We're going to analyze various situations to understand what the slope and y-intercept represent. You will watch videos to further your understanding. Before you get started, you may want to print out the worksheet, "What's Slope Got to Do With It," by clicking here so you can work on it on your own paper.

**TEKS Standards and Student Expectations**

**A(3)** Linear functions, equations, and inequalities. The student applies the mathematical process standards when using graphs of linear functions, key features, and related transformations to represent in multiple ways and solve, with and without technology, equations, inequalities, and systems of equations. The student is expected to:

**A(3)(A)** determine the slope of a line given a table of values, a graph, two points on the line, and an equation written in various forms, including *y* = m*x** *+ b, A*x *+ B*y* = C, and

**A(3)(B)** calculate the rate of change of a linear function represented tabularly, graphically, or algebraically in context of mathematical and real-world problems

**Resource Objective(s)**

Given algebraic, tabular, graphical, or verbal representations of linear functions in problem situations, the student will determine the meaning of slope and intercepts as they relate to the situations.

**Essential Questions**

What does the slope represent?

What does the *y*-intercept represent?

**Vocabulary**