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#### Linear Function Transformations Placemat Activity (FREE)

With a partner, students solve all four equations on the placemat. After both students agree on the answers or solutions for all problems on the page, they then add the answers together to find the “Sum”. The teacher easily and quickly checks the “Sum” to evaluate the students’ understanding which allows the students to know if they made a mistake.
Print several copies of the placemat on one color of paper and slide them into plastic page protectors. The students can use dry erase markers on the plastic and easily wipe off their work when finished. Sometimes I print two different placemats with similar topics, each on their own color of paper, and put them back-to-back into the plastic page protectors.
This activity works well at the beginning of a lesson when students are actively learning a new skill and can also be used as a review.
The instructions are clearly marked on the students’ page and the answer key is included.
CCSS: Build new functions from existing functions.
HSF.BF.B.3 Identify the effect on the graph of replacing f(x) by f(x) + k, k f(x), f(kx), and f(x + k) for specific values of k (both positive and negative); find the value of k given the graphs. Experiment with cases and illustrate an explanation of the effects on the graph using technology. Include recognizing even and odd functions from their graphs and algebraic expressions for them.
Attribution-ShareAlike License (CC BY-SA 4.0)
You are free to share this resource and must give appropriate credit to “Debbie’s Algebra Activities”. If you change the material, you must distribute your contributions under the same license as the original.

#### Solve Linear Equations In Context Relay Activity

Six rounds include practice writing and solving linear equations in context / from word problems.
Separate students into groups of four and give each student their own copy of Round 1. Students should discuss the problem as they work on it and agree on the correct answer. Once each student in the group has the correct answer, ONE person from the group takes ONE Round 1 sheet to have it checked by the teacher.
If the answer is correct, the student then picks up four copies of Round 2 for the group. If the answer is not correct, the teacher sends the student back so the group can correct Round 1.
Groups continue working until each round is completed and checked by the teacher for accuracy.
This activity works well early in a lesson when students are actively learning a new skill. The discussion and collaboration in the small groups enhance the students’ learning.
The answer key for the teacher is included.
Teacher Setup:
Print enough copies (one-sided) for each student to have his/her own. Cut pages on the dotted lines to separate rounds into separate stacks (all of Round 1 is in one stack, Round 2 is in a different stack, etc.).
After handing out Round 1, keep stacks of Round 2, Round 3, etc. and only allow students to take the next round in order when their group is ready for it.
Included in the package:
• Six relay rounds
• Answer Key for Teacher
CCSS: Solve equations and inequalities in one variable.
8.EE.C.7 Solve linear equations in one variable.
8.EE.C.7b Solve linear equations with rational number coefficients, including equations whose solutions require expanding expressions using the distributive property and collecting like terms.
HSA.REI.B.3 Solve linear equations and inequalities in one variable, including equations with coefficients represented by letters.
CCSS: Create equations that describe numbers or relationships.
HSA.CED.A.1 Create equations and inequalities in one variable and use them to solve problems.
This purchase is for one teacher only.
This resource is not to be shared with colleagues or used by an entire grade level, school, or district without purchasing the proper number of licenses. If you are a coach, principal, or district interested in a site license, please contact me for a quote at debbiesalgebraactivities@gmail.com. This resource may not be uploaded to the internet in any form, including classroom/personal websites or network drives.

#### Parallel and Perpendicular Lines Sum It Up Activity

Six stations include practice writing linear equations of parallel lines and perpendicular lines AND using slope to determine if lines are parallel or perpendicular to each other.
Students work in groups of three, labeling themselves Student A, Student B and Student C. Each student works their own problem at a station in their own notebook. Students then add their three answers together for the “Sum”. They check the back of the station/page to see if the “Sum” of their answers is correct before moving to the next station. Students may rotate through the stations in any order.
Teacher Setup:
Print each page on cardstock or paper. Write only the numerical “Sum” of the three answers on the back of the corresponding page for students to check. Attach the pages to the walls around the room as stations for the students to visit.
Included in the package:
• Six “Sum It Up” pages/stations, each with three problems, to put on walls around the classroom
• “Sum” answers to write on the back of each page/station for students to use
• Detailed answer key for the teacher
This activity works well in the middle of a lesson or as a review.
The instructions are clearly marked on the students’ page and the answer key is included.
CCSS: Use functions to model relationships between quantities.
8.F.B.4 Construct a function to model a linear relationship between two quantities. Determine the rate of change and initial value of the function from a description of a relationship or from two (x, y) values, including reading these from a table or from a graph.
CCSS: Construct and compare linear, quadratic, and exponential models and solve problems.
HSF.LE.A.2 Construct linear and exponential functions, including arithmetic and geometric sequences, given a graph, a description of a relationship, or two input-output pairs (include reading these from a table).
CCSS: Interpret linear models.
HSS.ID.C.7 Interpret the slope (rate of change) and the intercept (constant term) of a linear model in the context of the data.
CCSS: Interpret functions that arise in applications in terms of the context.
HSF.IF.B.6 Calculate and interpret the average rate of change of a function over a specified interval. Estimate the rate of change from a graph.
CCSS: Build a function that models a relationship between two quantities.
HSF.BF.A.1 Write a function that describes a relationship between two quantities.
CCSS: Create equations that describe numbers or relationships.
HSA.CED.A.2 Create equations in two or more variables to represent relationships between quantities; graph equations on coordinate axes with labels and scales.
This purchase is for one teacher only. This resource is not to be shared with colleagues or used by an entire grade level, school, or district without purchasing the proper number of licenses.

