5.2: Math Man on the Slopes
This activity is intended to supplement Algebra I, Chapter 4, Lesson 4.
ID: 11748
Time required: 1530 minutes
Activity Overview
In this activity, students will practice identifying slopes with informal pictures, and can selfcheck their understanding with one of the measurement tools. The students will also identify the slope and intercept of a given graph and will choose the correct equation in a multiple choice format.
Topic: Slope and Slopeintercept
 Visual ideas about slope
 Finding the intercept
 Determining the slope
 Writing an equation from a line
Teacher Preparation and Notes

Teacher preparation should include instruction about the basics of identifying positive and negative slopes, as well as intercepts. The students will need to have exposure and practice with the form
y=mx+b , but can also gain confidence through self assessment items embedded in the file. 
Before beginning the activity, students should clear all lists and turn off functions. To clear the lists, press STAT [Edit] and scroll down until the arrow is in front of ClrAllLists. Press enter twice. To clear any functions, press
Y= and then press CLEAR when the cursor is next to eachY= equation.  To download Cabri Jr., MATHMAN.8xv, DIPPER.8xv, and SLOPE.8xv go to http://www.education.ti.com/calculators/downloads/US/Activities/Detail?id=11748 and select each file. If your calculator already has the Cabri Jr. application, you may still need to download the .8xv files.
Associated Materials
 Student Worksheet: Math Man on the Slopes, http://www.ck12.org/flexr/chapter/9614, scroll down to the second activity.
 MATHMAN, DIPPER, SLOPE (Cabri Jr. files)
Problem 1 – Visually Estimating Slope
Students are introduced to the visual idea of slopes uphill and downhill as one might see when looking at a ski slope. With the Cabri Jr. file MATHMAN open, discuss with students where Math Man should ski. Ask questions of which lines are the steepest and have them discuss what impact this might have on his speed.
Math Man skis best on the slopes of
With the file DIPPER, students will see a representation of the “Big Dipper”, a formation commonly recognized in the night sky. Let students work in pairs to discuss which slope best fits each segment.
Helpful hint for students:
Choose the most obvious answers first, and leave the “tricky” ones (A, D, and F) for last.
To check their answers, students can use the Slope tool (GRAPH > Measure > Slope). Move to a segment and when the arrow appears and the segment flickers, press ENTER.
Problem 2 – Exploring Precise Slope
Students are given a line with
Facilitate a discussion on the methods used to determine where to move the point to make a slope of
Students are to move the point at
Ask students if their method of determining where to place the point changed. Challenge students to find another point that will give the same line.
Problem 3 – SlopeIntercept Equation
This problem is intended for students to tie everything, slope,
The first question asks students to identify the slope of the line. Students can use the grid to count the slope triangle in the form of “rise over run” or they can mentally use the formula for slope since the points are given on the worksheet.
The second question asks students to identify the
Students are to use both pieces of information to determine the slopeintercept form of the equation of the line.
Problem 4 – Assessing Understanding
Several questions are given on the student worksheet to assess the understanding of students on slopeintercept form.
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