Solving Quadratic Equations

Topics for Today:

Solving quadratic equations was the topic of the day.  We solved these equations by graphing and by using algebra.  For quadratic equations, we have three possibilities for our solutions:  we may have two solutions, one solution, or no REAL solutions.  The rules of algebra still apply when solving numerically - whatever we do to one side of the equation, must also be done to the other side to keep the truth of the equals sign.  Students were also reminded that squaring and taking the square root are inverse operations. 

Sections Covered in Textbook:

10-4: Solving Quadratic Equations (pages 529-534)

Resources & Tutorials:

1)  How do you solve a quadratic equation with two solutions by graphing?

2)  How do you use the square root method to solve a quadratic equation with two solutions?

Finding and Estimating Square Roots

Topics for Today:

Today we discussed perfect squares and square roots.  Squaring and taking the square root are inverse operations.  Students will be asked to memorize the common perfect squares, and there is a Quizlet set that should hopefully make learning them fun.

Vocabulary: square root, principal square root, negative square root, radical, radicand, perfect squares

Sections Covered in Textbook:

10-3: Finding and Estimating Square (pages 524-528)

Resources & Tutorials:

1) What is a perfect square?
2) How do you find the square root of a perfect square?
3) How do you find the square root of a fraction?
4) How do you estimate a square root of a non-perfect square?

Quadratic Functions

Topics for Today:

Quadratic functions are still the topic of the day.  Today we worked with the axis of symmetry and used it to find our vertex.  Because parabolas are symmetric, we are able to find points on one side of the axis of symmetry and reflect them to the other side of the axis of symmetry.  Once we have the vertex, and a few points on either side of the axis of symmetry, we can easily draw our parabola.

Sections Covered in Textbook:

10-2: Quadratic Functions (pages 517-523)

Resources & Tutorials:

1) How do you find the axis of symmetry?
2) Find the axis of symmetry and your vertex

Exploring Quadratic Graphs

Topics for Today:

Today we began our work on quadratic functions.  Quadratic functions, simply stated, are functions that have a variable with the highest degree exactly equal to two.  We looked at the standard form of a quadratic function and looked at graphs of different parabolas.

Vocabulary: quadratic function, standard form of a quadratic function, parabola, axis of symmetry, vertex, minimum, maximum

Sections Covered in Textbook:

10-1: Exploring Quadratic Graphs (pages 510-516)

Resources & Tutorials:

1) What is a quadratic function?
2) What is a parabola?

Summary of Factoring

Topics for Today:

We have completed work in Chapter 9, and are reviewing all the concepts for factoring.  Students practiced decision-making, and which different processes we can use to factor polynomials. 

Next up - Review and Chapter 9 Test.  

Sections Covered in Textbook:

No new sections covered.

Resources & Tutorials:

1)  Factoring Decision Tree

Factoring Special Cases

Topics for Today:

We are back to pattern recognition for factoring.  When we multiplied binomials by squaring them or by multiplying a difference, we noted a pattern for the resulting products.  Today, we worked backward from the trinomial (in the case of perfect square trinomials) or the binomial (in the case of difference of squares) to determine the two binomial factors. 

Students are reminded that now would be a good time to memorize the common perfect squares.  We also talked about square roots in the context of being the opposite of squaring numbers.  We'll deal with radicals a little later on, in May. 

For perfect square trinomials, students should be asking the questions:

• Is the first variable term a perfect square?
• If yes, is the constant term a perfect square?
• If yes, is the middle term equal to two times the square roots of the first and third terms?

What about factoring difference of squares?  We have another pattern to follow for this type of polynomial.  For the difference of squares, students should be asking the questions:

• Is the variable piece a perfect square?
• Is the constant piece a perfect square?
• Is the operation being performed subtraction?

Sections Covered in Textbook:

9-7: Factoring Special Cases

Resources & Tutorials:

1) How to use a shortcut to factor a perfect square trinomial
2) How do you factor using the difference of squares

Factoring Trinomials Part 2 - Split the Middle

Topics for Today:

We expanded our discussion today to include factoring polynomials where the leading coefficient is not 1.  We used the product-sum game to work with factors so we could "split the middle" of the equation, and then factor by grouping.