#### Write Linear Equations Review Sum It Up Activity (FREE)

Seven stations include review writing linear equations into Point-Slope Form, Slope-Intercept Form & Standard Form.
Students work in groups of three, labeling themselves Student A, Student B and Student C. Each student works their own problem at a station in their own notebook. Students then add their three answers together for the “Sum”. They check the back of the station/page to see if the “Sum” of their answers is correct before moving to the next station. Students may rotate through the stations in any order.
Teacher Setup: Print each page on cardstock or paper. Write only the numerical “Sum” of the three answers on the back of the corresponding page for students to check. Attach the pages to the walls around the room as stations for the students to visit.
Included in the package:
• Seven “Sum It Up” pages/stations, each with three problems, to put on walls around the classroom
• “Sum” answers to write on the back of each page/station for students to use
• Answer key for the teacher
CCSS: Use functions to model relationships between quantities
8.F.B.4 Construct a function to model a linear relationship between two quantities. Determine the rate of change and initial value of the function from a description of a relationship or from two (x, y) values. Interpret the rate of change and initial value of a linear function in terms of the situation it models, and in terms of its graph or a table of values.
CCSS: Construct and compare linear, quadratic, and exponential models and solve problems
HSF.LE.A.2 Construct linear and exponential functions, including arithmetic and geometric sequences, given a graph, a description of a relationship, or two input-output pairs.
CCSS: Create equations that describe numbers or relationships
HSA.CED.A.2 Create equations in two or more variables to represent relationships between quantities; graph equations on coordinate axes with labels and scales.
HSA.CED.A.4 Rearrange formulas to highlight a quantity of interest, using the same reasoning as in solving equations.
CCSS: Understand the concept of a function and use function notation.
HSF.IF.A.2 Use function notation, evaluate functions for inputs in their domains, and interpret statements that use function notation in terms of a context.
CCSS: Interpret functions that arise in applications in terms of the context
HSF.IF.B.4
CCSS: Build a function that models a relationship between two quantities
HSF.BF.A.1 ; HSF.BF.A.1a
Attribution-ShareAlike License (CC BY-SA 4.0): You are free to share this resource and must give appropriate credit to “Debbie’s Algebra Activities”. If you change the material, you must distribute your contributions under the same license as the original.

#### Rewrite Linear Equations Into Slope-Intercept Form AND Standard Form Placemat Activities

Two placemat activities include practice rewriting linear equations into slope-intercept form AND into standard form.
With a partner, students solve all four equations on the placemat. After both students agree on the answers or solutions for all problems on the page, they then add the answers together to find the “Sum”. The teacher easily and quickly checks the “Sum” to evaluate the students’ understanding which allows the students to know if they made a mistake.
Teacher Setup
Print several copies of the placemat on one color of paper and slide them into plastic page protectors. The students can use dry erase markers on the plastic and easily wipe off their work when finished. Sometimes I print two different placemats with similar topics, each on their own color of paper, and put them back-to-back into the plastic page protectors.
This activity works well at the beginning of a lesson when students are actively learning a new skill and can also be used as a review.
The instructions are clearly marked on the students’ page and the answer key is included.
Included in the package:
Two placemats activities, each with four problems and space to write the “Sum” of the solutions.
-Find Slope Given Two Points
-Write Equations Given Two Points
Answer Keys for Teacher
CCSS: Use functions to model relationships between quantities.
8.F.B.4 Construct a function to model a linear relationship between two quantities. Determine the rate of change and initial value of the function from a description of a relationship or from two (x, y) values, including reading these from a table or from a graph. Interpret the rate of change and initial value of a linear function in terms of the situation it models, and in terms of its graph or a table of values.
CCSS: Create equations that describe numbers or relationships.
HSA.CED.A.4 Rearrange formulas to highlight a quantity of interest, using the same reasoning as in solving equations.
CCSS: Interpret the structure of expressions.
HSA.SSE.A.1a Interpret parts of an expression, such as terms, factors, and coefficients.
This purchase is for one teacher only.
This resource is not to be shared with colleagues or used by an entire grade level, school, or district without purchasing the proper number of licenses. If you are a coach, principal, or district interested in a site license, please contact me for a quote at debbiesalgebraactivities@gmail.com. This resource may not be uploaded to the internet in any form, including classroom/personal websites or network drives.

