If you follow me on Twitter, you might have seen the following tweet about a month ago.

You could say I got a *bit* behind on my semester 1 INB gluing and, as a result, my INB posts have fallen by the wayside. Semester 1 ended the first week of February and I’m just now getting around to catching up on getting it organized, since I’ve had a few snow days in a row (I really thought this would be a snow-day free year, but nope!).

Without any further ado, here are my INB pages for Unit 4 of Algebra 1: Linear Functions. Note: There were activity/quiz/review days built into this unit–the days listed out are for days that note-taking occurred.

## Day 1

We started the unit off with what it means to be linear in form:

From there, we moved onto a foldable that covered finding intercepts of linear functions using various representations:

Then, we used our skills of finding intercepts to graph linear functions in standard form:

We finished up our class with a foldable, focusing deeper on horizontal and vertical lines and continuing to build off the last two examples in the chunk of notes before.

## Day 2:

We continued to expand our abilities with finding and now *interpreting* intercepts.

We finished off the class by solving linear functions by graphing and introducing the idea of a “zero” and how it relates to an intercept. My students found it REALLY hard to not just algebraically solve these equations. We talked a lot about why we are practicing solving by graphing for linear functions when the algebraic method is quicker. We discussed that, because later on in the year, the algebraic method may become much more time consuming, and graphing can be a quicker method for many functions. We also mentioned that the graph allows us to see more of the story.

## Day 3:

We started off with a recap warm up from the previous two days. The boys in my class *really* loved problem 4.

We then talked about slope and connected it back to the graphs we’ve made in the previous two days and how they either had a constant incline or constant decline…slope!

We looked closer at the different types of slope using this foldable from Lisa Davenport.

Now that we had a bit of practice with calculating slope, we moved onto *interpreting* it and finding it from different representations.

## Day 4:

We started off with a recap warm-up of slope, and then learned about what proportionality means.

We extended our ability to determine whether or not a relationship is proportion to create equations.

## Day 5:

We started with a recap warm-up on writing equations for proportional & non-proportional linear relationships.

We then did graphing absolute value equations by making tables. This was mean to motivate students to use transformations instead of tables (we introduced transformations the next day), as well as help students remember the properties of absolute values and domain & range.

I started drawing the absolute values in with marker because |3-4| started looking like 13-41 for many students.

Lastly, we glued in a tips for success reference sheet that students can use if they ever get stuck.

## Day 6:

We started class with a recap warm-up on graphing absolute value equations by tables. To further motivate transformations (we started to learn about them RIGHT after doing this warm-up), I made sure to make the second example REALLY annoying. Either you’d have to go up by 3’s or deal with the decimals. At this point, I think we established that making the tables takes SOOOOOOO much work, but it does get the job done.

Next, we were on the hunt for patterns. What the heck do these a, h, and k things do, anyway?

Now that students had some observations, we applied it to make graphing SO much quicker! It only takes 3 points, you know! Once you have the vertex and the slope, you’re golden!

## Day 7:

We did a recap warm-up over graphing absolute value equations by transformations.

Lastly, we glued in a flowchart reference page, just in case students ever needed an easy refresher of how to graph absolute value functions by the quicker transformation method.

Mary LangmyerFebruary 23, 2018 / 11:36 amBeautiful notes for students! Thanks so much for sharing!

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Math by the MountainFebruary 23, 2018 / 1:53 pmYou’re more than welcome! I love looking at posts like these for inspiration, so I thought I’d post my own notebook pages.

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Keyawanna FrazierMarch 23, 2018 / 11:54 amHow can I get a copy of the blank L & R pages?

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Math by the MountainMarch 24, 2018 / 2:22 amIf you send me an email I can give them to you. mathbythemountain@gmail.com

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Jenn MMarch 27, 2018 / 4:53 pmJust found your blog and I really love how you started with intercepts and then into slope. Totally stealing this! Keep up the great sharing!

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Math by the MountainApril 1, 2018 / 7:30 amThanks so much for stopping by! Let me know how ordering your topics this way worked out for you and your students.

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Beth E PoundsOctober 12, 2018 / 11:22 pmAbsolutely LOVE how you set this unit up. Do you have a site to purchase these items from?

Thank you! BPounds beth.pounds@cmcss.net

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Math by the MountainOctober 13, 2018 / 5:14 pmHi Beth,

Here are the only pages I currently have posted:

x- and y-intercepts: https://www.teacherspayteachers.com/Product/Finding-X-and-Y-Intercepts-Foldable-3618951?aref=ll0zz35b

vertical and horizontal lines: https://www.teacherspayteachers.com/Product/Horizontal-and-Vertical-Lines-Foldable-3666832?aref=ll0zz35b

absolute value graphs: https://www.teacherspayteachers.com/Product/Graphing-Absolute-Value-Functions-Flowchart-Graphic-Organizer-3668873

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BethOctober 14, 2018 / 1:00 amThank you much!

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