Te ch04

Resou rce Options • Resou rce Options • Resou rce Options • Resou rce
chapter
4 Linear Functions
Section 4A Section 4B
Characteristics of Linear Functions Using Linear Functions
4-1 Identifying Linear Functions 4-6 Slope-Intercept Form
4-2 Using Intercepts 4-7 Point-Slope Form
Connecting Algebra to Geometry Area in the Coordinate Plane Technology Lab Graph Linear Functions
4-3 Rate of Change and Slope Connecting Algebra to Data Analysis Interpreting Trend Lines
Algebra Lab Explore Constant Changes 4-8 Line of Best Fit
4-4 The Slope Formula 4-9 Slopes of Parallel and Perpendicular Lines
4-5 Direct Variation Technology Lab The Family of Linear Functions
4-10 Transforming Linear Functions
Extension Absolute-Value Functions
Pacing Guide for 45-Minute Classes Calendar Planner®
Chapter 4
DAY 1 DAY 2 DAY 3 DAY 4 DAY 5
4-1 Lesson 4-2 Lesson Connecting Algebra 4-3 Lesson Algebra Lab
to Geometry

4-4 Lesson 4-5 Lesson Multi-Step Test Prep 4-6 Lesson 4-7 Lesson
Ready to Go On?
Technology Lab Connecting Algebra 4-8 Lesson 4-8 Lesson 4-9 Lesson
to Data Analysis

Technology Lab 4-10 Lesson Multi-Step Test Prep Extension Chapter Review
Ready to Go On?
DAY 21
Chapter Test
Pacing Guide for 90-Minute Classes Calendar Planner®
Chapter 4
4-1 Lesson Connecting Algebra Algebra Lab 4-5 Lesson 4-6 Lesson
4-2 Lesson to Geometry 4-4 Lesson Multi-Step Test Prep 4-7 Lesson
4-3 Lesson Ready to Go On?
DAY 6 DAY 7 DAY 8 DAY 9

Technology Lab 4-8 Lesson Technology Lab Multi-Step Test Prep Chapter Review
Connecting Algebra 4-9 Lesson 4-10 Lesson Ready to Go On? Chapter Test
to Data Analysis Extension
226A Chapter 4
e Options • Resou rce Options • Resou rce Options • Resou rce Options
DIAGNOSE PRESCRIBE
Assess Before the Chapter

Prior Diagnose readiness for the chapter. Prescribe intervention.
Knowledge Are You Ready? SE Are You Ready? Intervention

Before Every Lesson

Diagnose readiness for the lesson. Prescribe intervention.
Warm Up TE Reteach CRB
During Every Lesson

Diagnose understanding of lesson concepts. Prescribe intervention.
Check It Out! SE Reading Strategies CRB
Questioning Strategies TE Success for Every Learner
Think and Discuss SE Lesson Tutorial Videos
Write About It SE
Journal TE
After Every Lesson

Diagnose mastery of lesson concepts. Prescribe intervention.
Formative Lesson Quiz TE Reteach CRB
Assessment Test Prep SE Test Prep Doctor TE
ExamView™ Assessment Suite Homework Help Online
Before Chapter Testing

Diagnose mastery of concepts in chapter. Prescribe intervention.
Ready to Go On? SE Ready to Go On? Intervention

Multi-Step Test Prep SE Scaffolding Questions TE
Section Quizzes AR Reteach CRB
ExamView™ Assessment Suite Lesson Tutorial Videos
Before High Stakes Testing

Diagnose mastery of benchmark concepts. Prescribe intervention.
College Entrance Exam Practice SE College Entrance Exam Practice
Standardized Test Prep SE

After the Chapter

Check mastery of chapter concepts. Prescribe intervention.
Multiple-Choice Tests (Forms A, B, C) Reteach CRB
Summative Free-Response Tests (Forms A, B, C) Lesson Tutorial Videos
Assessment Performance Assessment AR
Cumulative Test AR
ExamView™ Assessment Suite
KEY: SE = Student Edition TE = Teacher’s Edition CRB = Chapter Resource Book AR = Assessment Resources Available online 226B
chapter
4 Lesson Resources
Before the Lesson Practice the Lesson

Prepare Teacher One Stop Practice Chapter Resources
• Editable lesson plans • Practice A, B, C
• Calendar Planner Practice and Problem Solving Workbook
• Easy access to all chapter resources
IDEA Works!® Modified Worksheets and Tests
Lesson Transparencies
• Teacher Tools ExamView™ Assessment Suite
Homework Help Online
Online Interactivities
Interactive Online Edition
Teach the Lesson • Homework Help
Introduce Alternate Openers: Explorations Apply Chapter Resources
Lesson Transparencies • Problem Solving
• Warm Up Practice and Problem Solving Workbook
• Problem of the Day
Interactive Online Edition
Teach Lesson Transparencies • Chapter Project
• Teaching Transparencies Project Teacher Support
Know-It Notebook™
• Vocabulary
• Key Concepts After the Lesson
Power Presentations Reteach Chapter Resources
Lesson Tutorial Videos • Reteach
Interactive Online Edition • Reading Strategies ELL
• Lesson Activities Success for Every Learner
• Lesson Tutorial Videos
Lab Activities Review Interactive Answers and Solutions
Lab Resources Online Solutions Key
Online Interactivities Know-It Notebook™
• Big Ideas
TechKeys • Chapter Review
Extend Chapter Resources

• Challenge
Technology Highlights for the Teacher

Power Presentations Teacher One Stop Interactive Online Edition
Dynamic presentations to engage students. Easy access to the chapter resources and This chapter includes Tutorial Videos, Lesson
Complete PowerPoint® presentations for assessments. Includes lesson planning Activities, Lesson Quizzes, Homework Help,
every lesson in this chapter. software. and Chapter Project.
KEY: SE = Student Edition TE = Teacher’s Edition ELL English Language Learners Spanish version available Available online
226C Chapter 4
chapter
Reaching All Learners 4

Teaching tips to help all learners appear throughout the chapter. A few that target specific students are included in the lists below.
All Learners On-Level Learners

Lab Activities Practice B.............................................................................. CRB
Practice and Problem Solving Workbook Problem Solving................................................................... CRB
Know-It Notebook Vocabulary Connections. ........................................................SE
Questioning Strategies............................................................TE
Special Needs Students Ready to Go On? Intervention
Practice A.............................................................................. CRB Know-It Notebook
Reteach................................................................................. CRB Homework Help Online
Reading Strategies. .............................................................. CRB Online Interactivities
Are You Ready?.......................................................................SE
Inclusion. .................................................................................TE Advanced Learners
IDEA Works!® Modified Worksheets and Tests Practice C.............................................................................. CRB
Ready to Go On? Intervention Challenge.............................................................................. CRB
Know-It Notebook Challenge Exercises ................................................................SE
Online Interactivities Reading and Writing Math Extend..........................................TE
Lesson Tutorial Videos Are You Ready? Enrichment
Ready To Go On? Enrichment English
Developing Learners Language
Practice A.............................................................................. CRB English Language Learners Learners
Reteach................................................................................. CRB Reading Strategies. .............................................................. CRB
Reading Strategies. .............................................................. CRB Are You Ready? Vocabulary....................................................SE
Are You Ready?.......................................................................SE Vocabulary Connections. ........................................................SE
Vocabulary Connections. ........................................................SE Vocabulary Review..................................................................SE
Questioning Strategies............................................................TE English Language Learners.....................................................TE
Ready to Go On? Intervention Success for Every Learner
Know-It Notebook Know-It Notebook
Homework Help Online Multilingual Glossary
Online Interactivities Lesson Tutorial Videos
Lesson Tutorial Videos
Technology Highlights for Reaching All Learners

Lesson Tutorial Videos Multilingual Glossary Online Interactivities
Starring Holt authors Ed Burger and Freddie Searchable glossary includes definitions Interactive tutorials provide visually engaging
Renfro! Live tutorials to support every in English, Spanish, Vietnamese, Chinese, alternative opportunities to learn concepts and
lesson in this chapter. Hmong, Korean, and other languages. master skills.
KEY: SE = Student Edition TE = Teacher’s Edition CRB = Chapter Resource Book Spanish version available Available online
226D
chapter
4 Ongoing Assessment
Assessing Prior Knowledge Lesson Assessment

Determine whether students have the prerequisite concepts Provide formative assessment for each lesson of the chapter.
and skills for success in the chapter.
Questioning Strategies............................................................TE
Are You Ready?.......................................................................SE Think and Discuss. ..................................................................SE
Warm Up . ...............................................................................TE Check It Out! Exercises............................................................SE
Write About It. ........................................................................SE
Test Preparation Journal.....................................................................................TE
Provide review and practice for the chapter and standardized Lesson Quiz . ...........................................................................TE
tests. Alternative Assessment...........................................................TE
Multi-Step Test Prep................................................................SE IDEA Works!® Modified Worksheets and Tests
Study Guide: Review...............................................................SE
Test Tackler..............................................................................SE Weekly Assessment
Standardized Test Prep...........................................................SE Provide formative assessment for each section of the chapter.
College Entrance Exam Practice..............................................SE
Multi-Step Test Prep................................................................SE
Countdown to Mastery ...................................................SE
Ready to Go On? . ...................................................................SE
Section Quizzes . .................................................................... AR
ExamViewTM Assessment Suite
Alternative Assessment
Assess students’ understanding of the chapter concepts Chapter Assessment
and combined problem-solving skills.
Provide summative assessment of the chapter mastery.
Chapter Project. ......................................................................SE
Alternative Assessment...........................................................TE Chapter Test.............................................................................SE
Performance Assessment ...................................................... AR Chapter Test (Levels A, B, C).................................................. AR
• Multiple Choice • Free Response
Portfolio Assessment . ........................................................... AR
Cumulative Test...................................................................... AR
Technology Highlights for Assessment

Use the chapter problem banks to create
assessments and worksheets to print out or
deliver online. Includes dynamic problems.
KEY: SE = Student Edition TE = Teacher’s Edition AR = Assessment Resources Spanish version available Available online
226E Chapter 4
chapter
Formal Assessment 4
Three levels (A, B, C) of multiple-choice and free-response chapter tests, along
with a performance assessment, are available in the Assessment Resources.
A Chapter Test A Chapter Test
C Chapter Test C Chapter Test
Multiple Choice FREE RESPONSE PERFORMANCE ASSESSMENT

Class__________________ Name ________________________________________ Date __________________ Class__________________ Name ________________________________________ Date __________________ Class__________________
B Chapter
Name ________________________________________ Date __________________ Class__________________ Name ________________________________________ Date __________________ Class__________________
B Chapter
LinearLinear
Chapter
4
Test
Functions
Functions
ChapterChapter
Test Form
Test
Linear Functions
Chapter
4
Chapter Test
Linear Functions
Chapter
4
TestBForm A continued Chapter Test Form B Performance Assessment Teacher Support
1 Select the best answer. 4. This table shows the U.S. federal 1. Do these ordered pairs satisfy a linear Automobile Trends
llel to y = x − 5 ? 8. Write an equation in slope-intercept 11. Write an equation in point-slope form that 4. This table shows the median age of
1. Which set of ordered pairs satisfies a minimum hourly wage in different years. function? Explain. Purpose
2 form that describes the line with a slope describes the line with a slope of −3 that women who were first married in different
linear function? During which time interval did the wage years. During which time interval did the This performance task assesses the student’s ability to write the equation
1 of 4 and y-intercept of 1. contains the point (1, 2). x 1 1 1 1
C y= x−3 A increase at the greatest rate? age increase at the greatest rate? What of a trend line in slope-intercept form or point-slope form.
2 1 1 1 1
x _________________________________________
Year 1979 ________________________________________
1980 1981 1990 1991 y −5 0 5 10 was the rate of increase for that interval?
Time
D y = 2x − 5 y 2 4 6 8 Wage 12. Identify which lines are parallel.
1 2.90 3.10 3.35 3.80 4.25 Year 1950 1980 1990 1995 2000 40–55 minutes
9. Graph the line with a slope of − and ($) I y=2 II y = x + 2
_________________________________________
B 2 Age
escribes a line 1
x y-intercept2of 4. 3 4 Grouping
y = 2x H
F 1979 toIII1980 − 11981 to 1990
IV y = 2x + 2 _________________________________________ 20.3 22.0 23.9 24.5 25.1
(yr)
gh (0, 3) and is Partners
y 2 4 8 16 G 1980 ________________________________________
to 1981 J 1990 to 1991 2. At a convenience store, bottles of water
he line described
C cost $1.20. The function f(x) = 1.2x gives ________________________________________ Preparation Hints
5. Find the
13. slope
Write of
anthis line. in slope-intercept form
equation
x −1 1 3 5 the cost of buying x bottles. Review the concept of a trend line. Remind students that they used the
1 for the line that passes through (0, −1) 5. Find the slope of this line.
C y= x+3 Graph this function. graph of a trend line to make predictions. Now that students can write the
5 y 8 6 4 2 and is perpendicular to the line equation of a line, they can also use the equation to make predictions.
D 1
D y = 5x + 3 described by y = x + 4.
x −3 −2 −1 0 8 Overview
y 2 −2 4 −4 Students graph a trend line that they feel fits a scatter plot well. Depending
d g(x) = 3x − 5. ________________________________________
upon whether the y-intercept is visible, they use either slope-intercept form
he transformation from or point-slope form to write the equation of the trend line. Lastly, they use
2. A vacation home in Orlando, Florida, 14. Graph f(x) = 6x and g(x) = −6x. Then
o the graph of g(x)? the trend line to make predictions (both interpolation and extrapolation).
rents for $105 per day. The function describe the transformation from the
f(x) = 105x gives the cost of renting the graph of f(x) to the graph of g(x).
Introduce the Task
home for x days. What is the domain of
this function? Ask what students know about automobile fuel economy. Some students
5 2 may have heard the terms MPG or mileage to describe miles per gallon, or
F x≥0 A − C
10. An artisan crochets blankets 2 5 Give its domain and range. heard their parents discussing fuel economy when purchasing a new car.
G {0, 1,for
2, 3, ...} fair. The table shows
a craft 2 5 Ask whether students know what types of automobiles get better or poorer
the 210,
H {0, 105, relationship
315, ...}between how many B − D domain: ________________________________ mileage, and what types of factors influence fuel economy. Lastly, ask
5 2 ________________________________________
hours the artisan spent on a blanket whether any students know about (or even own) a hybrid automobile.
J all real numbers range: __________________________________
and the price charged for the blanket. 6. Find the slope of the line that contains 6. Find the slope of the line that contains
3. A parking meter gives 30 the points (1, −1) and (−2, 8). the points (−6, 4) and (2, −8). Performance Indicators
Hours 8 minutes
24 16 for 8 20 3. A recycling center pays 2 cents per
each quarter and 6 minutes for each ______ Draws a line that appropriately summarizes the trend of linear data.
7 aluminum can and 5 cents per glass
Price 30x + 6y = 60
nickel. The equation F −5 H − ________________________________________
80 200 120 65 180 3 bottle. The equation 2x + 5y = 100 ______ Identifies or calculates features of the line necessary to write a
describes the(dollars)
number of quarters x and describes the number of cans x and 7. Tell whether the equation 3x − 6y = 0 is linear equation (slope, y-intercept, or collinear points).
down 5 units nickels y that you need to park for 1
G −3 J − bottles y that you need to earn $1.00. a direct variation. Explain. If the equation ______ Writes the equation of the trend line in slope-intercept or
up 5 units Find
60 minutes. an equation
What does thefor a line of best fit.
x-intercept 3 What is the value of each intercept, and is a direct variation, identify the constant point-slope form.
represent? what does each represent? of variation.
_________________________________________
7. Which equation is NOT a direct variation? ______ Uses the trend line’s equation to make predictions.
A You need 2 quarters and no nickels
________________________________________
A y = 50x C −2y = x
to park for 60 minutes. x-intercept: _____________________________ ________________________________________
Scoring Rubric
B You need 10 nickels and no quarters B 5x + 2y = 10 D −3x + 2y = 0
________________________________________
_________________________________________ ________________________________________ Level 4: Student solves all problems correctly and gives explanations.
to park for 60 minutes.
8. Which equation describes the line with a Level 3: Student solves all problems correctly but gives no explanations.
C You need 6 nickels and no quarters slope of 5 and y-intercept of −3? y-intercept: _____________________________ ________________________________________
Level 2: Student solves some problems but gives no explanations.
F y = −3x + 5 H y = 5x − 3 _________________________________________ ________________________________________ Level 1: Student is not able to solve any of the problems.
D You need 30 quarters and no nickels
G y = 3x − 5 J y = 5x + 3
y of the instructor. Original content Copyright © by Holt McDougal. Additions and changes to the original content are the responsibility of the instructor. Original content Copyright © by Holt McDougal. Additions and changes to the original content are the responsibility of the instructor.
Original content Copyright © by Holt McDougal. Additions and changes to the original content are the responsibility of the instructor. Original content Copyright © by Holt McDougal. Additions and changes to the original content are the responsibility of the instructor.
Holt McDougal Algebra 1 69 Holt McDougal
HoltAlgebra
McDougal1 Algebra 1 75 Holt McDougal Algebra 1 79 Holt McDougal Algebra 1
B Chapter Test
Name ________________________________________ Date __________________ Class__________________
B Chapter Test
Name ________________________________________
Name ________________________________________ Date __________________
Date __________________ Class__________________
Class__________________ Chapter Test Name ________________________________________
Name ________________________________________ Date __________________
Date __________________ Class__________________
Class__________________
Linear Functions
(continued)
Linear Functions
(continued)
Linear Functions
(continued) LinearLinear Functions
Functions
Chapter 69
CS10_A1_MEAR710303_C04MCCT.indd 3/26/11 5:02:22 AM Chapter Chapter
CS10_A1_MEAR710303_C04PA.indd 79 3/26/11 5:02:52 AM
CS10_A1_MEAR710303_C04FRT.indd 75 3/26/11 5:01:21 AM
4 4 4
Chapter Test Form B continued Chapter Test Form CTest Form B continued
Chapter Chapter
Performance Test Form C
Assessment
9. What is the slope and y-intercept of the Select the best answer. 4. This table shows the number of people Automobile1. Trends
Do these ordered pairs satisfy a linear 4. This table shows the percent interest
12. Here are four linear equations. 8. Write an equation in slope-intercept form 11. Write an equation in point-slope form that For 1–6, use this data about engine size in liters x
graph? 1. Which set of ordered pairs satisfies a in millions who were below the poverty function? Explain. on a new 30-year homeowner’s loan
I 4x + 3y = 15 II 3x − 4y = −8 1 3 and highway fuel economy in miles per gallon y
linear function?that describes the line with a slopelevel
of in the Uniteddescribes the linewhich
States. During with a slope of that {(0, 1), (1, 2), (2, 4), (3, 8), (4, 16)} for different months after August 16,
4 3 time5interval did the number of people 5 for a few model-year 2005 automobiles.
III y + 1 = (x – 6) IV y = x − 5 A {(−6, 6), (−3, 3), 2004. During which time interval did the
3 4 and y-intercept
(0, 0), (3, 3), (6, 6)}
of −10. increase at the containsrate?
greatest the point (−2, 6). Engine percent interest increase at the greatest
1.0 1.5 2.0 2.4 3.5 3.8 4.2 4.4 5.0 5.9
B {(−2, 6), (−1, 3), (0, 2), size (L) rate. What was the rate of change for
Which pair of lines are parallel? Year
_________________________________________1986 1990 1995 2000 2001
________________________________________
(1, 3), (2, 6)} Highway that interval?
F I and II H II and IV Number 66 39 31 28 25 26 24 26 20 17
C {(−2, 6),9.(−1,
Graph the
3), (0, 0),line described by
(millions)
12.33.59
32.37 Identify which
36.43 lines32.91
31.05 are parallel. (mi/gal) _________________________________________ Months after
G I and III J III and IV (1, −3), (2,y−6)}5 0 6 9 11 12
= x − 4. 1 8/16/2004
D {(6, −2), (6, −1),2 (6, 0), F 1986 to 1990 I Hy =1995
4x to 2000 II y = − x − 3 2. An apartment in Valparaiso, Indiana,
13. Which equation describes a line that 4 1. Discuss with
rentsyour partner
for $600 what
per a good
month withtrend line for this Interest (%) 5.46 5.14 5.30 5.27 5.37
a $1000
passes through (−6, 8) and is (6, 1), (6, 2)} G 1990 to 1995 J 2000 to 2001 data would look like.
perpendicular to the line described
III 12x − 3y = 6 IV 4(y + 6) = x − 3 deposit. TheUsing
rentala is
ruler, add a trend line to
month-to-month,
the scatter plot. Make the line intersect the y-axis.
by y = 2x − 4? 2. A health insurance plan has a $50 5. Find the slope of this line. but you must stay at least one month. ________________________________________
________________________________________
enrollment fee and a copayment of $5 2. EstimateThethe y-intercept of =your
function f(x) 600x + 1000 gives the
line. ___________________________
1 for each doctor visit. The function cost of renting for x months. 5. Find the slope of this line.
1 A y = −2x − 4 C y= x + 11 13. Write an equation in slope-intercept form
A slope = − , y-intercept = 2 2 f(x) = 5x + 50 gives the cost of x doctor 3. EstimateGraph
the slope
4 for the line that passes through thisoffunction.
your line. Explain how you did this. ___________________________
1 visits. What is the range of this function? (−3, 2) and is perpendicular to the line
1 B y=− x+5 D y = 2x + 20 _________________________________________________________________________________________
B slope = − , y-intercept = 3 2 F x ≥ 50
4 3
14. Graph f(x) = −3x + 4 and g(x) = 3x + 4. described by y = x + 4.
C slope = 4, y-intercept = 4 G {0, 1, 2, 3, ...} 2 4. Write the equation of your line in slope-intercept form. ___________________________
Which describes the transformation(s)
D slope = 4, y-intercept = 4 H {5, 55, 105, 155, ...}
5. Use your equation to estimate the highway fuel economy
from the graph of f(x) to the graph of ________________________________________
10. Which equation describes the line with a g(x)? J {50, 55, 60, 65, ...} of an automobile with a 3.0 L engine. ___________________________
slope of 2 that contains the point (4, −3)? 14. Graph f(x) = x − 1 and g(x) = 5x − 1.
3. Carla has $300 in her bank account. A −3 Then C describe
2 the transformation from 6. One data point represents a hybrid automobile that uses
F y − 4 = 2(x + 3) H y + 3 = 2(x – 4)
Each time she goes to the ATM, she B 0 the Dgraph of f(x) to the graph of g(x).
undefined both electricity and gasoline fuel. Which point do you think
G 2(y – 3) = x + 4 J 2(y + 4) = x + 3 withdraws $20. The amount of money left is the hybrid? How is that data point different from the rest? ___________________________
11. The table shows the age of several in her bank account after x ATM 6. Find the value of x so that the points
people and how many hours a day they withdrawals10.is An
represented by thebirdhouses
artisan builds (−2, 5) and (8, x) lie on a line with Give its domain and range.
_________________________________________________________________________________________
spend playing computer and/or video function f(x) = 300 − 20x.
out of pineWhat
for a does the The
craft fair. 1
x-intercept represent? slope − . For 7–9, usedomain:
this data________________________________
about the number of new hybrid
games. table shows the relationship between 5 automobile registrations y in each year x in the U.S.
the number
A After 0 withdrawals, of hours
Carla the artisan
has $300 ________________________________________
Age F −45 H 3 range: __________________________________
15 63 33 22 15 spends on a birdhouse, and how
in her account. Year 2000 2001 2002 2003
(yrs) 19 6. Find the value of y so that the points
much she charges
B After 15 withdrawals, for$0it.in
Carla has G −3 J 3. A machine makes 640 fl oz of yogurt.
Registrations
Playing 5 6.5 19.0 34.5 43.4 (−5, 10) and (3, y) lie on a line with
5 0 2 8 0 her account. (thousands)Each serving is 8 fl oz. The amount left
(hrs/day) F a reflection across the y-axis Hours 2 2 6 47. The
8 value of y varies directly with x, and 3
C After 20 withdrawals, Carla has $0 in after x servings is described by the slope − .
y = −2 when x = 5. Find y when x = 15. 8
Which equation could represent a line of G a reflection across the y-axis and a her account. Price 35 45 70 65 75
function f(x) = 640 − 8x. What is the value
7. Draw a trend line that passes through two of the data points.
best fit for this data? translation 4 units up (dollars) A −37.5 C 6 andyou
Explain why meaning
chooseofthose
each two
intercept?
points.
D After 20 withdrawals, Carla has $15 ________________________________________
A y ≈ 53x – 7.9 H a rotation (less steep) about (0, 4) B −6 D 37.5
B y ≈ –7.9x + 53 left in her account.
Find an equation for a line of best fit. x-intercept: _____________________________ 7. The value of y varies directly with
_________________________________________________________________________________________
x, and
J a translation up 6 units 8. Which equation describes the line with a y = 5.4 when x = 9. Find y when x = −10.
C y ≈ 5.3x – 0.079
D y ≈ –0.079x + 5.3 slope of 5 and containing the point (−2, 4)?
_________________________________________ 8. Because _________________________________________
the x-axis doesn’t start at zero, you can’t see the
F y = 5x − 22 H y = 5x + 4 y-intercept. So, use the two points you chose in question 7 ________________________________________
y-intercept:
to write the _____________________________
equation of the line in point-slope form.
G y = 5x − 2 ________________________________________
J y = 5x + 14 ___________________________
________________________________________ 9. Assuming_________________________________________
the linear trend continues, use your equation to
estimate the number of new registrations in 2007. ___________________________
Original content Copyright © by Holt McDougal. Additions and changes to the original content are the responsibility of the instructor. Original content Copyright © by Holt McDougal. Additions and changes to the original content are the responsibility of the instructor. Original content Copyright © by Holt McDougal. Additions and changes to the original content are the responsibility of the instructor.
70 Holt McDougal Algebra 1 Holt McDougal Algebra 1 80 Holt McDougal Algebra 1
76 Holt McDougal Algebra 1 Holt McDougal Algebra 1
CS10_A1_MEAR710303_C04MCCT.indd 70 3/26/11 5:02:22 AM CS10_A1_MEAR710303_C04PA.indd 80 3/26/11 5:02:53 AM
CS10_A1_MEAR710303_C04FRT.indd 76 3/26/11 5:01:21 AM
226F
CHAPTER CHAPTER
Linear Functions
Reason abstractly
and quantitatively. 4A Characteristics of
Linear Functions
4-1 Identifying Linear Functions A.REI.10
SECTION 4A 4-2 Using Intercepts F.IF.7*
Characteristics of 4-3 Rate of Change and Slope F.IF.6*
Linear Functions Lab Explore Constant Changes F.IF.6*
Students write, 4-4 The Slope Formula F.IF.6*
graph, and evaluate 4-5 Direct Variation A.CED.2*
algebraic expressions
to describe maxi- 4B Using Linear Functions
mum heart rates during exercise. 4-6 Slope-Intercept Form A.CED.2*
4-7 Point-Slope Form A.CED.2*
SECTION 4B Lab Graph Linear Functions F.IF.7*
Using Linear Functions 4-8 Line of Best Fit S.ID.6
4-9 Slopes of Parallel and G.GPE.5