#### Graph Linear Functions Using a Table of Values Relay Activity

Six rounds include practice graphing linear functions by completing a table of values for each equation, plotting the ordered pairs / solutions and drawing a line through the points.
Separate students into groups of four and give each student their own copy of Round 1. Students should discuss the problem as they work on it and agree on the correct answer. Once each student in the group has the correct answer, ONE person from the group takes ONE Round 1 sheet to have it checked by the teacher.
If the answer is correct, the student then picks up four copies of Round 2 for the group. If the answer is not correct, the teacher sends the student back so the group can correct Round 1.
Groups continue working until each round is completed and checked by the teacher for accuracy.
This activity works well early in a lesson when students are actively learning a new skill. The discussion and collaboration in the small groups enhance the students’ learning.
The answer key for the teacher is included.
Teacher Setup:
Print enough copies (one-sided) for each student to have his/her own. Cut pages on the dotted lines to separate rounds into separate stacks (all of Round 1 is in one stack, Round 2 is in a different stack, etc.).
After handing out Round 1, keep stacks of Round 2, Round 3, etc. and only allow students to take the next round in order when their group is ready for it.
Included in the package:
• Six relay rounds
• Answer Key for Teacher
CCSS: Define, evaluate, and compare functions: 8.F.A.1, 8.F.A.2
CCSS: Interpret functions that arise in applications in terms of the context: HSF.IF.B.4
CCSS: Analyze functions using different representations: HSF.IF.C.7, HSF.IF.C.7.A
This purchase is for one teacher only.
This resource is not to be shared with colleagues or used by an entire grade level, school, or district without purchasing the proper number of licenses. If you are a coach, principal, or district interested in a site license, please contact me for a quote at debbiesalgebraactivities@gmail.com. This resource may not be uploaded to the internet in any form, including classroom/personal websites or network drives.

#### Write Linear Equations in Context AND Mixed Review Placemat Activities

Two placemat activities include practice writing linear equations from context / word problems AND to review writing and rewriting linear equations.
With a partner, students solve all four equations on the placemat. After both students agree on the answers or solutions for all problems on the page, they then add the answers together to find the “Sum”. The teacher easily and quickly checks the “Sum” to evaluate the students’ understanding which allows the students to know if they made a mistake.
Teacher Setup
Print several copies of the placemat on one color of paper and slide them into plastic page protectors. The students can use dry erase markers on the plastic and easily wipe off their work when finished. Sometimes I print two different placemats with similar topics, each on their own color of paper, and put them back-to-back into the plastic page protectors.
This activity works well at the beginning of a lesson when students are actively learning a new skill and can also be used as a review.
The instructions are clearly marked on the students’ page and the answer key is included.
Included in the package:
Two placemats activities, each with four problems and space to write the “Sum” of the solutions.
-Write Linear Equations From Context
-Linear Equations Mixed Review
Answer Keys for Teacher
CCSS: Use functions to model relationships between quantities: 8.F.B.4
CCSS: Understand the concept of a function and use function notation: HSF.IF.A.2
CCSS: Build a function that models a relationship between two quantities: HSF.BF.A.1, HSF.BF.A.1a
CCSS: Construct and compare linear, quadratic, and exponential models and solve problems.
HSF.LE.A.2
CCSS: Create equations that describe numbers or relationships: HSA.CED.A.2. HSA.CED.A.4
CCSS: Interpret functions that arise in applications in terms of the context: HSF.IF.B.4
This purchase is for one teacher only.
This resource is not to be shared with colleagues or used by an entire grade level, school, or district without purchasing the proper number of licenses. If you are a coach, principal, or district interested in a site license, please contact me for a quote at debbiesalgebraactivities@gmail.com. This resource may not be uploaded to the internet in any form, including classroom/personal websites or network drives.

#### Simplify Exponential Expressions 2 Relay Activity

Six rounds include practice simplifying exponential expressions using Multiplication Properties of Exponents, Division Properties of Exponents, Zero and Negative Exponents.
Separate students into groups of four and give each student their own copy of Round 1. Students should discuss the problem as they work on it and agree on the correct answer. Once each student in the group has the correct answer, ONE person from the group takes ONE Round 1 sheet to have it checked by the teacher.
If the answer is correct, the student then picks up four copies of Round 2 for the group. If the answer is not correct, the teacher sends the student back so the group can correct Round 1.
Groups continue working until each round is completed and checked by the teacher for accuracy.
This activity works well early in a lesson when students are actively learning a new skill or as a review. The discussion and collaboration in the small groups enhance the students’ learning.
The answer key for the teacher is included.
Teacher Setup:
Print enough copies (one-sided) for each student to have his/her own. Cut pages on the dotted lines to separate rounds into separate stacks (all of Round 1 is in one stack, Round 2 is in a different stack, etc.).
After handing out Round 1, keep stacks of Round 2, Round 3, etc. and only allow students to take the next round in order when their group is ready for it.
Included in the package:
• Six relay rounds
• Answer Key for Teacher
CCSS: Expressions and Equations Work with radicals and integer exponents.
8.EE.A.1 Know and apply the properties of integer exponents to generate equivalent numerical expressions.
CCSS: Interpret the structure of expressions.
HSA.SSE.A.2 Use the structure of an expression to identify ways to rewrite it.
This purchase is for one teacher only.
This resource is not to be shared with colleagues or used by an entire grade level, school, or district without purchasing the proper number of licenses. If you are a coach, principal, or district interested in a site license, please contact me for a quote at debbiesalgebraactivities@gmail.com. This resource may not be uploaded to the internet in any form, including classroom/personal websites or network drives.