Sections Covered in Textbook:

9-6: Factoring Trinomials of the type ax² + bx + c (where a ≠ 1)

       (pages 486-489)

Resources & Tutorials:

1) Factor a trinomial using A-C method
    (This is a different method from what was introduced in class.)
2) Factor a trinomial with a > 1
    (This method is more like what was introduced in class.)

Factoring by Grouping

Topics for Today:

We continued our discussion of factoring polynomials today with a brief review of the Greatest Common Factor (GCF) and how we can divide the GCF out of a polynomial by using the distributive property in reverse.

Over the next several days we will tackle factoring of many different scenarios.  Factoring by grouping is a method that is used to deal with polynomials that have more than three terms.  Most people are familiar with factoring trinomials (3-terms), so when we are faced with more factors, our options are limited for how we can proceed.

In factoring by grouping, we will take two sets of two terms and pull out/factor out a GCF.  The goal is to have a leftover quantity for both groups that match one another.  If we do get our desired outcome, then we can further factor out the quantity, leaving us with a product of two binomials.

Sections Covered in Textbook:

9-8:  Factoring by Grouping (pages 496-501)

Resources & Tutorials:

1) How do you factor a 4-term polynomial by grouping?
2) The easiest way to factor a polynomial with four terms by grouping.

Factoring Trinomials Part 1

Topics for Today:

Our discussion about factoring moved to factoring trinomials today.  We played a game called the "Product-Sum" game where we analyzed a set of two numbers to see what factors create both a product and a sum.  We then related this game to how we factor trinomials.  We will always be looking to create a product (answer to a multiplication problem) and a sum (answer to an addition problem) at the same time.  Notice the coefficient that precedes the first term is one.  We'll address scenarios where the leading coefficient is NOT one in a future lesson.

Sections Covered in Textbook:

9-5: Factoring Trinomials of the type ax² + bx + c (where a=1)
       (pages 481-485)

Resources & Tutorials:

1) How do you factor a trinomial?
2) How to factor quadratic equations.

Multiplying Binomial Special Cases

Topics for Today:

We expanded our discussion on multiplying binomials today to include some common patterns:  squaring sums, squaring differences, and the product of a sum and a difference.  For each of these cases, we can always use the distributive property or FOIL methods to expand the product; however, as with many aspects in mathematics, recognizing patterns can save a lot of time.

Sections Covered in Textbook:

9-4: Multiplying Special Cases (pages 474-479)

Resources & Tutorials:

1) What is the formula for the square of a sum?
2) What is the formula for the square of a difference?
3) What's formula for the product of a sum and a difference?

Multiplying Binomials

Topics for Today:

Our topic for today was multiplying polynomials.  We focused our time mostly on multiplying two binomials together (recall that a binomial is the sum or difference of two monomials).  We focused on the number of individual products to ensure we did not leave any steps out.  Most people are familiar with the FOIL method for multiplying two binomials:

Sections Covered in Textbook:

9-3: Multiplying Binomials (pages 467-472)

Resources & Tutorials:

1) Multiply Binomials using the Distributive Property
2) Multiply Binomials using the FOIL method
3) How to Multiply Trinomials 

Multiplying and Factoring Polynonials

Topics for Today:

We explored multiplying a monomial by a polynomial today and doing the reverse by factoring out the greatest common factor.  Multiplying and factoring are inverse (opposite) operations of each other.

Vocabulary: Greatest Common Factor, GCF

Sections Covered in Textbook:

9-2: Multiplying and Factoring (pages 462-465)

Resources & Tutorials:

1) How do you multiply a monomial by a polynomial?
2) How do you find the Greatest Common Factor (GCF) of monomials?
3) Factoring Monomials from Polynomials

Adding and Subtracting Polynomials

Topics for Today:

Today we began our unit on polynomials with some definitions.  We also worked on adding and subtracting polynomials.  Like working with any variable expressions, we must always look for like terms when combining their components.  Variables raised to different powers cannot be combined by adding and subtracting.  One last concept to keep in mind is that when subtracting polynomials, you must subtract each piece of the polynomial; that is, the subtraction must be distributed to each piece of the polynomial and not just its first term.

Vocabulary:  monomial, degree of a monomial, polynomial, standard form of a polynomial, degree of a polynomial, binomial, trinomial

Sections Covered in Textbook:

9-1: Adding and Subtracting Polynomials (pages 456-461)

Resources & Tutorials:

1)  What is a monomial? 
2)  What is a polynomial? 
3)  How do you find the degree of a polynomial?
4)  How do you add polynomials? 
5)  How do you subtract polynomials? 

