intro to slope

1. Slope
(Linear Relationships Unit)
Math 7
Ms. Sells
Slide 1
TC: denotes teacher comment/question
This ppt supports the teacher’s instructions, and is designed to be used throughout the lesson.
This ppt will serve as an instructional scaffold and visual aid.

2. Lecture Objectives
SWABAT: Students will be able to expand funds of knowledge of proportional reasoning and apply unit rate
to derive slope. Students will compare and contrast real-world mathematical quantities by analyzing unit
rate and slope.
Content Standards:
CCSS.MATH.CONTENT.7.EE.B.4
Use variables to represent quantities in a real-world or mathematical problem, and construct simple
equations and inequalities to solve problems by reasoning about the quantities.
CCSS.MATH.CONTENT.7.EE.B.4.A
Solve word problems leading to equations of the form px + q = r and p(x + q) = r, where p, q, and r are
specific rational numbers.
TC: denotes teacher comment/question that is read aloud
This ppt supports the teacher’s instructions, and is designed to be used throughout the lesson.
This ppt will serve as an instructional scaffold and visual aid.

3. Hook Questions
TC: “In addition to the American dollar, what other types of monies can you name?”
TC “What is the money of your home country called?”
TQ “Is all money worth the same?”
Slide 2

4. TC: “Let’s imagine we are going to take a
trip!”
TC: “Can we pay with our currency(money) in
another country?”
Slide 3

5. Vocabulary
Currency- is money, represented in the form of paper or coins
Ratio- a comparison of 2 quantities
Unit Rate- is a special type of ratio that compare 1 unit of some quantity
to a different number of units of a different quantity.
Slide 4
*Copy down in journal

6. TC: “Let’s imagine that we are traveling from the US to Mexico…
Because we will need to make purchases for food and travel expenses, we will need to exchange
money.
TC: “I have 1.00 US dollars that I exchanged at the bank in Mexico”
TC: “I received pesos 20 in exchange for my dollar.”
TC: “How many pesos are in one US dollar?”
Slide 5

7. TC: “Later we returned to the bank again to exchange more dollars for pesos.”
TC: “This time I received 100 pesos in exchange for 5 dollars.”
Slide 6

8. Think-Pair-Share Time
TC: “Answer the following questions in your TPS groups. Take notes of your discussion
and write down your answers in your journals.”
Can we observe a mathematical relationship between the 2 currencies?
Sentence Frame:
I noticed that when I received _____ Pesos in exchange for _____ Dollars, the unit rate
was ____
1 MX peso is worth how many US dollars? 100 dollars is worth how many MX pesos?
Slide 7
*Quick-write*
Which currency is the dependent variable, which currency is the dependent variable?

9. Dollars (US) Pesos (MX)
1 20
2
3
4
5
Slide 8
Currency Exchange Table
In TPS groups collaboratively complete the following G.O. Table

10. TC: “Let’s imagine that we are traveling from the US to China…
Because we will need to make purchases for food and travel expenses, we will need to exchange
money.
TC: “I have 1.00 US dollars that I exchanged at the bank in China”
TC: “I received 6.47 Yuans in exchange for my US dollar.”
TC: “How many Yuans are in one US dollar?”
Slide 9

11. TC: “Later we returned to the bank again to exchange more dollars for pesos.”
TC: “This time I received 32.35 Yuans in exchange for 5.00 dollars.”
Slide 11

12. Think-Pair-Share Time
TC: “Answer the following questions in your TPS groups. Take notes of your discussion
and write down your answers in your journals.”
Can we observe a mathematical relationship between the 2 currencies?
Sentence Frame:
I noticed that when I received _____ Yuans in exchange for _____ Dollars, the unit rate
was ____
Which currency is the dependent variable, which currency is the dependent variable?
1 peso = .05 cents (hundreths) a nickel
Slide 12
*Quick-write*

13. Dollars (US) Yuans (CNY)
1 6.47
2
3
4
5
Slide 13
Currency Exchange Table
In TPS groups collaboratively complete the following G.O. Table

14. Dollars (US) Pesos (MX)
1 20
2 40
3 60
4 80
5 100
Currency Exchange Table
How can we represent this
relationship graphically?
Slide 14

15. Dollars (US) Yuans (CNY)
1 6.47
2 12.94
3
4
5
Currency Exchange Table
How can we represent this
relationship graphically?
Slide 15

16. Let’s compare the unit rates.
What do you notice?
Slide 16

17. The green line shows a linear
relationship
Linear Equation - is an equation
whose graph is a line. The points on
the line are solutions to the equation
We use slope to describe
Slope: rate of change between any 2
points on a line
What do you notice?
Slide 17

18. The Slope (m) of a line is a ratio of the change in y (the rise,
the vertical change) to the change in x(the run, the horizontal
change) between any 2 points on the line
M = y2 - y1
X2 - x1
Slide 18

19. What is the Slope of this Line?
Slide 19

20. Group Activity (groups of 3)
TC: “Conduct a currency exchange with a currency of your choice”
Activity Instructions
Assign roles: Banker, Traveler, facilitator,
The traveler presents the banker with a certain amount.
The banker render correct amount.
The facilitator records the transaction in their math notebook and verifies for accuracy
Rotate roles
Slide 20

21. Group Activity Continued (groups of 3)
Each group member will use their chromebooks to research the value of
their home culture’s currency.
Determine the Slope or exchange rate and create a table of values chart
and represent graphically
Slide 21

22. TC: “Why are the prices or costs different for the same product?”
TC: “Is one Iphone more expensive?”
TC: “Does your location of purchase affect the price of a phone?”
Extension Activity:
Whole Class
Teacher Open Ended
Questions
Slide 18

23. TC: “Discuss the following questions as a group. In your notebook, answer the
following question using complete sentences and also show your work
mathematically.
Slide 19Think-Pair-Share Time
Sentence Frame :An Iphone that costs $27,500 (MX) costs _____
(US).dollars because________
Q1: How many US Dollars will I need to purchase an Iphone in Mexico that has
a retail price of $27,500.
Q2: The retail price of a US sold iphone is $999 dollars, and the retail price of a
Mexico based Iphone is $27,500. What do you notice about the prices of each
phone after converting both amounts into the same currency?
*Quick-write*

24. Think-Pair Share Time continued
Let’s compare and contrast the prices of Iphones sold in other countries
Each group member will use their chromebooks to research the price of an iphone in their home
country or cultural background country
Compare and contrast the retail price of Iphones in other countries to $999. Record your findings in
your journals. Share your results with your group
Slide 20
*Quick-write*

25. Lesson Closure: Teacher Facilitated Whole Class Discussion
TQ: Is all currency (vocab review) worth the same?
TC: “Does your location of purchase affect the price of a phone?”
TC: “How does your home country or currency affect how much you will pay
for an iphone?”
*Students observe that it is almost $400 dollars more expensive to buy an
Iphone with Mexican currency*
Slide 21

26. Exchange Rate Data
Images in this presentation
were sourced from
Creative Commons
Data was sourced from
Morningstar