#### Find Slope AND Write Linear Equations Given Two Points Placemat Activities

Two placemat activities include practice finding slope given two ordered pairs and practice writing linear equations given two ordered pairs.
With a partner, students solve all four equations on the placemat. After both students agree on the answers or solutions for all problems on the page, they then add the answers together to find the “Sum”. The teacher easily and quickly checks the “Sum” to evaluate the students’ understanding which allows the students to know if they made a mistake.
Teacher Setup
Print several copies of the placemat on one color of paper and slide them into plastic page protectors. The students can use dry erase markers on the plastic and easily wipe off their work when finished. Sometimes I print two different placemats with similar topics, each on their own color of paper, and put them back-to-back into the plastic page protectors.
This activity works well at the beginning of a lesson when students are actively learning a new skill and can also be used as a review.
The instructions are clearly marked on the students’ page and the answer key is included.
Included in the package:
Two placemats activities, each with four problems and space to write the “Sum” of the solutions.
-Find Slope Given Two Points
-Write Equations Given Two Points
Answer Keys for Teacher
CCSS: Use functions to model relationships between quantities: 8.F.B.4
CCSS: Construct and compare linear, quadratic, and exponential models and solve problems.
HSF.LE.A.2
CCSS: Build a function that models a relationship between two quantities: HSF.BF.A.1
CCSS: Interpret functions that arise in applications in terms of the context: HSF.IF.B.6
CCSS: Create equations that describe numbers or relationships: HSA.CED.A.2
This purchase is for one teacher only.
This resource is not to be shared with colleagues or used by an entire grade level, school, or district without purchasing the proper number of licenses. If you are a coach, principal, or district interested in a site license, please contact me for a quote at debbiesalgebraactivities@gmail.com. This resource may not be uploaded to the internet in any form, including classroom/personal websites or network drives.

BUNDLE

#### Write Linear Equations Activities Bundle 1

This bundle includes five activities for practice writing linear equations at a discounted price. Please click the links to see the description of each product for a good look at the whole package!
Sold separately, these items total $12. Save money and have fun with these classroom activities.
This purchase is for one teacher only.
This resource is not to be shared with colleagues or used by an entire grade level, school, or district without purchasing the proper number of licenses. If you are a coach, principal, or district interested in a site license, please contact me for a quote at debbiesalgebraactivities@gmail.com. This resource may not be uploaded to the internet in any form, including classroom/personal websites or network drives.

#### Solve Systems of Linear Equations Mixed Review Problem Pass Activity

Twelve rounds include practice or review solving systems of linear equations using the graphing method, the substitution method and the linear combinations / elimination method. This activity includes a problem with “no solution” and another with “infinitely many solutions”.
Students work with a partner while seated at their desks. They should write in their own notebook or on the blank Answer Sheet (included).
At the same time the first pair of students is working on Problem 1, the second pair works on Problem 2, the third pair works on Problem 3, etc. At the teacher’s signal, all students pass their problem in a specific direction. The students who started with Problem 2 should now pass it to the students who started with Problem 1, the students who started with Problem 3 pass it to the students who started with Problem 2, etc. The first pair of students starting with Problem 1 should deliver their finished problem to the last pair of students, or the teacher may prefer to deliver these each time. Students now flip over their new page to find the ANSWER to the problem they just finished.
Students continue to work problems in order, pass problems and check their answers on the back of the next problem page until they have completed all problems included in the activity.
This activity works well in the middle of a lesson while students are actively practicing a new skill or can be used as a review.
The answer key is built into the activity so students check for accuracy themselves.
Teacher Setup:
Print single-sided copies and slide pages into plastic page protectors to keep problems and answers together. Put Problem 1 and ANSWER Problem 12 back-to-back in the same plastic page protector; put Problem 2 and ANSWER Problem 1 back-to-back in another plastic page protector, Problem 3 and ANSWER Problem 2 together, etc. Prepare 2 or more complete sets of the activity to have enough pages for each pair of students in the class. Keep complete sets in order.
It is very important to hand out problems in numerical order so the page with the answer on the back follows its problem number. As you hand out problems in order, problem side up, tell each pair of students the direction they should pass their problem when finished. This direction may vary by row if you zig-zag or “snake” up and down the rows of desks. The first pair of students starting with Problem 1 should deliver their finished problems to the last pair of students, or you may prefer to deliver these each time.
CCSS: Analyze and solve pairs of simultaneous linear equations: 8.EE.C.8, 8.EE.C.8a, 8.EE.C.8b
CCSS: Solve systems of equations: HSA.REI.C5, HSA.REI.C.6
This purchase is for one teacher only.

