1. Bell Work - ALL
Activator
I’m thinking about 3 consecutive, multiple of 4, integers whose sum is 1,284. What 3 numbers am I thinking about? Write an algebraic expression to model this situation.
Simplify.
(4−3 5 )(2 7 − 5 )
** HINT: Remember your 3 steps to ensure that a radical expression is fully simplified.

2. Bell Work - ALL
Activator
I’m thinking about 3 consecutive, multiple of 4, integers whose sum is 1,284. What 3 numbers am I thinking about? Write an algebraic expression to model this situation.
The following linear equation is in Standard Form. Rewrite the equation in Slope –Intercept Form.
-10x + 5y = 20

3. Homework
Homework\IdentifySlopeAndYInt.pdf

4. Standard
MGSE 9-12.A.REI.1 Using algebraic properties and the properties of real numbers, justify the steps of a simple, one-solution equation. Students should justify their own steps, or if given two or more steps of an equation, explain the progression from one step to the next using properties
MGSE 9-12.A.CED.4 Rearrange formulas to highlight a quantity of interest using the same reasoning as in solving equations.
GAP MGSE8.EE.5 Graph proportional relationships, interpreting the unit rate as the slope of the graph. Compare two different proportional relationships represented in different ways.
GAP MGSE8.EE.6 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; derive the equation y = mx for a line through the origin and the equation y = mx + b for a line intercepting the vertical axis at b.
GAP MGSE8.EE.7 Solve linear equations in one variable.
GAP MGSE8.EE.7a Give examples of linear equations in one variable with one solution, infinitely many solutions, or no solutions. Show which of these possibilities is the case by successively transforming the given equation into simpler forms, until an equivalent equation of the form x = a, a = a, or a = b results (where a and b are different numbers).
GAP MGSE8.EE.7b Solve linear equations with rational number coefficients, including equations whose solutions require expanding expressions using the distributive property and collecting like terms.

5. Learning Target
I can describe slope and find the slope if given two points.

6. I - Do What is slope? Slope tells us how steep a line is.
Slope tells us in which direction the line points.
Slope tells us at what RATE data is CHANGING.

7. I - Do How do we find the slope? Find two points on the graph
Use the slope formula 

8. I - Do How do we find the slope?
3. Check which direction the graph points.
4. What should the sign of the graph be?

9. I - Do
Slope Relationships
Parallel
Perpendicular

10. I - Do
Special Cases m = 0 Horizontal Line Why does this happen?

11. I - Do
Special Cases m = undefined Vertical Line Why does this happen?

12. We do
In groups and on the white boards. 1. (5,3) (6,9) 2. (6,-2), (8,3) 3. (-3,7),(-3,4) 4. (5,2), (-6,2)

13. You Do
..\Unit 2 Resources\Homework\FindTheSlope.pdf

14. I – Check
Find the slope of the line passing through the following points:
(-1,3), (2,-3)
What is the parallel slope?
What is the Perpendicular slope?

15. Homework
..\Unit 2 Resources\Homework\FindTheSlope.pdf