Here’s part 1 and part 2 of unit 3.

I used this warm-up the first day after our test on slope-intercept form to get students thinking about equations and graphs again.

Then I do notice/wonder with this.

I heard things like:

- There are two x’s and two y’s.
- There are little 1’s by one of the x’s and one of the y’s.
- There are parenthesis.
- There’s an
*m* (slope).
- There’s no
*y*-intercept
- Is it another form of a linear equation?

It leads nicely into discussing point-slope form and students realize that it isn’t as scary as it may look at first because they recognize the similarities between slope-intercept form.

When going over point-slope form, I make a point to emphasize to students why it’s named point-slope form -we can see the coordinates of a point and the slope from the equation. I remind them that this is similar to slope-intercept form where we saw the slope and the *y*-intercept.

Then we go over a few examples of writing equations in point-slope form before doing an activity similar to what Sarah shared here. I didn’t have big foam die like Sarah used, but I do have double dice, which students always think are fun. Students rolled the dice to create two ordered pairs and wrote an equation in point-slope form of the line between those two points. Then they checked their answers using Desmos. Having students check with Desmos was key to helping them see what they were doing when writing the equation of the line.

I also modified this Desmos marbleslides activity to rearrange the equation so that they looked like what my students were used to seeing. My modified version can be found here.

Then after some more practice using point-slope form, students are introduced to standard form.

I use notice/wonder again to get students thinking about this.

Again, students came up with the following things:

- There’s 2’s in all of them.
- The two is always by the
*x*.
- One of the equations is in slope-intercept form.
- One of the equations is in point-slope form.
- In the purple one, the
*x* and *y* are on the same side.

We also talk about how, unlike slope-intercept form and point-slope form, we don’t see the slope, the *y*-intercept, or a point.

Of the three parts to this unit, this one is takes up the fewest number of class periods. Writing up this post made me realize that I could probably use a few more activities on these concepts. If you have any ideas for me, please share!

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