We can move the x term to the left side by adding 2x to both sides. We have seen that we can transform slope-intercept form equations into standard form equations. But why should we want to do this? There are a number of reasons.
Saturday, December 1, Standard Form of a Linear Equation Last week, my Algebra 1 students worked with linear equations in both slope intercept form and standard form.
We practiced graphing equations in standard form by converting to slope intercept form and by graphing intercepts. At first, my students did not like graphing intercepts.
However, after several problems, that became their method of choice. Here are pictures of our Interactive Notebook entries over Standard Form. On the right, I created a mini-booklet of sorts to help students organize their notes on standard form.
I wanted students to know exactly where to look for the steps in solving and where to find a completed example.
Here is a picture of our completed "book" after being glued in our composition notebooks. Print it double-sided and have students glue the blank side into their notebooks. I would suggest writing on it before gluing it in your notebook! On our left hand page, I created a cut and paste activity for my students to complete.
I chose a equation in standard form that I wanted them to practice converting to slope intercept form. I printed each element in the original equation, new equation, and solving process in a square. Students were supposed to cut out the pieces, form the equation projected on the Smart Board, and use the remaining pieces to convert the equation to slope intercept form.
I had several goals in doing this. I knew some of my students would benefit from actually manipulating the pieces of the equation. Students knew that they were supposed to use all of the pieces. When students had leftover pieces, it led to some great conversations about common mistakes.
The activity was actually really frustrating for me, though. I had assumed we would be able to complete it the same day that we completed the above notes and practice problems. However, we were running out of time, and I chose to give my students their sheet of practice problems in lieu of the cut and paste activity.
The next day, we did the cut and paste activity. I thought this would take five or ten minutes. We spent almost half a class period working on this. The 20 pieces were time-consuming to cut out and even more time-consuming to glue in their notebooks.
In retrospect, this would have made a better stations activity than interactive notebook entry.
I think next time I teach this I will make up 5 or 6 equations, cut them out in pieces and put them in envelopes. Students will circulate through the stations and manipulate the equations to convert them to the correct form.
This will focus my students on the solving process instead of the cutting and gluing. And, this is what I love about blogging. I considered not even sharing this activity since I found it to be ineffective in my classroom. But, through this process of writing and reflecting, I have learned from my experience.
It may not have been the most effective use of time in my classroom, but it was not a waste of time. The experience has made me a better teacher. No, that is not true. Reflecting on the experience has made me a better teacher.
Every lesson, every activity will not be a home run. But, if I take the time to reflect on them and learn from them, I am doing my students the best service possible.Find the equation of the function in standard form. Rewrite the equation in general form.
Could someone explain to me how to do this, just. asked by -Untamed-on December 6, ; Math.
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