Here is a matching activity on a Google Slides file for various representations of a set of linear functions: verbal, symbolic (equation), graphical, and tabular (or data). The students use gallery view of the slides and sort them by function. Then they can change the background color with a different color for each function. This invokes their analytical skills to decipher key elements of the function and of each representation, for example they may identify the value of the y-intercept in the equation and find a graph with the same value.
The difference between the proportional relationships and slope is context and the ratios. The ratio for the former addresses the variables themselves. The ratio for the slope addresses the change in the variables. This arises from context. To flesh this out let’s use the pay as a function of hours, with $15 an hour for the hourly rate.
If we focus on the fact that to compute the total pay, we multiply by the hours worked by 15 we have a proportional relationship and the $15 an hour is a constant of proportionality.
If we focus on the fact that every increase of 1 hour results in an increase of $15 in our total pay, we have a linear function and the $15 an hour is a rate of change (or slope of the line). Because of the context, we have different constants (k vs m).
In my experience, many students struggle with translating word problems modeled by a proportional relationship or a linear function into a algebraic expression or equation. (Image below.)
Here is a link to a Jamboard that can be used to introduce the algebraic expression to model the unit rate. (See image below on how to copy and edit.)
Here is how you can use this to introduce modeling the word problem.
Start with the unit rate concept. In this case there is $45 “in” every hour. This is modeled in slide 1 (top 2 photos).
The next 2 photos show slide 2 in which the student duplicates the $45 image and fills 2 hours, with $45 “in” each. They complete the multiplication expression by multiplying by 2.
This is followed by the same steps for 3 hours (photo bottom left) and sequentially to 6 hours.
In the last slide there are no hours shown because the # of hours is unknown. This leads to using “X” to represent the unknown NUMBER of hours (I don’t let students get away with x=hours) and finally the algebraic expression (bottom photo).