1.
The “steepness” of a linear equation is called its
a)
intercept
b)
slope
c)
formula
d)
run
2.
Ax + By = C is what form of writing a linear equation?
a)
pointslope
b)
intercept
c)
rise
d)
standard
3.
The lines with equations y = 2x + 7 and y = 2x – 6 are
a)
intersecting
b)
perpendicular
c)
vertical
d)
parallel
4.
The equation y = 
1
3
x + 2 is said to be in
a) standard form
b)
pointslope form
c)
slopeintercept form
5.
True or False?
The slope of an equation is calculated by the run divided
by the rise.
a)
True
b)
False
6.
What is the slope of the line passing through (2, 8) and (4, 1)?
a)
9
2
b)

6
7
c)
7
6
d)

2
9
7.
What is the equation written in standard form of a line passing through
(0, 3) and has a slope of
2
5
?
a)
5x + 2y = 15
b)
5x – 2y = 15
c)
2x – 5y = 15
d)
2x + 5y = 1
8.
Which equation has a slope of 0?
a)
x = 2
b)
y = 2
c)
x = 0
9.
A pointslope equation of a line is
y – 8 = 6(x – 3).
It’s slope
is ______, and it passes through the ordered pair ________.
10.
What is the xintercept of the equation 9x – y = 18?
a)
2
b)
2
c)
9
d)
18
11.
The equations of the lines are 2x + y = 7 and
8y = 9 + 4x.
They are
a)
Parallel
b) Perpendicular
Why?
______________________
12.
The equation of a line in standard form that passes through (1, 7) and
(4, 9) is
a)
2x + 3y = 19
b)
3x + 2y = 17
c)
2x + 3y = 23
Algebra I Lesson Plans for Block Schedule
Aligned to NCSCOS – 2003
Day 32
Math Smart
– pg. 257.
Evaluating Functions. (Reviews substitutions)
Essential Question:
What’s ahead and how will I do on my Chapter 6 test?
Objective(s):
same as previous day.
“SAP”:
The students will complete a graphic organizer that defines, with examples,
the meaning of “less than”, “less than or equal to”, “greater than”, and “greater
than or equal to”.
Verbal expressions are translated into
inequality
expressions.
The students will then solve several inequality expressions to show how
multiplying
and
dividing
by negative
numbers requires the inequality sign to be reversed
, and to
show how inequalities have an
infinite
number of solutions.
Lesson Anatomy
:
Check homework and warmup.
Introduce students to next
chapter by talking about “inequalities”.
Discuss how students would solve:
c + 9 = 3; d – (3) = 13; discuss how ONE answer is the solution.
Lead discussion to
the meaning of “inequalities”…what does that mean?
Share that the solution will
have an
infinite
number of answers.
Distribute graphic organizer to each student
with attached examples.
Define: <, >,
,
≤ ≥
What do they mean?
Complete the table to define terms
“verbally”.
Students will then work through introductory examples to learn rules of
solving inequalities.
Discuss how they are
similar
and
different
to solving equations.
Students will then take their Chapter 6 test.
Good Luck!
Summarizing Activity:
Pass out large graph sheet to each student.
Have students
graph:
y = x + 4, neatly and in color.
File in notebooks until next day.
Homework:
“InequalitySolving” Practice
What are Inequalities
?