Students use linear Perpendicular Lines
equations to model Lab The Family of Linear F.BF.3
and solve problems Functions
involving walking at 4-10 Transforming Linear Functions F.BF.3
constant speeds. They describe how Ext Absolute-Value Functions F.BF.3
changing slope affects the graph of
this function.
• Translate among different representa-

tions of linear functions.
• Find and interpret slopes and inter-
cepts of linear equations that model
real-world problems
• Solve real-world problems involving
linear equations.
Take Flight
You can use linear functions to
describe patterns and relationships
g times.
in flight
© Dennis Hallinan/Alamy Photos

Chapter Project Online
▼
Interactivities Online
226 Chapter 4
Chapter Project Project Resources

Lesson Tutorials Online A project for this chapter is available online. All project resources for teachers and
CC13_A1_MESE647036_C04CO.indd 226 4027011 12:15:49 P
students are provided online.
Chapter Project Online
Lesson Tutorial Videos are

available for EVERY example.
226 Chapter 4
chapter
Vocabulary
4
Match each term on the left with a definition on the right.
1. coefficient E A. a change in the size or position of a figure
2. coordinate plane C B. forming right angles
Organizer
3. transformation A C. a two-dimensional system formed by the intersection of a
horizontal number line and a vertical number line
Objective: Assess students’
4. perpendicular B understanding of prerequisite skills.
D. an ordered pair of numbers that gives the location of a point
E. a number that is multiplied by a variable
Ordered Pairs Assessing Prior

Graph each point on the same coordinate plane. Knowledge
5. A (2, 5) 6. B (-1, -3) 7. C (-5, 2) 8. D (4, -4)
9. E (-2, 0) 10. F (0, 3) 11. G (8, 7) 12. H (-8, -7) Intervention
Diagnose and Prescribe
Solve for a Variable Use this page to determine
Solve each equation for the indicated variable. whether intervention is neces-
sary or whether enrichment is
13. 2x + y = 8; y y = 8 - 2x 14. 5y = 5x - 10; y y = x - 2
appropriate.
15. 2y = 6x - 8; y y = 3x - 4 16. 10x + 25 = 5y ; y y = 2x + 5
Resources
Evaluate Expressions Are You Ready?
Evaluate each expression for the given value of the variable. Intervention and
17. 4g - 3; g = -2 -11 18. 8p - 12; p = 4 20 Enrichment Worksheets
19. 4x + 8; x = -2 0 20. -5t - 15; t = 1 -20 Are You Ready? Online
Connect Words and Algebra

21. The value of a stock begins at $0.05 and increases by $0.01 each month. Write an
equation representing the value of the stock v in any month m. v = 0.05 + 0.01m
Answers
22. Write a situation that could be modeled by the equation b = 100 - s. 5–12. See Additional Answers.
Possible answer: The amount of money in your bank
account equals $100 minus the amount spent.
Rates and Unit Rates
Find each unit rate.
23. 322 miles on 14 gallons of gas 23 mi/gal 24. $14.25 for 3 pounds of deli meat $4.75/lb
25. 32 grams of fat in 4 servings 8 g/serving 26. 120 pictures on 5 rolls of film 24 pictures/roll
Linear Functions 227
NO yes
CS10_A1_MESE612225_C04AR.indd 227 2/8/11 6:05:23 PM
Intervene Diagnose and Prescribe enrich
Are You Ready? Intervention, Chapter 4

Prerequisite Skill Worksheets Online
Are You Ready?
Enrichment, Chapter 4
Ordered Pairs Skill 79 Activity 79 Worksheets
Solve for a Variable Skill 72 Activity 72 Online
Diagnose and
Evaluate Expressions Skill 60 Activity 60
Prescribe Online
Connect Words and Algebra Skill 58 Activity 58
Rates and Unit Rates Skill 13 Activity 13
Are You Ready? 227

CHAPTER
CHAPTER Study Guide:
4 Preview
Organizer Key
Vocabulary/Vocabulario
Objective: Help students Previously, you
organize the new concepts they constant of variation constante de variación
will learn in this chapter.

• wrote equations in function direct variation variación directa
notation.
• graphed functions. family of functions familia de funciones
Online Edition • identified the domain and
Multilingual Glossary linear function función lineal
range of functions.
parallel lines líneas paralelas
• identified independent and
dependent variables. perpendicular lines líneas perpendiculares
Resources slope pendiente
transformation transformación
Multilingual Glossary
x-intercept intersección con el eje x
y-intercept intersección con el eje y

Possible answers to You will study
Vocabulary Connections • writing and graphing linear
functions.
1. a line
• identifying and interpreting Vocabulary Connections
2. where a graph intersects the the components of linear
x-axis graphs, including the To become familiar with some of the
x-intercept, y-intercept, and vocabulary terms in the chapter, consider
3. a slant or an incline the following. You may refer to the chapter,
slope.
4. functions that are somehow the glossary, or a dictionary if you like.
related or have similar
• graphing and analyzing
families of functions. 1. What shape do you think is formed
characteristics when a linear
ear function is graphed on a
coordinate plane?
2. The meaning of intercept is similar to
the meaning of intersection. What do you
think an x-intercept might be?
You can use the skills 3. Slope is a word used in everyday life,
in this chapter as well as in mathematics. What is your
understanding of the word slope?
• to solve systems of linear
equations in Chapter 5. 4. A family is a group of related people.
• to identify rates of change Use this concept to define family of
in linear data in biology and functions .
economics.
• to make calculations and
comparisons in your personal
finances.
228 Chapter 4
The Common Core Standards for Mathematical Practice describe varieties of expertise that math-
CS10_A1_MESE647036_C04PV.indd 228 ematics educators at all levels should seek to develop in their students. Opportunities to develop 6/22/11 11:17:18 PM
these practices are integrated throughout this program. Some examples are provided below.
1. Make sense of problems and persevere in solving 5. Use appropriate tools strategically. Pages 240–241,
them. Pages 234–236, 240–242, 266, 278, 308 283, 300
2. Reason abstractly and quantitatively. Pages 233, 6. Attend to precision. Pages 241, 250, 259, 266, 281,
237, 238, 278 285, 298
3. Construct viable arguments and critique the reason- 7. Look for and make use of structure. Pages 234–236
ing of others. Pages 233, 235–236, 239, 241–242, 8. Look for and express regularity in repeated
247, 257, 263, 271, 279, 289, 296, 304 reasoning. Pages 252
4. Model with mathematics. Pages 256, 257–285, 262,
271, 304
228 Chapter 4
CHAPTER
CHAPTER
4
Organizer
Study Strategy: Use Multiple Representations Objective: Help students apply
Representing a math concept in more than one way can help you understand it strategies to understand and retain
more clearly. As you read the explanations and example problems in your text, key concepts.
note the use of tables, lists, graphs, diagrams, and symbols, as well as words to
explain a concept.
Online Edition
In this example, the given function is described using an equation, a table, ordered
pairs, and a graph.
Study Strategy: Use

Graphing Functions
Multiple Representations
Graph each function.
ction.
Equation Discuss Students make key
A 2x + 1 = y mathematical connections when
Step 1 Choose severall values
l off x and
d Step 2 Plot enough points to see
S they see the same concept
generate ordered pairs. appattern. presented in various formats side
Table
Þ by side.
x 2x + 1 = y (x,
x y)
{ For the example presented, the
-3 2(-3) + 1 = -5 (-3, -5)
numbers in the domain of
-2 2(-2) + 1 = -3 (-2, -3) Graph Ó
2x + 1 = y appear in green and are
-1 2(-1) + 1 = -1 (-1, -1) Ý
also the x-coordinates of the points
{ Ó ä Ó {
0 2(0) + 1 = 1 (0, 1) plotted on the graph. The numbers
Ó
1 2(1) + 1 = 3 (1, 3) in the range appear in blue and are
also the y-coordinates of the points
2 2(2) + 1 = 5 (2, 5)
Ordered Pairs plotted on the graph.
3 2(3) + 1 = 7 (3, 7)
Extend As students work
Step 3 The ordered pairs appear to form a line. Draw a line through all through the application problems
the points to show all the ordered pairs that satisfy the function. Draw in this chapter, have them discuss
arrowheads on both “ends” of the line. which representation they think is
best for that problem and why.
Answers to Try This

1–2. See Additional Answers.
Try This
1. If an employee earns $8.00 an hour, y = 8x gives the total pay y the employee will
earn for working x hours. For this equation, make a table of ordered pairs and a
graph. Explain the relationships between the equation, the table, and the graph.
How does each one describe the situation?
2. What situations might make one representation more useful than another?
R
Reading
C
Connection
Strength iin N
Numbers
by Sherman K. Stein
Linear Functions 229 This is a careful, beautifully written
book covering topics from arithme-
tic to calculus. Stein expounds on
Standards for Mathematical Content High School each in a way that will enlighten
CS10_A1_MESE612225_C04RW.indd 229
algebra students and delight their
2/17/11 12:49:05 PM
CREATING EQUATIONS Create equations that describe numbers of relationships LESSON teachers. He continually reinforces
the important idea that the more
CC.9-12.A.CED.2 Create equations in two or more variables to represent relationships between quantities; graph 4-1, 4-2, 4-5,
equations on coordinate axes with labels and scales.* 4-6, 4-7
mathematics a person knows, the
more career options are available
REASONING WITH EQUATIONS AND INEQUALITIES Represent and solve equations and inequalities graphically to him or her.
CC.9-12.A.REI.10 Understand that the graph of an equation in two variables is the set of all its solutions plotted in the 4-1
coordinate plane, often forming a curve (which could be a line). Activity After students study
the slope of a line, direct them to,
INTERPRETING FUNCTIONS Interpret functions that arise in applications in terms of the context Chapter 28 How Steep is a Curve?
CC.9-12.F.IF.6 Calculate and interpret the average rate of change of a function (presented symbolically or as a table) 4-3, Lab 4-3, Ask them to explain how a curve
over a specified interval. Estimate the rate of change from a graph.* 4-4, 4-6 can have a slope and how it can
INTERPRETING FUNCTIONS Analyze functions using different representations. be measured. Then ask: How is the
CC.9-12.F.IF.7 Graph functions expressed symbolically and show key features of the graph, by hand in simple cases 4-1, 4-2, 4-5, 4-6, slope of a curve like the slope
and using technology for more complicated cases.* 4-7, TLab 4-7, 4-9 of a line? How is it different?
Reading and Writing Math 229

section
4A Linear Functions
One-Minute Section Planner
Lesson Lab Resources Materials
Lesson 4-1 Identifying Linear Functions Algebra Lab Activities Optional

• Identify linear functions and linear equations. Algebra Lab graphing calculator
• Graph linear functions that represent real-world situations and give
their domain and range.
□ □ □
✔ SAT-10 ✔ NAEP ✔ ACT □ ✔ SAT □ ✔ SAT Subject Tests
Lesson 4-2 Using Intercepts

• Find x- and y-intercepts and interpret their meanings in real-world
situations.
• Use x- and y-intercepts to graph lines.
□✔ SAT-10 □✔ NAEP □ ✔ ACT □ ✔ SAT □
✔ SAT Subject Tests
Lesson 4-3 Rate of Change and Slope Technology Lab Activities

• Find rates of change and slopes. Technology Lab
• Relate a constant rate of change to the slope of a line.
□✔ SAT-10 □ ✔ NAEP □ ✔ ACT □ ✔ SAT □✔ SAT Subject Tests
Algebra Lab Explore Constant Changes Algebra Lab Activities

• Explore the relationship between constant change and the slope of Lab Recording Sheet
a line.
□
✔ SAT-10 □ NAEP □
✔ ACT □
✔ SAT □
Lesson 4-4 The Slope Formula Optional

• Find slope by using the slope formula. number cubes (MK)
□✔ SAT-10 □ ✔ NAEP □ ✔ ACT □ ✔ SAT □
Lesson 4-5 Direct Variation Optional

• Identify, write, and graph direct variation. ruler (MK), graphing calculator
□✔ SAT-10 □ ✔ NAEP □ ✔ ACT □ ✔ SAT □

Note: If NAEP is checked, the content is tested on either the Grade 8 or the Grade 12 NAEP assessment. MK = Manipulatives Kit
Selected Answers in Student Edition
The answers to the following exercises are included in the Selected Answers section at the back of
the Student Edition textbook.
Lesson 1: 1, 3, 5, 7, 9, 11, 15, 17, 19, 27, 29, 31, 33, 35, 37, 39, 41, 55, 57, 63
Lesson 2: 1, 3, 5, 7, 13, 15, 17, 19, 21, 35, 37, 41, 47
Lesson 3: 1, 5, 7, 9, 11, 15, 17, 19, 23, 29, 31
Lesson 4: 1, 3, 5, 7, 9, 11, 13, 15, 17, 19, 23a, 23b, 23c, 25a, 27, 29, 31, 33, 35, 37
Lesson 5: 1, 3, 5, 7, 9, 11, 13, 15, 17, 19, 21, 25, 29, 33, 41, 43
All answers for the Check it Out! exercises in each lesson and for the Chapter Study Guide: Review
are included in the Student Edition.
230A Chapter 4
Math Background
LINEAR FUNCTIONS To see why the slope of line is the same whether
points A and B are used or points C and D are used,
Lesson 4-1 −− −− −− −−
draw AE and CF parallel to the x-axis, and BE and DF
A solution of a linear equation in two variables, −− −−
parallel to the y-axis. Then AE and CF are parallel
x and y, is an ordered pair, (a, b), such that when a is
(since they are both parallel to the x-axis) and
substituted for x and b is substituted for y the resulting
∠A ∠C, since they are corresponding angles formed
equation is true. Thus the ordered pair (2, 5) is a
by parallel lines cut by a transversal. By a similar
solution of y = 3x - 1 because 5 = 3(2) - 1 is a true
argument, ∠B ∠D. Thus, ABE is similar to CDF.
statement. The ordered pair (5, 4) is not a solution of
Corresponding sides of similar triangles are
the equation because 4 ≠ 3(5) - 1.
proportional so ___ BE
DF
= __
AE
CF
, which can be rewritten as
In contrast to linear equations in one variable, linear ___
BE
= ___
DF
. This shows that the ratio of rise to run (slope)
AE CF
equations in two variables have infinitely many is the same for both pairs of points.
solutions. It is important for students to understand the
connection between the solutions of a linear equation DIRECT VARIATION
and the graph of the equation—the graph of an equa- Lesson 4-5
tion is precisely the set of ordered pairs that are solu-
A direct variation is a linear relationship that can
tions of the equation.
be written in the form y = kx, where k is a nonzero
A specific example helps to clarify this last point. The constant. A direct variation is a proportional
y
graph of y = 3x - 1 consists of all ordered pairs relationship because the ratio __x is constant for every
(a, b) such that b = 3a - 1. In other words, the graph ordered pair for which x ≠ 0.
consists of all ordered pairs of the form (a, 3a - 1). As
There are two ways in which a function may fail to
shown above, the point ( 2, 5) satisfies this relationship
represent a direct variation. The first category includes
and so it must lie on the graph. Conversely, the point
linear functions with a nonzero constant (y = mx + b,
(1, 2) lies on the graph, so it must be a solution of the
where b ≠ 0). These functions have constant slope,
equation, and indeed 2 = 3(1) - 1. It was also shown y
but the ratio __x is not constant for every ordered pair.
above that (5, 4) is not a solution of the equation;
Therefore, they are neither proportional nor direct
therefore this point does not lie on the graph.
variations.
y y = 3x - 1 The second category includes functions whose slope
6 may vary between different pairs of points, in other
(2, 5)
words, nonlinear functions. The varying slope of
4 (5, 4)
nonlinear functions is the basis of differential calculus,
2 (1, 2) which students may study in future classes.
x
0 2 4 6
SLOPE
Lessons 4-3, 4-4
The slope of a line is defined as the ratio of rise to run
for any pair of points on the line.
y
D
C
B F
A
E
x
230B
4-1 Organizer
Pacing: Traditional 1 day
4-1 Identifying Linear Functions
Block __
1
day
2 CC.9-12.A.REI.10 Understand that the graph of an equation in two variables is the set of all its solutions plotted
Objectives: Identify linear in the coordinate plane. … Also CC.9-12.F.IF.7*, CC.9-12.A.CED.2*, CC.9-12.F.IF.5*, CC.9-12.F.LE.2*
functions and linear equations. Objectives Why learn this?
Graph linear functions that Identify linear functions Linear functions can describe many
and linear equations. real-world situations, such as distances
represent real-world situations and
Graph linear functions traveled at a constant speed.
give their domain and range. that represent real-world
situations and give their Most people believe that there is no speed
domain and range.
Algebra Lab limit on the German autobahn. However,
In Algebra Lab Activities many stretches have a speed limit of
Vocabulary
120 km/h. If a car travels continuously at ÃÌ>ViÊ/À>Ûii`
linear function
this speed, y = 120x gives the number of
Online Edition linear equation
kilometers y that the car would travel in
$ISTANCEKM

Tutorial Videos, Graphing x hours. Solutions are shown in the graph.

Calculator

The graph represents a function because

each domain value (x-value) is paired with
Countdown exactly one range value (y-value). Notice
that the graph is a straight line. A function
whose graph forms a straight line is called 4IMEH
a linear function .
EXAMPLE 1 Identifying a Linear Function by Its Graph

Warm Up Identify whether each graph represents a function. Explain. If the graph
does represent a function, is the function linear?
1. Solve 2x - 3y = 12 for y.
2 A B C
y = _x - 4 {
Þ
{
Þ
{
Þ
3
1
2. Graph y = _ x + 1 for Ó Ó Ó
5 Ý Ý Ý
{ Ó ä Ó { { Ó ä
D: {-10, -5, 0, 5, 10}. Ó { { Ó ä Ó {
Ó Ó Ó
y { { {
2 Each domain value Each domain value The only domain
x is paired with is paired with exactly value, 3, is paired
-6 0 6 exactly one range one range value. with many
-2 1a. Yes; each domain value. The graph The graph is not different range
value is paired with forms a line. a line. values.
exactly one range value; linear function not a linear function not a function
Also available online yes.
Identify whether each graph represents a function. Explain. If
1b. Yes; each domain
the graph does represent a function, is the function linear?
value is paired with
exactly one range value; 1a. Þ 1b. Þ 1c. Þ
{ {
yes. Ó Ó Ó
Ý
© Aldo Torelli/Getty Images

Ý Ý
1c. No; each domain { Ó ä
{ Ó ä Ó { { Ó ä Ó {
Q: How are linear functions similar value is not paired with Ó
{
Ó Ó
to Cupid? exactly one range value. { {
{
A: They have a partner for every
number.
230 Chapter 4 Linear Functions
1 Introduce
CC13_A1_MESE647036_C04L01.indd 230 4027011 12:16:59 PM
CC.9-12.A.REI.10 Understand that the
graph of an equation in two variables is
Motivate
E X P L O R AT I O N
the set of all its solutions plotted in the Identifying Linear

Functions
coordinate plane, often forming a curve The table shows the fees that a DVD rental company charges for
Pose this situation: During a storm, snow fell at a
(which could be a line).
movie rentals. rate of 0.5 in./h. The equation y = 0.5x gives the
CC.9-12.F.IF.7 Graph functions
Movies
Cost ($)
2
8
4
12
6
16
8
20
10
24
number of inches of snow y that fell in x hours.
expressed symbolically and show key 1. Which is the independent variable and which is the dependent Then have students graph ordered-pair solutions
variable? ind.: number of movies; dep.: cost
features of the graph, by hand in simple 2. For every increase of two movies, by how much does the cost
for this equation. Ask the following questions:
increase? $4
cases and using technology for more 3. Make a graph of the data. • What pattern do the points form? a line
4. What do you notice about the points that you plotted?
complicated cases.* They form a line.
• Is the relation a function? yes
THINK AND DISCUSS
a. Graph linear and quadratic functions 5. Explain how you know this relationship is a function.
• Why? Possible answer: Each x is paired with
and show intercepts, maxima, and minima. 6. Describe how to use your graph to predict the cost of renting
3.
12 movies.
DVD Rentals
exactly one y.
State Resources Online
25
20
Explorations and answers are provided in your

Cost ($)
15
10
5
online resources.
230 Chapter 4
0 1 2 3 4 5 6 7 8 9 10 11 12
Movies
5 For each number of movies (domain) there is exactly one cost (range)
You can sometimes identify a linear function by looking at a table or a list of
ordered pairs. In a linear function, a constant change in x corresponds to a
constant change in y.
Additional Examples
x y x y
Example 1
-2 7 -2 6
+1 -3 +1 -3
-1 4 -1 3 Identify whether each graph
+1 -3 +1 -1 represents a function. Explain.
0 1 0 2
+1 -3 +1 +1
If the graph does represent a
1 -2 1 3 function, is the function linear?
+1 -3 +1 +3
2 -5 2 6 A.
If you find a y
constant change in
the y-values, check In this table, a constant change of In this table, a constant change of +1 0 2 x
for a constant change +1 in x corresponds to a constant in x does not correspond to a constant -2
in the x-values. Both change of -3 in y. These points change in y. These points do not satisfy
need to be constant satisfy a linear function. a linear function. -4
for the function to be
linear. The points from this table The points from this table do not
Yes; each domain value is paired
lie on a line. lie on a line.
with exactly one range value;
Þ Þ
yes.
Ó]ÊÇ®
Ó]ÊÈ® Ó]ÊÈ®
£]Ê{®
B. y
£]ÊÎ® £]ÊÎ®
ä]Ê£® Ý ä]ÊÓ® Ý 2
n { ä n { ä { n x
£]ÊÓ® n
{ { 0 2
Ó]Êx®
-2
n n
Yes; each domain value is paired

with exactly one range value; no.
EXAMPLE 2 Identifying a Linear Function by Using Ordered Pairs C. y
Tell whether each set of ordered pairs satisfies a linear function. Explain. 2
⎧ ⎫ x
A ⎨(2, 4), (5, 3), (8, 2), (11, 1)⎬
⎩ ⎭ 0 2
x y Write the ordered pairs in a table. -2
Look for a pattern.
2 4 A constant change of +3 in x
+3 -1 No; each domain value is not
5 3 corresponds to a constant
+3 -1 change of -1 in y. paired with exactly one range
8 2
+3 -1 These points satisfy a linear value.
11 1
function.
⎧ ⎫ Example 2
B ⎨(-10, 10), (-5, 4), (0, 2), (5, 0)⎬
⎩ ⎭ Tell whether each set of
Write the ordered pairs in a table. ordered pairs satisfies a linear
x y
Look for a pattern.
function. Explain.
-10 10 A constant change of +5 in
+5 -6
-5 4 x corresponds to different A. {(0, -3), (4, 0), (8, 3), (12, 6),
+5
0 2
-2 changes in y. (16, 9)} Yes; a constant
+5 These points do not satisfy a change of +4 in x corresponds
5 0 -2
linear function. to a constant change of +3 in y.
2. Yes; a constant change
of +2 in x corresponds B. {(-4, 13), (-2, 1), (0, -3),
⎧
to a constant change of 2. Tell whether the set of ordered pairs ⎨(3, 5), (5, 4), (7, 3), (9, 2),
⎫ (2, 1), (4, 13)} No; a con-
-1 in y. ⎩
(11, 1)⎬ satisfies a linear function. Explain. stant change of +2 in x cor-
⎭ responds to different changes
4-1 Identifying Linear Functions 231 in y.
Also available online
2 Teach
M CS10_A1_MESE612225_C04L01.indd 231 2/5/11 4:51:09 PM
INTERVENTION
Questioning
Guided Instruction Strategies
Questioning Strategies
Before working through Examples 1 and Through Visual Cues
2, review how to determine whether a Have students write five ordered pairs EX AM P LE 1
relation is a function from ordered pairs where the change between the x-values is • When is the graph of a line a func-
and from a graph. In Example 1B, point constant. Have half the class select their tion? When is it not a function?
out that the relation is a function, but not y-values so that the change between
a linear function, because the graph is not each is also constant. Have the other half EX AM P LE 2
a straight line. Introduce the standard form choose their y-values so that the change
of a linear equation and practice writing • What is the relationship between
is not constant. Graph some examples of change in x and change in y?
several equations in standard form. each on the board. Show that the points lie
on a straight line only when the change is
Reading Math Point ENGLISH also constant between the y-values.
out that the word linear LANGUAGE
includes the word line. LEARNERS
Lesson 4-1 231
Another way to determine whether a function is linear is to look at its equation.
A function is linear if it is described by a linear equation. A linear equation is
any equation that can be written in the standard form shown below.
Additional Examples
Standard Form of a Linear Equation
Example 3
Ax + By = C where A, B, and C are real numbers and A and B are not both 0
Tell whether each function is
linear. If so, graph the function.
Notice that when a linear equation is written in standard form
A. x = 2y + 4 yes
• x and y both have exponents of 1.
y • x and y are not multiplied together.
x
• x and y do not appear in denominators, exponents, or radical signs.
-2 0 4
Linear Not Linear

