This post explores some ideas for reviewing concepts for TEKS 8.4C.

use data from a table or graph to determine the rate of change or slope and y- intercept in mathematical and real-world problems

### Staar Performance

On recent STAAR tests, here is how students across the state of Texas have performed.

**2023** #24 - 28% correct

**2023** #32 - 40% correct

### Active, Playful Learning

The activities shared in this post are designed to follow the six principles of __Active, Playful Learning__:

Active

Engaging

Meaningful

Social

Iterative

Joyful

These six principles, together with a clear learning goal, help students learn.

Students learn through active, engaged, meaningful, socially interactive, iterative and joyful experiences in the classroom and out. When we add a learning goal or engage in guided play we achieve Active Playful Learning.

In other words, math review doesn't have to be boring STAAR prep or mindless worksheets. Instead, students' learning is enhanced when playing with numeracy and algebraic concepts in a guided context. Who says math can't be fun? You can watch a video to learn more about Active, Playful learning __here__.

### Activities

Here's a walkthrough of all the activities on this blog post.

**Countdown**

*Learning objective: Students will identify the slope and y-intercept of a linear equation from a table.*

Put students in pairs or groups of four.

Display a timer and a table of values for students to use when finding the rate of change and y-intercept of a linear equation (see

__STAAR examples__).The pairs or groups of four try to find the rate of change, y-intercept, slope-intercept form of the equation, and create a graph within the time limit (1 point each).

Students can work together on each point or divide and conquer the points simultaneously.

*Variations*

Once students have the basic idea of Countdown, and you have a good feel for an appropriate length of time to give them to find the rate of change and y-intercept, introduce extra point modifiers.

*Feel free to adjust the points for each modifier and add your own as you see fit.*Keep a running tab of points earned over a week or a month and switch partners to keep things interesting.

Allow students to suggest their own extra point modifiers and add to the menu of options.

If you teach multiple periods of math, have classes compete against each other. Total the points for each team during the class period, ensuring that there are the same number of teams per class period.

**Real-world Linear Relationships**

*Learning objective: Students will **create a table of values and a graph that demonstrates a linear relationship.*

Materials: Graph paper, index cards

Divide class into eight groups.

Give each group a

__real-world scenario__to work with and four index cards.On the first index card, students will write/glue the real-world scenario.

On the second index card, students will write the slope.

On the third index card, the students will create a table of values.

On the fourth index card, students will draw a graph (on graph paper) and glue it onto the card.

Use the cards as a review. Pull two cards at random and have the class identify whether they match or not.

*Variations*

Students can use the cards as a memory match game and play for review.

Divide the completed cards into sets of three or four with each set containing a matching real-world scenario, slope, table of values, and graph. Have students separate the mixed up cards into matching groups.

Groups can turn their scenarios into free response problems by creating a graph and table of values and asking the tester to find the slope.

**Graph Exploration**

*Learning objective: Students will identify the y-intercept and slope of a linear graph depicting a real-world relationship.*

Materials: sticky notes

Have students get into pairs.

Put a stack of sticky notes and a separate

__example__of a graph from a real-world relationship at each station.Partners work together to answer the questions for each example. Answers are placed on the sticky side of the sticky note and then added to the station so that their answers are face down.

Partners rotate around the room, answering the questions and placing them on sticky notes.

Have partners return to their original example and check all the work.

*Variations*

If partners get stuck, allow them to look at one sticky note.

If the graph has two questions, have them place each answer on a separate sticky note.

Have students add a table of values on a separate sticky note for each example.

Give students a recording sheet. They add their answers to that and the sticky notes. At the end of class, reveal all the answers and let students score their accuracy.

**Missing Table Data**

*Learning objective: Students will calculate the linear equation represented in a table and use it to find missing information*

Put students into pairs or groups of three.

Give each group a

__table__that shows incomplete data from a linear relationship.With the two rows that include both an x- and a y-coordinate, have the students calculate the slope.

Have students use the slope and a coordinate pair to find the y-intercept.

Students should write the linear equation in slope-intercept form.

Using the equation, students should find the missing x-value and y-value.

Rotate tables among groups and have students solve again.

*Variations*

Instead of having a missing x-value and a missing y-value, have two missing x-values or two missing y-values.

Have students create a graph to represent the linear relationship.

Make it a race between groups. As they solve one table (i.e., write the linear equation and find the missing values), the group sends a representative to the teacher to get another table. The first group to solve three tables wins.

For extra support, give students a table with only one missing value or with the linear equation given.

**Matching**

*Learning objective: Students will match the graph of a linear equation with two points, the slope, and the y-intercept.*

Pair students together and give each pair a copy of

__matching tiles__.Students put the tiles into four piles based on color/type - graphs, coordinates, slopes, and y-intercepts.

Students work together to create a set of four cards that match - a graph, a pair of coordinates, a slope, and a y-intercept.

Go over the answers as a class.

*Variations*

Have the pairs mix up all the cards together and time themselves to see how long it takes to match up the cards.

For a focus on calculating slope, remove the graphs and the y-intercept cards and have students match the coordinates with the slopes.

For a focus on identifying the y-intercept from a graph, removed the coordinates and slope cards and have students match the graph with the y-intercepts.

Make a copy of the master sheet and have students create their own row using Desmos images and equations they create.

## Comments