Division Properties of Exponents

Topics for Today:

Today we tackled the last property of exponents that deals with division.

When dividing powers with the same base, we can simply subtract the exponents.  When dividing monomials, we must match up like bases with each other, and deal with them separately.

Sections Covered in Textbook:

8-5: Division Property of Exponents (pages 417-423)

Resources & Tutorials:

1) What's the quotients of powers rule?
2) How do you divide monomials using the quotients of powers rule?
     (*This video leaves a negative exponent - that is NOT simplest form!*)

More Multiplication Properties of Exponents

Topics for Today:

Today we reviewed the topics relating to exponents and exponent rules, including scientific notation.  We expanded our topic of multiplication of powers to include raising a power to a power, as well as taking a monomial to a power.  When a monomial (a number, a variable, or a product of a number and variable - this also includes whole number exponents) is raised to a power, each element of that product must be raised to that power.

Sections Covered in Textbook:

8-4: More Multiplication Properties of Exponents (pages 411 - 415)

Resources & Tutorials:

1) What the power of a power rule?
2) How do you take a monomial to a power?
3) More on the power of a product rule.

Multiplication Properties of Exponents

Topics for Today:

Today we discussed how to manage multiplying powers with the same base.  We looked at several examples as well as explored how to multiply numbers together that are in scientific notation.  In summary, when multiplying powers with the same base, just keep the base and add the exponents together.  This process works for both positive and negative exponents.

Graphic Credit: https://www.onlinemath4all.com/multiply-powers.html

Sections Covered in Textbook:

8-3: Multiplication Properties of Exponents (pages 405-410)

Resources & Tutorials:

1) What is the product of powers rule? 
2) How do you find the product of powers? 
3) How do you multiply numbers using scientific notation? 

Scientific Notation

Topics for Today:

Today we used exponents in a practical way when we learned about scientific notation.  Scientific notation is simply a way to write very large and very small numbers that follow a few rules.

Simply stated, scientific notation is the product of a number and a power of 10 that follows the format: 

a x 10ⁿ  where n is an integer and 1 ≤ a < 10

Image credit: https://pt.slideshare.net/jessicagarcia62/compute-with-scientific-notation/6?smtNoRedir=1

Vocabulary:  scientific notation

Sections Covered in Textbook:

8-2: Scientific Notation (pages 400-404)

Resources & Tutorials:

1) What's scientific notation? 
2)  How do you convert decimal notation to scientific notation? 
3) How do you convert from scientific notation to decimal notation? 
4) How do you order numbers in scientific notation? 

Zero and Negative Exponents

Topics for Today:

We began a discussion about powers, bases and exponents today, and focused on bases with a zero exponent as well as negative exponents.

Summary

• Any non-zero number raised to the zero power equals one!
• Negative exponents are fractions.  If a factor is moved up or down in a fraction, the sign of the exponent is changed.  

Sections Covered in Textbook:

8-1: Zero and Negative Exponents (pages 394-399)

Resources & Tutorials:

1) What do you do with a zero exponent? 
2) What do you do with a negative exponent?

Applications of Systems Part II

Topics for Today:

Yesterday we began to tackle applications of systems of equations.  Basically, we are going to be solving story problems that have two unknowns, requiring us to write two equations to solve them.  These types of problems can be categorized and patterns emerge as we see more and more of these types of problems.  

We did a Desmos activity today that helped us with building equations and solving them.  

Sections Covered in Textbook:

7-4: Applications of Linear Systems (pages 362-368)

Resources & Tutorials:

1) How do you solve a word problem using two equations? 
2) Simple word problem resulting in two equations (not a video)

3) Desmos Activity on Systems of Equations (Login with Google)

Applications of Systems

Topics for Today:

One of the things that is most annoying about Algebra I is the focus on the processes and procedures for solving equations, inequalities, and problems.  Most of the time we are focused on process rather than application, but this foundational toolset is critical to solving problems requiring higher thinking and reasoning.

Today we used our knowledge of solving systems of equations to solve some real-world problems.  Typically students lack confidence when solving story problems, although it is these very problems where we get to use all the skills we have been building.  As I continually reinforce to our students, mastering Algebra requires repetition and practice, like any other skill we hope to master.  The only way to become competent and confident solving story problems is to do them -- LOTS of them.