-4 Standard form 3xy + x = 1 x and y are multiplied.
3x + 2y = 10
y - 2 = 3x Can be written as x 3 + y = -1 x has an exponent
3x - y = -2 other than 1.
B. xy = 4 no 6 = 12
-y = 5x Can be written as x+_
y
y is in a denominator.
Also available online 5x + y = 0
For any two points, there is exactly one line that contains them both. This means
you need only two ordered pairs to graph a line.
INTERVENTION
Questioning
Strategies
Questioning Strategies EXAMPLE 3 Graphing Linear Functions
Tell whether each function is linear. If so, graph the function.
EX A M P L E 3
A y=x+3
• What is the standard form of a lin- y= x+3 Write the equation in standard form.
ear equation? -x -x Subtraction Property of Equality
−−− −−−−−
• If an equation is in standard form, y-x= 3
what are the exponents of x and y? -x + y = 3 The equation is in standard form (A = -1, B = 1, C = 3).
• y - x = y + (-x)
• y + (- x) = -x + y
Technology Have students
• -x = -1x The equation can be written in standard form, so the function is linear.
use a graphing calculator • y = 1y
to graph the functions in To graph, choose three values of x, and Plot the points
Example 3 to quickly verify which use them to generate ordered pairs. and connect
are linear and which are not. (You only need two, but graphing three them with a
points is a good check.) straight line.
3a. yes y x
Multiple Representations Þ
x y=x+3 (x, y) È
Students should be aware
that there is more than 0 y=0+3=3 (0, 3)
{
one way (in fact, infinitely many 1 y=1+3=4 (1, 4)
ways) to write a linear equation in Ó
2 y=2+3=5 (2, 5)
standard form. This is because for Ý
ä Ó {
any linear equation Ax + By = C,
you can multiply or divide both sides 3b. yes y B y = x2
of the equation by any nonzero This is not linear, because x has an exponent other than 1.

constant and the resulting equation

will be equivalent. For instance, in Tell whether each function is linear. If so, graph the function.
x
Example 3A, you can multiply both 3a. y = 5x - 9 3b. y = 12 3c. y = 2 x no
sides of -x + y = 3 by -1 and get
the equivalent equation x - y = -3,
which is also in standard form. 232 Chapter 4 Linear Functions
CS10_A1_MESE612225_C04L01.indd 232 2/5/11 4:51:10 PM
232 Chapter 4
For linear functions whose graphs are not horizontal, the domain and range are all
real numbers. However, in many real-world situations, the domain and range must

"" Ê ,,",
be restricted. For example, some quantities cannot be negative, such as time. ,/
Sometimes domain and range are restricted even further to a set of points. Students might think that any equa-
For example, a quantity such as number of people can only be whole numbers. tion with x and y on the left side is
When this happens, the graph is not actually connected because every point on
in standard form. Remind them of
the line is not a solution. However, you may see these graphs shown connected
to indicate that the linear pattern, or trend, continues.
the other conditions: the exponents
of x and y are 1; x and y are not
multiplied together; and x and y are
EXAMPLE 4 Career Application not in denominators, exponents, or
Sue rents a manicure station in a salon and pays the salon owner $5.50 radical signs.
for each manicure she gives. The amount Sue pays each day is given by
f(x) = 5.50x, where x is the number of manicures. Graph this function
and give its domain and range.
Choose several values of x and
make a table of ordered pairs. Graph the ordered pairs. Additional Examples
x f(x) = 5.50x ,iÌ>Ê*>ÞiÌ Example 4

0 f (0) = 5.50(0) = 0 Îä The distance in centimeters that
x]ÊÓÇ°xä® a Mars rover can travel at top
f (x) = y, so in 1 f (1) = 5.50(1) = 5.50 /iÊ`Û`Õ>Ê
Óx
,iÌ>Ê«>ÞiÌÊf®
Example 4, graph «ÌÃÊ>ÀiÊ speed is given by the function
2 f (2) = 5.50(2) = 11.00 {]ÊÓÓ°ää®
the function values Óä ÃÕÌÃÊÊÌÃÊ
f(x) = 5x, where x is the time in
(dependent variable) 3 f (3) = 5.50(3) = 16.50 Î]Ê£È°xä® ÃÌÕ>Ì°Ê/iÊiÊ
on the y-axis. £x ÃÜÃÊÌ>ÌÊÌiÊ
seconds. Graph this function and
4 f (4) = 5.50(4) = 22.00 give its domain and range.
Ó]Ê££°ää® ÌÀi`ÊVÌÕiÃ°
£ä
5 f (5) = 5.50(5) = 27.50
Mars Rover
x £]Êx°xä®
4. Rental Payment The number of manicures
ä]Êä®
must be a whole number, so 30
Distance (cm)
ä
Rental payment ($)
24 the domain is {0, 1, 2, 3, …}. Ó { È n

>VÕÀiÃ 20
16 The range is {0, 5.50, 11.00,
8
16.50, …}. 10
0
2 4 6 4. What if…? At another salon, Sue can rent a station for $10.00 0 2 4 6
Manicures per day plus $3.00 per manicure. The amount she would pay Time (s)
each day is given by f (x) = 3x + 10, where x is the number of
D: {0, 1, 2, 3, …}
manicures. Graph this function and give its domain and range. D: x ≥ 0; R: y ≥ 0
R: {$10, $13, $16,
$19, …} Also available online
THINK AND DISCUSS

1. Suppose you are given five ordered pairs that satisfy a function. When INTERVENTION
Questioning
you graph them, four lie on a straight line, but the fifth does not. Is the Strategies
function linear? Why or why not?
2. In Example 4, why is every point on the line not a solution? EX AM P LE 4
3. GET ORGANIZED Copy and
• How do you decide what a reason-
complete the graphic $ETERMINING7HETHERA&UNCTION)S,INEAR
organizer. In each box,
able domain is?
describe how to use the
information to identify a linear &ROMITS &ROMITS &ROMALISTOF
GRAPH EQUATION ORDEREDPAIRS
function. Include an example.
4-1 Identifying Linear Functions 233
3 Close Answers to Think and Discuss

M CC13_A1_MESE647036_C04L01.indd 233 1. No; all the points of the function must
4027011 12:17:15 PM
form a line in order for it to be a linear

Summarize and INTERVENTION function.
Remind students that a function may or Diagnose Before the Lesson 2. It is only possible to do a whole num-
may not be linear, and that a linear equa- Warm Up, TE ber of manicures, so the points whose
tion may or may not represent a function. x-coordinates are not whole numbers
For example: have no meaning in this situation.
Monitor During the Lesson
• y = x + 2 is a linear function. Check It Out! Exercises, SE 3. See Additional Answers.
•y= x2 is a function but is not linear. Questioning Strategies, TE
• x = 4 is a linear equation but is not a
function. Assess After the Lesson
Lesson Quiz, TE
Alternative Assessment, TE
Lesson 4-1 233

4-1 Exercises 4-1
Exercises
Parent Resources Online
Assignment Guide GUIDED PRACTICE

Assign Guided Practice exercises 1. Vocabulary Is the linear equation 3x - 2 = y in standard form? Explain.
as necessary. No; it is not in the form Ax + By = C.
SEE EXAMPLE 1 Identify whether each graph represents a function. Explain. If the graph does
If you finished Examples 1–2 represent a function, is the function linear?
Basic 15–20, 26–29 2.
{
Þ 3.
{
Þ 4. Þ
Average 15–20, 26–29, 60 yes; yes yes; yes yes;
Ó Ó Ó yes
Advanced 15–20, 26–29, 60 Ý Ý Ý
{ Ó ä Ó { { Ó ä Ó { { Ó ä Ó {
If you finished Examples 1–4 Ó Ó
Basic 15–49, 54, 55, 57–59 { { {
Average 15–25, 30–54, 53–63
Advanced 15–25, 30–54, 53–63 SEE EXAMPLE 2 Tell whether the given ordered pairs satisfy a linear function. Explain.
5. x 5 4 3 2 1 yes 6. x 1 4 9 16 25 no
Homework Quick Check
y 0 2 4 6 8 y 1 2 3 4 5
Quickly check key concepts.
Exercises: 16, 18, 24, 25, 34, 36, 38 ⎧ ⎫
7. ⎨(0, 5), (-2, 3), (-4, 1), (-6, -1), (-8, -3)⎬ yes
⎧⎩ ⎫⎭
8. ⎨(2, -2), (-1, 0), (-4, 1), (-7, 3), (-10, 6)⎬ no
Answers ⎩ ⎭
2. Each domain value is paired with SEE EXAMPLE 3 Tell whether each function is linear. If so, graph the function.
x2+3 y
x =_
exactly one range value. 9. 2x + 3y = 5 yes 10. 2y = 8 yes 11. _ = y no 12. _ yes
5 5 3
3. Each domain value is paired with
exactly one range value. SEE EXAMPLE 4 13. Transportation A train travels at a constant speed of 75 mi/h. The function
f (x) = 75x gives the distance that the train travels in x hours. Graph this function
4. Each domain value is paired with
and give its domain and range.
exactly one range value.
14. Entertainment A movie rental store charges a $6.00 membership fee plus $2.50 for
5. A constant change of –1 in x
each movie rented. The function f (x) = 2.50x + 6 gives the cost of renting x movies.
corresponds to a constant
Graph this function and give its domain and range.
change of +2 in y.
6. There is a constant change in y,
PRACTICE AND PROBLEM SOLVING
but there is not a corresponding
Independent Practice Identify whether each graph represents a function. Explain. If the graph does
constant change in x. For See represent a function, is the function linear?
Exercises Example
7. A constant change of –2 in x
15–17 1 15. {
Þ 16. {
Þ 17. {
Þ
corresponds to a constant yes; no yes; yes yes; no
18–20 2
change of –2 in y. Ó Ó Ó
21–24 3 Ý Ý Ý
8. For explanation, see Additional 25 4 { Ó { Ó Ó { { Ó ä Ó {
Answers. Ó Ó
Extra Practice
9, 10, 12. For graphs, see Additional See Extra Practice for { { {
Answers. more Skills Practice and
Applications Practice
13, 14. See Additional Answers. exercises.
Tell whether the given ordered pairs satisfy a linear function. Explain.
15–20. For explanations, see Additional 18. x -3 0 3 6 9 no 19. x -1 0 1 2 3 yes
Answers. y -2 -1 0 2 4 y -3 -2 -1 0 1
⎧ ⎫
20. ⎨(3, 4), (0, 2), (-3, 0), (-6, -2), (-9, -4)⎬ yes
⎩ ⎭
Make sense of problems and persevere Name ________________________________________ Date __________________ Class__________________ Name ________________________________________ Date __________________ Class__________________
in solving them. Exercises 13–14, 25.

LESSON
4-x
4-1 READING STRATEGIES
Reading Strategies
Use Multiple Representations
LESSON
5-1
Review for Mastery
Identifying Linear Functions
RETEACH
Linear functions can be represented in many forms. The same function is You can determine if a function is linear by its graph, ordered pairs, or equation.
50–51, 54, 55, 61–63 represented below in five different ways.
Identify whether the graph represents a linear function.
Step 1: Determine whether the graph is a function.
Construct viable arguments and critique CS10_A1_MESE612225_C04L01.indd 234 Every x-value is paired with exactly one y-value; therefore,
the graph is a function. Continue to step 2.
2/5/11 4:51:13 PM
Step 2: Determine whether the graph is a straight line.
the reasoning of others. Exercises Conclusion: Because this graph is a function and a straight
line, this graph represents a linear function.
52–53, 56, 59 Identify whether {(4, 3), (6, 4), (8, 6)} represents a linear function.
Step 1: Write the ordered pairs in a table.
Step 2: Find the amount of change in each variable.
Look for and make use of structure. Determine if the amounts are constant.
Conclusion: Although the x-values show a constant
Exercises 2–12, 15–24, 26–49, 60 change, the y-values do not. Therefore, this set of
ordered pairs does not represent a linear function.
Answer each of the following.
1. Write the following linear function as an equation: “The sum of x and 4y is 9.” Identify whether the function y = 5x − 2 is a linear function.
Try to write the equation in standard form (Ax + By = C).
x 4y 9
2. Does the graph at right represent a In standard form, x and y
linear function? Tell why or why not. y = 5x − 2
• have exponents of 1
−5x −5x • are not multiplied together
yes; −5x + y = −2 • are not in denominators, exponents,
or radical signs
Each domain value is paired
with exactly one range value. Conclusion: Because the function can be written in standard form,
(A = −5, B = 1, C = −2), the function is a linear function.
3. Represent the list of ordered pairs in table Tell whether each graph, set of ordered pairs, or equation represents
form: {(6, 3), (4, 1), (2, 0), (0, 2), (2, 3)}. a linear function. Write yes or no.
It this a linear function? Tell why or why not. 1. 2. 3. x y
−9 5
no; A constant change of 2 in x x 6 4 2 0 2
−5 10
does not correspond to a y 3 1 0 2 3
−1 15
constant change in y.
State Resources Online 4. Write y x 4 in standard form (Ax By C).
xy4 no yes yes

4. {(−3, 5), (−2, 8), (−1, 12)} 5. 2y = −3x 2 6. y = 4x − 7
no no yes
234 Chapter 4
21. yes Tell whether each function is linear. If so, graph the function. Exercise 54 involves
y
21. y = 5 22. 4y - 2x = 0 23. _3 + 4y = 10 no 24. 5 + 3y = 8 creating a graph
4 x from a table and
2 25. Transportation The gas tank in Tony’s car holds 15 gallons, and the car can determining whether the relation-
x travel 25 miles for each gallon of gas. When Tony begins with a full tank of gas, the ship is linear. This exercise prepares
-2 0 2 function f (x) = -__1
25
x + 15 gives the amount of gas f(x) that will be left in the tank students for the Multi-Step Test Prep.
after traveling x miles (if he does not buy more gas). Graph this function and give its
22. yes domain and range.
y Answers
Tell whether the given ordered pairs satisfy a function. If so, is it a linear function? 25. Tony’s Drive
x ⎧ ⎫ ⎧ ⎫

26. ⎨(2, 5), (2, 4), (2, 3), (2, 2), (2, 1)⎬ no; no 27. ⎨(-8, 2), (-6, 0), (-4, -2), (-2, -4), (0, -6)⎬

⎩ ⎭ ⎩ ⎭ 16
28. x -10 -6 -2 2 4 29. x -5 -1 3 7 11
Gas left (gal)

y 0 0.25 0.50 0.75 1 y 1 1 1 1 1 12
24. yes yes; no yes; yes 8
y
Tell whether each equation is linear. If so, write the equation in standard form and
4
give the values of A, B, and C.
x y
32. 2x = _ - 4 4 =y
33. _
30. 2x - 8y = 16 31. y = 4x + 2 x no 0
3 20 40 60 80
x+4 _
_ y-4
34. = 35. x = 7 36. xy = 6 no 37. 3x - 5 + y = 2y - 4 Distance driven (mi)
2 3
27. yes; yes 38. y = -x + 2 39. 5x = 2y - 3 40. 2y = -6 41. y = √x� no D: 0 ≤ x ≤ 375; R: 0 ≤ y ≤ 15
30. yes; 2x - 8y = 16; A = 2;
Graph each linear function. B = -8; C = 16
42. y = 3x + 7 43. y = x + 25 44. y = 8 - x 45. y = 2x
31. yes; -4x + y = 2; A = -4;
46. -2y = -3x + 6 47. y - x = 4 48. y - 2x = - 3 49. x = 5 + y B = 1; C = 2
1
50. Measurement One inch is equal to approximately 2.5 centimeters. Let x represent 32. yes; 2x -  _   y = -4; A = 2;
3
inches and y represent centimeters. Write an equation in standard form relating x 1
_
B = -      ; C = -4
and y. Give the values of A, B, and C. 2.5x - y = 0; A = 2.5, B = -1, C = 0 3
51. Wages Molly earns $8.00 an hour at her job. 34. yes; 3x - 2y = -20; A = 3;
a. Let x represent the number of hours that Molly works. Write a function using x B = -2; C = -20
and f (x) that describes Molly’s pay for working x hours. f (x) = 8x 35. yes; x = 7; A = 1; B = 0; C = 7
b. Graph this function and give its domain and range. 37. yes; 3x - y = 1; A = 3; B = -1;
52. Write About It For y = 2x - 1, make a table of ordered pairs and a graph. Describe C=1
the relationships between the equation, the table, and the graph. 38. yes; x + y = 2; A = 1, B = 1,
53. Critical Thinking Describe a real-world situation that can be represented by a C=2
linear function whose domain and range must be limited. Give your function and its 39. yes; 5x - 2y = -3; A = 5,
domain and range. B = -2, C = -3
40. yes; 2y = -6; A = 0, B = 2,
C = -6
54. a. Juan is running on a treadmill. The table shows the
number of Calories Juan burns as a function of time.
Time (min) Calories 42–49, 51b–54b. See Additional
Explain how you can tell that this relationship is 3 27 Answers.
linear by using the table. 6 54
b. Create a graph of the data. 9 81
12 108
c. How can you tell from the graph that the
relationship is linear? The graph forms a line. 15 135
18 162
Victoria Smith/HMH
21 189
4-1 Practice A
4-1 Practice C
Name ________________________________________ Date __________________ Class__________________
4-1 Identifying Linear Functions 235

LESSON
5-1
Practice B
4-1 Practice B
Identifying Linear Functions
Identify whether each graph represents a function. Explain. If the
Name ________________________________________ Date __________________ Class__________________ graph does represent a function, is the function linear?
Problem solving challenge

Name ________________________________________ Date __________________ Class__________________
LESSON Challenge
LESSON Problem Solving 5-1 Identifying Linear Functions 1. function (not linear); each domain value
5-1 Identifying Linear Functions Linear functions are functions that can be written in the form Ax + By = C
Write the correct answer. where A, B, and C are real numbers and A and B are not both 0.
is paired with exactly one range value.
1. A daycare center charges a $75 enrollment fee
$100 per week. The function f(x) = 100x + 75 Follow a path from start to finish in the maze below. Each box you
M CS10_A1_MESE612225_C04L01.inddplus235
gives the cost of daycare for x weeks. Graph this cross through must be a linear function. You may move horizontally 2/5/11 4:51:15 PM
function and give its domain and range. or vertically.
D: {0, 1, 2, 3, …};
R: {$75, $175, $275, $375, …}
2. not a function; several domain values are
paired with two range values.
3
2. A family swimming pool holds 60 m of water.
The function f(x) = 60 − 0.18x gives the cubic
meters of water in the pool, taking into account
water lost to evaporation over x days. Graph this 3. Which set of ordered pairs satisfies a linear function? Explain.
function and give its domain and range.
Set A: {(5, 1), (4, 4), (3, 9), (2, 16), (1, 25)} Set B; A constant change of
D: x ≥ 0;
+1 in x corresponds to a
R: 0 ≤ y ≤ 60 Set B: {(1, −5), (2, −3), (3, −1), (4, 1), (5, 3)} constant change of +2 in y.
4. Write y = −2x in standard form. Then graph the function.
Elijah is using a rowing machine. The table shows how many Calories
he can burn for certain lengths of time. Select the best answer.
4. What is the domain of the function?

Time (min) Calories
A {0, 1, 2, 3, ...} C x≥0
2x + y = 0
2 24
B {2, 4, 6, ...} D x≥2
4 48 5. What is the range of the function?
6 72 F {0, 12, 24, 36, ...} H y≥0 5. In 2005, the Shabelle River in Somalia rose an
8 96 estimated 5.25 inches every hour for 15 hours. The
G {24, 48, 72, ...} J y ≥ 24
increase in water level is represented by the function
10 120 6. Elijah graphed the function in problem 4. f(x) = 5.25x, where x is the number of hours. Graph
Which best describes the graph? this function and give its domain and range.
3. Which function could be used to
describe the number of Calories A It is a line that increases from left to D: 0 ≤ x ≤ 15; R: 0 ≤ y ≤ 78.75
burned after x minutes? right.
F y = 12 + x H xy = 12 B It is a line that decreases from left to
Original content Copyright © by Holt McDougal. Additions and changes to the original content are the responsibility of the instructor.
right.
G x + y = 12 J y = 12x
C It forms a U-shape.
5-4 Holt McDougal Algebra 1
D It forms a V-shape.
Lesson 4-1 235
Original content Copyright © by Holt McDougal. Additions and changes to the original content are the responsibility of the instructor. 5-8 Holt McDougal Algebra 1
5-9 Holt McDougal Algebra 1
Students who did not 55. Physical Science A ball was dropped from Time (s) 0 1 2 3
choose C in Exercise a height of 100 meters. Its height above the
Height (m) 100 90.2 60.8 11.8
57 may not understand ground in meters at different times after its
that in a linear function, x or y cannot release is given in the table. Do these ordered No; each constant change in time
pairs satisfy a linear function? Explain. (+ 1 s) is not accompanied by a constant
be in the denominator of a fraction. change in height.
56. Critical Thinking Is the equation x = 9 a linear equation? Does it describe a linear
Journal function? Explain. Yes; the equation can be written in stand. form with A = 1,
B = 0, and C = 9. No; all solutions are ordered pairs with x-value 9. The x-value
Have students explain how to iden- 9 corresponds to more than one y-value.
tify a linear function from its graph
and from its equation. 57. Which is NOT a linear function?
y = 8x y=x+8 8
y=_ y=8-x
x
58. The speed of sound in 0 ˚C air is about 331 feet per second. Which function could
be used to describe the distance in feet d that sound will travel in air in s seconds?
Have students write a real-world d = s + 331 d = 331s s = 331d s = 331 - d
problem that can be represented by a
linear function. Then have them write 59. Extended Response Write your own linear function. Show that it is a linear
the function rule and determine a function in at least three different ways. Explain any connections you see between
reasonable domain and range. your three methods.
CHALLENGE AND EXTEND

