1 PLAN

I NVESTIGATE THE C ONCEPT

● Students use slope to describe
8.4 Investigating Slope ●
the steepness of a ramp.
This activity leads into calculat-
Goal Materials ing the slope of a line in a coor-
Use slope to describe the ●
5 books dinate plane in Lesson 8.4.
steepness of a ramp. ● 2 rulers

M ATERIALS
Each student will need 5 books
and 2 rulers. See the Activity
A ramp’s steepness is described by its slope, the ratio of the vertical rise to Support Master in the Chapter 8
the horizontal run. Resource Book.
ramp rise 1
rise ⴝ 1 in. slope ⴝ

ⴝ


run 4 R ECOMMENDED T IME
run ⴝ 4 in.
Work activity: 10 min
Discuss results: 5 min
Investigate Steps 1–3. Check work.

Use slope to describe the steepness of a ramp. G ROUPING

1 2 3 Students should work individually.

rise
run
Make a stack of books.
Use one ruler as a ramp.
Using the other ruler,
measure and record the
rise and the run of the
ramp. Calculate and record
the slope of the ramp.
Create ramps with the
same rise but three
different runs by moving
the lower end of the ruler.
Measure and record the
rise and the run of each
ramp. Calculate and record
each slope.
2 TEACH
T IPS FOR S UCCESS
Urge students to be sure the ruler
acting as a ramp does not shift as
they are measuring its rise and run.
Create ramps with the
same run but three
different rises. Keep the 3 CLOSE
lower end of the ruler in
one spot. Add or subtract K EY D ISCOVERY
books to change the rise.
Slope can be described as the ratio
Record the rise, the run,
of rise over run.
and the slope of each ramp.

Draw Conclusions A SSESSMENT

2
1. Writing If one ramp is steeper than a second ramp, 1. If the slope of a ramp is

, what
1
what is true about the slopes of the two ramps? is the slope of a ramp that is
The slope of the steeper ramp is greater.
2. Describe What is the relationship between the rise and the 4
twice as steep?


run of a ramp when the slope is 1? Explain. See margin. 1
2. How could you reduce the slope
3. Critical Thinking What happens to the slope of a ramp when
of a ramp by half without chang-
the rise increases and the run stays the same? It increases.
ing the distance the ramp rises?
Double the run.

NCTM CURRICULUM STANDARDS 2. See Additional Answers

Standard 2: Use models to understand relationships Lesson 8.4 The Slope of a Line 403
beginning on page AA1.
Standard 10: Create representations to communicate
mathematical ideas 403