Lesson At-A-Glance

Learning Goals
I can interpret information from an
equation and use it to answer
questions.
Standard(s) Addressed:
7.RP.2b Identify the constant of
proportionality (unit rate) in tables,
graphs, equations, diagrams, and
verbal descriptions of proportional
relationships.
7.RP.2c Represent proportional
relationships by equations.
7.RP.2d Explain what a point (x, y) on
the graph of a proportional relationship
means in terms of the situation, with
special attention to the points (0, 0)
and (1, r) where r is the unit rate.
7.EE.3 Solve multi-step real-life and
mathematical problems posed with
positive and negative rational numbers
in any form (whole numbers, fractions,
and decimals), using tools strategically.
Apply properties of operations to
calculate with numbers in any form;
convert between forms as appropriate;
and assess the reasonableness of
answers using mental computation and
estimation strategies.
7.EE.4a Draw (freehand, with ruler and
protractor, and with technology)
geometric shapes with given
conditions. Focus on constructing
triangles from three measures of angles
or sides, noticing when the conditions
determine a unique triangle, more than
one triangle, or no triangle.

Skills and Understandings

What skills or procedures will students learn how to do, or use? What will
students learn conceptually about the procedures or ideas they are applying?

Students explore constant rate and y-intercept in a new way. The yintercept is named and students interpret it as a point on a line, an
entry in a table, or as the constant b in the equation y=mx+b. The
constant rate of change is emphasized as the coefficient of the
independent variable.

Lesson Tasks
What tasks will be used to help students learn the skills
and understandings?
Students will use the Desmos app to explore the equation
y=mx+b. They will set sliders for m and b and observe the
impact they have on the graph of the equation by testing
different values. Students will use their observations to

Formative Assessment Opportunities

What questions will you ask during the lesson to assess
students progress in achieving the learning goals? How will
you use those questions to help students assess their own
learning?
What happens to the graph when m=0? 1? 10? -1?
-10?

Lesson At-A-Glance
create an informal definition of m and b.
Students will explore two bids from t-shirt companies to
determine which company has the best deal. The quantity
of shirts needed is unknown so students must determine a
range that each bid is better.

What happens to a graph when b= 2? 0? 2?

Based on your observations, what does the value of
m/b determine in this equation?
What is the cost per T-shirt under each plan?
How would this rate show up in a table? In a graph?
What information does the y-intercept represent in
each equation?
Which representation seems most convenient for
solving this problem?

Materials
Internet capable device (personal device or chromebook)
Moving Straight Ahead student book
MSA Inv. 2.3 WS Comparing Costs
Activity Flow
Provide a brief description of the order in which key tasks will occur, how students will be organized to do the work, and
the estimated amount of time for each task.
Desmos y=mx+b Exploration (20 mins) partners (graph guru and facilitator)
Problem MSA 2.3 Exploration A (30 mins) partners
Summary (5 mins) class
Summary: What are the big take-away ideas of the lesson? How do these connect to what you will do in the next
lesson?
A linear equation in slope-intercept form reveals key conditions of a scenario.
Next lesson we will explore how these key conditions are displayed in graphs and tables.