After talking about functions vs relations and linear vs nonlinear, we get into slope and slope intercept form in 8th grade.

##### Slope

To intro this I start by using a Desmos Polygraph.

Then this year I tried this Desmos activity on steepness. I liked we were able to move from talking about something students were familiar with, steepness, to a word students may not be familiar with in slope.

Then I was able to use use this awesome activity Sarah shared here with some of my students, since they were a couple days behind the other class. It was such a simple idea, but I absolutely LOVED how students figured out on their own how to find the slope of a line. They also were able to explain when slope would be positive versus negative. For next year, I might change some of the lines to include slopes such as 2/3 or 3/4.

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###### Update: January 2019

I finally got around to creating a second version of Sarah’s “What is Slope?” worksheet. I haven’t had a chance to use it with students yet, but I’ll link to it here.

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And what would be a lesson on slope without Slope Dude? I blogged about another activity I shamelessly stole from Sarah here.

I used this Desmos activity I found online to have students practice finding the slope of lines. After that, we talk about the slope of horizontal and vertical lines. Students already know from playing Slope Dude that horizontal lines have a slope of zero and vertical lines have an undefined slope, but now we talk about why.

##### Slope Intercept Form

A while ago on Twitter Mickie asked for ideas on introducing Slope Intercept Form to students.

I shared with her a worksheet I created a few years ago where students use Desmos to figure out slope-intercept form. She had some great ideas of how to improve what I had created. (Twitter and #MTBoS are so great!) She shared with me what she and a colleague came up with. I loved her addition of the table. **Here**‘s the editable version of the worksheet she shared with me -I did make a few minor changes.

When I’m teaching slope-intercept form, I try to make a big deal about how the name for this form of an equation makes sense based on the formula itself. When we’re given an equation in this form, we can easily see the slope and the y-intercept, hence the name slope intercept form. This is something that is obvious to me as the teacher, but I found that students don’t always make this connection. Because of that, it’s important for me to help students make that connection. This also helps later on when we talk about point-slope form.

One change I made this year to how I teach this is that I had students check their answers after graphing. I decided to do this for a couple reasons. One, I hoped that this would slow students down and help them catch mistakes they made when doing the slope of the line. Two, I hoped that this would help students make the connection between the graph and the equation. In the past, I don’t know that I have done a good job of helping students make this connection.

After students are comfortable with equations in slope intercept form, we go over writing an equation from a graph, writing equations for horizontal and vertical lines, as well as needing to get *y* by itself before graphing.

Here is the link to a Desmos activity I used to have students practice going from graph to equation. I took the images from somewhere online, but I can’t remember where. Sorry! If anyone recognizes them, please share so that I can give whoever created them credit.

You can download a worksheet and the test review here.

And last but certainly not least: Desmos Marbleslides. This is one of my absolute favorite activities from Desmos.