CLST Slope Project

<Credit to Mrs. Campbell/ Adapted and Edited A/B>

◼Part A/B

◼ Find or create an example

◼ Explain Slope– What is
for each type of SLOPE
slope? What does it defined in the table on the
represent? Why do we use rubric. Includes the
it? following:
◼ Show and Explain correctly ◼ Positive integer
how to find slope from: Positive fraction
◼ Negative integer
◼ A Graph
Negative
◼ An Equation fraction

◼ A Table ◼ Zero w/ + y-intercept

Zero w/ – y-intercept
◼ Between 2 coordinate
◼ Undefined w/ + x-intercept
pairs Undefined w/ - x-intercept
(These will be provided)
◼ Part C
◼ Using your knowledge of slopes, share or create a graph of a real-
life problem you see around your school, community, or society.
◼ Identify the slope and y-intercept in the problem.
◼ DESCRIBE (Interpret) what the slope and y-intercept mean in the
context of the problem.
◼ Be ready to share the graph and present it to the class.
#Equalplayequalpay https://womensenews.org/2019/09/want-equal-
pay-for-equal-play-pass-the-era/

https://www.change.org/p/donald-j-trump-equal-
pay-for-equal-play

Getty images/ Teen Vogue/

Focus on specific
data, correlate
graph that is
relevant or create
graph that is
needed
X (in games) Y (earnings):
(10, 181660) (20, 263320) Use raw data to create and label
x and y axis, notice proportional
(10, 85500) (20, 99000) relationship, and interpret
steepness of rate of change.
All the while, thinking about the
gender pay gap!
Slope of Men’s Earnings:
m= (10, 181660) (20, 263320)
m= (263320 - 181660) / (20 - 10)
m= (81660) / (10)
m= 8166 What does this show?
What do you wonder?
What are some questions or
Slope of Women’s Earnings: statements you want to add?

m= (10, 85500) (20, 99000)

m= (99000 - 85500) / (20 - 10)
m= (13500) / (10)
m= 1350
Y-intercept: When athletes (both
female and male) make it to the
National team/ Olympics what is
their “base” pay?
CLST (Incentive) Extra Credit
If your real-life problem consists of a graph you need to
research and conduct, you will earn extra credit.

For example: The ratio of boys and girls to the ratio of elective
teachers. (This is a topic you have mentioned before). You
might have to conduct research to see how many students are
in all of the elective classes, as well as how many elective
teachers there are. You would use this data to create a graph.
Make sure you label (x) and label (y) for the proportional
relationships.
Graphing proportional relationships (8.EE.5)
Interpreting the unit rate of as the slope (8.EE.5)
Compare two different proportional relationships represented in different
ways. (8.EE.5)
Explain why slope m is the same between any two distinct points on a non-
vertical line in the coordinate plane (8.EE.6)
Derive the equation y=mx for a line through the origin and the equation
y=mx+b for a line intercepting the vertical axis at b (8.EE.6)

Common Core State Standards

#Equalplayequalpay Mathematics
PROJECT OPTIONS: Student Choice!

- Prezi
- Google Slides
- Brochure
- Book
- Video
- Social Media
- Poster
- Ask for other options!
Slope Rubric

Use the rubric to see if you are on track!