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Grade 8 Extension Menu

Graphing Linear Equations

Choose a learning activity from one square to complete. If you choose the square, “Write your idea here,” please see the teacher with your idea first.

Circle the number of the learning activity you choose.

Turn in this paper with your work.

|1. Design a brochure that describes at least |2. Visit the website | 3. Study the following information: |

|three different methods that can be used to graph| to |The maximum slope of a wheelchair ramp should be |

|a line. Include specific examples and the actual|observe examples of string art. Using the first |1/12. |

|graphs of the lines. |example, describe what is happening with the |You are limited to a building space of 10 ft by 6|

| |slope of the lines from the beginning to the end |ft. |

| |of the animation. |Design a ramp that could be built to enter a |

| | |building 4 feet off the ground. |

| |Print out one of the string art patterns and | |

| |devise a string art pattern using colored | |

| |pencils. | |

|4. The standard riser height for each step when |5. Identify three different linear inequalities |6. |

|building a deck in Maryland is 7.5 inches. The |that contain all of the points listed below in | |

|tread depth should be at least 10 inches. If you |its solution set. Utilize a different inequality|Write your idea here |

|need to build a set of stairs that is 15 feet |symbol for each example. | |

|high, determine how many steps you would need and| | |

|how far the steps would extend from the deck. |(-4,-5) (3,4) (2, -2) (6,1) | |

|Explain your reasoning. [pic] | | |

| | | |

| |Graph each inequality and justify that the four | |

| |points are solutions. | |

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Teacher Resource Page

Grade 8

Extension Menu

Concept and/or Topic: Graphing Linear Equations and Inequalities in Two Variables

Intended Purpose: Culminating activity for the unit or alternative activity for students who have mastered curricular indicators

Standards:

CCSS.Math.Content.8.EE.B.6 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; derive the equation y = mx for a line through the origin and the equation y = mx + b for a line intercepting the vertical axis at b.

CCSS.Math.Content.8.F.A.3 Interpret the equation y = mx + b as defining a linear function, whose graph is a straight line; give examples of functions that are not linear.

CCSS.Math.Content.8.EE.C.8c Solve real-world and mathematical problems leading to two linear equations in two variables.

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