We practiced sketching and writing equations of a line given 2 points. Then we used the point-slope form of a line to graph the line.
Assignment: Complete the Point-Slope Form practice worksheet.

We will define the concept of a relation in Algebra and then use that to define the concept of a function. The graph of a line represents a function (except vertical lines are not functions) so we will use lines as examples of functions. A function is a correspondence between two sets such that every element in the first set corresponds to exactly one element in the second set. Examples will be given and discussed.

We will look at parallel, perpendicular, and skew lines. We will begin a study of statistical graphs starting with a bar graph and making up a story to fit a given graph. The guidelines for bar graphs will be given so that we can make a graph from given data. If there is time, we will do a circle graph example and discuss the uses for circle graphs.

Point-Slope Form – We learned to write and graph linear equations in point-slope form. We analyzed different forms of a line to interpret the slope and y-intercept of a linear model in the context of data. We learned how to use the point-slope form of a linear equation to write the equation of a line using the slope and any point on the line.
Assignment: Complete the assigned problems for homework.

2-1 Slope-Intercept Form – We reviewed the slope-intercept form of the line to sketch each line on a graph. First we labeled the steps to do this in our math notebook. Step 1 is to identify the y-intercept in the equation y = mx + b and plot (0, b). Step 2 is to plot the slope m as (vertical change)/ (horizontal change) the second point. Step 3 is to draw a line through the points. Then we practiced finding the slope of a line using 2 given points
Assignment: Complete the assigned problems for homework.

We will begin with brainstorming real situations that can be modeled with linear graphs. An example will be pay vs. number of hours worked for a fixed hourly pay rate. The characteristics of a linear graph will be given using our pay rate model. Special lines will be studied and graphed. We will do an enrichment activity on lines in artwork and lines on graphs using technology.

2-1 Slope-Intercept Form – We reviewed the steps to graph a linear equation from the slope-intercept form. Then we reviewed the steps to find the equation of the line in slope-intercept form from a graph. We practiced finding the slope from a pair of points m = (y2 – y1) / (x2 – x2) then we practiced finding the y-intercept by substituting a point on the line and the slope into the slope-intercept form of a linear equation.
Assignment: Complete the assigned problems for homework.

Kaitlin and I reviewed the slope of a line formed by two points.

We found the slope of numerous lines using the Slope Formula. We spoke about strategies that she can use when stumped by a math problem at home. While she was working on her problems, we paused occasionally to discuss how she should apply the information that she was finding in problems.

We will start with a data set that will result in a graph that is a line. We will generalize the types of data sets that produce lines so we can write a function that represents a line. We will then look at vertical and horizontal lines and their relationship to our function, Also, the characteristics of a line will be related to the function. If time permits we will do some practical application problems involving lines.

We will look at the concept of graphing by creating a graph from a set of data about a falling object. We will plot the points on the graph and look at changes in numerical values that tell a story about the falling object. We will write a formula (from physics) that describes the data. This will use the rule of four to give a basis for graphing as we will have approached this concept verbally, numerically, graphically, and symbolically.