During this lesson students will measure the effects of the height of an inclined plane on the force a marble produces to move a plastic, foam, or paper cup across a table. Students will discover that the higher the incline plane, the more force produced by the marble, which moves the cup a greater distance. Students will also learn how to graph data and discover the appropriate graph to use for comparison.

Using a 'news report' approach, students investigate the slope of various stairways on the school campus and report on wheelchair accessibility and adherence to the Americans with Disabilities Act.

In this two-part example from Illuminations, users can drag a slider on an interactive graph to modify a rate of change (cost per minute for phone use) and learn how modifications in that rate affect the linear graph displaying accumulation (the total cost of calls). In this first part, Constant Cost per Minute, the cost per minute for phone use remains constant over time. In the second part, Changing Cost per Minute, the cost per minute for phone use changes after the first sixty minutes of calls. e-Math Investigations are selected e-examples from the electronic version of the Principles and Standards of School Mathematics (PSSM). The e-examples are part of the electronic version of the PSSM document. Given their interactive nature and focused discussion tied to the PSSM document, the e-examples are natural companions to the i-Math investigations.

For this activity, students focus on inputs, outputs and the functional relationship between variables to answer questions about Macy's Star Rewards program.

For this lesson, students view changes in movie ticket prices over the past 30 years. Students use scatter plot to analyze rates of change, make predictions about future ticket costs, and make guesses about past costs and try to create lines of best fit.

The following materials include a Common Core-aligned task and formative assessments which may be integrated into a currently existing curriculum. The final task assesses student mastery of the standards related to linear functions.

Students learn how to use coordinates with Plotter the Penguin! The interactive has three levels and five categories: Coordinates, Adding to X and Y, Rise and Run, Slope, and Enemy Boss.

In this lesson, students predict the shape of a graph of a linear equation by finding and plotting solutions on a coordinate plane. Students informally explain why the graph of a linear equation is not curved in terms of solutions to the given linear equation.

Determine the rate of coastal erosion by estimating changes in historical aerial photos.

This course was created by the Rethink Education Content Development Team in partnership with the North Carolina Virtual Public Schools. This course is aligned to the NC Standards for 8th Grade Math. 

This course was created by the Rethink Education Content Development Team in partnership with the North Carolina Virtual Public Schools. This course is aligned to the NC Standards for 8th Grade Math. 

This course was created by the Rethink Education Content Development Team in partnership with the North Carolina Virtual Public Schools. This course is aligned to the NC Standards for 8th Grade Math. 

In this lesson, students 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. Students use the slope formula to compute the slope of a non-vertical line.

In this lesson, students know slope is a number that describes the steepness or slant of a line. Students interpret the unit rate as the slope of a graph.

For this lesson, students use slope and the Pythagorean theorem to find the percent of grade change.

This applet simulates two runners moving along a track and creates a graph of the time-versus-distance relationship of their motion. Students then observe the simulated races as they happen and relate the changing positions of the two runners to dynamic representations that change as the events occur. Students can predict the effects on the graph of changing the starting position or the length of the stride of either runner. They can observe and analyze how a change in one variable, such as length of stride, relates to a change in speed. This computer simulation uses a familiar context that students understand from daily life, and the technology allows them to analyze the relationships in this context deeply because of the ease of manipulating the environment and observing the changes that occur.

In this lesson, students write the equation of a line given two points or the slope and a point on the line. Students know the traditional forms of the slope formula and slope-intercept equation.

In this lesson, students know that any non-vertical line is the graph of a linear equation in the form of y = mx + b, where b is a constant. Students write the equation that represents the graph of a line.

In this task, students work on writing expressions depicting real-world scenarios that involve ratio constraints. The mathematics task is intended to be a problem or question that encourages the use of mathematical practices. The dialogue is meant to show how students might engage in the mathematical practices as they work on the task.