60. What equation describes the x-axis? the y-axis? Do these equations represent linear
4-1 functions?
y = 0; x = 0; the first describes a linear function, but the second does not.
Geometry Copy and complete each table below. Then tell whether the table shows
Tell whether each set of ordered a linear relationship.
pairs satisfies a linear function. 61. 62. 63.
Explain. Perimeter of a Square Area of a Square Volume of a Cube
Side Length Perimeter Side Length Area Side Length Volume
1. {(-3, 10), (-1, 9), (1, 7),
(3, 4), (5, 0)} No; a constant 1 4 1 1 1 1
change of +2 in x corresponds 2 8 2 4 2 8
to different changes in y. 3 12 3 9 3 27
2. {(3, 4), (5, 7), (7, 10), (9, 13), 4 16 4 16 4 64
(11, 16)} Yes; a constant
linear not linear not linear
change of +2 in x corresponds
to a constant change of +3 in y.
Tell whether each function is
linear. If so, graph the function.
3. y = 3 - 2x no
4. 3y = 12 yes
y
2
x
-2 0 2
5. The cost of a can of iced-tea

mix at SaveMore Grocery is
$4.75. The function 236 Chapter 4 Linear Functions
f(x)= 4.75x gives the cost of
x cans of iced-tea mix. Graph
this function and give its Answers Each constant change in x ( +1)is
accompanied by a constant change in
domain and range. 59. Possible answer: 3x + 2y = 7; it is a
y (-1.5).
linear equation because it can be writ-
Cost of Iced-Tea Mix The graph shows a linear function.
ten in standard form with A = 3, B = 2,
and C = 7. y
24
A table of values also shows it is a lin- 4
Cost ($)
16 ear function:
2
8 x y x
-3 8 -2 0 2
0 2 4 6 -2 6.5
Cans
-1 5 Both the graph and the table show
D: {0, 1, 2, 3, . . .} solutions to the equation.
0 3.5
R: {0, 4.75, 9.50, 14.25, . . .}
1 2
2 0.5
236 Chapter 4
4-2 Organizer
4-2 Using Intercepts /iÊÝÌiÀVi«ÌÊÃÊ{°ÊÌÊ
Ài«ÀiÃiÌÃÊÌiÊÌiÊ Pacing: Traditional 1 day
Ì>ÌÊÌiÊ`ÛiÀÊÀi>ViÃÊ
Block __1 day
CC.9-12.F.IF.7 Graph functions expressed symbolically and show key features of the graph, by hand in simple cases.…* ÌiÊÃÕÀv>Vi]ÊÀÊÜiÊ 2
ì«ÌÊÊä°
a. Graph linear … functions and show intercepts, .… Also CC.9-12.A.CED.2*, CC.9-12.A.CED.3*, CC.9-12.F.IF.2, Objectives: Find x- and
CC.9-12.F.IF.4*, CC.9-12.F.IF.5*
Objectives Who uses this? y-intercepts and interpret their
Find x- and y-intercepts Divers can use intercepts to determine £ Ó Î { x meanings in real-world situations.
£x
and interpret their the time a safe ascent will take. {]Êä®
Îä Use x- and y-intercepts to graph
iÛ>ÌÊvÌ®
meanings in real-world
{x
situations.
A diver explored the ocean floor 120 feet below lines.
Èä
Use x- and y-intercepts to the surface and then ascended at a rate of 30 Çx
graph lines. feet per minute. The graph shows the diver’s ä Online Edition
elevation below sea level during the ascent. £äx
Vocabulary Tutorial Videos
£Óä ä]Ê£Óä®
y-intercept The y-intercept is the y-coordinate of the £Óx
x-intercept point where the graph intersects the y-axis. Countdown
The x-coordinate of this point is always 0. /iÊ®
The x-intercept is the x-coordinate of the /iÊÞÌiÀVi«ÌÊÃÊ£Óä°Ê

point where the graph intersects the x-axis. ÌÊÀi«ÀiÃiÌÃÊÌiÊ`ÛiÀ½ÃÊ
The y-coordinate of this point is always 0. iiÛ>ÌÊ>ÌÊÌiÊÃÌ>ÀÌÊvÊ
ÌiÊ>ÃViÌ]ÊÜiÊÌiÊÊä°
EXAMPLE 1 Finding Intercepts

Find the x- and y-intercepts. Warm Up
A Þ Solve each equation.
Ó
The graph intersects the x-axis at (-4, 0).
Ý 1. 5x + 0 = -10 -2
{ Ó ä The x-intercept is -4.
Ó
2. 33 = 0 + 3y 11
The graph intersects the y-axis at (0, -3). 4 1 9
{
The y-intercept is -3.
3. _ x + _ = _ 1
5 10 10
4. 2x + 14 = -3x + 4 -2
B 3x - 2y = 12
1
To find the x-intercept, To find the y-intercept, replace x 5. -5y - 1 = 7y + 5 -_
replace y with 0 and solve for x. with 0 and solve for y. 2
3x - 2y = 12 3x - 2y = 12 Also available online
3x - 2(0) = 12 3(0) - 2y = 12
3x - 0 = 12 0 - 2y = 12
3x = 12 -2y = 12
3x = _
12 -2y _
_ _ = 12
3 3 -2 -2
x=4 y = -6 Teacher: Where’s the graph of your
The x-intercept is 4. The y-intercept is -6. function?
Student: It was intercepted on the
Find the x- and y-intercepts.
x -int.: -10; y -int.: 6 way to school.
1a. Þ 1b. -3x + 5y = 30
x-int.: -2; y -int.: 3 {
1c. 4x + 2y = 16
x -int.: 4; y -int.: 8
Ý
{ ä
4-2 Using Intercepts 237
1 Introduce
CC.9-12.F.IF.7 Graph functions
Motivate expressed symbolically and show key
Using Intercepts features of the graph, by hand in simple
Katarina’s family is traveling from Brownsville, Texas, to their
Have students graph 3x + 4y = 12 by cases and using technology for more
home in Laredo, Texas. The distance from Brownsville to Laredo
is 200 miles, and Katarina’s mother is driving at a speed of
generating ordered pairs for x and y using the complicated cases.*
50 miles per hour.
1. Complete the table.
following table. a. Graph linear and quadratic functions
Time from Start of Trip (h) 0 1 2
100
3
50
4
0 x y Then have students circle the rows of and show intercepts, maxima, and
Distance to Laredo (mi) 200 150
2. Make a graph of the data. the table that include 0. Ask students minima. Also CC.9-12.A.CED.2*,
-2 4.5 CC.9-12.A.CED.3*, CC.9-12.F.IF.2,
3. What is the starting distance? What point on the graph
corresponds to the starting distance? Where is this point where these points are located on
located? 200 mi; T0, 200 E; y-axis
4. How long does it take to reach Laredo? What point on the
0 3 the graph. the axes CC.9-12.F.IF.4*, CC.9-12.F.IF.5*
graph corresponds to this time? Where is this point located?
4 h; T4, 0 E; x-axis 2 1.5
THINK AND DISCUSS
5. Explain how you could use a graph to find the time it would
take to reach Laredo if Katarina’s mother drove at a speed of
4 0
40 miles per hour.
6. Describe what it means for a point to lie on the y-axis in a
graph of distance versus time.
2.
Katarina’s Drive to Laredo
Distance to Laredo (mi)
250
200
online resources.
150
100
50
237
0
Lesson 4-2
1 2 3 4 5
Time from start of trip (h)
5 Make a new table plot the points and find the x coord of the point whose y coord is 0
Finding Intercepts
Additional Examples I use the “cover-up” method to find intercepts. To use this method, make sure
the equation is in standard form first.
Example 1
If I have 4x - 3y = 12:
First, I cover 4x with my finger and Then I cover -3y with my finger
A. solve the equation I can still see. and do the same thing.
y - 3y = 12 4x = 12
2 y = -4 x =3
Madison Stewart
x Jefferson High School The y-intercept is -4. The x-intercept is 3.
-2 0 2
-2
EXAMPLE 2 Travel Application

x-int.: -2; y-int.: 1 2a. 3CHOOL3TORE0URCHASES The Sandia Peak Tramway in
B. 5x - 2y = 10
Albuquerque, New Mexico, travels
.OTEBOOKS
a distance of about 4500 meters to
x-int.: 2; y-int.: -5
the top of Sandia Peak. Its speed is
300 meters per minute. The function
Example 2

f (x) = 4500 - 300x gives the tram’s
0ENS
Trish can run the 200 m dash distance in meters from the top of
in 25 s. The function f(x) = x-int.: 30; y-int.: 20 the peak after x minutes. Graph this
function and find the intercepts.
200 - 8x gives the distance
2b. x-int.: pens that can What does each intercept represent?
remaining to run after x seconds. be purchased if no note- Neither time nor distance can be
Graph this function and find the books are purchased; negative, so choose several nonnegative
intercepts. What does each inter- y-int.: notebooks that can values for x. Use the function to
cept represent? be purchased if no pens generate ordered pairs.
are purchased
Trish’s 200-Meter Dash x 0 2 5 10 15
f (x) = 4500 - 300x 4500 3900 3000 1500 0
200
Distance (m)
150 Graph the ordered pairs. Connect the points with a line.
100 ->`>Ê*i>Ê/À>Ü>Þ
ÃÌ>ViÊvÀÊ«i>Ê®
50 {äää
• y-intercept: 4500. This is the
The graph is not the Îäää
0 path of the tram. starting distance from the top
6 12 18 24 (time = 0).
Even though the Óäää
Time (s)
line is descending, • x-intercept: 15. This the time
the graph describes £äää when the tram reaches the
x-int.: 25; y-int.: 200 the distance from peak (distance = 0).
(tl),©LWA-Dann Tardif/CORBIS; (cr),© Buddy Mays/CORBIS

x-int.: the time when Trish fin- the peak as the ä { n £Ó
tram goes up the
ishes the race, when the distance mountain. /iÊ®
remaining is 0
y-int.: the number of meters Trish 2. The school store sells pens for $2.00 and notebooks for $3.00.
The equation 2x + 3y = 60 describes the number of pens x and
has to run at the start of the race, notebooks y that you can buy for $60.
when the time passed is 0 a. Graph the function and find its intercepts.
Also available online b. What does each intercept represent?
INTERVENTION
Questioning
Strategies
2 Teach
EX A M P L E 1
• What point on a graph corresponds Guided Instruction
to the x-intercept? the y-intercept? Show how to find the intercepts from a Through Number Sense
• What intercept do you find by sub- graph and then from an equation. Show Give students the following scenario: You
stituting zero for x? students the “cover-up” method of finding have $25, and you spend $5 per week. Tell
intercepts from an equation (described students that the function y = 25 - 5x
EX A M P L E 2 in Student to Student) and ask students describes the amount of money y they
• Why is the graph of only the first why it works. The value covered up always will have after x weeks. Have them find
quadrant shown? becomes zero. ENGLISH ordered pairs for x = 0, 1, 2, 3, 4, and 5.
LANGUAGE
(0, 25), (1, 20), (2, 15), (3, 10), (4, 5),
• What do other points on the graph, Reading Math LEARNERS (5, 0) Graph the ordered pairs, labeling
such as (5, 160), (10, 120), and so Have students familiar with foot-
on, represent? each as follows: (week 1, $20 left).
ball explain the meaning of inter-
ception in that sport. Then ask the class Discuss why the value of y when x = 6 is
how it relates to an intercept in math. not reasonable in this situation. You have
no money left to spend after the 5th week.
238 Chapter 4
Remember, to graph a linear function, you need to plot only two ordered pairs.
It is often simplest to find the ordered pairs that contain the intercepts.
Additional Examples
EXAMPLE 3 Graphing Linear Equations by Using Intercepts
Use intercepts to graph the line described by each equation. Example 3
A 2x - 4y = 8 Use intercepts to graph the line
Step 1 Find the intercepts. Step 2 Graph the line. described by each equation.
x-intercept: y-intercept: Plot (4, 0) and (0, -2). A. 3x - 7y = 21
2x - 4y = 8 2x - 4y = 8 Connect with a straight line.
y
2x - 4(0) = 8 2(0) - 4y = 8 Þ
4
2x = 8 -4 y = 8 {]Êä® Ý
-4y _ ä 0 8 x
2x = _
_ 8 _ = 8
{
2 2 -4 -4
ä]ÊÓ®
x=4 y = -2
You can use a third { -8
point to check your
B _2 y = 4 - _1 x
line. Either choose 3 2
a point from your B. y = -x + 4
graph and check it Step 1 Write the equation in standard form.
y
in the equation, or
use the equation to ( ) (
6 _2y = 6 4 - _
3
1x
2 ) Multiply both sides by 6, the LCD of the
fractions, to clear the fractions.
4
generate a point and 4y = 24 - 3x
check that it is on 2
your graph. 3x + 4y = 24 Write the equation in standard form. x
0 2 4
3a. Step 2 Find the intercepts. Step 3 Graph the line.
y
x x-intercept: y-intercept: Plot (8, 0) and (0, 6).
3x + 4y = 24 3x + 4y = 24 Connect with a straight line.

3x + 4(0) = 24 3(0) + 4y = 24
Þ
3x = 24 4y = 24 n
ä]ÊÈ®
3x = _24 4y _
_ _ = 24 {
3b.

y 3 3 4 4 n]Êä® INTERVENTION
Questioning
x=8 y=6 Strategies
x ä { n

EX AM P LE 3
Use intercepts to graph the line described by each equation. • What is the difference between
3a. -3x + 4y = -12 1x-2
3b. y = _ graphing a line using intercepts
3 and graphing a line by generating
a table of ordered pairs?
THINK AND DISCUSS

1. A function has x-intercept 4 and y-intercept 2. Name two points on the
graph of this function.
2. What is the y-intercept of 2.304x + y = 4.318? What is the x-intercept of
x - 92.4920y = -21.5489?
3. GET ORGANIZED Copy and complete the graphic organizer.
À>«}ÊÝÊ ÞÊ
Ê1Ã}ÊÌiÀVi«ÌÃ
£°Ê`ÊÌiÊ Ó°Ê`ÊÌiÊ Î°ÊÀ>«ÊÌiÊiÊ

¶
ÝÌiÀVi«ÌÊLÞÊÚÚÚÚÚ° ¶
ÞÌiÀVi«ÌÊLÞÊÚÚÚÚÚ°Ê ¶
ÊLÞÊÚÚÚÚÚ°

M CC13_A1_MESE647036_C04L02.indd 239 1. (4, 0) and (0, 2)
4027011 12:18:39 PM
2. 4.318; -21.5489
Summarize and INTERVENTION
3. See Additional Answers.
Review the definitions of x- and Diagnose Before the Lesson
y-intercepts and how to find them from Warm Up, TE
a graph and from an equation.
Tell students that finding intercepts is espe- Monitor During the Lesson
cially useful for graphing lines, because it Check It Out! Exercises, SE
is often quicker than generating ordered Questioning Strategies, TE
pairs, especially when the equation is writ-
ten in standard form.
Assess After the Lesson
Lesson Quiz, TE
Lesson 4-2 239

4-2 Exercises 4-2
Exercises

1. Vocabulary The ? is the y-coordinate of the point where a graph crosses
Assign Guided Practice exercises the y-axis. (x-intercept or y-intercept) y-intercept
as necessary.
SEE EXAMPLE 1 Find the x- and y-intercepts.
If you finished Examples 1–3 2. Þ 3. Þ 4. Þ
{ { {
Basic 13–29, 34–38, 40–42
2. x-int.: -5; Ó Ó Ó
Average 13–33, 38–42, 44, 46 y-int.: 1 Ý Ý Ý
Advanced 14–20 even, 22–33, { Ó ä Ó { { Ó ä { { ä Ó {
38–47 3. x-int.: 2; Ó Ó
y-int.: -4
{ { {
Homework Quick Check 4. x-int.: -3;
Quickly check key concepts. y-int.: -2 5. 2x - 4y = 4 6. -2y = 3x - 6 7. 4y + 5x = 2y - 3x + 16
Exercises: 14, 18, 22, 24, 26, 30 x-int.: 2; y-int.: -1 x-int.: 2; y-int.: 3 x-int.: 2; y-int.: 8
SEE EXAMPLE 2 8. Biology To thaw a specimen stored at -25 °C, the temperature of a refrigeration
tank is raised 5 °C every hour. The temperature in the tank after x hours can be
described by the function f (x) = -25 + 5x.
Answers a. Graph the function and find its intercepts. x-int.: 5; y-int.: -25
8a. Refrigeration Tank Temperature b. What does each intercept represent?
Time (h) SEE EXAMPLE 3 Use intercepts to graph the line described by each equation.
2 4 6
0
9. 4x - 5y = 20 10. y = 2x + 4 1x-_
11. _ 1y=2 12. -5y + 2x = -10
3 4
-5
Temperature (°C)
-10
-15 Independent Practice Find the x- and y-intercepts.
For See
-20 Exercises Example 13. Þ 14. Þ 15. Þ
{ Ó
13–21 1 Ý Ó
-25 Ý
22–23 2 { Ó
Ý
24–29 3 Ó { Ó ä
{ Ó ä Ó { Ó
Ó {
b. x-int.: time when temp. = 0 °C; Extra Practice {
See Extra Practice for
y-int.: initial temp. more Skills Practice and x-int.: -1; y-int.: 3 x-int.: -5; y-int.: -1 x-int.: -4; y-int.: 2
9–12. See Additional Answers. exercises. 16. 6x + 3y = 12 17. 4y - 8 = 2x 18. -2y + x = 2y - 8
22a. For graph, see Additional 16. x-int.: 2; 19. 4x + y = 8 20. y - 3x = -15 21. 2x + y = 10x - 1
Answers. y-int.: 4
22. Environmental Science A fishing lake was stocked with 300 bass. Each year,
b. See Additional Answers. 17. x-int.: -4; the population decreases by 25. The population of bass in the lake after x years is
y-int.: 2 represented by the function f (x) = 300 - 25x. x-int.: 12; y-int.: 300
23a. For graph, see Additional
18. x-int.: -8; a. Graph the function and find its intercepts.
Answers.
y-int.: 2
b. See Additional Answers. b. What does each intercept represent?
19. x-int.: 2;
y-int.: 8 23. Sports Julie is running a 5-kilometer race. She runs 1 kilometer every 5 minutes.
Julie’s distance from the finish line after x minutes is represented by the function
20. x-int.: 5;
f (x) = 5 - __15 x.
y-int.: -15
21. x-int.: __1 ;
a. Graph the function and find its intercepts. x-int.: 25; y-int.: 5
8 b. What does each intercept represent?
y-int.: -1

Make sense of problems and persevere ________________________________________ __________________ __________________ ________________________________________ __________________ __________________
Reading Strategies Review for Mastery

in solving them. Exercises 8, 22–23,
LESSON
4-x
4-2 READING STRATEGIES
Compare and Contrast
LESSON
4-x
4-2
Using Intercepts
RETEACH
Study the chart below to compare and contrast x- and y-intercepts. The x-intercept is the x-coordinate of the point where the graph intersects the x-axis.
30–32, 38 The y-intercept is the y-coordinate of the point where the graph intersects the y-axis.
x-intercept y-intercept At a baseball game, Doug has $12 to spend on popcorn and peanuts.
Contrast The peanuts are $4 and the popcorn is $2. The function 4x 2y 12
Construct viable arguments and critique describes the amount of peanuts x and popcorn y he can buy if he
spends all his money. The function is graphed below. Find the intercepts.
What does each intercept represent?
the reasoning of others. Exercises 33, 39
Use appropriate tools strategically.
Exercises 2–7, 9–12, 13–21, 24–29 s
Look for and make use of structure.

Exercises 34–37, 46 The x-intercept 3 is the amount of peanuts Doug can buy if he buys no popcorn.
The x-value of the point where The y-value of the point where The y-intercept 6 is the amount of popcorn Doug can buy if he buys no peanuts.
a graph crosses the x-axis a graph crosses the y-axis
1. 2. 3.
The y-value of the point with The x-value of the point with
the x-intercept is always 0. the y-intercept is always 0.
Compare
To find either intercept, substitute 0 for the other variable and solve.
Both intercepts have meaning in real-world problems.

x-int: 3; y-int: 3 x-int: 1; y-int: 2 x-int: 2; y-int: 4
4. The volleyball team is traveling to a game 120 miles away.
1. 3x 2y 6 2. 3. The graph intersects the

Their average speed is 40 mi/h. The graphed line describes
two axes at (3, 0) and
the distance left to travel at any time during the trip. Find the
(0, 5).
intercepts. What does each intercept represent?
x-int: 3; the time it took to complete the trip.

y-int: 120; the number of miles left to driven.
x-int: 2; y-int: 3 x-int: 3; y-int: 3 x-int: 3; y-int: 5

240 Chapter 4
Use intercepts to graph the line described by each equation.
1 x - 4y = 4 COMMON ERROR
24. 4x - 6y = 12 25. 2x + 3y = 18 26. _
2 ALERT
27. y - x = -1 28. 5x + 3y = 15 29. x - 3y = -1
Students may combine intercepts
Biology
gy 30. Biology A bamboo plant is growing 1 foot per day. When you first measure it, to form a point. In Exercise 9, for
it is 4 feet tall. example, a student might take the
a. Write an equation to describe the height y, in feet, of the bamboo plant x days x-intercept (5)and the y-intercept
after you measure it. y = x + 4 (-4)to form the point ( 5, -4).
b. What is the y-intercept? 4 Remind students that the intercepts
c. What is the meaning of the y-intercept in this problem? give you two separate points: ( 5, 0)
orig. height of bamboo plant and (0, -4).
31. Estimation Look at the scatter plot and Tropical Forests
trend line.
x-int.: 600; y-int.: 7.5
Bamboo is the world’s
a. Estimate the x- and y-intercepts. 8
7
Answers
Worldwide area
b. What is the real-world meaning of
(million acres)
fastest-growing woody 6 24. y
plant. Some varieties each intercept? 5 4
can grow more than 4
32. Personal Finance A bank employee 3 2
30 centimeters a day
notices an abandoned checking account 2
and up to 40 meters tall.
with a balance of $412. If the bank charges 1 -2 0 4x
a $4 monthly fee for the account, the 0
100 200 300 400 500 600 -2
32b. x-int.: 103; y-int.: function b = 412 - 4m shows the Years since 1800
-4
412; y-int.: balance balance b in the account after m months.
when bank employee a. Graph the function and give its domain and range. (Hint: The bank will keep
25. y
noticed account; x-int.: charging the monthly fee even after the account is empty.) 6
number of months from b. Find the intercepts. What does each intercept represent? 4
that time until account c. When will the bank account balance be 0? after 103 mo (8 yr 7 mo)
has $0 2
33. Critical Thinking Complete the following to learn about intercepts and horizontal x
and vertical lines. 0 4 8
33c. Horiz.: For y = c, a. Graph x = -6, x = 1, and x = 5. Find the intercepts.
the y-int. is c, and b. Graph y = -3, y = 2, and y = 7. Find the intercepts.
there is no x-int. 26. y
c. Write a rule describing the intercepts of linear equations whose graphs are
Vert.: For x = k, the 4
horizontal and vertical lines.
x-int. is k, and there
is no y-int. 4 8 x
Match each equation with a graph.
-4
34. -2x - y = 4 D 35. y = 4 - 2x A 36. 2y + 4x = 8 A 37. 4x - 2y = 8 B
A. Þ B. Þ
{ { 27. y
Ó Ó 2
Ý Ý x
{ Ó ä Ó { { Ó ä Ó { 0
Ó Ó -2 2
{ {
C. Þ D. Þ 28, 29, 31b, 32a, 33a, 33b. See

{ {
Additional Answers.
Ó Ó
© John and Lisa Merrill/CORBIS
Ý Ý
{ Ó ä Ó { { Ó ä Ó {
Ó
{ {
4-2 Practice A
4-2 Practice C
Name ________________________________________ Date __________________ Class__________________

LESSON
4-x
4-2
Practice B
Using Intercepts
4-2 Practice B
1. 2. 3.
Challenge
Problem Solving
LESSON LESSON
4-x
4-2 4-x
4-2
Using Intercepts Intercepts and Perimeters
Write the correct answer. You can use the distance formula to find the distance between two ordered pairs.
1. Naima has $40 to spend on refreshments 2. Turner is reading a 400-page book. He d = (x2 − x1)2 + (y 2 − y1)2
for herself and her friends at the movie reads 4 pages every 5 minutes.
theater. The equation 5x + 2y = 40 The number of pages Turner has left to where (x1), (y1) represents the first ordered pair and (x2), (y2) represents the second
M CS10_A1_MESE612225_C04L02.indd 241the number of large popcorns
describes read after x minutes is represented by ordered pair. 2/5/11 5:05:29 PM
x and small drinks y she can buy. 4
Graph this function and find its intercepts.
the function f( x) = 400 − x. Graph this Find the distance between the ordered pairs. Round your answer to x-int: 4 x-int: −1 x-int: −3
5
the nearest tenth. y-int: 2 y-int: 4 y-int: 3
function and find its intercepts.
1. (3, 0) and (0, 5) 2. (−4, 0) and (0, 2)
y-int: 20; x-int: 8 y-int: 400; x-int: 500 Use intercepts to graph the line described by each equation.
4. 3x + 2y = −6 5. x − 4y = 4
≈5.8 units ≈4.5 units
Find the x- and y-intercepts of each equation. Use the intercepts to
graph the equations on the same grid. Then find the perimeter of the
geometric figure formed by the lines. Round all distances to the
nearest tenth.
3. −x + y = 4 x-int: −4 y-int: 4
−x + y = −4 x-int: 4 y-int: −4
x+y=4 x-int: 4 y-int: 4
6. At a fair, hamburgers sell for $3.00 each and hot dogs sell for
The graph shows the distance of an elevator at Chimney Rock, x + y = −4 x-int: −4 y-int: −4 $1.50 each. The equation 3x + 1.5y = 30 describes the number
North Carolina, from its destination as a function of time. Use the of hamburgers and hot dogs a family can buy with $30.
graph to answer questions 3–6. Select the best answer. a. Find the intercepts and graph the function.
3. What is the x-intercept of this function?
Perimeter: ≈22.6 units x-int: 10; y-int: 20
A 0 C 258
b. What does each intercept represent?
B 30 D 300
x-int: the number of hamburgers
4. What does the x-intercept represent?
4. 8y + 9x = 72 x-int: 8 y-int: 9 they can buy if they buy no hot dogs.
F the total distance the elevator travels
4y − 9x = 36 x-int: −4 y-int: 9 y-int: the number of hot dogs they
G the number of seconds that have
can buy if they buy no hamburgers.
passed for any given distance 16y − 9x = −72 x-int: 8 y-int: −4.5
H the number of seconds it takes the
elevator to reach its destination
J the distance that the elevator has
traveled at any given time
6. What does the y-intercept represent? Perimeter: ≈50.1 units
5. What is the y-intercept for this function? F the total distance the elevator travels
A 0 C 258 G the number of seconds that have

passed for any given distance
B 30 D 300 Original content Copyright © by Holt McDougal. Additions and changes to the original content are the responsibility of the instructor.
H the number of seconds it takes the 12 Holt McDougal Algebra 1
elevator to reach its destination
241
J the distance that the elevator has
traveled at any given time
CS10_A1_MECR710532_C04L02b-a.indd 12
Lesson 4-2 3/2/11 2:58:20 AM
17 Holt McDougal Algebra 1 16 Holt McDougal Algebra 1
CS10_A1_MECR710532_C04L02f-a.indd 17 3/2/11 2:58:26 AM CS10_A1_MECR710532_C04L02e-a.indd 16 3/2/11 2:58:25 AM

Exercise 38 involves
38. Kristyn rode a stationary bike at the gym. She Time Distance
identifying and
programmed the timer for 20 minutes. The display Remaining Covered
interpreting x- and
counted backward to show how much time remained (min) (mi)
y-intercepts. This exercise prepares in her workout. It also showed her mileage.
students for the Multi-Step Test Prep. 20 0
a. What are the intercepts? x-int.: 20; y-int.: 1.75 16 0.35
b. What do the intercepts represent? 12 0.70
Students who chose x-int.: time remaining when Kristyn started her work- 8 1.05
B in Exercise 40 may out; y-int.: total distance Kristyn covered 4 1.40
have chosen the 0 1.75
coefficient of x. Students who chose
C found the y-intercept instead of
the x-intercept. 39. Write About It Write a real-world problem that could be modeled by a linear
function whose x-intercept is 5 and whose y-intercept is 60.
40. Which is the x-intercept of -2x = 9y - 18?