#### Multiply Polynomials Problem Pass Activity

Twelve rounds include practice or review multiplying polynomial expressions. This activity includes multiplying a monomial by a trinomial, multiplying two binomials, multiplying a binomial by a trinomial, multiplying three binomials, and finding the area and volume of geometric shapes using polynomial expressions.
Students work with a partner while seated at their desks. They should write in their own notebook or on the blank Answer Sheet (included).
At the same time the first pair of students is working on Problem 1, the second pair works on Problem 2, the third pair works on Problem 3, etc. At the teacher’s signal, all students pass their problem in a specific direction. The students who started with Problem 2 should now pass it to the students who started with Problem 1, the students who started with Problem 3 pass it to the students who started with Problem 2, etc. The first pair of students starting with Problem 1 should deliver their finished problem to the last pair of students, or the teacher may prefer to deliver these each time. Students now flip over their new page to find the ANSWER to the problem they just finished.
Students continue to work problems in order, pass problems and check their answers on the back of the next problem page until they have completed all problems included in the activity.
This activity works well in the middle of a lesson while students are actively practicing a new skill or can be used as a review.
The answer key is built into the activity so students check for accuracy themselves.
Teacher Setup:
Print single-sided copies and slide pages into plastic page protectors to keep problems and answers together. Put Problem 1 and ANSWER Problem 12 back-to-back in the same plastic page protector; put Problem 2 and ANSWER Problem 1 back-to-back in another plastic page protector, Problem 3 and ANSWER Problem 2 together, etc. Prepare 2 or more complete sets of the activity to have enough pages for each pair of students in the class. Keep complete sets in order.
It is very important to hand out problems in numerical order so the page with the answer on the back follows its problem number. As you hand out problems in order, problem side up, tell each pair of students the direction they should pass their problem when finished. This direction may vary by row if you zig-zag or “snake” up and down the rows of desks. The first pair of students starting with Problem 1 should deliver their finished problems to the last pair of students, or you may prefer to deliver these each time.
CCSS: Perform arithmetic operations on polynomials.
HSA.APR.A.1 Understand that polynomials form a system analogous to the integers, namely, they are closed under the operations of addition, subtraction, and multiplication; add, subtract, and multiply polynomials.
This purchase is for one teacher only.

#### Rewrite Linear Equations Into Standard Form & Slope-Intercept Form Problem Pass Activity

Twelve rounds include practice or review rewriting linear equations from standard form into slope-intercept form and from point-slope form or slope-intercept form into standard form with integer coefficients.
Students work with a partner while seated at their desks. They should write in their own notebook or on the blank Answer Sheet (included).
At the same time the first pair of students is working on Problem 1, the second pair works on Problem 2, the third pair works on Problem 3, etc. At the teacher’s signal, all students pass their problem in a specific direction. The students who started with Problem 2 should now pass it to the students who started with Problem 1, the students who started with Problem 3 pass it to the students who started with Problem 2, etc. The first pair of students starting with Problem 1 should deliver their finished problem to the last pair of students, or the teacher may prefer to deliver these each time. Students now flip over their new page to find the ANSWER to the problem they just finished.
Students continue to work problems in order, pass problems and check their answers on the back of the next problem page until they have completed all problems included in the activity.
This activity works well in the middle of a lesson while students are actively practicing a new skill or can be used as a review.
The answer key is built into the activity so students check for accuracy themselves.
Teacher Setup:
Print single-sided copies and slide pages into plastic page protectors to keep problems and answers together. Put Problem 1 and ANSWER Problem 12 back-to-back in the same plastic page protector; put Problem 2 and ANSWER Problem 1 back-to-back in another plastic page protector, Problem 3 and ANSWER Problem 2 together, etc. Prepare 2 or more complete sets of the activity to have enough pages for each pair of students in the class. Keep complete sets in order.
It is very important to hand out problems in numerical order so the page with the answer on the back follows its problem number. As you hand out problems in order, problem side up, tell each pair of students the direction they should pass their problem when finished. This direction may vary by row if you zig-zag or “snake” up and down the rows of desks. The first pair of students starting with Problem 1 should deliver their finished problems to the last pair of students, or you may prefer to deliver these each time.
CCSS: Create equations that describe numbers or relationships: HSA.CED.A.4
This purchase is for one teacher only.
This resource is not to be shared with colleagues or used by an entire grade level, school, or district without purchasing the proper number of licenses.

