UNIT 2 CFU #2
1.
NAME _____________________________ PERIOD ____
Given the tile pattern shown, draw Figure 0 and Figure 1.
Make a table of values, where x represents
the Figure number and y represents the
number of tiles.
x
Y
Fig 0
Fig 1
Fig 2
Fig 3
Fig 4
Write an equation that represents the growth of the tile pattern. _________________________________
Using complete sentences, describe what each part of the equation represents in the tile pattern.
How many tiles would be in Figure 21? SHOW YOUR WORK.
Given the graph of THE BIG RACE:
a. State the independent and dependent variables.
Distance from starting line(meters)
2.
Which Figure contains 841 tiles? SHOW YOUR WORK
b. Find the slope and describe what real world quantities
the slope represents.
c. Explain what the y -intercept is representing in this situation.
.
(7, 19)
5
Time in seconds
How far from the camera did the student start?
Identify the section of the graph where the student
is moving the fastest. Explain how you know.
Name the slope and what direction the student
is moving in relation to the camera in this section.
Distance from camera (meters)
3.
(8, 7)
•
(4, 5) •
4
(10, 3)
Camera
Time in seconds
Analyzing
Linear Tile
Patterns
Analyzing
Linear
Functions
Analyzing
Slope on a
Graph
Mastery (4)
Near Mastery (3)
Proficient (2)
Needs
Improvement (1)
Student shows
little
understanding of
how to analyze a
linear tele pattern
or no work is
shown.
Student can draw Figure
0 and 1 for a given
pattern, make a table of
values for the pattern,
write an equation that
relates the figure number
to the number of tiles,
use complete sentences
to describe how the
numbers and variables in
the equation are related
to the pattern, and use
the equation to find the
missing Figure number
and the tile numbers.
Work is neatly shown
and easy to follow.
Student can analyze a
linear graph by stating
the independent and
dependent variables, the
y-intercept and slope
(and what they
represents in a real world
context). Student uses
complete sentences.
Student can identify the
starting distance from
the camera. Student can
identify the steepest line
from a graph and give
the slope of the line. All
work is shown and
complete sentences are
used to explain the
student’s movement in
relation to the camera.
Student can draw
Figure 0 and 1 for a
given pattern, make a
table of values for the
pattern, write an
equation that relates
the figure number to
the number of tiles,
partially describe how
the equation is related
to the pattern, and
find the missing Figure
number and tile
numbers. Work is
neatly shown and easy
to follow.
Student can draw Figure
0 and 1 for a given
pattern, make a table of
values for the pattern,
write an equation that
relates the figure
number to the number
of tiles, and find either a
missing Figure number
or a missing tile number.
Work is shown. Minor
mistakes may be
present as long as those
mistakes do not
represent a major lack
of understanding.
Student can analyze a
linear graph by stating
the independent and
dependent variables,
the y-intercept, and
the slope. Student
can partially describe
what the slope or
intercept represents.
Student can identify
the starting distance
from the camera.
Student can identify
the steepest line from
a graph and give the
slope of the line.
Work is shown.
Student gives a partial
description of student
movement.
Student can analyze a
linear graph by finding
the y-intercept, and the
slope. Minor errors may
be present. Student can
somewhat describe
what they represent.
Student show little
understanding or
no work is shown.
Student can identify the
starting distance from
the camera. Student
can identify the steepest
line from a graph and
give the slope of the
line. Work is difficult to
follow. Minor errors
may be present.
Student show little
understanding of
slope or no work is
shown.