The main thing to remember when solving the linear systems we have been working on is that if we have two variables, we will need two equations to solve.  The same would be true for three variables (a topic for Algebra II where you need three equations).

For these story problems, first, we must identify and define our variables.   Second, we will analyze the given information and write our equations based upon the given information.  Once we have our equations, we can determine the best method to solve the system.  Finally, we must look at the question that was asked and make sure that our solution answers the question, that we have the correct units, and that our answer makes sense.

Many of these story problems follow a pattern, and identifying the pattern makes the problem easier.  For this topic, we normally have several patterns to choose from:  mixtures, distance-rate-time (these can come in many forms, and can deal with things like water and wind currents that speed up or slow down the traveler), and break-even.

Sections Covered in Textbook:

7-4: Applications of Linear Systems (pages 362-368)

Resources & Tutorials:

1) How do you solve a word problem using two equations? 
2) Simple word problem resulting in two equations (not a video)

Systems of Linear Inequalities

Topics for Today:

We expanded our discussions about linear inequalities and systems to include the topic of systems of linear inequalities.  We discovered in our lesson yesterday that linear inequalities include all the points on one side of a border.  When we combine two linear inequalities, we are going to look for where both overlap.  The only way to represent this overlap region is by graphing.  (Recall that we discussed and practiced three different ways of solving linear systems - graphing, substitution method, and elimination method.)

The solution to the system

y < 2x + 1 and

y > 1/2 x -3 

looks like this:

The red region represents the overlap,

and therefore the solution to the system.

Vocabulary:  system of linear inequalities, solution of a system of linear inequalities

Sections Covered in Textbook:

7-6: Systems of Linear Inequalities (pages 377-384)

Resources & Tutorials:

1) What is a system of inequalities? 
2) How do you solve a system of inequalities by graphing?

Linear Inequalities

Topics for Today:

We are still finding our way around the coordinate plane, and today we discussed how to graph the solution to a linear inequality.  A linear inequality describes a region of the coordinate plane that has a boundary line.  The solution to a linear inequality are all the coordinate points that make a linear inequality true.  The solutions to inequalities contain infinitely many more solutions than that of equations, and the same is true for linear inequalities.

Solutions to linear inequalities involve graphs.  The process for graphing linear inequalities is very similar to graphing linear equations with a few additional details.  The basic process for graphing linear inequalities is

1. Treat the inequality just like an equation.  Use the equation to graph the boundary line.
2. Determine if the boundary line is a part of the solution
• For equations that are strictly greater or less than (>  or <), the boundary is NOT included and should therefore be a dashed line.
• For equations that are greater than or equal to or less than or equal to (≥ or ≤) the boundary line IS included and should therefore be drawn as a solid line.  
3. Next, determine which side of the line the solution points fall.  The best way to accomplish this is to pick a point on either side, and test the inequality for truth.  The point that generates a true statement is on the side of the line with the solution.
4. Once the correct side of the boundary is found, shade this region to indicate where the solutions are.  

Vocabulary: linear inequality, solution of an inequality

Sections Covered in Textbook:

7-5: Linear Inequalities (pages 370-375)

Resources & Tutorials:

1. What is a linear inequality?
2. How do you figure out if the boundary is part of the graph of the inequality?

Solving Systems Using Elimination

Topics for Today:

We are still working on systems of linear equations.  Today, we discussed elimination method, and with a system of two equations, this method is really the preferred one.

Steps for Solving Using Elimination Method

1. In your original system, make sure both equations are in the same form (standard form works best!).  Line your equations up so the variables are aligned in columns.  
2. Determine which variable should be eliminated.  Look for matching numbers and opposite signs or create them using multiplication.  You may have to multiply both equations so that you can eliminate one variable.  
3. Eliminate the chosen variable.  Solve for the other variable.  
4. Take the value you found in Step 3 and substitute it into one of the original equations to solve for the other variable. 
5. Identify your solution – it will be an ordered pair!
6. Check both original equations with the solution you found.  

 Graphic Credit: http://www.hotelsrate.org/solving-systems-of-linear-equations-by-elimination-examples/

Vocabulary:  elimination method

Sections Covered in Textbook:

7-3: Solving Systems Using Elimination (pages 353-359)

Resources & Tutorials:

1. How do you solve a system of equations using the elimination by addition method? 
2. How do you solve a system of equations using the elimination by multiplication method?
3. What's another way of solving a system of equations using the elimination by multiplication method?

