- line segments and lines
- rate of change
- ratio of rise to run
- parallel lines
- perpendicular lines.
[PS, R, V]
| (a) |
Provide examples, relevant to self, family, or community, to explain the importance of slope. |
| (b) |
Illustrate and explain, using examples relevant to self, family, or community, how slope is rate of change. |
| (c) |
Determine the slope of a line segment by using the measurement or calculation of the rise and run. |
| (d) |
Classify lines in a given set as having positive or negative slopes, and explain how the sign of the slope affects the interpretation or meaning of the slope. |
| (e) |
Explain the meaning of zero or slopes with no Real value. |
| (f) |
Explain why the slope of a straight line can be determined by using any two distinct points on that line. |
| (g) |
Draw a line given its slope and a point on the line. |
| (h) |
Determine another point on a line, given the slope and a point on the line. |
| (i) |
Generalize, explain, and apply strategies for determining whether two lines are parallel or perpendicular. |
| (j) |
Apply knowledge and skills related to slope to solve situational questions relevant to self, family, and community (e.g., determine the slopes of the poles in a tepee and the impact of changing the slopes on the dimensions and strength of the tepee). |