Journal -9 -2 2 9
Have students explain how to find
41. Which of the following situations could be represented >i½ÃÊ >>Vi
the intercepts of 5x - 8y = 40.
by the graph?
/iÊÜiiÃ®
Jamie owed her uncle $200. Each week ä £ä Óä Îä
for 40 weeks she paid him $5.
{ä
Jamie owed her uncle $200. Each week
iLÌÊf®
nä
for 5 weeks she paid him $40. £Óä
Have students write an equation in
standard form, find the intercepts, Jamie owed her uncle $40. Each week £Èä
and then graph the line using the for 5 weeks she paid him $200. Óää
intercepts. Jamie owed her uncle $40. Each week

for 200 weeks she paid him $5.
42. Gridded Response What is the y-intercept of 60x + 55y = 660? 12
4-2 CHALLENGE AND EXTEND

47. x-int.: 950; Use intercepts to graph the line described by each equation.
y-int.: -55; possible 1x+_ 1y=1 3x+6
43. _ 44. 0.5x - 0.2y = 0.75 45. y = _
1. An amateur filmmaker has answer: scale on
x-axis should
2 5
46. For any linear equation Ax + By = C, what are the intercepts?
8 C
x-int.: ; y-int.:
C _ _
$6000 to make a film that A B
include numbers
costs $75/h to produce. The 47. Find the intercepts of 22x - 380y = 20,900. Explain how to use the intercepts to
from 0 to a number
function f(x)= 6000 - 75x determine appropriate scales for the graph.
a little greater than
gives the amount of money 950; scale on y-axis should include numbers from a little less than -55 to 0.
left to make the film after x
hours of production. Graph
this function and find the
intercepts. What does each
intercept represent?
Film Budget x-int.: 80;
number
Victoria Smith/HMH
Money remaining ($)
4800 of hours
3600 when all
the money
2400
has been 242 Chapter 4 Linear Functions
1200 spent; y-int.:
6000; initial
0 20 60
amount Answers 44. y
x
Time (h) of money 39. Possible answer: Jen
CS10_A1_MESE612225_C04L02.indd 242
0 2/5/11 5:05:31 PM
-2 2
available wants to save $60. -2
Each week she will
earn $12. The func- -4
2. Use intercepts to graph
the line described by tion shows how much
 __
1 __
1
  x = 2 -     y.
money Jen has left to 45. y
4 3
save each week.
y
8 43. y x
4 -12 -6 0
4 -6
x
0 4 8 12 2
-4 x
-2 0 2
242 Chapter 4
Area in the Organizer
Coordinate Plane Geometry
Geometry Pacing:
Traditional  __1
    day
Lines in the coordinate plane can form the sides of polygons. __
1
2
Block  4    day
You can use points on these lines to help you find the areas
of these polygons. Objective: Apply algebra skills to
finding areas of geometric figures
in the coordinate plane.
Example
Find the area of the triangle formed by the x-axis, the y-axis, and the line Online Edition
described by 3x + 2y = 18.
Step 1 Find the intercepts of 3x + 2y = 18. Countdown

x-intercept: y-intercept:
3x + 2y = 18 3x + 2y = 18
3x + 2(0) = 18 3(0) + 2y = 18 Teach
3x = 18 2y = 18
x=6 y= 9
Remember
Students review and apply the for-
Step 2 Use the intercepts to graph the line. The x-intercept is 6, Þ mulas for the areas of triangles and
ä]Ê®
so plot (6, 0). The y-intercept is 9, so plot (0, 9). Connect
n rectangles.
with a straight line. Then shade the triangle formed by the
line and the axes, as described. È Discuss with students how identify-
ÊÕÌÃ ing the intercepts of the line deter-
Step 3 Recall that the area of a triangle is given by A = __12 bh. {
mines the base and height of the
• The length of the base is 6. triangle.
Ó
• The height is 9. È]Êä® Ý
Step 4 Substitute these values into the formula.

ä Ó { È n Close
1 bh
A=_
ÈÊÕÌÃ Assess
2
Use the triangle from the example.
1 (6)(9)
A=_ Substitute into the area formula. Have students change the equation
2 of the line so that the area of the
=_1 (54) Simplify. triangle increases. Then have them
2 find the area of the new triangle.
= 27 Possible answer: 8x + 9y = 72;
The area of the triangle is 27 square units. 36 square units
Try This
1. Find the area of the triangle formed by the x-axis, the y-axis, and the line
described by 3x + 2y = 12. 12 sq. units
2. Find the area of the triangle formed by the x-axis, the y-axis, and the line
described by y = 6 - x. 18 sq. units
3. Find the area of the polygon formed by the x-axis, the y-axis, the line described by
y = 6, and the line described by x = 4. 24 sq. units
Connecting Algebra to Geometry 243
CS10_A1_MESE612225_C04CNa.indd 243 2/11/11 10:49:09 PM
Connecting Algebra to Geometry 243

4-3 Organizer
4-3 Rate of Change
Block __
1
2
day and Slope
CC.9-12.F.IF.6 Calculate and interpret the average rate of change of a function (presented symbolically or as a table)
Objectives: Find rates of change over a specified interval. Estimate the rate of change from a graph.*
and slopes. Objectives Why learn this?
Find rates of change and Rates of change can be used to find how
Relate a constant rate of change to slopes. quickly costs have increased.
the slope of a line. Relate a constant rate of
change to the slope of a
In 1985, the cost of sending a 1-ounce letter was
line.
Technology Lab 22 cents. In 1988, the cost was 25 cents. How fast
In Technology Lab Activities did the cost change from 1985 to 1988? In other
Vocabulary
words, at what rate did the cost change?
rate of change
Online Edition rise A rate of change is a ratio that
Tutorial Videos, Interactivity run
compares the amount of change in a dependent
slope
variable to the amount of change in an
Countdown independent variable.
change in dependent variable
rate of change = ___
change in independent variable
EXAMPLE 1 Consumer Application

The table shows the cost of mailing a 1-ounce letter in different years.
Find the rate of change in cost for each time interval. During which
Warm Up time interval did the cost increase at the greatest rate?
1. Find the x- and y-intercepts of Year 1988 1990 1991 2004 2008
2x - 5y = 20. x-int.: 10; Cost (¢) 25 25 29 37 42
y-int.: -4 A rate of change of
1.25 cents per year Step 1 Identify the dependent and independent variables.
Describe the correlation shown for a 4-year period
means that the dependent: cost independent: year
by the scatter plot.
average change was Step 2 Find the rates of change.
2. 1.25 cents per year.
The actual change in change in cost 0 =0
25 - 25 = _ 0 cents
1988 to 1990 __ = __ _
year
y each year may have change in years 1990 - 1988 2
been different.
change in cost 29 - 25 = _
4 =4 4 cents
1990 to 1991 __ = __ _
year
change in years 1991 - 1990 1
change in cost 8 ≈ 0.62 ≈ _
37 - 29 = _ 0.62 cents
x 1991 to 2004 __ = __ year
negative change in years 2004 - 1991 13
change in cost 42 - 37 = _
5 = 1.25 1.25 cents
Also available online 2004 to 2008 __ = __ _
year
change in years 2008 - 2004 4
The cost increased at the greatest rate from 1990 to 1991.
1. day 1 to day 6: -53;

1. The table shows the balance of a bank account on different
day 6 to day 16: -7.5;
days of the month. Find the rate of change for each time
day 16 to day 22: 0; interval. During which time interval did the balance decrease
day 22 to day 30: -4.375; at the greatest rate?
Q: Why were the math students
from day 1 to day 6
getting up and sprinting around the Day 1 6 16 22 30
classroom?
Balance ($) 550 285 210 210 175
A: Their teacher kept saying rise and
run.
1 Introduce
CC.9-12.F.IF.6 Calculate and interpret
the average rate of change of a function
Motivate
(presented symbolically or as a table) Rate of Change and Slope

over a specified interval. Estimate the An electronics company has several factories that make stereos.
Have students graph a line with x-intercept 3 and
rate of change from a graph.*
Each factory produces the stereos at a steady pace throughout
the day.
y-intercept 4. On the same grid, have them graph
1. Over a period of 8 hours, factory A produces 400 stereos.
Complete the table.
a line with x-intercept 5 and y-intercept 1. Ask
Time (h) 1 2 3 4 5 6 7 8 how the lines are the same. Both are slanting in
Stereos Produced 50 100 150 200
2. Over a period of 6 hours, factory B produces 360 stereos.

250 300 350 400
the same direction. Ask how the lines are differ-
Complete the table. ent. One is steeper than the other.
Time (h) 1 2 3 4 5 6 7 8
Stereos Produced 60 120 180 240 300 360 420 480
Tell students that in this section they will learn
3. How many stereos does each factory produce per hour?
4. Graph a linear function for each of the factories on the same
how to indicate the steepness and direction of a
coordinate plane.
5. How do the graphs compare?
line.
The graph for factory B is steeper than the graph for factory A.
THINK AND DISCUSS
State Resources Online 6. Explain how you found the number of stereos that each
factory produces per hour.
7. Discuss how a graph for factory C, which produces 75 stereos
per hour, would compare to the other factories’ graphs.
online resources.
Stereo Production
3. factory A: 50; factory B: 60 4.

500
450
244
6. Divide the number of stereos by the number of hours it
Chapter 4
400
os produced
350
Factory B
takes to produce them. 300
250 Factory A
EXAMPLE 2 Finding Rates of Change from a Graph
Graph the data from Example 1 and show the rates of change.
Postage Costs Graph the ordered pairs. The vertical Additional Examples
+4 blue segments show the changes
in the dependent variable, and the Example 1
40 +5 1.25 cents
+13 year horizontal green segments show the The table shows the average tem-
2. Bank Balance 36 changes in the independent variable.
perature (°F) for five months in a
Cost (¢)
+8 Notice that the greatest rate of change
32 ~ 0.62 cent
~ year certain city. Find the rate of change
480 is represented by the steepest of the
-$53/day +1 in temperature for each time
4 cents red line segments.
Balance ($)
360 -$7.50/day 28 year

$0/day +4 period. During which time period
Also notice that between 1988 and
240 0 cents
24 year 1990, when the cost did not change, did the temperature increase at
120 0
-$4.38/day
1988 1992 1996 2000 2004
the red line segment is horizontal. the greatest rate?
0 Year
6 12 18 24
Day Month 2 3 5 7 8
2. Graph the data from Check It Out Problem 1 and show the
rates of change. Temp.
56 56 63 71 72
(°F)
If all of the connected segments have the same rate of change, then they all 2 to 3: 0; 3 to 5: 3.5; 5 to 7: 4;
have the same steepness and together form a straight line. The constant rate of 7 to 8: 1; from months 5 to 7
change of a nonvertical line is called the slope of the line.
Example 2
Slope of a Line Graph the data from Additional
,ÕÊÊÓ
Example 1 and show the rates of
The rise is the difference in the y-values of two
,ÃiÊÊÎ change.
points on a line. Þ
The run is the difference in the x-values of two ,ÕÊÊÓ City Temperature
È
points on a line.
,ÃiÊÊÎ
Average temperature (°F)

The slope of a line is the ratio of rise to run for
,ÕÊÊÓ -«iÊÊÊÊÎÚ 70 1°F
any two points on the line. Ó month
slope = _
rise
= __
change in y
,ÃiÊÊÎ
Ý
66 4°F
month
run change in x
ä Ó { È 62 3.5°F
(Remember that y is the dependent variable and
month
x is the independent variable.) 58 0°F
month
0 2 4 6 8
Month
EXAMPLE 3 Finding Slope
Find the slope of the line. Example 3
2UN Begin at one point and count Find the slope of the line.
Y vertically to find the rise.
1
y -_
Pay attention to (-6, 5)
the scales on the Then count horizontally to 3
2ISE 2ISE the second point to find (3, 2)
axes. One square
on the grid may not the run. _
slope = 2 = 2
1
represent 1 unit. It does not matter which -4 0 4
In Example 3, each 2UN X -4
point you start with. The
square represents
__
1
slope is the same. _
slope = -2 = 2
2
unit. -1
3. Find the slope of the line that contains (0, -3) and (5, -5). -
_2
5
INTERVENTION
Questioning
4-3 Rate of Change and Slope 245 Strategies
EX AM P LE 1
2 Teach • In a rate of change, the change in
M CS10_A1_MESE612225_C04L03.indd 245 2/6/11 2:21:20 AM
which variable goes in the numera-
Guided Instruction tor? the denominator?
Connect the meaning of rate of change Through Multiple Representations EX AM P LE 2

to the fact that the independent variable Show students how to use a “T-Chart” to
is represented on the horizontal axis, and • Which variable is dependent?
find the slope. Which is independent?
the dependent variable on the vertical axis. x y
Explain that a positive slope means the +1 1 1 +3
rate of change is positive, and a negative 2 4 EX AM P LE 3
+1 3 7 +3
slope means the rate of change is nega- • Does it matter which point you
tive. Point out that a horizontal line has 0 change in y +3 start at to find the slope?
slope, no change in y-values, and 0 rate Slope = __ = _ = 3
change in x +1 • What does a positive slope look
of change. By contrast, a vertical line has like? negative slope? zero slope?
undefined slope and undefined rate of This method works whether the ordered
change. pairs are given in a table or a list, or
selected from a graph.
Lesson 4-3 245
EXAMPLE 4 Finding Slopes of Horizontal and Vertical Lines
Find the slope of each line.
Additional Examples A Þ B Þ
{ {
£]ÊÓ® Î]ÊÓ® Ó]ÊÎ®
Example 4 Ó
Ý Ó]Ê£® Ý
Find the slope of each line. { Ó ä Ó { { ä Ó {
Ó Ó
A.
{ {
y
4 (3, 4)
2 _ 0 =0
rise = _ rise = _
_ 2 You cannot
x run 4 run 0 divide by 0.
0 2 4 The slope is 0. The slope is undefined.
-2
(3, -2) undefined
B.
4a. Þ 4b. Y
y ä]Êx®
undef. { 0
2 X
(-8, 0) x Ó

Ý
-8 -4 0 (4, 0) { Ó ä Ó {

-2 Ó
ä]ÊÎ®
0
Example 5 As shown in the previous examples, slope can be positive, negative, zero, or
Tell whether the slope of each undefined. You can tell which of these is the case by looking at the graph of a
line—you do not need to calculate the slope.
line is positive, negative, zero,
or undefined.
A. Positive Slope Negative Slope Zero Slope Undefined Slope
positive Line rises from Line falls from Horizontal line Vertical line
left to right. left to right.
B.
EXAMPLE 5 Describing Slope

Tell whether the slope of each line is positive, negative, zero, or undefined.
A B
negative
INTERVENTION
Questioning The line falls from left to right. The line is horizontal.
Strategies
Questioning Strategies The slope is negative. The slope is 0.
EX A M P L E 4
• Why is the slope of a vertical line 246 Chapter 4 Linear Functions
undefined?
EX A M P L E 5
CS10_A1_MESE612225_C04L03.indd 246 2/6/11 2:21:23 AM
• Why don’t you need points to
determine whether the slope Through Auditory Cues
is positive, negative, zero, or
Through Cognitive Strategies To help students interpret the meanings
undefined?
of different slopes, emphasize reading the
To help students remember the slopes of
graph from left to right.
horizontal and vertical lines, remind them
to think about which line has a rise of 0. Positive slope y-values increase
Since a horizontal line does not rise at all, from left to right.
the rise is 0, and the slope is 0. Negative slope y-values decrease
from left to right.
Zero slope y-values have zero
change from left to
right.
Undefined slope There is NO left to
right; the line is
246 Chapter 4 vertical.
Tell whether the slope of each line is positive, negative, zero,
or undefined.

"" Ê ,,",
5a. 5b.
,/
undef. pos. Students may write 0 for the slope
of a vertical line, thinking that “0”
and “undefined” are the same.
Remind students that 0 is a real
number; it is not undefined.
Reading Math The words

A line’s slope is a measure of its steepness. Some lines are steeper than others. As gradient, slant, ENGLISH
the absolute value of the slope increases, the line becomes steeper. and incline have LANGUAGE
As the absolute value of the slope decreases, the line becomes less steep. meanings similar to slope. LEARNERS
Comparing Slopes Inclusion Point out that in

Þ Þ Þ the slope ratio, the rise
Ú{
-«iÊÊÊÊ£ÊÊ
{
-«iÊ£ -«iÊÎ
{ (change in y-values) is
Ó
Ó Ó Ó recorded before the run (change in
-«iÊÊ{ -«iÊÓ
Ý Ý Ý x-values). This is the opposite of stu-
{ Ó ä Ó { { Ó Ó { { Ó Ó { dents’ understanding from working
Ó ÊÊ Ó in the coordinate plane. Everything
ÚÎ
-«iÊÊÊÊ
up until now has been x-values
{ { (horizontal) first and then y-values
(vertical) second. Direct students’
The line with slope 4 is The line with slope -2 The line with slope -3
is steeper than the line
attention to this difference.
steeper than the line is steeper than the line
with slope __
1
2
. with slope -1. with slope __
3
4
.
⎪4⎥ > 1 ⎪_2 ⎥ ⎪-2⎥ > ⎪-1⎥ ⎪-3⎥ > 3 ⎪_4 ⎥
THINK AND DISCUSS

1. What is the rise shown in the graph? What is Þ
the run? What is the slope?
2. The rate of change of the profits of a company Ó
over one year is negative. How have the Ý
profits of the company changed over { ä Ó {
that year? Ó
3. Would you rather climb a hill with a slope
of 4 or a hill with a slope of __52 ? Explain your {
answer.
4. GET ORGANIZED Copy and complete the graphic organizer. In each
box, sketch a line whose slope matches the given description.
3LOPE
0OSITIVE .EGATIVE :ERO 5NDEFINED
4-3 Rate of Change and Slope 247

M CC13_A1_MESE647036_C04L03.indd 247 1. 6 units; 5 units; __
4027011 12:20:03 PM
6
5
2. decreased
3. Possible answer: __
5
, because it is less
Ask students to give descriptions of lines Diagnose Before the Lesson steep
2
with the following slopes: Warm Up, TE

1. m = 0 horizontal line
1 Monitor During the Lesson
2. m = _ Check It Out! Exercises, SE
50
line rising from left to right, not steep Questioning Strategies, TE
3. m = -10
line falling from left to right, steep Lesson Quiz, TE
2
4. m = _ vertical line Alternative Assessment, TE
0
Lesson 4-3 247

4-3 Exercises 4-3
Exercises
Assignment Guide GUIDED PRACTICE constant

1. Vocabulary The slope of any nonvertical line is ? . (positive or constant)
Assign Guided Practice exercises
SEE EXAMPLE 1 2. The table shows the volume of gasoline in a gas tank at different times. Find the
as necessary.
rate of change for each time interval. During which time interval did the volume
If you finished Examples 1–3 decrease at the greatest rate? hour 0 to hour 1: -3; hour 1 to hour 3:
Basic 12–15, 24, 26 -2; hour 3 to hour 6: -__4 ; hour 6 to 3
Time (h) 0 1 3 6 7
Average 12–15, 23, 24, 26, 27, hour 7: 0; from hour 0 to hour 1
Volume (gal) 12 9 5 1 1
32
Advanced 12–15, 23, 24, 27, 32, SEE EXAMPLE 2 3. The table shows a person’s heart rate over time. Graph the data and show the
33 rates of change.
If you finished Examples 1–5 Time (min) 0 2 5 7 10

Basic 10–20, 22, 27, 29–31 Heart Rate (beats/min) 64 92 146 84 64
Average 12–32
Advanced 12–25, 27–33 Find the slope of each line.
Homework Quick Check

SEE EXAMPLE 3 4.
{
Þ _1 5.
{
Þ
- _3
2 4
Quickly check key concepts. Ó
{]ÊÓ®
Ó
ä]ÊÓ®
Exercises: 12, 13, 14, 16, 18, 24 Ý Ý
Ó]Ê£® ä Ó { { Ó ä
{]Ê£®
Ó Ó
Inclusion Emphasize the { {

difference between non-
constant rates of change SEE EXAMPLE 4 6. 7.
È
Þ 0 £]Ê{® {
Þ undef.
and constant rates of change (slope). Ó]Êx® {]Êx®
The graph of Exercise 3 will show { Ó
different slopes, indicating differ- Ý
ent rates of change. The graph of Ó
{ Ó ä Ó {
Exercise 4 shows the same slope, so Ý
Ó
the rate of change is constant. { Ó ä Ó { £]ÊÎ®
Ó {
SEE EXAMPLE 5 Tell whether the slope of each line is positive, negative, zero, or undefined.
8. neg. 9. undef.
10. zero 11. pos.

