Students know slope is a number that describes the steepness or slant of a line.
Students interpret the unit rate as the slope of a graph.
Students use similar triangles to explain why the slope m is the same between any two distinct points on a non-vertical line in the coordinate plane.
Students use the slope formula to compute the slope of a non-vertical line.
Students show that the slope of a line joining any two distinct points of the graph of y = mx + b has slope, m.
Students transform the standard form of an equation into y = -(a/b)x + (c/b)
Students graph equations in the form of y = mx + b using information about slope and y-intercept
Students know that if they have two straight lines with the same slope and a common point that the lines are the same.
Students prove that any point on the graph of y = mx + b is on a line l and that any point on a line l is a point on the graph of y = mx + b.
Students graph linear equations on the coordinate plane.
Students know that any non-vertical line is the graph of a linear equation in the form of y = mx + b , where b is a constant.
Students write the equation that represents the graph of a line.
Students writ e the equation of a line given two points or the slope and a point on the line.
Students know the traditional forms of the slope formula and slope-intercept equation.
Students know that any constant rate problem can be described by a linear equation in two variables where the slope of the graph is the constant rate.
Students compare two different proportional relationships represented by graphs, equations, and tables to determine which has a greater rate of change.
Students know that two equations in the form of ax + by = c and a′x + b′y = c′ graph as the same line when a′ / a = b′ / b = c′ / c and at least one of a or b is nonzero.
Students know that the graph of a linear equation ax + by = c , where a, b, and c are constants and at least one of a or b is nonzero, is the line defined by the equation ax + by = c.