#### Solve Systems of Linear Equations Sum It Up Activity

Eight stations include practice or review solving systems of linear equations using the graphing method, the substitution method and the linear combinations or elimination method.
Students work in groups of three, labeling themselves Student A, Student B and Student C. Each student works their own problem at a station in their own notebook. Students then add their three answers together for the “Sum”. They check the back of the station/page to see if the “Sum” of their answers is correct before moving to the next station. Students may rotate through the stations in any order.
Teacher Setup:
Print each page on cardstock or paper. Write only the numerical “Sum” of the three answers on the back of the corresponding page for students to check. Attach the pages to the walls around the room as stations for the students to visit.
Included in the package:
• Eight “Sum It Up” pages/stations, each with three problems, to put on walls around the classroom
• “Sum” answers to write on the back of each page/station for students to use
• Detailed answer key for the teacher
This activity works well in the middle of a lesson or as a review.
The instructions are clearly marked on the students’ page and the answer key is included.
CCSS: Analyze and solve pairs of simultaneous linear equations.
8.EE.C.8 Analyze and solve pairs of simultaneous linear equations.
8.EE.C.8a Understand that solutions to a system of two linear equations in two variables correspond to points of intersection of their graphs, because points of intersection satisfy both equations simultaneously.
8.EE.C.8b Solve systems of two linear equations in two variables algebraically, and estimate solutions by graphing the equations. Solve simple cases by inspection.
8.EE.C.8c Solve real-world and mathematical problems leading to two linear equations in two variables.
CCSS: Solve systems of equations.
HSA.REI.C.5 Prove that, given a system of two equations in two variables, replacing one equation by the sum of that equation and a multiple of the other produces a system with the same solutions.
HSA.REI.C.6 Solve systems of linear equations exactly and approximately (e.g., with graphs), focusing on pairs of linear equations in two variables.
CCSS: Create equations that describe numbers or relationships.
HSA.CED.A.3 Represent constraints by equations or inequalities, and by systems of equations and/or inequalities, and interpret solutions as viable or nonviable options in a modeling context.
This purchase is for one teacher only:
This resource is not to be shared with colleagues or used by an entire grade level, school, or district without purchasing the proper number of licenses. This resource may not be uploaded to the internet in any form, including classroom/personal websites or network drives.

#### Solve Linear Systems by Graphing Relay Activity

Six rounds include practice or review solving systems of linear equations by graphing. The activity includes problems with “no solution” and “infinitely many solutions”.
Separate students into groups of four and give each student their own copy of Round 1. Students should discuss the problem as they work on it and agree on the correct answer. Once each student in the group has the correct answer, ONE person from the group takes ONE Round 1 sheet to have it checked by the teacher.
If the answer is correct, the student then picks up four copies of Round 2 for the group. If the answer is not correct, the teacher sends the student back so the group can correct Round 1.
Groups continue working until each round is completed and checked by the teacher for accuracy.
This activity works well early in a lesson when students are actively learning a new skill. The discussion and collaboration in the small groups enhance the students’ learning.
The answer key for the teacher is included.
Teacher Setup:
Print enough copies (one-sided) for each student to have his/her own. Cut pages on the dotted lines to separate rounds into separate stacks (all of Round 1 is in one stack, Round 2 is in a different stack, etc.).
After handing out Round 1, keep stacks of Round 2, Round 3, etc. and only allow students to take the next round in order when their group is ready for it.
Included in the package:
• Six relay rounds
• Answer Key for Teacher
CCSS: Analyze and solve pairs of simultaneous linear equations.
8.EE.C.8 Analyze and solve pairs of simultaneous linear equations.
8.EE.C.8.A Understand that solutions to a system of two linear equations in two variables correspond to points of intersection of their graphs, because points of intersection satisfy both equations simultaneously.
8.EE.C.8.B Solve systems of two linear equations in two variables algebraically, and estimate solutions by graphing the equations. Solve simple cases by inspection.
CCSS: Solve systems of equations.
HSA.REI.C.6 Solve systems of linear equations exactly and approximately (e.g., with graphs), focusing on pairs of linear equations in two variables.
This purchase is for one teacher only.
This resource is not to be shared with colleagues or used by an entire grade level, school, or district without purchasing the proper number of licenses. If you are a coach, principal, or district interested in a site license, please contact me for a quote at debbiesalgebraactivities@gmail.com. This resource may not be uploaded to the internet in any form, including classroom/personal websites or network drives.

