Students must be able to relate many representations of slope to form an integrated understanding of the concept.
Courtney R. Nagle and Deborah Moore-Russo
Melissa A. Stoner, Kristin T. Stuby, and Susan Szczepanski
By implementing high-impact activities, such as designing a school and a skate park, mathematical thinking can be linked to the engineering design process.
When teaching slopes of parallel and perpendicular lines, I want students to have a visual image of the lines, not just memorize a formula. A simple exercise with parallel lines can get the message across.