[size=150]Find values for [math]a[/math] and [math]b[/math] that make each side have the same value.[/size][br][br][math]\frac{a}{b}=-2[/math]
[math]\frac{a}{b}=2[/math]
Without calculating, do you expect the slope of the line through [math](1,11)[/math] and [math](8,2)[/math] to be positive or negative?
Calculate the slope of this line.
[size=150][math](k,2)[/math] and [math](11,14)[/math], slope = 2[/size]
[size=150][size=100][math](1,k)[/math] and [math](4,1)[/math], slope = -2[/size][/size]
[size=100][math](3,5)[/math] and [math](k,9)[/math], slope =[/size] [math]\frac{1}{2}[/math]
[size=150][size=100][math](-1,4)[/math] and [math](-3,k)[/math], slope =[/size] [math]-\frac{1}{2}[/math][/size]
[math]\left(-\frac{15}{2},\frac{3}{16}\right)[/math] and [math]\left(-\frac{13}{22},k\right)[/math], slope= 0
[table][tr][td]If your teacher gives you the design:[/td][td]If your teacher gives you the blank graph:[/td][/tr][tr][td][list=1][*]Look at the design silently and think about how [/*][*]you could communicate what your partner [br]should draw. Think about ways that you can [br]describe what a line looks like, such as its slope or[br]points that it goes through.[/*][*]Describe each line, one at a time, and give your[br]partner time to draw them.[/*][*]Once your partner thinks they have drawn all the[br]lines you described, only then should you show [br]them the design.[/*][/list][/td][td][list=1][*]Listen carefully as your partner describes each [br]line, and draw each line based on their [br]description.[/*][*]You are not allowed to ask for more information [br]about a line than what your partner tells you.[/*][*]Do not show your drawing to your partner until [br]you have finished drawing all the lines they[br]describe.[/*][/list][/td][/tr][/table][br]When finished, place the drawing next to the card with the design so that you and your partner can both see them. [b]How is the drawing the same as the design? How is it different?[/b] Discuss any miscommunication that might have caused the drawing to look different from the design.[br][br]Pause here so your teacher can review your work. When your teacher gives you a new set of cards, switch roles for the second problem.