Solving Systems Using Substitution

Topics for Today:

We are still working on solving systems of equations and introduced a new method today that uses algebra instead of graphing.  We have discussed the limitations of the graphing method, and why we might use algebra instead.  There are three algebraic methods used to solve systems:  substitution method, elimination method, and the matrix method.  We will learn and practice the first two; solving of matrices with systems of 2 or more equations is covered in Algebra II.

The general process for solving systems algebraically is the same.  First, we solve for one of the variables; then we substitute that solution into one of our equations to find the second variable.

For the substitution method, we follow this process:

1. In the original system, see if one variable is isolated; if not, then isolate a variable. 
2. Substitute the expression into the second equation.
3. Solve the equation for the first variable.
4. Substitute the solution found in step 3 into one of the original equations to solve for the other variable. 
5. Identify the solution as an ordered pair.
6. Check both original equations to ensure the solution works for both. 

(Graphic Credit: https://www.mathwarehouse.com/algebra/linear_equation/systems-of-equation/solve-by-substitution.php)

Vocabulary:  substitution method

Sections Covered in Textbook:

7-2: Solving Systems Using Substitution (pages 347-351)

Resources & Tutorials:

1) How to solve a system using substitution method.
2) Solving Systems of Equations by Substitution.

Solving Systems Using Graphing

Topics for Today:

We are still working with graphing linear equations, but we've expanded our conversation to include systems of linear equations.  A linear system of equations is simply two or more linear equations containing the same variables.  When we deal in generic equations, we almost always use the variables x and y; however, when we use systems to solve real problems, we may define our variable with different letters that better match our problem.  For instance, if we are talking about costs and revenue, we may choose to use c and r for our variables.

Systems of two linear equations have three possible types of solutions because they are based upon where two lines intersect on a plane:  they either intersect nowhere, intersect at one point, or intersect at every point.  If there is a solution, it is represented as an ordered pair.

Summary of Systems of Equations
(Click Graphic to Enlarge)

Vocabulary:  system of linear equations, solution of a system of linear equations

Sections Covered in Textbook:

7-1: Solving Systems by Graphing (pages 340-345)

Resources & Tutorials:

1) What is a system of linear equations?
2) How do you solve a system using graphing?
3) What is a solution to a system of equations? 
4) What are the three types of solutions to a system of equations?

All About Linear Graphing

Topics for Today:

No new material was covered in class today; instead, we reviewed finding slope, using the various forms of a line, and finding parallel and perpendicular lines in preparation for our test tomorrow over the chapter.  We did not cover the last 2 sections of the chapter and they will not be on the test.

To be proficient in the concepts covered in this chapter students will need to be able to move freely among the different line forms.

Students were provided a graphic organizer that includes all the main topics from this chapter up to this point.  We have one more topic on Absolute Value Translations to cover. 

Sections Covered in Textbook:

This is a summary of Chapter 6 so far....

Resources & Tutorials:

Absolute Value Translations

Topics for Today:

Today we began our discussion of graphing absolute value functions through a DESMOS activity in class.  The purpose of the activity was to allow students to explore the various parts of an absolute value equation and to draw their own conclusions about how changing various pieces of the equation affects how the graph looks.  All of these variations are called translations.

Vocabulary: absolute value graph, translation, vertex

Sections Covered in Textbook:

6-7: Graphing Absolute Value Equations (pages 325-329)

Resources & Tutorials:

1)  Graphing Absolute Value Equations Introduction
2)  Shifting Absolute Value Graphs
3) Desmos Activity - Exploring Absolute Value (see Google Classroom for code)

Parallel and Perpendicular Lines

Topics for Today:

The slope of two lines can produce a special relationship between those lines.  Two such relationship are parallel lines and perpendicular lines.  Parallel lines exist in the same plane but will never intersect, and they always have the same slope.  Perpendicular lines are special because when they intersect, the lines form 90° angles.  The slopes of perpendicular lines are negative reciprocals of each other, and when those slopes are multiplied together, the result is -1.

We will be analyzing the slopes of two lines to determine if either relationship exists, and we will be deducing linear equations from a given point that is either parallel or perpendicular to the given line.

Parallel and perpendicular lines are always determined by the relationship of their slopes!