#### Solve Linear Systems Word Problems Relay Activity

Six rounds provide practice or review solving systems of linear equations word problems in context. This activity includes problems with mixtures, comparing two deals, finding the cost, age and upstream - downstream.
Separate students into groups of four and give each student their own copy of Round 1. Students should discuss the problem as they work on it and agree on the correct answer. Once each student in the group has the correct answer, ONE person from the group takes ONE Round 1 sheet to have it checked by the teacher.
If the answer is correct, the student then picks up four copies of Round 2 for the group. If the answer is not correct, the teacher sends the student back so the group can correct Round 1.
Groups continue working until each round is completed and checked by the teacher for accuracy.
This activity works well early in a lesson when students are actively learning a new skill. The discussion and collaboration in the small groups enhance the students’ learning.
The answer key for the teacher is included.
Teacher Setup:
Print enough copies (one-sided) for each student to have his/her own. Cut pages on the dotted lines to separate rounds into separate stacks (all of Round 1 is in one stack, Round 2 is in a different stack, etc.).
After handing out Round 1, keep stacks of Round 2, Round 3, etc. and only allow students to take the next round in order when their group is ready for it.
Included in the package:
• Six relay rounds
• Answer Key for Teacher
CCSS: Analyze and solve pairs of simultaneous linear equations 8.EE.C.8, 8.EE.C.8a, 8.EE.C.8b, 8.EE.C.8c
CCSS: Solve systems of equations: HSA.REI.C.5, HSA.REI.C.6
CCSS: Create equations that describe numbers or relationships: HSA.CED.A.3
This purchase is for one teacher only.
This resource is not to be shared with colleagues or used by an entire grade level, school, or district without purchasing the proper number of licenses. If you are a coach, principal, or district interested in a site license, please contact me for a quote at debbiesalgebraactivities@gmail.com. This resource may not be uploaded to the internet in any form, including classroom/personal websites or network drives.

#### Rewrite Linear Equations Into Standard Form & Slope-Intercept Form Relay Activity

Six rounds provide practice or review rewriting linear equations from standard form into slope-intercept form and from point-slope form or slope-intercept form into standard form with integer coefficients.
Separate students into groups of four and give each student their own copy of Round 1. Students should discuss the problem as they work on it and agree on the correct answer. Once each student in the group has the correct answer, ONE person from the group takes ONE Round 1 sheet to have it checked by the teacher.
If the answer is correct, the student then picks up four copies of Round 2 for the group. If the answer is not correct, the teacher sends the student back so the group can correct Round 1.
Groups continue working until each round is completed and checked by the teacher for accuracy.
This activity works well early in a lesson when students are actively learning a new skill. The discussion and collaboration in the small groups enhance the students’ learning.
The answer key for the teacher is included.
Teacher Setup:
Print enough copies (one-sided) for each student to have his/her own. Cut pages on the dotted lines to separate rounds into separate stacks (all of Round 1 is in one stack, Round 2 is in a different stack, etc.).
After handing out Round 1, keep stacks of Round 2, Round 3, etc. and only allow students to take the next round in order when their group is ready for it.
Included in the package:
• Six relay rounds
• Answer Key for Teacher
CCSS: Create equations that describe numbers or relationships.
HSA.CED.A.4 Rearrange formulas to highlight a quantity of interest, using the same reasoning as in solving equations.
This purchase is for one teacher only.
This resource is not to be shared with colleagues or used by an entire grade level, school, or district without purchasing the proper number of licenses. If you are a coach, principal, or district interested in a site license, please contact me for a quote at debbiesalgebraactivities@gmail.com. This resource may not be uploaded to the internet in any form, including classroom/personal websites or network drives.

#### Write Linear Equations From Graphs Relay Activity

Six rounds include practice or review writing linear equations in slope-intercept form and point-slope form from graphs.
Separate students into groups of four and give each student their own copy of Round 1. Students should discuss the problem as they work on it and agree on the correct answer. Once each student in the group has the correct answer, ONE person from the group takes ONE Round 1 sheet to have it checked by the teacher.
If the answer is correct, the student then picks up four copies of Round 2 for the group. If the answer is not correct, the teacher sends the student back so the group can correct Round 1.
Groups continue working until each round is completed and checked by the teacher for accuracy.
This activity works well early in a lesson when students are actively learning a new skill. The discussion and collaboration in the small groups enhance the students’ learning.
The answer key for the teacher is included.
Teacher Setup:
Print enough copies (one-sided) for each student to have his/her own. Cut pages on the dotted lines to separate rounds into separate stacks (all of Round 1 is in one stack, Round 2 is in a different stack, etc.).
After handing out Round 1, keep stacks of Round 2, Round 3, etc. and only allow students to take the next round in order when their group is ready for it.
Included in the package:
• Six relay rounds
• Answer Key for Teacher
CCSS: Use functions to model relationships between quantities: 8.F.B.4
CCSS: Construct and compare linear, quadratic, and exponential models and solve problems: HSF.LE.A.2
CCSS: Create equations that describe numbers or relationships: HSA.CED.A.2, HSA.CED.A.4
CCSS: Interpret functions that arise in applications in terms of the context: HSF.IF.B.6
CCSS: Interpret linear models: HSS.ID.C.7
This purchase is for one teacher only.
This resource is not to be shared with colleagues or used by an entire grade level, school, or district without purchasing the proper number of licenses. If you are a coach, principal, or district interested in a site license, please contact me for a quote at debbiesalgebraactivities@gmail.com. This resource may not be uploaded to the internet in any form, including classroom/personal websites or network drives.

