# Interpreting Slope from a Graph or Table Practice Book

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I created this interpreting slope from a graph or table practice book for my Algebra 1 students to glue in their interactive notebooks.

My students love creating these poof books whenever we have a topic we need to practice!

At the top of our interactive notebook page, we took some notes over interpreting slope.

I gave students a sentence format to use to interpret slope.  For each example in the poof booklet, we used this sentence framework.

My students in the past have regularly fallen for the incorrect multiple choice option that leaves out the word change in the interpretation.  I was hoping that by having my students write this sentence a crazy amount of times that the word change would become ingrained in their memories!

The inside pages of the poof booklet are tables and graphs that I stole directly from EOI sample problems provided by the Oklahoma State Department of Education.

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1. Christina Dell says:

The vertical number line idea is AMAZING. I'll be reviewing slope sometime in the next month or so… Definitely adding this to my INB!! Thanks for sharing ðŸ™‚

2. Amy and Bryan says:

Totally sums up what I did with my kids this year. Thanks for sharing.

3. Unknown says:

Sarah,

Do you teach slope first or functions? What dictates the order for you? Have you ever thought of teaching it the opposite way?

Thanks,
Pamela

1. Sarah Carter (@mathequalslove) says:

I teach functions first, then slope. This lets us develop a lot more vocabulary before delving into slope. Though, I think you could do it the other way, too.

2. Unknown says:

Wow! Why would you say this? I am flabbergasted!

4. Unknown says:

I love the way this goes, but keep in mind the term "puff puff positive" can be taken as smoking. I used this lesson yesterday with my 8th graders and that's what they got out of it. We changed ours to say "perfect positive" instead, but it sure did make me blush. We all got a nice laugh out of it, but I'm just glad none of my administrators were in my room.

1. Sarah Carter (@mathequalslove) says:

Funny, I've never had a student mention this. I guess it just goes to show that each group of students is different! Glad you found a way that works for yours!

5. Unknown says:

I feel crazy, but how did you put your "poof" booklet together. Is there a way to fold it and it look like that, or do you cut it apart and put it together?

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7. Unknown says:

Thanks for all your great ideas and INB pages Sarah!! My students are rocking slope and they love Slope Dude ðŸ™‚

1. Sarah Carter (@mathequalslove) says:

SO happy to hear this!

8. Tracy says:

Hi Sarah–Thank you so much for sharing all your materials! You're doing an amazing job!!
Quick question: when you mention teaching slope as "change in y" etc. and using a number line and not the slope formula, how do you address the sign of the slope with the number line?