2. http://www.floridastandards.org/index.aspx

3. They are as follows!

4. SUPPORTING IDEA 4 - Geometry and Measurement Identify and plot ordered pairs in all four quadrants of the coordinate plane.

5. BIG IDEA 1 - Analyze and represent linear functions, and solve linear equations and systems of linear equations. Create and interpret tables, graphs, and models to represent, analyze, and solve problems related to linear equations, including analysis of domain, range, and the difference between discrete and continuous data.

6. BIG IDEA 1 - Analyze and represent linear functions, and solve linear equations and systems of linear equations. Interpret the slope and the x- and y-intercepts when graphing a linear equation for a real-world problem.

7. Please take the Content Pretest Pretest for Block 40-42.docx

8. There is a great online site called The Math Playground directed towards the K -12 audience. It has math games, word problems, logic puzzles and math videos.

9. http://www.mathplayground.com/mv_plotting_points_naming_quadrants.html Please view this video about the Cartesian Coordinate System.

10. Now that you have an idea of how to plot points. Let’s try a hands-on activity. This activity comes from The Beacon Lesson Plan Library Materials Needed Masking Tape Index Cards with Coordinates Power Point with Coordinates Here is the link: http://www.beaconlearningcenter.com/lessons/296.htm

11. 1.Divide the room into four quadrants with masking tape on the floor (see attachment). Arrange desks into rows, be sure a row of desks is over each axis, and place one in the center at the origin. 2.Make a card for each desk with its appropriate ordered pair. 3. Be sure to have an overhead transparency of the coordinate plane.” Here is the link: http://www.beaconlearningcenter.com/lessons/296.htm

12. Here is the link: http://www.beaconlearningcenter.com/lessons/296.htm 1.The floor should be taped into a coordinate plane (see attachment). Question students to find out who is sitting at the origin. Ask them to determine which are the positive directions and which are the negative directions. Continue with similar questions until students have mastered the vocabulary. 2.Examples: -Everyone in quadrant I stand up. -Everyone on the x-axis stand up. -Everyone with a positive abscissa stand up. 3. Pass out ordered pair cards. Ask students to move to their new seats.

13. Here is the link: http://www.beaconlearningcenter.com/lessons/296.htm Do an informal assessment by checking to see if students stand at the appropriate times when questioned about locations on the coordinate plane. Once students have had an opportunity to locate new seats, validate the students' choices.

14. Here are the links to two excellent games so that the students can reinforce plotting points. Try them. http://www.mathplayground.com/Sav eTheZogs/SaveTheZogs.html http://www.mathplayground.com/spa ceboyrescue.html

15. It states, Create and interpret tables, graphs, and models to represent, analyze, and solve problems related to linear equations, including analysis of domain, range, and the difference between discrete and continuous data. Our first example is an follows.

16. The price of an adult movie ticket is $9.00 at the Muvico 18 Theatre. Melissa would like to take 5 of her friends. Construct a table representing the cost for 0 to 6 adults to go to the this theatre. http://www.viewpoints.com/images/review/2007/283/11/1192035233- 81914_full.jpg

17. Number of Adults Cost (Dollars) 00 19 218 327 436 545 654 Can you display this data graphically and algebraically?

18. http://www.viewpoints.com/images/review/2007/283/11/1192035233- 81914_full.jpg The Algebraic Representation is C = 9 p

19. Our Second Example is the Hanging Scaffold Problem A hanging scaffold is descending from a 144–foot building. After 30 seconds, it has descended 48 feet. If this rate remains constant, how long will it take for it to reach the ground? http://www.profixaccess.co.uk/css/images /photo.jpg Defend your answer numerically.

20. Numerical Representation http://www.profixaccess.co.uk/css/images/photo.jpg Time (Seconds) Height (Feet) 0144 30126 60108 90 12072 15054 18036 21018 2400 Now, defend your answer graphically and algebraically.

21. Graphical and Algebraic Representation http://www.profixaccess.co.uk/css/images/photo.jpg The Algebraic Representation is H = 144 – 4.8 t

22. After Examining all three representations, the data can be described in four ways. 1. discrete or continuous 2. by its slope 3. by its x- and y-intercepts 4. by its domain and range

23. Glencoe’s Definition of Continuous and Discrete According to your newly adopted Glencoe textbook (page 132), Continuous data “can take on any value, so there is no space between data values for a given domain.” Discrete data “ have space between possible data values.” Graphs of continuous data are represented by solid lines and graphs of discrete data are represented by dots.

24. The price of an adult movie ticket is $9.00 at the Muvico 18 Theatre. Melissa would like to take 5 of her friends. Construct a table representing the cost for 0 to 6 adults to go to the this theatre. http://www.viewpoints.com/images/review/2007/283/11/1192035233- 81914_full.jpg

25. There are spaces between possible data points http://www.viewpoints.com/images/review/2007/283/11/1192035233- 81914_full.jpg

26. Is Example 2 Discrete or Continuous?? A hanging scaffold is descending from a 144–foot building. After 30 seconds, it has descended 48 feet. If this rate remains constant, how long will it take for it to reach the ground? http://www.profixaccess.co.uk/css/images/phot o.jpg

27. Answer: Continuous!! http://www.profixaccess.co.uk/css/images/phot o.jpg There are no spaces between time. Example: 1.58 seconds

28. Glencoe’s Definition of Slope According to your newly adopted Glencoe textbook (page 161), “Slope is used to describe the steepness of a straight line.” “In linear functions, no matter which two points you choose, the slope, or rate of change, of a line is always constant.” Vertical change between two points Horizontal change between the same two points

29. http://www.viewpoints.com/images/review/2007/283/11/1192035233-81914_full.jpg

31. What is the slope in Example 2? http://www.profixaccess.co.uk/css/images/phot o.jpg Time (Seconds) Height (Feet) 0144 30126 60108 90 12072 15054 18036 21018 2400

32. The slope can be interpreted as decreasing three feet every five seconds. http://www.profixaccess.co.uk/css/images/phot o.jpg Time (Seconds) Height (Feet) 0144 30126 60108 90 12072 15054 18036 21018 2400

33. Thirdly, Glencoe describes the x-and y-intercepts on Page 181 The x-intercept is described as “the x-coordinate of the point where the graph crosses the x-axis. The y-intercept is described as “the y-coordinate of the Point where the graph crosses the y-axis. (0,4) y-intercept (2,0) x-intercept

34. http://www.viewpoints.com/images/review/2007/283/11/1192035233-81914_full.jpg

35. The x- and y-intercept is the point (0, 0).

36. Name the x- and y-intercepts in Example 2. http://www.profixaccess.co.uk/css/images/photo.jpg

37. The x – intercept is the point (240, 0) and the y - intercept is the point (0, 144).

38. Finally, Glencoe describes the domain and range on Page 101 The domain of a relation is the set of x-coordinates. The range of a relation is the set of y-coordinates.

39. http://www.viewpoints.com/images/review/2007/283/11/1192035233-81914_full.jpg

40. The domain is {0, 1, 2, 3, 4, 5, 6} The range is {0, 9, 18, 27, 36, 45, 54}

41. Name the Domain and Range in Example 2. http://www.profixaccess.co.uk/css/images/photo.jpg

42. Example 2 is Continuous http://www.profixaccess.co.uk/css/images/photo.jpg The domain is [0, 240] The range is [0, 144]