While this support activity is designed for a face-to-face, synchronous delivery, it should be noted that supporting text and interactive examples have been embedded in the digital assignment page to assist asynchronous or hybrid course delivery and to be made more accessible to students performing make-up work.

Notes for synchronous active-learning delivery

Throughout this corequisite support activity, ask students to use their calculators for computations, and have them work in pairs.

After Question 1, check in with the class to assess student understanding. If students have difficulty, take a few moments to walk through this question as a class.

In Question 2, Part C, encourage students to share their lines with each other so they have a larger number of lines to compare and contrast. If necessary, use a document camera to display a few lines and discuss pertinent points.

In Question 3, consider asking students to begin by writing −2 as [latex]\frac{2}{-1}[/latex] instead of [latex]\frac{-2}{1}[/latex], and ask them to sketch a triangle using a run of [latex]−1[/latex] and a rise of [latex]2[/latex].

• After students complete their sketches, have them consider whether the resulting line would have been the same if they had used a run of [latex]1[/latex] and a rise of [latex]-2[/latex].
• It might be helpful to review this question on the board or using a document camera.

In Question 4, help students realize that they will end up with the same line no matter how they represent the fraction (using any equivalent form). The form [latex][/latex] is useful for interpreting the slope, but it may be difficult to draw the line accurately using this form.