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Data often can be represented by a scatter plot. Lots of the time,
we are interested in finding out the rate of change, aka slope,
whether it be a decrease or increase between two points.
Furthermore, it’s helpful to be able to write an equation that
models the data so that we can make future predictions.
How can we represent two data points with an equation in
Slope Intercept Form? In order to figure this out, you will
complete the following activity 
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You will visit the following websites in
order to understand rate of
change/slope better as well as how
to represent two points in the
coordinate plane with an equation in
Slope Intercept Form.
In the examples, you will see a variety of
information given, but the task will
be the same: Write an equation in
slope intercept form.
Get an quick review of slope! Copy
down the concept and problems 1 &
2 in your notebook. Click Here!
Watch/copy down the concept,
problems 1, 2, and 4 in your
notebook. Click Here!
Given two points, what additional step is
necessary? Click here to find out
how! Copy down problems 1 and 2
in your notebook.
These materials are © 2005 NAME, SCHOOL, all rights reserved.
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Now that you have taken
notes on how to write
equations of lines, given
various information, in
slope intercept form,
you will practice this
skill given two points.
Refer back to your notes
as well as back to the
websites for help! An
answer key is provided
for you to be able to
check yourself as you
work through the
problems.
Problem Set 
These materials are © 2005 NAME, SCHOOL, all rights reserved.
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To show that you really understand the concept of writing an
equation of a line in slope intercept form given two points, you
will create a brochure outlining the necessary steps.
Directions for creating brochure:
Fold the clean sheet of computer paper into three sections (along the dotted
lines).
2.
Create a title page and include step 1, step 2, and step 3 pages.
3.
On the step 1 page, make up your own problem with two points before the
actual step 1.
4.
On each page, show appropriate work and after the work write two-three
sentences describing what you did. In the work, highlight key steps and values
being used.
5.
Be sure to be neat, use proper punctuation, and make each page colorful.
Get the rubric for this project here: Brochure Rubric
1.
These materials are © 2005 NAME, SCHOOL, all rights reserved.
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Now it is your turn to do some
research!
For EXTRA CREDIT, find a real life scenario
where slope intercept form is used to
describe the situation. Find a problem
online involving slope intercept form and
think about what the slope represents in
the context of the problem as well as
what the y-intercept means as well.
Directions: In a word document, state what
the scenario is, what the slope and yintercept represent, and be sure to use
complete sentences as well as proper
punctuation. Your response should be 5-8
sentences in length. Copy, paste, and
email me your response. Save a copy on
your flash drive.
These materials are © 2005 NAME, SCHOOL, all rights reserved.
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Directions: Give students 80 minutes to complete the lesson’s activities. Either do in one block
period or split into two separate days. (Use your best judgment if you’re splitting this into two
separate days.) You may want to consider printing out the graphic organizer (slide 3) for each
student or just having them copy it down on a clean sheet of paper. Provide students with a
sheet of paper that has been marked ahead of time with the lines appropriate for folding and
creating a brochure (slide 4).
Student Objective: SWBAT calculate the slope between two points as well as substitute
values into y = mx + b and solve for b in order to write equations in slope intercept form.
Curriculum Alignment: Unit E5, 5-4 Writing Equations in Slope Intercept Form
Curriculum Unit Indicator: Use tables and graphs to write linear equations in slopeintercept, point-slope, and standard form.
Curriculum Objectives: Write an equation of a line given the slope and one point on a line.
Write an equation of a line given two points on the line.
Core Learning Goal Alignment for Maryland State Dept. of Education:
1.2 Expectation: The student will model and interpret real-world situations using
the language of mathematics and appropriate technology.
Indicators: 1.2.1, The student will determine the equation for a line, solve linear equations,
and/or describe the solutions using numbers, symbols, and/or graphs.
These materials are © 2005 NAME, SCHOOL, all rights reserved.