Vocabulary: parallel lines, perpendicular lines, negative reciprocal

Sections Covered in Textbook:

6-5: Parallel and Perpendicular Lines (pages 311 - 316)

Resources & Tutorials:

1) How do you find the slope of a line if you have a parallel line?
2)  How do you write an equation of a line in slope-intercept form if you have one point and a parallel line?
3) How do you find the slope of a line if you have a perpendicular line?
4) How do you write an equation of a line in slope-intercept form if you have one point and a perpendicular line?
5) How to tell if lines are parallel, perpendicular, or neither.

Point-Slope Form

Topics for Today:

Today we discussed the last line form, point-slope form, through a PowerPoint presentation (link below).  

The three different forms of a linear equation are all useful for different reasons.  Each one has a pattern to follow.  Once the patterns are mastered, linear graphing becomes much easier.  

Vocabulary: point-slope form

Sections Covered in Textbook:

6-4: Point-Slope Form and Writing Linear Equations (pages 304-309)

Resources & Tutorials:

1) What is the point-slope form of a linear equation?

2) How do you write an equation of a line in point-slope form if you have the slope and one point?

-----

3) Exploring Point-Slope Form (PowerPoint)

Standard Form

Topics for Today:

Our discussion about linear equations continued today.  We have already explored slope and slope-intercept form of a line.  Today, we looked at a different form - standard form.  The standard form of a line is defined as a linear equation such that

Ax + By = C

A, B, and C must all be integers.

A must be positive.

Although it's easy to visualize a line that is in slope-intercept form (the form we worked with yesterday), it's very easy to find both the x- and y-intercepts when a line is in standard form.  These intercepts are where the line crosses the x- and y-axes, when one of our coordinates is zero.  Solving the equation when substituting a zero for a value is a quick process, because multiplying by zero removes the variable from the equation.  Once we find our intercepts, it's very easy to graph our equation.

Standard form can be nice for students who are not fond of working with fractions, and we'll be using standard form when we move to solving systems of equations in the next chapter.  In addition, many of the other graphs that students will see in later mathematics classes are written in standard form with the variables all on one side of the equation.  Comfort with standard form will help students cope when they are introduced to more complicated equations.

Vocabulary: standard form of a line, x-intercept

Sections Covered in Textbook:

6-3: Standard Form (pages 298-302)

Resources & Tutorials:

1) What is the standard form of a linear equation?
2) How do you use x- and y-intercepts to graph a line in standard form?

Slope-Intercept Form

Topics for Today:

One of the most recognizable forms of a line is the slope-intercept form.  This line form is very useful because it's easy to visualize the actual line simply by looking at the equation.  From slope-intercept form, you can tell if the slope is positive or negative, and if the slope is steep or shallow, and also it demonstrates where the line crosses the y-axis (this is the y-intercept).

We talked about what an intercept is (this word sounds an awful lot like intersect!).

I reminded students of our work on solving literal equations - this skill will be especially helpful for our unit on linear equations, as we'll be looking at three different forms for a linear equation.  To put a line in slope-intercept form, simply solve for the variable "y".

Slope intercept form looks like this:  y=mx + b

• m is the slope
• b is the y-intercept 

Vocabulary: linear equation, y-intercept, slope-intercept form

Sections Covered in Textbook:

6-2: Slope-Intercept Form (pages 291-296)

Resources & Tutorials:

1) What is a linear equation?
2) What is the y-intercept?
3) What is the slope-intercept form of a line?

Rate of Change and Slope

Topics for Today:

We will continue our discussion about functions as we explore linear functions (lines).  ALL LINES (with the exception of vertical lines) are functions.  This unit will cover many different aspects of line, beginning with rate of change, otherwise known as slope.  We associate slope with the "steepness" of a line.  Slopes can be positive, negative, zero, or undefined.

Slope is a 2-dimensional concept.  We will see how fast something rises (goes up) compared to how fast it travels in a horizontal direction.  Slope is defined as the change in the y-coordinate divided by the change in the x-coordinate.  To calculate slope, you need any two points on a line.  It does not matter where you start as long as you start in the same place for each component.

Vocabulary: rate of change, slope

Sections Covered in Textbook:

6-1: Rate of Change and Slope (pages 282-289)

Resources & Tutorials:

1) What does the slope of a line mean?
2) How do you find the slope of a line from two points?
3) How do you find the slope of a line from a graph?