in the examples provided.
Virginia Department of Education 2018
Station 1
Determine whether the line has a slope that is positive, negative or zero. Circle the correct
description given the graph of each line.
1. POSITIVE NEGATIVE ZERO
2. POSITIVE NEGATIVE ZERO
3. POSITIVE NEGATIVE ZERO
4. POSITIVE NEGATIVE ZERO
Virginia Department of Education 2018
Station 2
Identify the slope and y- intercept of each linear function.
- y 3 x 2 slope ( m ) = _______ y - intercept: ________
- y 3 slope ( m ) = _______ y - intercept: ________
(^) y x slope ( m ) = _______ y - intercept: ________
y x slope ( m ) = _______ y - intercept: ________
- y 0 slope ( m ) = _______ y - intercept: ________
Virginia Department of Education 2018
Station 4
Identify the slope and y - intercept of the linear function represented by the table of values.
slope ( m ) = _______
y - intercept: ________
slope ( m ) = _______
y - intercept: ________
slope ( m ) = _______
y - intercept: ________
x y
x y
x y