Make sense of problems and persevere
in solving them. Exercises 2–3, 12–13,
20, 22–24, 26–27, 32–33 Answers
Construct viable arguments and critique 3.
CS10_A1_MESE612225_C04L03.indd 248 Heart Rate 2/6/11 2:21:33 AM
18 beats/min
the reasoning of others. Exercises 21, 25 min -31 beats/min
Heart rate (beats/min)
130 min
Exercises 4–7, 14–17, 28 110 - 20
3
beats/min
min
Attend to precision. Exercise 27 90
Look for and make use of structure. 70 14 beats/min

Exercises 8–11, 18–19 min
0 2 4 6 8
Time (min)
248 Chapter 4
PRACTICE AND PROBLEM SOLVING Answers
Independent Practice 12. The table shows the length of a baby at different ages. Find the rate of change for 13. Elevator Movement
For See 8
each time interval. Round your answers to the nearest tenth. During which time 3
m 3m
Exercises Example s
interval did the baby have the greatest growth rate? month 3 to month 9: 0.7; month 60
s
12 1
Distance (m)
9 to month 18: 0.5; month 18 to
13 2 Age (mo) 3 9 18 26 33 month 26: 0.4; month 26 to month 40
14–15 3
Length (in.) 23.5 27.5 31.6 34.5 36.7 33: 0.3; from 3 months to 9 months 20 - 35 m
45
m
16–17 4 4 7
s s
18–19 5
13. The table shows the distance of an elevator from the ground floor at different times. 0 10 20 30
Extra Practice Graph the data and show the rates of change.
Time (s)
more Skills Practice and Time (s) 0 15 23 30 35
Applications Practice 21. Possible answer: Slope is the
exercises. Distance (m) 30 70 0 45 60 ratio of change in y to change in
x, and, for a line, it is always
Find the slope of each line. constant.
14. Þ 15. Þ
{ -1 { 1
È]ÊÎ® Ó]Ê{®
Ó Ó
Ý Ý
È { ä { Ó ä Ó {
{]ÊÓ®
{ £]Ê{® {
16. Þ 17. Þ
{ undef. { 0
Ó Ó
Î]Êä® Ý Ý
{ Ó ä Ó { { Ó ä Ó {
Ó Ó
Î]ÊÎ®
{ Ó]ÊÎ® Î]ÊÎ®
18. pos. 19. pos.
Travel
20. Travel The Lookout Mountain Incline Railway in Chattanooga, Tennessee, is the
steepest passenger railway in the world. A section of the railway has a slope of about
The Incline Railway’s climb
up Lookout Mountain has 0.73. In this section, a vertical change of 1 unit corresponds to a horizontal change of
what length? Round your answer to the nearest hundredth. 1.37
© Dave G. Houser/CORBIS
been called “America’s

Most Amazing Mile.” A
round-trip on the railway 21. Critical Thinking In Lesson 5-1, you learned that in a linear function, a constant
lasts about 1.5 hours.
Practice A
change in x corresponds to a constant change in y. How is this related to slope?
Practice C
Name ________________________________________ Date __________________ Class__________________

LESSON
4-x
4-3
Practice B
Rate of Change and Slope
Practice B
Find the rise and run between each set of points. Then, write the slope of the line.
1. 2. 3.
M CS10_A1_MESE612225_C04L03.indd 249 2/6/11 2:21:37 AM

rise = 4 run = 5 rise = −6 run = 3 rise = 3 run = 4
4 3
slope = slope = −2 slope =
5 4
4. 5. 6.
rise = −1 run = 4 rise = 0 run = 4 rise = 6 run = 0

1
slope = − slope = 0 slope = undefined
4
7. 8. 9.
zero undefined positive

10. The table shows the amount of water in a
pitcher at different times. Graph the data and
show the rates of change. Between which two
hours is the rate of change the greatest? 2 and 3
Time (h) 0 1 2 3 4 5 6 7
Amount (oz) 60 50 25 80 65 65 65 50
20 Holt McDougal Algebra 1
Lesson 4-3 249 3/2/11 3:01:06 AM
Exercise 22 involves
finding the slope 22. a. The graph shows a relationship
ÃÌ>Ìi`Ê>ÝÕÊi>ÀÌÊ,>Ìi
from a graph and between a person’s age and his or
>ÝÕÊi>ÀÌÊÀ>Ìi
describing the rate of change. This her estimated maximum heart rate
Ó{ä
exercise prepares students for the in beats per minute. Find the slope. Óä]ÊÓää®
Li>ÌÃÉ®
-1 Óää
Èä]Ê£Èä®
Multi-Step Test Prep. b. Describe the rate of change in £Èä
this situation. For each yr that a £Óä
Data Collection To help stu- person ages, their max. heart rate nä
dents complete Exercise 28, decreases by 1 beat/min. {ä
see Technology Lab Activities. ä £ä Óä Îä {ä xä Èä Çä nä ä

}iÊÞÀ®
Answers
24a.
23. _
8.5
≈ 0.9444
23. Construction Most staircases in use today have 9-inch treads
and 8 __12 -inch risers. What is the slope of a staircase with these
9
measurements?
24. A ladder is leaned against a building. The bottom of the ladder
16 ft
is 9 feet from the building. The top of the ladder is 16 feet above
the ground. /Ài>`
a. Draw a diagram to represent this situation.

9 ft
b. What is the slope of the ladder?
16 _ ,ÃiÀ
9
25. Possible answer: The slope of 25. Write About It Why will the slope of any horizontal line be 0?
a horizontal line will always be Why will the slope of any vertical line be undefined?
0 because the y-coordinates of 26. The table shows the distance traveled by a car during a five-hour road trip.
any 2 points will be the same.
Therefore, the numerator in the Time (h) 0 1 2 3 4 5
slope formula will always be 0. Distance (mi) 0 40 80 80 110 160
The slope of a vertical line will
always be undefined because a. Graph the data and show the rates of change.
the x-coordinates of any 2 points b. The rate of change represents the average speed. During which hour was the
will be the same. Therefore, the car’s average speed the greatest? the fifth
denominator in the slope for-
27a. Possible 27. Estimation The graph shows the number of files 6ÀÕÃÊ-V>
mula will always be 0. Since you answer: (16, 420) scanned by a computer virus detection program
can’t divide by 0, the slope will over time.
always be undefined.
b. Possible answer:
&ILESSCANNED
(26, 650) a. Estimate the coordinates of point A.
"
26a. Road Trip b. Estimate the coordinates of point B.
50 mi
c. Possible answer:
160 30 mi h 23 c. Use your answers from parts a and b to estimate !
0 mi h the rate of change (in files per second) between
Distance (mi)
120 h points A and B.

80
28. Data Collection Use a graphing calculator
40 mi 4IMES
40 h and a motion detector for the following. Set the
40 mi equipment so that the graph shows distance on
h the y-axis and time on the x-axis.
0 1 2 3 4
a. Experiment with walking in front of the motion detector. How must you walk to
Time (h)
graph a straight line? Explain.
28a. Walk toward or away from the b. Describe what you must do differently to graph a line with a positive slope vs. a
Victoria Smith/HMH
motion detector at a constant line with a negative slope.
rate. A line has constant slope, c. How can you graph a line with slope 0? Explain.
and in this case slope repre-
sents ______
 distance
time
   , or rate. So keeping
 
the rate constant will result in a
line.
Name ________________________________________ Date __________________ Class__________________ Name ________________________________________ Date __________________ Class__________________ Name ___________
LESSON
4-x
4-3 Reading Strategies
Reading Strategies
Focus on Vocabulary
LESSON
4-x
4-3
Review for Mastery
Rate of Change and Slope
Reteach Revi
Rate o
b. Positive slope: walk away from Study the vocabulary web below to understand how rate of change and
slope are related.
A rate of change is a ratio that compares the amount of change in a
dependent variable to the amount of change in an independent variable.
When graphing
(same steepnes
the detector; negative slope: The table shows the average retail price of peanut butter from 1986 to 1997.
Find the rate of change in cost for each time interval. During which time interval
Find the slope
CS10_A1_MESE612225_C04L03.indd 250 2/6/11 2:21:39
Step 1: FirstAM
ch
walk toward the detector.

did the cost increase at the greatest rate?
Step 2: Begin a
Year 1986 1987 1989 1992 1997 Step 3: Count v
second
c. Stand still—as time passes, your Cost per lb ($) 1.60 1.80 1.81 1.94 1.78
This is t
negativ
distance from the detector does

Step 1: Identify independent and dependent variables.
Step 4: Count o
Year is independent. Cost is dependent.
This is t
Step 2: Find the rates of change.
not change. This graph is a hori- The table shows the temperatures (in °F)
1986 to 1987
change in cost
=
1.80 − 1.60 0.20
change in years 1987 − 1986
=
1
= 0.2 greatest rate of change
negativ
Step 5: Divide t
zontal line.
Time 8 am 11 am 1 pm 5 pm
at one location at different times. s
Temperature 68 80 84 88 change in cost 1.81− 1.80 0.01
1987 to 1989 = = = 0.005
change in years 1989 − 1987 2
This rate of change
1. Which is the dependent variable? temperature change in cost 1.94 − 1.81 0.13 is negative. The Find the slope o
1989 to 1992 = = ≈ 0.043
change in years 1992 − 1989 3 price went down 6.
2. Which is the independent variable? time during this time
change in cost 1.78 − 1.94 −0.16 period.
1992 to 1997 = = = −0.032
3. Calculate the rate of change for each time interval. change in years 1997 − 1992 5
12 4 4 The cost increased at the greatest rate from 1986 to 1987.
8 am to 11 am: = 4 11 am to 1 pm: = 2 1 pm to 5 pm: = 1
3 2 4
4. In everyday life, rise means to move in an upward direction. How can this help you The table shows the average retail price of cherries from 1986 to 1991.
remember the math definition? Find the rate of change in cost for each time interval.
upward is vertical and the y-axis is the vertical axis. Year 1986 1988 1989 1991
5. How can you use the everyday meaning of run to help you remember the math definition? Cost per lb ($) 1.27 1.63 1.15 2.26 2
people run horizontally and the x-axis is the horizontal axis.
change in cost 1.63 − 1.27 0.36 9.
6. Find the slope of the line. 1. 1986 to 1988 = = = 0.18
change in cost 1.15 − 1.63 −0.48

2. 1988 to 1989 = = = −0.48
change in cost 2.26 − 1.5 1.11

3. 1989 to 1991 = = = 0.555
change in years 1991− 1989 2
1
1989 to 1991 −
2 4. Which time interval showed the greatest rate of change? 2
− yes; 1988 to 1989
250 3 5. Was the rate of change ever negative? If so, when?
Chapter 4 Original content Copyright © by Holt McDougal. Additions and changes to the original content are the responsibility of the instructor. Original content Copyright © by Holt McDougal. Additions and changes to the original content are the responsibility of the instructor. Original content Copyright
CS10_A1_MECR710532_C04L03g-a.indd 26 3/2/11 3:01:14 AM CS10_A1_MECR710532_C04L03d-a.indd 22 3/2/11 3:01:10 AM

In Exercise 31,
choices F and H
29. The slope of which line has the greatest absolute value? Þ can be eliminated
{
line A line C immediately—the line in choice F
line B line D has zero slope, and the line in
Ý choice H has a negative slope.
30. For which line is the run equal to 0? {
line A line C
line B line D
{

31. Which line has a slope of 4?

y y
2
2 x
x
-2 0 2
-2 0 2 -2
-2
Journal
y y Have students compare a line with
2 2 a slope of 3 and a line with a slope
x of  __
1
3
 . Ask them to explain how they
-2 0 2 0 2 x are alike, how they are different, and
-2 -2
which line is steeper.

32. Recreation Tara and Jade are hiking up a hill. Each has a different stride. The run
for Tara’s stride is 32 inches, and the rise is 8 inches. The run for Jade’s stride is 36 Have students explain how to
inches. What is the rise of Jade’s stride? 9 in. tell whether the slope of a line is
33. Economics The table shows cost in dollars charged by an electric company for positive, negative, zero, or undefined
various amounts of energy in kilowatt-hours. simply by looking at the graph. They
should include sketches in their
Energy (kWh) 0 200 400 600 1000 2000 answer.
Cost ($) 3 3 31 59 115 150
a. Graph the data and show the rates of change.

b. Compare the rates of change for each interval. Are they all the same? Explain.
c. What do the rates of change represent?
4-3
d. Describe in words the electric company’s billing plan.
1. The table shows the number

of bikes made by a company
for certain days. Find the rate
of change for each time
period. During which time
period did the number of
bikes increase at the fastest
rate?
Day 1 2 5 7 11
Bikes 32 35 47 47 61
1 to 2: 3; 2 to 5: 4; 5 to 7: 0; 7
4-3 Rate of Change and Slope 251 to 11: 3.5; from days 2 to 5
Answers b. 0 kWh to 200 kWh: 0; 200 kWh to
2. 1
33a.
400 kWh: 0.14; 400 kWh to 600 kWh: 3
y -  _  
M CS10_A1_MESE612225_C04L03.indd 251 Electricity Costs 2/6/11 2:21:42 AM
(-3, 1) 3
0.14; 600 kWh to 1000 kWh: 0.14;
1000 kWh to 2000 kWh: 0.035; the x
120 3.5¢
kWh rates of change for 200 kWh to -2 0
90 14¢ 400 kWh, 400 kWh to 600 kWh, and (3, -1)
Cost ($)
kWh -3
0¢ 600 kWh to 1000 kWh are equivalent.
60 14¢
kWh
kWh c. the cost per kilowatt-hour undefined
30 3. y
14¢ d. Up to 200 kWh costs $3.00. Between
kWh 2
0 200 and 1000 kWh costs $0.14 per x
400 800 1200 1600
kWh. Between 1000 and 2000 kWh
Energy used (kWh) -2 0
costs $0.035 per kWh. -2
Lesson 4-3 251

4-3
Organizer Explore Constant Changes
Use with the lesson
Rate of Change and There are many real-life situations in which the amount of change is
Slope constant. In these activities, you will explore what happens when
Pacing: • a quantity increases by a constant amount.
Traditional 1 day
Block __
1
2
day • a quantity decreases by a constant amount.
Use with Rate of Look for and express CC.9-12.F.IF.6 Calculate and interpret
Objective: Explore the Change and Slope regularity in the average rate of change of a function
relationship between constant repeated reasoning. (presented symbolically or as a table) over
change and the slope of a line. Activity 1 a specified interval. Estimate the rate of
change from a graph.*
Janice has read 7 books for her summer reading club. She plans to read 2 books each
Online Edition week for the rest of the summer. The table shows the total number of books that Janice
will have read after different numbers of weeks have passed.
Countdown
1 What number is added to the number of books in Janice’s Summer Reading
each row to get the number of books in the next row? 2
Week Total Books Read
2 What does your answer to Problem 1 represent 0 7
in Janice’s situation? Describe the meaning of the
Lab Resources constant change.
1 9
2 11
Algebra Lab Activities 3 Graph the ordered pairs from the table. Describe 3 13
Lab Recording Sheet how the points are related.
4 15
Teach 4 Look again at your answer to Problem 1. Explain 5 17

how this number affects your graph.
Discuss
Encourage students to identify the
independent and dependent vari- Try This
ables for each situation. At a particular college, a full-time student must take at least 12 credit hours
per semester and may take up to 18 credit hours per semester. Tuition costs
Alternative Approach $200 per credit hour.
Have students write the function rule
1. Copy and complete the table by using the information above. Tuition Costs
for each scenario and compare the
number multiplied by the indepen- 2. What number is added to the cost in each row to get the cost in Credit Hours Cost ($)
dent variable with the amount of the next row? 200
12 2400
constant change. 3. What does your answer to Problem 2 above represent in the
situation? Describe the meaning of the constant change. 13 2600
4. Graph the ordered pairs from the table. Describe how the points 14 2800
Answers to Activity 1 are related.
2. The number of books Janice
15 3000
5. Look again at your answer to Problem 2. Explain how this
reads per week; the number of 16 3200
number affects your graph.
books read increases by 2 each 17 3400
week. 6. Compare your graphs from Activity 1 and Problem 4. How are
they alike? How are they different? 18 3600
7. Make a Conjecture Describe the graph of any situation that
involves repeated addition of a positive number. Why do you
think your description is correct?
Possible answer: It will be a line that ascends from left to right because the y-values will keep
increasing by the same amount.

Look for and express regularity in
repeated reasoning.
3. Janice’s Summer Reading Answers to Try This The points lie on a line
that ascends from left to
CC13_A1_MESE647036_C04AL.indd 252 3. The cost of one credit 4/29/11 6:20:16 AM
right.
16 hour; each additional
credit hour increases the 5. Possible answer: The
Books read
12
CC.9-12.F.IF.6 Calculate and interpret cost of tuition by $200. y-coordinate of each
the average rate of change of a function 8 point is 200 greater
4. Tuition Costs
(presented symbolically or as a table) than that of the previ-
4
over a specified interval. Estimate the rate ous point.
3200
of change from a graph.* 0 6. Possible answer: They
2 4
2400 are both points on lines
Cost ($)
Week
1600 that ascend from left to
The points lie on a line right. The tuition graph
that ascends from left to 800 forms a steeper line.
right.
4. Possible answer: The 0
State Resources Online 4 8 12 16
y-coordinate of each Credit hours
point is 2 greater than
252 Chapter 4 that of the previous
point.
Activity 2
Close
Key Concept
An airplane is 3000 miles from its destination. The plane is traveling at a rate of 540
miles per hour. The table shows how far the plane is from its destination after various If a situation involves a quantity that
amounts of time have passed. increases or decreases by a constant
amount, the data points will form
1 What number is subtracted from the distance in Airplane’s Distance a straight line. The steepness of the
each row to get the distance in the next row? 540
Time (h) Distance to Destination (mi) line is determined by the amount of
2 What does your answer to Problem 1 represent in increase or decrease.
0 3000
the situation? Describe the meaning of the constant
change.
1 2460 Assessment
2 1920 Journal Create a word problem
3 Graph the ordered pairs from the table. Describe 3 1380 involving a situation that uses
how the points are related.
4 840
repeated addition or subtraction.
Write at least five ordered pairs and
4 Look again at your answer to Problem 1. Explain graph the line. Explain how the
how this number affects your graph.
graph is related to the situation.
Try This Answers to Activity 2

A television game show begins with 20 contestants. Each week, the players vote 2 2. The plane’s speed; the distance
contestants off the show. to the destination is decreasing
8. Copy and complete the table by using the by 540 mi each hour.
Game Show
information above. 3. Airplane Trip
Week Contestants Remaining
Distance to destination (mi)

9. What number is subtracted from the number of
contestants in each row to get the number of 0 20 3200
contestants in the next row? 2 1 18 2400
10. What does your answer to Problem 9 represent in the 2 16 1600
situation? Describe the meaning of the constant change.
3 14 800
11. Graph the ordered pairs from the table. Describe how the
points are related. 4 12
0
12. Look again at your answer to Problem 9. Explain how this 5 10 1 2 3 4
number affects your graph. Time (h)
6 8
13. Compare your graphs from Activity 2 and Problem 11. The points lie on a line that
How are they alike? How are they different? descends from left to right.
14. Make a Conjecture Describe the graph of any situation that involves repeated 4. Possible answer: The
subtraction of a positive number. Why do you think your description is correct? y-coordinate of each point is
15. Compare your two graphs from Activity 1 with your two graphs from Activity 2. 540 less than that of the
How are they alike? How are they different? previous point.
16. Make a Conjecture How are graphs of situations involving repeated Answers to Try This
subtraction different from graphs of situations involving repeated addition? 10. The number of contestants voted
Explain your answer.
off each week; the total number
14. Possible answer: It will be a line that descends from left to right because you will keep of contestants is decreasing by 2
decreasing the y-values by the same amount. each week.
15. Possible answer: They both form lines. In Act. 1, the lines were ascending from left to right. 11. Game Show
In Act. 2, the lines were descending from left to right.
20
Contestants remaining
16. Possible answer: When situations involve repeated subt., the line is descending. When 16
situations involve repeated add., the line is ascending.
12
4–3 Algebra Lab 253 8
Teacher to Teacher 0 2 4 6
M CS10_A1_MESE612225_C04AL.indd 253 2/5/11 3:42:55 PM
Week
When I introduce slope, I use a motion detector to motivate the
lesson. I have a student walk at a normal pace toward the detector The points lie on a line that
while the class watches the graph appear on the overhead panel. descends from left to right.
We discuss how the axes are labeled (distance-time). Students 12. Possible answer: The
make and test conjectures about how to make the line more or y-coordinate of each point is 2
less steep (walk faster or slower) and about how to change the less than that of the previous
point.
direction of the graph (walk toward or away from the detector).
13. Possible answer: Both are points
We discuss the units of the slope (m/s) and determine that this is on lines that descend from left
speed, a rate of change. This also helps students remember that to right. The airplane graph is
the slope of a horizontal line is zero (standing still, having zero steeper.
Jennifer J. Southers speed), and that a vertical line has undefined slope, since it can-
Piedmont, SC not be created by the detector. By starting in this fashion, I can
always refer back to the motion detector activity as students con-
tinue to learn about slope. Algebra Lab 253
4-4 Organizer
4-4 The Slope Formula
Block __
1
day
2 CC.9-12.F.IF.6 Calculate and interpret the average rate of change of a function (presented symbolically or as
Objective: Find slope by using a table) over a specified interval. Estimate the rate of change from a graph.*
the slope formula. Objective Why learn this?
Find slope by using the You can use the slope formula to
slope formula. find how quickly a quantity, such as
Online Edition
the amount of water in a reservoir,
Tutorial Videos
is changing. (See Example 3.)
Countdown In a previous lesson, slope was described

as the constant rate of change of a line.
You saw how to find the slope of a line
by using its graph.
There is also a formula you can use to

find the slope of a line, which is usually
represented by the letter m. To use this
formula, you need the coordinates of
Warm Up two different points on the line.
Add or subtract.
1. 4 + (-6) -2 2. -3 + 5 2 Slope Formula
3. -7 - 7 -14 4. 2 - (-1) 3 WORDS FORMULA EXAMPLE
Find the x- and y-intercepts. The slope of a line is the If (x 1, y 1) and (x 2, y 2) are If (2, -3) and (1, 4) are
ratio of the difference in any two different points two points on a line, the
5. x + 2y = 8 x-int.: 8; y-int.: 4 y-values to the difference on a line, the slope of slope of the line is
in x-values between any y2 - y1 4 - (-3)
6. 3x + 5y = -15 x-int.: -5; the line is m = ______
x2 - x1 . m = _______
1-2
= ___
7
-1
= -7.
two different points on
y-int.: -3 the line.
EXAMPLE 1 Finding Slope by Using the Slope Formula

Find the slope of the line that contains (4, -2) and (-1, 2).
y2 - y1
m= _
x2 - x1
Use the slope formula.
The small numbers
A baker told his assistant to halve to the bottom right 2 - (-2)
of the variables are = _ Substitute (4, -2) for (x 1, y 1) and (-1, 2) for (x 2 , y 2).
the filling recipe for a cake. When -1 - 4
the baker asked for the filling, the called subscripts.
=_ 4 Simplify.
Read x 1 as “x sub
assistant replied, “But I ate it!” -5
one” and y 2 as
“Why did you do that?” demanded “y sub two.” = -_4
5
the baker. 4.
The slope of the line that contains (4, -2) and (-1, 2) is - _
“You told me to have it!” 5
1a. Find the slope of the line that contains (-2, -2) and (7, -2). 0
© Patrick Eden/Alamy Photos

1b. Find the slope of the line that contains (5, -7) and (6, -4). 3
3, _
1c. Find the slope of the line that contains _
4 5 ( ) ( )
7 and _
1, _
4 5
2 .
2
1 Introduce
CC.9-12.F.IF.6 Calculate and interpret
the average rate of change of a function
Motivate
(presented symbolically or as a table) The Slope Formula

over a specified interval. Estimate the In this Exploration, you will investigate
Display the graph of a line (not horizontal or
y
rate of change from a graph.*

a shortcut for finding the slope of a line. 10 vertical) and plot and label two points whose
1. What is the rise from point A to
point B ? 3
B(8, 6)
coordinates are fractions or decimals. Ask students
5
2. What is the run from point A to
point B ? 6 A(2, 3)
how they would find the slope. Possible answer:
3. What is the slope of the line? 1
__
2 0 5 10
x Count the rise and run and then find ___ rise
run . Because
4. Explain how you could have found the rise by using only the the coordinates are not integers, counting rise and
y-coordinates of the two points, without seeing the graph.
Subtract the y-coordinates T6 3 3 E. run is more difficult, and an error is likely. Tell stu-
5. Explain how you could have found the run by using only the
x-coordinates of the two points, without seeing the graph.
Subtract the x-coordinates T8 2 6 E.
dents that in this lesson, they will learn a formula
THINK AND DISCUSS to find the slope without counting.
6. Describe a general method you can use to find the slope
of a line if you are given the coordinates of two points on the
State Resources Online line. Subtract the y-coordinates to find the run; subtract the x-coordinates to find the
rise; then divide the rise by the run. Explorations and answers are provided in your
7. Explain how you could use your method to find the slope of
the line that contains the points S5, 8 D and S10, 18 D.
10 2
rise 18 8 10; run 10 5 5; slope ___
online resources.
5
254 Chapter 4
Sometimes you are not given two points to use in the formula. You might have to
choose two points from a graph or a table.

