Alg1 Lesson 1.7 Slope as a Rate of Change

Lesson 1.7: Slope as a Rate of Change

Obj: 2C, 3A, 3B, 3C, (3E): I can find the slope from
graphs, tables, points, and equations.

EQ: How do I find the slope given a verbal
description?

Roles:
Facilitator:
Scribe
Resourcer
Includer

Facilitator

• Make sure that all peers are staying on task.

• Give advice or suggestions to resolve the problem.

• Be sure everyone is able to explain.

Scribe

• Make sure peers organize their results on their own
papers.

• Remind peers to use color, arrows, and other math tools
to communicate your mathematics, reasons, and
connections.

• Be ready to join the teacher for a huddle.

Resourcer

• Make sure peers are getting the materials needed.

• Make sure that all materials are put away neatly.

• Make sure that peers are logged in to the needed site.

• Help troubleshoot any technology difficulties that may
arise.

Includer

• Make sure that all peers are talking about their
work.

• Helps keep peers’ voice volume low.

• Communicates conflicts or questions to the
teacher.

Poll

What is your role today?

• Facilitator

• Scribe

• Resourcer

• Includer

Part 1: Connecting Arithmetic
Sequences and Direct Variation

In your Journal…

Multiple Choice

What is the rate of change of the sequence?

• miles per hour

• hours per mile

Multiple Choice

What does the rate of change represent?

• The time it takes to get to destination

• The truck's speed

• The highway's speed limit

• The perimeter of the warehouse

In your Journal…

How can we figure out how far away from the warehouse the trucker will be the next hour?

Use 65 mph, miles this hour and miles next hour in your formula.

(This rate of change is also a unit rate since the input is changing by 1)

Multiple Choice

If the truck continues traveling at the same rate for 2 more hours, how many more miles will the distance from the warehouse increase?

• 60 miles since 15*4 = 60

• 290 miles since 145*2 = 290

• 130 miles since 65*2 = 130

Multiple Choice

In general, if the trucker continues at the same rate for h more hours, how could we calculate how much farther away she will be?

• D = 65h

• D = 15h

• D = 15h + 80

Multiple Choice

In general, if the trucker continues at the same rate for h more hours, how could we calculate the distance from the warehouse D?

• D = 65h + 15

• D = 15h + 65

Change in h is the

same as Δh

Part 2: Extending the Slope Formula

In Your Journal…

Fill in the Blanks

Multiple Choice

What does the slope of this line represent for the scenario? (What are the units?)

• Mile markers per hour

• Hours per Mile markers

Multiple Choice

What mile marker was Sam at when he had been traveling for 3 hours?

• 309

• 251

• 370

• 135

Fill in the Blanks

In your Journal…

How can we calculate what mile marker Sam would expect to see in terms of how many hours he has been on the road trip?

Multiple Choice

What formula can be used to represent the mile marker Sam has reached?

• M = 58h - 135

• M = 135h + 58

• M = 58h + 135

• M = 135h - 58

Multiple Choice

Use your method to determine what mile marker Sam should have passed after traveling for 30 minutes.

• 164 mile markers since 58(0.5) + 135 = 164

• 1,875 mile markers since 58(30) + 135 = 1875

Random Question of the Day Time

https://wheelofnames.com/4ke-epz We’ll spin the wheel as a class and spend a minute or so discussing our answers.

Part 3: Summary & Practice

Work with a Partner on the 1.7.C Handout

Write out your thinking for each question.

Open Ended

Upload a picture of your journal for this lesson here.

● Go to your calendar paper.

● Select a skill to work on independently or with a partner. (A foldable)

● Work on Unit 1 Deltamath.

Self-Acquisition Time