#### Solve Linear Equations Two-Step Placemat Activity (FREE)

This FREE placemat activity provides practice or review solving two-step linear equations by inverse operations using addition, subtraction, multiplication, division and fractions.
With a partner, students solve all four equations on the placemat. After both students agree on the answers or solutions for all problems on the page, they then add the answers together to find the “Sum”. The teacher easily and quickly checks the “Sum” to evaluate the students’ understanding which allows the students to know if they made a mistake.
Print several copies of the placemat on one color of paper and slide them into plastic page protectors. The students can use dry erase markers on the plastic and easily wipe off their work when finished. Sometimes I print two different placemats with similar topics, each on their own color of paper, and put them back-to-back into the plastic page protectors.
This activity works well at the beginning of a lesson when students are actively learning a new skill and can also be used as a review.
The instructions are clearly marked on the students’ page and the answer key is included.
CCSS: Solve equations and inequalities in one variable.
8.EE.C.7 Solve linear equations in one variable.
8.EE.C.7b Solve linear equations with rational number coefficients, including equations whose solutions require expanding expressions using the distributive property and collecting like terms.
HSA.REI.B.3 Solve linear equations and inequalities in one variable, including equations with coefficients represented by letters.
Attribution-Share Alike License (CC BY-SA 4.0)
You are free to share this resource and must give appropriate credit to “Debbie’s Algebra Activities”. If you change the material, you must distribute your contributions under the same license as the original.

#### Write Linear Equations Given Points Problem Pass Activity (FREE)

Six rounds include practice or review writing linear equations in slope-intercept form when given two points or given a point and the slope
Students work with a partner while seated at their desks. They should write in their own notebook or on the blank Answer Sheet (included).
At the same time the first pair of students is working on Problem 1, the second pair works on Problem 2, the third pair works on Problem 3, etc. At the teacher’s signal, all students pass their problem in a specific direction. The students who started with Problem 2 should now pass it to the students who started with Problem 1, the students who started with Problem 3 pass it to the students who started with Problem 2, etc. The first pair of students starting with Problem 1 should deliver their finished problem to the last pair of students, or the teacher may prefer to deliver these each time. Students now flip over their new page to find the ANSWER to the problem they just finished.
Students continue to work problems in order, pass problems and check their answers on the back of the next problem page until they have completed all problems included in the activity.
This activity works well in the middle of a lesson while students are actively practicing a new skill or can be used as a review.
The answer key is built into the activity so students check for accuracy themselves.
Teacher Setup:
Print single-sided copies and slide pages into plastic page protectors to keep problems and answers together. Put Problem 1 and ANSWER Problem 8 back-to-back in the same plastic page protector; put Problem 2 and ANSWER Problem 1 back-to-back in another plastic page protector, Problem 3 and ANSWER Problem 2 together, etc. Prepare 2 or more complete sets of the activity to have enough pages for each pair of students in the class. Keep complete sets in order.
It is very important to hand out problems in numerical order so the page with the answer on the back follows its problem number. As you hand out problems in order, problem side up, tell each pair of students the direction they should pass their problem when finished. This direction may vary by row if you zig-zag or “snake” up and down the rows of desks. The first pair of students starting with Problem 1 should deliver their finished problems to the last pair of students, or you may prefer to deliver these each time.
Attribution-ShareAlike License (CC BY-SA 4.0)
You are free to share this resource and must give appropriate credit to “Debbie’s Algebra Activities”. If you change the material, you must distribute your contributions under the same license as the original.

#### Solve Systems of Linear Equations by Graphing in Slope-Intercept Form Only Problem Pass Activity

Twelve rounds provide practice or review solving systems of linear equations using the graphing method. Practice includes graphing equations in "slope-intercept form ONLY" and problems with “no solution” and “infinitely many solutions”.
{Note: Please see "Solve Systems of Linear Equations by Graphing Problem Pass Activity" for exercises that include standard form, point-slope form as well as slope-intercept form.}
Students work with a partner while seated at their desks. At the same time the first pair of students is working on Problem 1, the second pair works on Problem 2, the third pair works on Problem 3, etc. At the teacher’s signal, all students pass their problem in a specific direction. The students who started with Problem 2 should now pass it to the students who started with Problem 1, the students who started with Problem 3 pass it to the students who started with Problem 2, etc. The first pair of students starting with Problem 1 should deliver their finished problem to the last pair of students, or the teacher may prefer to deliver these each time. Students now flip over their new page to find the ANSWER to the problem they just finished.
Students continue to work problems in order, pass problems and check their answers on the back of the next problem page until they have completed all problems included in the activity.
Teacher Setup:
Print single-sided copies and slide pages into plastic page protectors to keep problems and answers together. Put Problem 1 and ANSWER Problem 12 back-to-back in the same plastic page protector; put Problem 2 and ANSWER Problem 1 back-to-back in another plastic page protector, Problem 3 and ANSWER Problem 2 together, etc. Prepare 2 or more complete sets of the activity to have enough pages for each pair of students in the class. Keep complete sets in order.
It is very important to hand out problems in numerical order so the page with the answer on the back follows its problem number. As you hand out problems in order, problem side up, tell each pair of students the direction they should pass their problem when finished. This direction may vary by row if you zig-zag or “snake” up and down the rows of desks.
This purchase is for one teacher only.