"" Ê ,,",
,/
EXAMPLE 2 Finding Slope from Graphs and Tables When using the slope formula, stu-
Each graph or table shows a linear relationship. Find the slope. dents may subtract the x- and
y-values in different orders.
A Þ
{ Encourage students to label their
Let (2, 2) be (x1, y1) and (-2, -1) be (x 2 , y 2). ordered pairs first and second so
Ó
Ó]Ê£® Ó]ÊÓ® that the x- and y-values are always
Ý
ä
subtracted in the same order.
{ Ó {
Ó
{
y2 - y1
Additional Examples
m= _x2 - x1 Use the slope formula.
Example 1
= -1
_ -2
Substitute (2, 2) for (x 1, y 1) and (-2, -1) for (x 2 , y 2). Find the slope of the line that
-2 - 2
=_-3 Simplify. contains (2, 5) and (8, 1). -__
2
3
-4
=_3
4
Example 2
B x 2 2 2 2
Each graph or table shows a
linear relationship. Find the
y 0 1 3 5
slope.
Step 1 Choose any two points from the table. Let (2, 0) be (x 1, y 1) and A. 2
(2, 3) be (x 2 , y 2).
Step 2 Use the slope formula. (0, 2)
2
y2 - y1
m= _ x2 - x1 Use the slope formula. x
3 - 0 -2 0 2
=_ Substitute (2, 0) for (x1, y1) and (2, 3) for (x 2 , y 2). (-2, -2)
2-2
= 3
_ Simplify.
0
The slope is undefined. B. x -2 -1 0 1
y 5 3 1 -1
Each graph or table shows a linear relationship. Find the slope.
2a. 8 y 1 2b. Þ -3 _ {
-2
2 Ó]Ê{®
(8, 6) Also available online
6 Ó
4 Ý
(4, 4) { Ó ä Ó {
Ó ä]ÊÓ®
x
INTERVENTION
Questioning
0 {ÊÊ Strategies
2 4 6 8
2c. x 0 2 5 6 2 2d. x -2 0 2 4 - _3 EX AM P LE 1
2
y 1 5 11 13 y 3 0 -3 -6 • If a line has slope 0, what will be
true about the y-coordinates of any
Remember that slope is a rate of change. In real-world problems, finding the
two points on that line?
slope can give you information about how a quantity is changing. • If a line has undefined slope, what
will be true about the x-coordi-
4-4 The Slope Formula 255 nates of any two points on that
line?
2 Teach EX AM P LE 2
M CS10_A1_MESE612225_C04L04.indd 255 • When you are given more than one
2/8/11 6:10:10 PM
point, how do you know which

Guided Instruction points to use in the slope formula?
Be sure students understand slope as the Through Cooperative Learning • How could you check your
ratio of rise to run. Be sure that students Divide the class into groups of 3–5 students. answers?
can see that both methods—using the Each group will need four number cubes.
slope formula and using a graph to count These can be found in the Manipulatives Kit Visual For problems like
rise and run—yield the same result. (MK). One member of the group rolls the those in Example 1, stu-
number cubes. Each member then uses the dents can check that their
Multiple Representations It is rolled numbers to create two ordered pairs answer is reasonable by plotting the
important for students to realize and calculates the slope of the line between two points and connecting them
that the slope of a line is always these two points. The student who finds the with a line. They can then check that
the same, no matter which two points on steepest slope wins the round and receives the direction of the line matches the
the line are used to determine the slope. one point. (Note that a negative slope may sign of the slope.
Use examples to demonstrate this. be steeper than a positive one.) Play until
one student reaches five points.
Lesson 4-4 255
EXAMPLE 3 Environmental Science Application
The graph shows how much water is in
Water in Reservoir
Additional Examples a reservoir at different times. Find the
slope of the line. Then tell what the
Water (thousand ft3)

(20, 3000)
3000
Example 3 slope represents.
2500
The graph shows the average Step 1 Use the slope formula. 2000
(60, 2000)
y2 - y1 1500
electricity costs (in dollars) for m= _
x2 - x1 1000
operating a refrigerator for sev- 500
eral months. Find the slope of = 2000
__ - 3000
0
60 - 20 10 20 30 40 50 60
the line. Then tell what the slope
-1000 = -25 Time (h)
represents. =_
40
Refrigerator Step 2 Tell what the slope represents.
Electricity Costs In this situation, y represents volume of water and x represents time.
Cost of electricity ($)
change in volume _________________

So slope represents _____________ in units of thousands of cubic feet
hours
.
24 (4, 24)
change in time
A slope of -25 means the amount of water in the reservoir is decreasing
18 (negative change) at a rate of 25 thousand cubic feet each hour.
12 (2, 12)
3. The graph shows the height of a plant over a period of days.
6
Find the slope of the line. Then
Plant Growth
tell what the slope represents.
0 2 4 6 8 24
Height (cm)
(50, 20)
Time (mo)
__1 ; the height of the plant is 20
16
2
slope = 6; cost to run refrigerator increasing at a rate of 1 cm
12
8 (30, 10)
is $6/mo every 2 days. 4
Example 4 0 10 20 30 40 50
If you know the equation that describes a line, you Time (days)
Find the slope of the line
can find its slope by using any two ordered-pair
described by 4x - 2y = 16. 2 solutions. It is often easiest to use the ordered pairs that contain the intercepts.
EXAMPLE 4 Finding Slope from an Equation

Find the slope of the line described by 6x - 5y = 30.
INTERVENTION
Questioning Step 1 Find the x-intercept. Step 2 Find the y-intercept.
Strategies
Questioning Strategies 6x - 5y = 30 6x - 5y = 30
6x - 5(0) = 30 Let y = 0. 6(0) - 5y = 30 Let x = 0.
EX A M P L E 3 6x = 30 -5y = 30
• What kind of slope represents a 6x = _
_ 30 -5y
_=_ 30
negative rate of change? a positive 6 6 -5 -5
rate of change? x=5 y = -6
• What does time 0 represent? Step 3 The line contains (5, 0) and (0, - 6). Use the slope formula.
y2 - y1 - 6-0 -6 6
EX A M P L E 4 m= _ _ _ _
x 2 - x 1 = 0 - 5 = -5 = 5
• Do you have to find the x- and
y-intercepts to find the slope? 4. Find the slope of the line described by 2x + 3y = 12. - _2
Explain why or why not. 3
• How could you solve this problem
by graphing?
Math Background Point

out to students that the
slope formula is the 3 Close
change in y divided by the corre- CS10_A1_MESE612225_C04L04.indd 256 2/8/11 6:10:12 PM
sponding change in x, which can

also be represented with the Greek Summarize and INTERVENTION
Δy Write the coordinates A(9, 2) and B(5, -1) Diagnose Before the Lesson
letter Δ (delta): ___
Δx
, which is read
on the board. Have half of the class use Warm Up, TE
“delta y over delta x.”
the slope formula with A as (x1, y1) , and
have the other half use B as (x1, y1).
Compare answers. Each method will give
Check It Out! Exercises, SE
a slope of __
3
4
. Remind students that it does
Questioning Strategies, TE
not matter which point you choose to be
(x1, y1), but once the choice is made, you
must subtract the y-coordinates and Assess After the Lesson
x-coordinates in the same order. Lesson Quiz, TE
256 Chapter 4
Answers to Think and Discuss
THINK AND DISCUSS 1. y-values; x-values
1. The slope of a line is the difference of the ? divided by the 2. vertical line
difference of the ? for any two points on the line. 3. See Additional Answers.
2. Two points lie on a line. When you substitute their coordinates into the
slope formula, the value of the denominator is 0. Describe this line.
3. GET ORGANIZED Copy and complete the
graphic organizer. In each box, describe how &INDING3LOPE
to find slope using the given method.
&ROMA &ROMA &ROMAN
GRAPH TABLE EQUATION
4-4 4-4 Exercises

Exercises
GUIDED PRACTICE
-1 _ Assignment Guide
-_
SEE EXAMPLE 1 Find the slope of the line that contains each pair of points.
3
1. (3, 6) and (6, 9) 1 2. (2, 7) and (4, 4) 3. (-1, -5) and (-9, -1) 2 Assign Guided Practice exercises
2
as necessary.
SEE EXAMPLE 2 Each graph or table shows a linear relationship. Find the slope.
4. Þ
_1 5. x y 10 If you finished Examples 1–2
{]ÊÓ®
2 Basic 11–15, 22
Ó
0 25 Average 11–15, 22, 29, 30
Ý
Ó]Ê£® ä Ó {
2 45 Advanced 11–15, 29–36
Ó 4 65
If you finished Examples 1–4
6 85 Basic 11–22, 25–28
Average 11–28, 32–37
SEE EXAMPLE 3 Find the slope of each line. Then tell what the slope represents.
Advanced 11–20, 22–37
6. /Ì>Ê*>Þ 7. Peanut Butter
6. 10; the money Homework Quick Check
earned is (4860, 9)
Jars of peanut butter
£nä 9 Quickly check key concepts.

£Ó]Ê£Èä®
iÞÊi>Ài`Êf®
increasing at a £Èä 8
£{ä 7 Exercises: 12, 14, 16, 18, 22
rate of $10/h. £Óä 6
£ää 5
nä 4
{]Ênä®
Èä 3
{ä (1620, 3)
2
Óä 1
ä Ó { È n £ä £Ó 0 2000 4000
/iÊÜÀi`Ê® Peanuts
7. ___
1
; for each jar of peanut butter, 540 peanuts are needed.
540
_9
SEE EXAMPLE 4 Find the slope of the line described by each equation.
8. 8x + 2y = 96 -4 9. 5x = 90 - 9y - 5 _ 10. 5y = 160 + 9x
9 5
4-4 The Slope Formula 257

in solving them. Exercises 22, 25
Reason abstractly and quantitatively.
M CC13_A1_MESE647036_C04L04.indd 257 4027011 12:24:27 PM
Exercises 6–7, 16–17
Construct viable arguments and critique
the reasoning of others. Exercises 21,
23–24
Exercises 1–5, 8–15, 18–20, 29–37
Lesson 4-4 257

Exercise 25 involves PRACTICE AND PROBLEM SOLVING
writing a function to Independent Practice Find the slope of the line that contains each pair of points.
describe a relation- For See
11. (2, 5) and (3, 1) -4 12. (-9, -5) and (6, -5) 0 13. (3, 4) and (3, -1) undef.
Exercises Example
ship, calculating the slope, and inter-
11–13 1
preting the slope in a real-world con- Each graph or table shows a linear relationship. Find the slope.
14–15 2
text. This exercise prepares students
16–17 3 14. 15.
for the Multi-Step Test Prep. 18–20 4
x y
_7 {
Þ
- _3
1 18.5
2 Ó ä]ÊÓ®
4
Extra Practice
Answers See Extra Practice for
more Skills Practice and
2 22 Ý
3 25.5 { Ó ä Ó
23b. The speed and the slope are Applications Practice
{]Ê£®
exercises. Ó
both equal to the dist. divided 4 29
by time.
Find the slope of each line. Then tell what the slope represents.
16. __
5
; temp. in 16. /i«iÀ>ÌÕÀiÊ
ÛiÀÃ 17. }Ê*ÌÊvÊ7>ÌiÀ
9
Celsius is increasing
}Ê«ÌÊc®
at a rate of 5 °C for
4EMPERATUREª#
Ó£{ xää]ÊÓ£Ó°®
each 9 °F.
Ó£Ó
17. - ____

9 Ó£ä
; the boiling Óän
5000
point is decreasing ÓäÈ Óxää]ÊÓäÇ°x®
at a rate of 9 °F for

£äää ä £äää Óäää
each 5000 ft above sea ÌÌÕìÊ>LÛiÊÃi>ÊiÛiÊvÌ®
4EMPERATUREª&
level.
Find the slope of the line described by each equation.

18. 7x + 13y = 91 -
_
7
19. 5y = 130 - 13x - _
13
20. 7 - 3y = 9x -3
13 5
21. /////ERROR ANALYSIS///// Two students found the slope of the line that contains
(-6, 3) and (2, -1). Who is incorrect? Explain the error. Student B. The student did not
use the same coordinate pair order in the denom. as in the num.
! "
*, - * *, - *
f XXXXXXXXXXXXXXXX XXXX XXX f XXXXXXXXXXXXXXXX XXXX XXX
+!/" 1 + /+ 1 +
22. Environmental Science The table shows how the number of cricket chirps per
minute changes with the air temperature.
Temperature (°F) 40 50 60 70 80 90
Chirps per minute 0 40 80 120 160 200
a. Find the rates of change. The rate of change for each interval is . _________
4 chirps/min
1 °F
b. Is the graph of the data a line? If so, what is the slope? If not, explain why not.
24. Possible answer: yes; 4
Given the 2 pts. 23. Critical Thinking The graph shows the distance traveled ÃÌ>ViÊ/À>Ûii`
(x 1, y 1) and (x 2, y 2), by two cars.

>ÀÊ£
Ê Ê
you could substitute a. Which car is going faster? How much faster? car 1; 20 mi/h nä
>ÀÊÓ
into the slope for- b. How are the speeds related to slope? Èä
mula or graph the 2 ÃÌ>ViÊ {ä
c. At what rate is the distance between the cars changing?
points, connect with 20 mi/h
Óä
a line, 24. Write About It You are given the coordinates of two ä £ Ó Î {
Practice A and count the points on a line. Describe two different ways to find the /iÊ®
Practice C rise and run. slope of that line.
Name ________________________________________ Date __________________ Class__________________
Practice B
LESSON
4-x
4-4
The Slope Formula
Practice B 258 Chapter 4 Linear Functions
Find the slope of the line that contains each pair of points.
Name ________________________________________ Date __________________ Class__________________ Name ________________________________________ Date __________________ Class__________________ Name ___________
1. (2, 8) and (1, −3) 2. (−4, 0) and (−6, −2) 3. (0, −2) and (4, −7)
Reading Strategies
y − y1 y − y1 y − y1
Reteach Revi
LESSON LESSON
m= 2 m= 2 m= 2
x2 − x1 x2 − x1 x2 − x1 4-x
4-4 4-x
4-4
Understanding Mathematical Notation The Slope Formula The S
=
−3 − 8 =
−2 − 0 =
−7 − −2 In the slope formula, x- and y-values of two different points are identified You can find the slope of a line from any two ordered pairs. The ordered pairs can You can also fin
1− 2 −6 − − 4 4 − 0 using subscripts, as described below. be given to you, or you might need to read them from a table or graph. Find the slope
=
−11 = 11 =
−2 = 1 =
−5 Find the slope of the line that contains (−1, 3) and (2, 0). Step 1: To find
−1 −2 4 Read: “y sub 2” Read: “y sub 1” Step 1: Name the ordered pairs. (It does not matter which is first for y.
CS10_A1_MESE612225_C04L04.indd 258
Mean: y-value of Mean: y-value of
2/8/11 6:10:16 PM
and which is second.)
Each graph or table shows a linear relationship. Find the slope. the 2nd point the 1st point
4. 5. 6. first ordered pair second ordered pair
x y (−1, 3) (2, 0) x − 3y = −9
1 3.75 x − 3(0) = −9
2 5 y 2 − y1 Step 2: Label each number in the ordered pairs.
m= x = −9
x2 − x1 (−1, 3) (2, 0)
3 6.25
(x1, y1) (x2, y2) The x-intercept
4 7.50
Step 3: Substitute the ordered pairs into the slope formula.
5 8.75
y 2 − y1 Step 3: Use the
Read: “x sub 2” Read: “x sub 1” m=
Mean: x-value of Mean: x-value of x2 − x1 y2 −
3 3 m=
1.25 − the 2nd point the 1st point
=
0−3 x2 −
5 4 2 − ( −1) 3−
−3 =
Find the slope of each line. Then tell what the slope represents. = 0−(
7. 8. Answer questions 1–3 using the table below. 3 3
= −1 =
9
x −3 −2 −1 0 1 The slope of the line that contains (−1, 3) and (2, 0) is −1. 1
=
y 2 4 6 8 10 3
Find the slope of each linear relationship.
The slope of the
1. If you use −2 to represent x1, what is the value of y1? 4 1. 2. x y 3. The line contains
(5, −2) and (7, 6).
2. Choose a different point to represent (x2, y2). Possible answer: (−1, 6) 4 −5 Find the slope o
3. Calculate the slope of the line represented by the table. 2 8 −3 4. −2x − 5y = 1
Use the graph to complete questions 4 and 5. 12 −1

3 400
; the salary increases − ; the number of people remaining 4. Which two ordered pairs are plotted 16 1
2 3
on the graph? 2
$3 every 2 years. decreases by 400 every 3 hours. −
(−4, 1) and (6, 5) 5
Find the slope of the line described by each equation.
5. What is the slope of the line? 7. 8y − 4x = 32
9. 3x + 4y = 24 10. 8x + 48 = 3y
3 8 2
−
4 3 5
3 1
6. Find the slope of the line that contains 4 1
Original content Copyright © by Holt McDougal. Additions and changes to the original content are the responsibility of the instructor. 4 2
28 Holt McDougal Algebra 1 (3, 6) and (−4, 6). 0 2
7. Describe the line in problem 6. horizontal
258
CS10_A1_MECR710532_C04L04b-a.indd 28 Chapter 4 3/2/11 3:03:56 AM
Original content Copyright © by Holt McDougal. Additions and changes to the original content are the responsibility of the instructor. Original content Copyright © by Holt McDougal. Additions and changes to the original content are the responsibility of the instructor. Original content Copyright
CS10_A1_MECR710532_C04L04g-a.indd 34 3/2/11 3:04:03 AM CS10_A1_MECR710532_C04L04d-a.indd 30 3/2/11 3:03:59 AM

In Exercise 26, stu-
25. a. One way to estimate your maximum heart rate is to subtract your age from 220. dents who chose A
Write a function to describe the relationship between maximum heart rate y and may have subtracted
age x. y = 220 - x the coordinates in different orders or
b. The graph of this function is a line. Find its slope. Then tell what the slope made an error in integer subtraction.
represents.
Answers
25b.
Maximum heart rate (beats/min)

Age-Based Maximum Heart Rate
200
160
26. The equation 2y + 3x = -6 describes a line with what slope?
120
3
_ 0 1
_ 3
-_
2 2 2
0 18 36 54 72 90
27. A line with slope - __
1
3
could pass through which of the following pairs of points?
Age (yr)
(0, - _13 ) and (1, 1) 1, -_

(0, 0) and - _ 1
( 3 3 ) The slope is -1; for every year
increase, the max. heart rate
(-6, 5) and (-3, 4) (5, -6) and (4, 3)
decreases 1 beat/min.
28. Gridded Response Find the slope of the line that contains (-1, 2) and (5, 5).
_1 , or 0.5
2
Find the slope of the line that contains each pair of points.
29. (a, 0) and (0, b) - b
2y _
31. (x, y) and (x + 2, 3 - y) 30. (2x, y) and (x, 3y) - _
x a 3
-y _ Journal
Find the value of x so that the points lie on a line with the given slope. 2
32. (x, 2) and (-5, 8), m = -1 1 33. (4, x) and (6, 3x), m = _1 1 _ Have students describe similarities
and differences between each meth-
2 2
1 -3 od of finding slope—counting the
34. (1, -3) and (3, x), m = -1 -5 35. (-10, -4) and (x, x), m = _ rise and run and using the formula.
7
36. A line contains the point (1, 2) and has a slope of __12 . Use the slope formula to find
another point on this line. Possible answer: (3, 3)
37. The points (-2, 4), (0, 2), and (3, x - 1) all lie on the same line. What is the value
of x? (Hint: Remember that the slope of a line is constant for any two points on
Have students graph four lines with
the line.) 0
different slopes—one positive, one
negative, one zero, and one unde-
fined. They should then label two
points on each and find each slope
by using the slope formula.
4-4
Victoria Smith/HMH
1. Find the slope of the line that

1
contains (5, 3)and (-1, 4). -  _  
6
2. Find the slope of the line. Then
4-4 The Slope Formula 259
tell what the slope represents.
Problem Solving Challenge
LESSON LESSON
4-x
4-4
The Slope Formula
4-x
4-4
Exploring the Meaning of a Difference Quotient Tour Bus Travel
Write the correct answer. When two variables x and y are related and (x1, y1) and (x2, y2) satisfy the
Distance (mi)
relationship, you can write the quotient as shown at right. The quotient y 2 − y1
1. The graph shows the number of 2. The graph shows how much flour is in
is called a difference quotient. x2 − x1
emergency kits assembled by a bag at different times. Find the slope of
volunteers over a period of days. Find the line. Then tell what the slope The difference quotient can have different meanings in different situations.
M CS10_A1_MESE612225_C04L04.indd 259
the slope of the line. Then tell what the
slope represents.
represents.
In Exercises 1–5, use the grid at the right.
2/8/11 6:10:17 PM 200
1. Graph and connect A(−2, −3), B(1, 3), and C(3, 7).
(3, 150)
2. Calculate the slope of AB and of BC . Slope of AB = 100 (1, 50)
Slope of BC = 2
3. On the same grid, graph D(2, 6). Connect A, B and D.
4. Calculate the slope of AB and of BD . Slope of AB = 2;

Slope of BD = 3
0 1 2 3 4
5. Explain how to use a difference quotient to determine whether three
points are collinear, that is, whether three points lie on the same line.
Points A, B, and C lie on a line if the slopes of AB, BC and AC are equal.
Time (h)
12; the number of kits 0.2; the number of pounds
assembled per day. of flour used per day. Another application of the difference quotient is the measurement of the grade, or steepness,
3. The function 20x − y = 250 describes the profit y of a road. A grade of 3% means that the road surface rises 3 feet for every horizontal run of
Bridget can make from selling x pairs of earrings.
The graph of this function is a line. Find its slope. 20
100 feet. A roadway that slopes down has a negative grade.
6. If the vertical rise of a highway is 150 feet when the
50; speed of bus is 50 mi/h
The graph below shows the cost of membership at Fabulously Fit.
horizontal run is 5000 feet, what is the grade of the road? 3%
Use the graph to answer questions 4–7. Select the best answer.
4. What is the slope of the line?
7. If the grade of a road is 5%, what is the vertical rise
of the road when the horizontal run is 6000 feet? 300 feet 3. Find the slope of the line
A 24 C 50 8. On a certain stretch of road, the point 420 feet east of
point A is 24 feet lower than point A. Point B, 600 feet
1  
described by x + 2y = 8. -  _
B 35
5. What does the slope represent?
D 70 east of A, is 36 feet lower than point A.
a. Find the grade of the road surface between points A and B. 6%
2
F the enrollment fee
G the late payment fee
b. Would a motorist driving along a stretch of road from point B
to point A report the same grade for the road as a motorist Also available online
H the total cost of membership driving from A to B would report? Explain your response.
J the monthly membership fee No; the uphill grade is positive and the downhill grade is negative.
6. A second line is graphed that shows In economics, the additional cost to produce one more unit of an item is
the cost of membership at The Fitness 7. How much greater is the monthly fee at called the marginal cost of the item. Marginal cost is found by computing
Studio. The line contains (0, 35) and Fabulously Fit than The Fitness Studio? manufacturing cost
(5, 85). What is the slope of this line? the difference quotient, or difference in .
F $15 H $35 difference in units made
A 10 C 45 9. The cost that a manufacturer pays for producing 5 pairs of shoes is $113.
G $25 J $40
The cost to produce 12 pairs of shoes is $127. Use a difference quotient to find
B 20 D 50
the marginal cost. $2
Lesson 4-4 259

4-5 Organizer
4-5 Direct Variation
Block __
1
2
day
CC.9-12.A.CED.2 Create equations in two or more variables to represent relationships between quantities; graph equations on
Objective: Identify, write, and coordinate axes with labels and scales.* Also CC.9-12.F.LE.1*, CC.9-12.F.LE.2*, CC.9-12.A.CED.3*, CC.9-12.F.IF.5*, CC.9-12.F.IF.7*
graph direct variation. Objective Who uses this?
Identify, write, and graph Chefs can use direct variation to
direct variation. determine ingredients needed for
Online Edition
a certain number of servings.
Tutorial Videos Vocabulary
direct variation
A recipe for paella calls for 1 cup of rice
Countdown constant of variation
to make 5 servings. In other words, a chef
needs 1 cup of rice for every 5 servings.
Rice (c) x 1 2 3 4
Paella is a rice dish that originated
Servings y 5 10 15 20 in Valencia, Spain.
The equation y = 5x describes this relationship. In this relationship, the number

of servings varies directly with the number of cups of rice.
Warm Up
A direct variation is a special type of linear relationship that can be written in
Solve for y. the form y = kx, where k is a nonzero constant called the constant of variation .
1. 3 + y = 2x 2. 6x = 3y
y = 2x - 3 y = 2x EXAMPLE 1 Identifying Direct Variations from Equations
Write an equation that Tell whether each equation represents a direct variation. If so, identify the
describes the relationship. constant of variation.
A y = 4x
3. y = 3x
x 1 2 3 4 This equation represents a direct variation because it is in the form
y 3 6 9 12 y = kx. The constant of variation is 4.
B -3x + 5y = 0
Solve for x. -3x + 5y = 0 Solve the equation for y.
3 x
4. _ = _ 9 + 3x
−−−−−− −−−
+ 3x Since -3x is added to 5y, add 3x to both sides.
5 15 5y = 3x
6 1.5
5. _ = _
2 x 0.5 _
5y
=
3x _ Since y is multiplied by 5, divide both sides by 5.
5 5
y= 3
_ x
5
This equation represents a direct variation because it can be written in
the form y = kx. The constant of variation is __35 .
C 2x + y = 10
2x + y = 10 Solve the equation for y.
- 2x - 2x Since 2x is added to y, subtract 2x from both sides.
Parent: How is your math −−−−−− −−−
homework going? y = -2x + 10
This equation does not represent a direct variation because it cannot be
Child: Well, m is negative, so at least
written in the form y = kx.
I’m on the down slope!
1a. no
_3
© Steve Lupton/Corbis
Tell whether each equation represents a direct variation. If so,
1b. yes; - identify the constant of variation.
4
1c. yes; -3 1a. 3y = 4x + 1 1b. 3x = -4y 1c. y + 3x = 0
1 Introduce
CC.9-12.A.CED.2 Create equations
in two or more variables to represent
Motivate
relationships between quantities; graph Direct Variation

equations on coordinate axes with labels You will need a graphing calculator for this Exploration.
Have a volunteer count the number of people
and scales.* 1. Use your calculator to graph the present in the classroom and multiply the num-
following functions in the same viewing
CC.9-12.F.LE.1 Distinguish between window.

y 3x
ber by 2. Ask what the product could represent
situations that can be modeled with linear 1x
y __
2
in relation to the number of people in the room.
y 5x
functions and with exponential functions.* 2. What do you notice about the graphs? What do they all have
Possible answer: number of shoes What could
b. Recognize situations in which one
in common? All are straight lines through (0, 0).
3. Make a table for the function y 3x as follows. Press Y=
the product represent if you multiplied by 10?
quantity changes at a constant rate per
and delete the functions
TABLE
that have been entered for Y2 and
Y3. Then press 2nd GRAPH to view the table for Y1.
Possible answer: number of fingers
unit interval relative to another. 4. Choose any row of the table except the row for x 0. Divide
the y-value by the x-value. What is the result? Is this true for
Tell students that these are examples of direct
every row of the table? 3; yes
5. Follow the same procedure to examine the tables for y __ 1x variations.
2
and y 5x. For each row Sexcept x 0 D, divide the y-value
State Resources Online by the x-value. Describe the results for each function.
THINK AND DISCUSS
6. Predict what would happen if you made a table of values for
y 7x and divided any y-value by its corresponding x-value
online resources.
Sexcept x 0 D. The quotient will always be 7.
260 Chapter 4
7. Describe the graph of an equation that has the form y kx,
where k p 0 a straight line through T 0 0 E
What happens if you solve y = kx for k?

