1. Let’s see what happens to the equations of translated lines.
3-8: Learning Goals
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Let’s see what happens to the equations of translated lines.

2. 3-8-1: Lines That Are Translations
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Launch - slide is animated - 5 minutes

3. 3-8-2: Increased Savings
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Launch - digital access - 15 minutes - image is hyperlinked to student Geogebra applet

4. 3-8-3: Translating a Line
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Launch - digital access for students - 15 minutes - image is hyperlinked to student Geogebra applet

5. 3-8-3: Translating a Line
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Launch - digital access for students - 15 minutes

6. 3-8: Lesson Synthesis
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Display a graph of two lines on the same set of axes: one of the form y=mx and the other of the form y=mx+b. Discuss:
“How can we think of one of these lines as a transformation of the other?”
“What is the equation of the line that goes through the origin?” (Discuss how you need to figure out the slope.)
“How is the equation of the line that does not go through the origin different?” (Make sure to bring out that the b in mx+b gives the vertical translation to get from the graph of y=mx to the graph of y=mx+b; the translation is up when b>0 and down when b<0.)

7. I can write equations of lines using y=mx+b.
3-8: Learning Targets
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I can write equations of lines using y=mx+b.
I can explain where to find the slope and vertical intercept in both an equation and its graph.

8. 3-8-4: Similarities and Differences in Two Lines
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Describe how the graph of y=2x is the same and different from the graph of y=2x−7. Explain or show your reasoning.
Cool-down - 5 minutes