Concept Quiz: Slope-Intercept Form

50 Minute Class, Algebra 1, Curriculum

Quiz Message

Learning Goal: Assess conceptual and procedural fluency for graphing and writing linear functions in slope-intercept form.

Grading Notes

  • The slope-intercept form quiz will count toward the 2nd nine weeks in the gradebook
  • Click here to learn more about the grading system.


Finished Early?


  • Common Core
    • HSF.BF.A.1 – Write a function that describes a relationship between two quantities.
    • HSF.IF.B.6 – Calculate and interpret the average rate of change of a function (presented symbolically or as a table) over a specified interval. Estimate the rate of change from a graph.
    • HSF.IF.C.7 – Graph functions expressed symbolically and show key features of the graph, by hand in simple cases and using technology for more complicated cases.
    • HSF.IF.C.7.A – Graph linear and quadratic functions and show intercepts, maxima, and minima.
  • TEKS
    • A.2(C) – write linear equations in two variables given a table of values, a graph, and a verbal description
    • A.3(A) – determine the slope of a line given a table of values, a graph, two points on the line, and an equation written in various forms, including y = mx + b, Ax + By = C, and y – y1 = m(x – x1)
    • A.3(B) – calculate the rate of change of a linear function represented tabularly, graphically, or algebraically in context of mathematical and real-world problems
    • A.3(C) – graph linear functions on the coordinate plane and identify key features, including x-intercept, y-intercept, zeros, and slope, in mathematical and real-world problems


4 thoughts on “Concept Quiz: Slope-Intercept Form

  1. It is highly possible that I may be missing something, but do we need to know anything about g in order to figure out the 7th question (2nd 100 level) in order to find a or x?

    1. Hey Logan that’s a good question. I had to think it through quite a bit. Here’s the solution I came up with. We get two different answers depending on if we use the g information or not. Because of this, I’m thinking we need to use the g information. Give the solution a look and see what you think. I may be wrong!

  2. Hi Dane,

    I think the quiz should have g(a)=19 and not f(a)=19. This would allow both pieces of information to be used. I looked at your work and this seems to be the case when you have the point (a,19) when looking at g. Otherwise, I think if the change is not made, then the only information you need is just the equation for the line of f(x).
    Side note, thank you for your blog and information. It has been a game changer in the classroom and really making my students think about their answers rather then just memorization of problems.

    1. Thanks so much for the feedback, Ken! I made the change. Good catch!

      I’m glad the site has been helpful. People like you make it better when giving constructive feedback. I appreciate it!

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