1
Algebra I: Strand 2. Linear Functions; Topic 13. Scavenger Hunt; Topic Notes
STRAND 2: LINEAR FUNCTIONS
TOPIC 2.13: SCAVENGER HUNT (CAPSTONE — TEACHER VERSION)
Topic Notes
Mathematical focus
In this activity, participants will determine how to shift a point on a line vertically and
horizontally to create a new line with a slope that is a multiple of n or 1/n of the original
line. The participant will then examine the y-intercepts of these two lines and determine
the relationship between the two.
Topic overview
There are 5 tasks included in this topic.
Task 2.13.1: Looking for Treasure
Task 2.13.2: Find It Yet?
Task 2.13.3: Look Again!
Task 2.13.4: One More Look
Task 2.13.5: Student Version
Participants are given two arbitrary points (a,b) and (c, d). They must calculate the slope and yintercept of the line that passes through these points. Then they are asked to move the point
(a, b) either vertically or horizontally to a point that, together with (c, d), creates a line with a
slope that is a multiple of n or 1/n of the original line. Participants are then asked to examine the
y-intercepts of the lines to find the relationship between them. Task 2.13.5 is this task modified
for the Algebra I classroom.
TExES standards focus
TExES Standard II.006 Patterns and algebra. The teacher understands linear and quadratic
functions, analyzes their algebraic and graphical properties, and uses them to model and solve
problems. The beginning teacher:
(A) Understands the concept of slope as a rate of change and interprets the
meaning of slope and intercept in a variety of situations.
(B) Writes equations of lines given various characteristics (e.g., two points, a point
and slope, slope and y-intercept).
TEKS/TAKS focus
TEKS A.6 Linear functions. The student understands the meaning of the slope and intercepts
of the graphs of linear functions and zeros of linear functions and interprets and describes the
effects of changes in parameters of linear functions in real-world and mathematical situations.
The student is expected to:
(A) develop the concept of slope as rate of change and determine slopes from graphs,
tables, and algebraic representations;
November 23, 2004. Ensuring Teacher Quality: Algebra I, produced by the Charles A. Dana Center at The University of Texas at
Austin for the Texas Higher Education Coordinating Board.
2
Algebra I: Strand 2. Linear Functions; Topic 13. Scavenger Hunt; Topic Notes
(B) interpret the meaning of slope and intercepts in situations using data, symbolic
representations, or graphs;
(C) investigate, describe, and predict the effects of changes in m and b on the graph of
y = mx+b;
(D) graph and write equations of lines given characteristics such as two points, a point
and a slope, or a slope and y-intercept; and
(E) determine the intercepts of the graphs of linear functions and zeros of linear
functions from graphs, tables, and algebraic representations.
High School TAKS Objective 3: The student will demonstrate an understanding of linear
functions.
Materials
Task
#1
#2
#3
#4
#5 Student
task
Copies of the Scavenger
Hunt Teacher Activity
Chart paper
x
x
x
x
x
x
x
x
x
x
Procedure
There are four teacher activities contained in this topic. Divide the participants into
groups of three or four. If it is possible to get a multiple of four groups, this would be
ideal. Give each participant a copy of the activity and assign each group one of the four
tasks. After each group has completed its task, bring the groups together with other
groups that had the same activity to discuss their findings. Ask these new groups to write
up their solution on chart paper and present their findings to the whole group.
Alternate procedure
This activity could be done simultaneously with the Scavenger Hunt Student Activity.
Since the student activity uses actual points and the teacher activity is general, the two
enhance each other in a very nice way.
Summary
Through these tasks, participants investigate the effects of a change in one value of the
coordinate point on the slope and y-intercept of the line.
Assessment/Transition to the Classroom
Participants complete the Teacher’s Journal, record their responses, and make any
modifications necessary for the tasks to be completely classroom ready.
November 23, 2004. Ensuring Teacher Quality: Algebra I, produced by the Charles A. Dana Center at The University of Texas at
Austin for the Texas Higher Education Coordinating Board.