One possibility: Given a point and fractional slope for a line, use the point-slope formula, and then write the line in standard form, and with no fractional coefficients. While not seen in any textbook, this at least highlights the facts that: (a) any line described by slope and point can in fact be written in terms of the defining formula, (b) one should practice clearing fractions from equations, and (c) the attraction of standard form that any equation with rational coefficients can be expressed entirely with integers.

Example: Write the equation for the line through $(4, 8)$ and with slope $\frac{1}{2}$ in standard form with all integer coefficients. Solution: $y - 8 = \frac{1}{2}(x - 4) \Leftrightarrow 2y- 16 = x - 4 \Leftrightarrow x - 2y = -12$.

Now, several years after initially writing this answer, I discovered that this exercise is included in Martin-Gay, Intermediate Algebra, Section 3.5, which earns them extra points in my book.

One possibility: Given a point and fractional slope for a line, use the point-slope formula, and then write the line in standard form, and with no fractional coefficients. While not commonly seen in textbooks, this at least highlights the facts that: (a) any line described by slope and point can in fact be written in terms of the defining formula, (b) one should practice clearing fractions from equations, and (c) the attraction of standard form that any equation with rational coefficients can be expressed entirely with integers.

Example: Write the equation for the line through $(4, 8)$ and with slope $\frac{1}{2}$ in standard form with all integer coefficients. Solution: $y - 8 = \frac{1}{2}(x - 4) \Leftrightarrow 2y- 16 = x - 4 \Leftrightarrow x - 2y = -12$.

Now, several years after initially writing this answer, I discovered that this exercise is included in Martin-Gay, Intermediate Algebra, Section 3.5, which earns them extra points in my book.

One possibility: Given a point and fractional slope for a line, use the point-slope formula, and then write the line in standard form, and with no fractional coefficients. While not seen in any textbook, this at least highlights the facts that: (a) any line described by slope and point can in fact be written in terms of the defining formula, (b) one should practice clearing fractions from equations, and (c) the attraction of standard form that any equation with rational coefficients can be expressed entirely with integers.

Example: Write the equation for the line through $(4, 8)$ and with slope $\frac{1}{2}$ in standard form with all integer coefficients. Solution: $y - 8 = \frac{1}{2}(x - 4) \Leftrightarrow 2y- 16 = x - 4 \Leftrightarrow x - 2y = -12$.

One possibility: Given a point and fractional slope for a line, use the point-slope formula, and then write the line in standard form, and with no fractional coefficients. While not seen in any textbook, this at least highlights the facts that: (a) any line described by slope and point can in fact be written in terms of the defining formula, (b) one should practice clearing fractions from equations, and (c) the attraction of standard form that any equation with rational coefficients can be expressed entirely with integers.

Example: Write the equation for the line through $(4, 8)$ and with slope $\frac{1}{2}$ in standard form with all integer coefficients. Solution: $y - 8 = \frac{1}{2}(x - 4) \Leftrightarrow 2y- 16 = x - 4 \Leftrightarrow x - 2y = -12$.

Now, several years after initially writing this answer, I discovered that this exercise is included in Martin-Gay, Intermediate Algebra, Section 3.5, which earns them extra points in my book.