"" Ê ,,",
y = kx ,/
_y = _
kx Divide both sides by x (x ≠ 0).
x x Students may have trouble differenti-
y
_=k ating between a direct variation and
x a simple linear relationship like
y
So, in a direct variation, the ratio __x is equal to the constant of variation. Another y = x + 2. Explain that although
y
way to identify a direct variation is to check whether __x is the same for each both y = 2x and y = x + 2 are linear
ordered pair (except where x = 0). functions, the relationship between x
and y in a direct variation always has
a y-intercept of 0.
EXAMPLE 2 Identifying Direct Variations from Ordered Pairs
Tell whether each relationship is a direct variation. Explain.
A x 1 3 5
y 6 18 30 Additional Examples
Method 1 Write an equation. Example 1

y = 6x Each y-value is 6 times the corresponding x-value. Tell whether each equation
This is a direct variation because it can be written as y = kx, represents a direct variation.
where k = 6. If so, identify the constant of
variation.
y
Method 2 Find __x for each ordered pair.
A. y = 3x yes; 3
6 =6
_ 18 = 6
_ 30 = 6
_
1 3 5 B. 3x + y = 8 no
y
This is a direct variation because __x is the same for each ordered pair. C. -4x + 3y = 0 yes; __
4
3
B x 2 4 8 Example 2
y -2 0 4
Tell whether each relationship
Method 1 Write an equation. is a direct variation. Explain.
y=x-4 Each y-value is 4 less than the corresponding x-value. A. x 2 4 6

This is not a direct variation because it cannot be written as y = kx. y 6 12 18
y
Method 2 Find __x for each ordered pair. Yes; possible answer: the
y
value of __x is the same for each
-2 = -1
_ 0 =0
_ 4=1
_ _ ordered pair.
2 4 8 2
y
This is not a direct variation because __x is not the same for all B. x 1 3 7
2a. No; possible answer: ordered pairs.
the value of __x is not the
y y -2 0 4
same for each ordered Tell whether each relationship is a direct variation. Explain. No; possible answer: the value
y
pair. of __x is not the same for each
2a. x y
2b. x y
2c. x y
2b. Yes; possible answer: ordered pair.
the value of __x is the same
y -3 0 2.5 -10 -2 5
1 3 5 -20 1 3
for each ordered pair.
3 6 7.5 -30 4 1
2c. No; possible answer:
the value of __x is not the
y
same for each ordered If you know one ordered pair that satisfies a direct variation, you can write the INTERVENTION
Questioning
pair. equation. You can also find other ordered pairs that satisfy the direct variation. Strategies
4-5 Direct Variation 261 EX AM P LE 1

• Is the constant of variation always
the coefficient of x? Explain.
2 Teach
M CS10_A1_MESE612225_C04L05.indd 261 EX AM P LE
2/17/11 1:27:59 PM 2
y
• Why does finding __x for each
Guided Instruction ordered pair tell you whether the
Review writing an equation from a table. Through Multiple Representations relationship is a direct variation?
Remind students that they are looking for a Have students work in small groups. Using • If the coefficient of x is 1, can the
consistent relationship between x and y in a ruler (MK), each group should measure relationship be a direct variation?
which y is always a constant multiple of x. and record the thickness of one algebra Explain.
Before Example 3, review solving a propor- book. Then have them measure and record
tion by using cross products. the height of 2 algebra books, 3 algebra Inclusion Point out that
books, and so on, until all group mem- a linear equation cannot
Visual Some students may find bers’ books are on the stack. Using these be a direct variation if
a table of values easier to read if data, ask each group to explain how the the value of C is nonzero when the
the values are written in columns relationship between the number of books equation is written in standard form
rather than rows. and the height of the stack models a direct (Ax + By = C).
variation.
Lesson 4-5 261

EXAMPLE 3 Writing and Solving Direct Variation Equations
The value of y varies directly with x, and y = 6 when x = 12.
Additional Examples Find y when x = 27.
Method 1 Find the value of k and then write the equation.
Example 3
y = kx Write the equation for a direct variation.
The value of y varies directly with 6 = k (12) Substitute 6 for y and 12 for x. Solve for k.
x, and y = 3 when x = 9. Find y 1 =k
_ Since k is multiplied by 12, divide both sides by 12.
when x = 21. 7 2
1 x. When x = 27, y = _
The equation is y = _ 1 (27) = 13.5.
Example 4 2 2
Method 2 Use a proportion.
A group of people are tubing y y
6 =_
_ In a direct variation, _
down a river at an average speed 12 27 x is the same for all values of x and y.
of 2 mi/h. Write a direct variation 12y = 162 Use cross products.
equation that gives the number y = 13.5 Since y is multiplied by 12, divide both sides by 12.
of miles y that the people will
float in x hours. Then graph. 3. The value of y varies directly with x, and y = 4.5 when x = 0.5.
y = 2x Find y when x = 10. 90
Floating Tubes
6
EXAMPLE 4 Graphing Direct Variations
Distance (mi)
The three-toed sloth is an extremely slow animal. On the ground, it travels

4
at a speed of about 6 feet per minute. Write a direct variation equation for
2 the distance y a sloth will travel in x minutes. Then graph.
Step 1 Write a direct variation equation.
0 2 4 6
Time (h) distance = 6 feet per minute times number of minutes
Also available online y = 6 · x
Step 2 Choose values of x and Step 3 Graph the points and

generate ordered pairs. connect.
INTERVENTION
Questioning
x y = 6x (x, y) -«ii`ÊvÊ>Ê-Ì
Strategies
0 y = 6(0) = 0 (0, 0) £n
£È
EX A M P L E 3 1 y = 6(1) = 6 (1, 6) £{
ÃÌ>ViÊvÌ®
• If you use a proportion to find y, 2 y = 6(2) = 12 (2, 12) £Ó
£ä
how can you then find k? n
È
EX A M P L E 4 {
4. y = 4x Ó
• How can you “see” the constant of 0ERIMETEROFA3QUARE ä £ Ó Î {
variation in the ordered pairs? in /iÊ®
the graph?
4. The perimeter y of a square varies directly with its side length x.

0ERIMETER

Critical Thinking Ask stu- Write a direct variation equation for this relationship. Then graph.

dents whether the graph in
Example 4 appears to sug-
Genevieve Vallee/Alamy
gest that the three-toed sloth is not Look at the graph in Example 4. It passes through (0, 0) and has a slope of 6.
The graph of any direct variation y = kx

“an extremely slow animal.” Point 3IDELENGTH
• is a line through (0, 0). • has a slope of k.
out that the steep slope represents a
rate of 6 ft/min, which is equivalent
to about 0.07 mi/h.
3 Close
Ask students if each relationship or equa- Diagnose Before the Lesson

tion below is a direct variation. If so, have Warm Up, TE
them identify the constant of variation.
x 0 3 6 Monitor During the Lesson

2 8 14 Check It Out! Exercises, SE
y 2 8 14
no; _ ≠ _ ≠ _
0 3 6 Questioning Strategies, TE
x - 4y = 0 yes;
1 _
4 Assess After the Lesson
5x + 10 = y no; cannot be written in
Lesson Quiz, TE
the form y = kx.
262 Chapter 4
THINK AND DISCUSS Possible answers:
1. How do you know that a direct variation is linear? 1. It can be written in standard
2. How does the graph of a direct variation differ from the graphs of other form kx - y = 0 with A = k,
types of linear relationships? B = -1, and C = 0.
3. GET ORGANIZED Copy and complete the graphic organizer. In each box, 2. The graph of a direct variation
describe how you can use the given information to identify a direct variation. always passes through the origin
and is neither horizontal nor
,iV}â}Ê>ÊÀiVÌÊ6>À>Ì vertical.
ÀÊ>Ê µÕ>Ì ÀÊ"ÀìÀi`Ê*>ÀÃ ÀÊ>ÊÀ>« 3. See Additional Answers.
4-5 4-5 Exercises

Exercises
GUIDED PRACTICE
Assignment Guide
1. Vocabulary If x varies directly with y, then the relationship between the two
variables is said to be a ? . (direct variation or constant of variation) Assign Guided Practice exercises
direct variation as necessary.
SEE EXAMPLE 1 Tell whether each equation represents a direct variation. If so, identify the constant
of variation. If you finished Examples 1–2
2. y = 4x + 9 no 3. 2y = -8x yes; -4 4. x + y = 0 yes; -1 Basic 10–14, 18, 19
SEE EXAMPLE 2 Tell whether each relationship is a direct variation. Explain. Average 10–14, 18, 19
Advanced 10–14, 18, 19, 46
5. x 10 5 2 no 6. x 3 -1 -4 yes
y 12 7 4 y -6 2 8 If you finished Examples 1–4
Basic 10–37, 40–44
SEE EXAMPLE 3 7. The value of y varies directly with x, and y = -3 when x = 1. Find y when x = -6. 18 Average 10–17, 20–44, 46
Advanced 10–17, 20–46
8. The value of y varies directly with x, and y = 6 when x = 18. Find y when x = 12. 4
SEE EXAMPLE 4 9. Wages Cameron earns $7 per hour at her after-school job. The total amount of Homework Quick Check
her paycheck varies directly with the amount of time she works. Write a direct Quickly check key concepts.
variation equation for the amount of money y that she earns for working x hours. Exercises: 10, 14, 16, 17, 22, 36
Then graph. y = 7x

Tell whether each equation represents a direct variation. If so, identify the constant
of variation.
10. y = _1 x yes; 1 _ 11. 4y = x yes;
1 _ 12. x = 2y - 12 no
6 6 4
Tell whether each relationship is a direct variation. Explain.
13. x 6 9 17 yes 14. x -6 3 12 yes
y 13.2 19.8 37.4 y 4 -2 -8
4-5 Direct Variation 263

y in solving them. Exercises 9, 17, 20–37,
Answers 13. Possible answer: The value of __x is the 40, 45
y same for each ordered pair.
5. Possible answer: The value of __x is not
M CC13_A1_MESE647036_C04L05.indd 263 y 4027011 12:29:00 PM
the same for each ordered pair. 14. Possible answer: The value of __x is the
the reasoning of others. Exercises 18–19,
y same for each ordered pair.
6. Possible answer: The value of __x is the 38–39
same for each ordered pair.
9. Cameron’s Wages Exercises 2–8, 10–16, 46
80
Amount earned ($)
60
40
20
0 2 4 6 8 State Resources Online

Time worked (h)
Lesson 4-5 263

Exercise 40 involves Independent Practice 15. The value of y varies directly with x, and y = 8 when x = -32. Find y when x = 64. -16
writing an equation For See
Exercises Example 16. The value of y varies directly with x, and y = __12 when x = 3. Find y when x = 1. _1
of direct variation 10–12 1 6
and determining the constant of 17. While on his way to school, Norman saw that the cost of gasoline was $2.50 per
13–14 2
gallon. Write a direct variation equation to describe the cost y of x gallons of gas.
variation. This exercise prepares stu- 15–16 3
Then graph. y = 2.50x
dents for the Multi-Step Test Prep. 17 4
Extra Practice Tell whether each relationship is a direct variation. Explain your answer.
Answers See Extra Practice for
18. The equation -15x + 4y = 0 relates the length of a videotape in inches x to its
15 _
Applications Practice approximate playing time in seconds y. Yes; it can be written as y = x.
17. Cost of Gasoline exercises. 4
19. The equation y - 2.00x = 2.50 relates the cost y of a taxicab ride to distance x of the
cab ride in miles. No; it cannot be written in the form y = kx.
8
6 Each ordered pair is a solution of a direct variation. Write the equation of direct
Cost ($)
variation. Then graph your equation and show that the slope of the line is equal to
4
the constant of variation.
2 20. (2, 10) 21. (-3, 9) 22. (8, 2) 23. (1.5, 6)
0 2 4 6 8
24. (7, 21) 25. (1, 2) 26. (2, -16) 27. (_71 , 1)
Amount (gal) 28. (-2, 9) 29. (9, -2) 30. (4, 6) 31. (3, 4)
Astronomy
nomy
20. y = 5x 32. (5, 1) 33. (1, -6) 34. ( 1
-1, _
2 ) 35. (7, 2)
y 36. Astronomy Weight varies directly with gravity. A Mars lander weighed 767 pounds
4 k = 5; graph on Earth but only 291 pounds on Mars. Its accompanying Mars rover weighed
5 shows slope = 5 155 pounds on Mars. How much did it weigh on Earth? Round your answer to the
2
nearest pound. 409 lb
x
-2 0 1 2 37. Environment Mischa bought an energy-efficient washing machine. She will save
The Mars rover Spirit about 15 gallons of water per wash load.
landed on Mars in
21. y = -3x a. Write an equation of direct variation to describe how many gallons of water y
January 2004 and
immediately began Mischa saves for x loads of laundry she washes. y = 15x
y sending photos of the b. Graph your direct variation from part a. Is every point on the graph a solution in
4 k = -3; graph planet’s surface back this situation? Why or why not?
shows slope = -3 to Earth.
c. If Mischa does 2 loads of laundry per week, how many gallons of water will she
-3
1 x
have saved at the end of a year? 1560 gal
-2 0 2 38. Critical Thinking If you double an x-value in a direct variation, will the
corresponding y-value double? Explain.
22–35, 37b, 38. See Additional 39. Write About It In a direct variation y = kx, k is sometimes called the “constant of
Answers. proportionality.” How are proportions related to direct variations?
y
39. Possible answer: The ratio  __x  is
the same for all ordered pairs
in a direct var., so you can write
(cl),Courtesy NASA/JPL-Caltech; (bl),Victoria Smith/HMH

a proportion using any two 40. Rhea exercised on a treadmill at the gym. When she was finished, the display showed
ordered pairs. that she had walked at an average speed of 3 miles per hour.
a. Write an equation that gives the number of miles y that Rhea would cover in x
hours if she walked at this speed. y = 3x
b. Explain why this is a direct variation and find the value of k. What does this
value represent in Rhea’s situation? It is written in the form y = kx, where k = 3.
This value represents the speed at which Rhea is walking.
Practice A
Practice C
Name ________________________________________ Date __________________ Class__________________
Practice B
LESSON
4-x
4-5
Direct Variation
Tell whether each equation is a direct variation. If so, identify the
Name ________________________________________ Date __________________ Class__________________ Name ________________________________________ Date __________________ Class__________________ Name _____
constant of variation.
Reading Strategies Review for Mastery R
1. y = 3x yes; 3 2. y = 2x − 9 no
Reading Strategies Reteach
LESSON LESSON
4-x
4-5 4-x
4-5
Applying a Formula Direct Variation D
2
3. 2x + 3y = 0 yes; − 4. 3y = 9x yes; 3 A direct variation is a special type of linear relationship. It can be A direct variation is a special type of linear relationship. It can be written If you kno
3 expressed using the formula y = kx, where k is the constant of variation. in the form y = kx where k is a nonzero constant called the constant of variation. and grap
y
Find the value of for each ordered pair. Then, tell whether each You can identify direct variations from equations or from ordered pairs. The valu
x 3 3
The equation y = x is a direct variation because it is in the form y = kx, where k = and y = 8
relationship is a direct variation. CS10_A1_MESE612225_C04L05.indd 2644 4 Tell whether 2x + 4y = 0 is a direct Tell whether the relationship is a direct 2/17/11 1:28:07 PM
variation. If so, identify the constant of variation. If so, identify the constant of x = 27.
5. x 6 15 21 6. x 6 10 25 7. x 10 15 20
variation. variation. We have
y 2 5 7 The value of y varies directly with change in
y 24 40 100 y 3 5 9 First, put the equation in the form y = kx. x 2 4 6
x and y = 5 when x = 2. when x =
x 2 3 4 2x + 4y = 0
y 1 1 1 y y 3 1 9 y 1 2 3 y = kx
x x 4 4 4 y −4 −6 −8
y = kx −2x −2x Add −2x to each side.
3 3 3 x
10 3 20 5 = k2
4y = −2x
If we solve y = kx for k, we get:
The relationship shown in the table y = kx 5 y kx y 8 = k(2
=k 4y 2x y = kx = =k
yes yes no is a direct variation because 2 =− Divide both sides by 4. x x x 8 k(2
y 4 4 =
k= = −2 for each ordered pair. Find y when x = 8. 24 2
8. The value of y varies directly with x, Find k: Use k to find y: 1 Find k for each ordered pair. This means
x 5 y=− x
and y = −18 when x = 6. y = (8) 2 y 1
y = kx 2 find for each ordered pair. If they are the =k
Find y when x = −8. x 3
y = 20 Because the equation can be written in the
Find k: Use k to find y: 1 form y = kx, it is a direct variation. same, the relationship is a direct variation. 1
y=( ) ( 30 ) y
y=
3
x
y = kx 10 k=
x The constant of variation is −
1
. 1 2
=
1 3
=
1
2 2 4 2 6 2
y = (–3)(–8) 1 This is a direct variation. 1
=k y= y= (
3 Identify k, the constant of variation, for each direct variation. 3
–3 = k y = 24 10
x y=9
1. y = 8x 2. y = 3. −2y = 5x Tell whether each equation or relationship is a direct variation. If so,
9. The value of y varies directly with x, 3
identify the constant of variation.
1 1
and y = when x = 5. 8 –2.5 1. x + y = 7 2. 4x − 3y = 0 3. −8y = 24x
2
3
Find y when x = 30.
Solve each equation for y. Tell whether or not it is a direct variation.
10. The amount of interest earned in a savings account
varies directly with the amount of money in the account. 4. x + y = 12 y = 12 − x; no 7. The va
A certain bank offers a 2% savings rate. Write a direct
Find y
variation equation for the amount of interest y earned
on a balance of x. Then graph. y = 3 x; yes
4 8. The va
5. 6x = 4y
2 no yes; yes; –3
y = 0.02x 3 Find y
11. Another bank offers a different savings rate. If an y 9. The co
6. Calculate for each ordered pair in the table. x −4 −2 4
account with $400 earns interest of $6, how much x 4. x −4 2 10 5. x 5 12 8 6. x 6 8 10 about
interest is earned by an account with $1800? y −2 −1 2 for the
1, 1, 1 y 2 −1 −5 y 17.5 42 28 y 8 10 12
$27 222 day x.
7. Is this a direct variation? yes

8. The value of y varies directly with x, and y = 21 when x = 7. 1
12 yes; – yes; 3.5 no
264 Chapter 4
Find y when x = 4. 2
y=2
CS10_A1_MECR710532_C04L05b-a.indd 36 3/2/11 3:06:42 AM
Original content Copyright © by Holt McDougal. Additions and changes to the original content are the responsibility of the instructor. Original content Copyright © by Holt McDougal. Additions and changes to the original content are the responsibility of the instructor. Original content
Students might elimi-
41. Which equation does NOT represent a direct variation? nate the correct choice
1x F in Exercise 42
y=_ y = -2x y = 4x + 1 6x - y = 0
3 because they do not understand that
42. Identify which set of data represents a direct variation. the constant of variation can be 1.
x 1 2 3 x 1 2 3
y 1 2 3 y 3 5 7 Journal
Have students explain how a rate of
x 1 2 3 x 1 2 3 change, a slope, and a constant of
y 0 1 2 y 3 4 5 variation are related.
43. Two yards of fabric cost $13, and 5 yards of fabric cost $32.50. Which equation
relates the cost of the fabric c to its length �?
c = 2.6� c = 6.5� c = 13� c = 32.5�
Have students write two equations
44. Gridded Response A car is traveling at a constant speed. After 3 hours, the car of direct variation involving com-
has traveled 180 miles. If the car continues to travel at the same constant speed, mon conversion factors, such as
how many hours will it take to travel a total of 270 miles? 4.5
12 inches:1 foot. Then have them
graph the equations and identify
CHALLENGE AND EXTEND the constants of variation.
45b. 45. Transportation The function y = 20x gives the number of miles y that a sport-
'AS-ILEAGE utility vehicle (SUV) can travel on x gallons of gas. The function y = 60x gives the
number of miles y that a hybrid car can travel on x gallons of gas.
(YBRID

a. If you drive 120 miles, how much gas will you save by driving the hybrid instead
$ISTANCEMI
of the SUV? 4 gal

b. Graph both functions on the same coordinate plane. Will the lines ever meet
4-5
356

other than at the origin? Explain. No; the lines begin at (0, 0) and then move
apart.
c. What if…? Shannon drives 15,000 miles in one year. How many gallons of gas

will she use if she drives the SUV? the hybrid? 750 gal; 250 gal
Tell whether each equation
'ASUSEDGAL represents a direct variation.
46. Suppose the equation ax + by = c, where a, b, and c are real numbers, describes a If so, identify the constant of
direct variation. What do you know about the value of c ? c = 0 variation.
1. 2y = 6x yes; 3
2. 3x = 4y - 7 no
Tell whether each relationship
is a direct variation. Explain.
3.
x -4 0 8
y 2 3 5
2 3 5
no;  _   ≠  _   ≠  _   
-4 0 8
4. x 1 3 7
y 4.3 12.9 30.1
4.3 12.9 30.1
yes;  _   =  _  =  _
     
 
1 3 7
5. The value of y varies directly
with x, and y = -8 when
4-5 Direct Variation 265 x = 20. Find y when x = -4.
Name ________________________________________ Date __________________ Class__________________ Name ________________________________________ Date __________________ Class__________________ 1.6
LESSON LESSON
4-x
4-5
Direct Variation
4-x
4-5
Combining Direct-Variation Relationships 6. Apples cost $0.80 per pound.
Write the correct answer. In Lesson 5.3, you learned that when y varies directly as x, there is a
1. Wesley earns $6.50 per hour at the
bookstore. The total amount of his
2. The equation −4x + y = 0 relates the
number of pages in a photo album y to
nonzero number, k, such that y = kx. There are many situations in which
one variable varies directly with another variable. Write a direct variation equa-
tion to describe the cost y of
paycheck varies directly with the number the number of pictures in the album x. A 700-gallon tank contains 500 gallons of a certain
M CS10_A1_MESE612225_C04L05.indd 265
of hours he works. Write a direct Tell whether the relationship is a direct liquid. Three pumps feed three different ingredients Pump 1: 5 gallons per minute 2/17/11 1:28:09 PM
variation equation for the amount of variation. Explain your answer. into the tank at its top. A discharge pump at the base Pump 2: 10 gallons per minute
Pump 3: 15 gallons per minute
money y Wesley earns for working
x hours.
yes; it can be written as
y = 4x.
of the tank removes the mixed ingredients. The rates
at which the pipes feed and remove liquid are shown Discharge pump: 35 gallons per minute x pounds of apples. Then
at right.
y = 6.5x
3. The formula 9x − 5y = −160 relates the
4. The number of miles driven varies
directly with the number of gallons of
Let t represent the amount of time for which
each pipe is operating.
graph. y = 0.8x
temperature in degrees Fahrenheit y to gas used. Erin drove 297 miles on 9
the temperature in degrees Celsius x. gallons of gas. How far would she be 1. Write a direct-variation relationship for the gallons supplied
Tell whether the relationship is a direct
variation. Explain your answer.
able to drive on 14 gallons of gas? by each pump. Then find the amount of time that it takes
for each pump to fill the tank to capacity if each works alone.
Cost of Apples
462 miles
no; it cannot be written in a. pump 1 y = 5t, 40 minutes
the form y = kx
b. pump 2 y = 10t, 20 minutes
Select the best answer. 1 6
c. pump 3 y = 15t, 13 minutes
Cost ($)
5. The table shows the relationship 6. The table shows the relationship between
between the number of lemons the hours since sunrise and the
3
purchased and their cost. temperature in degrees Celsius. 2. On certain occasions, some pumps are turned on at
the same time. Write a direct-variation relationship
4
Lemons x 1 2 3 4 Hour x 1 2 3 4 for each combination of pumps operating simultaneously.
a. pump 1 and pump 2 y = 15t
Cost y 0.1 0.2 0.3 0.4 Temp. y 25 26 28 32
b. pump 2 and pump 3 y = 25t
2
Is the relationship a direct variation? Is the relationship a direct variation?
A Yes; it can be written as y = 0.1x. F Yes; it can be written as y = 25x. c. pump 1, pump 2, and pump 3 y = 30t
B Yes; it can be written as y = 10x. G Yes; it can be written as y = 8x. 3. At noon, the tank contains 500 gallons of solution. At noon, all pumps,
H
and the discharge pump, are turned on simultaneously. 0
C No; it cannot be written as y = kx. No; it cannot be written as y = kx.
a. Write an equation for the quantity, Q, of 2 4 6
D No; the relationship is not a function. J No; the relationship is not a function.
solution t minutes after noon. Q = 500 + 30t − 35t
7. The Diaz family is driving at a constant 8. On July 26, 2005, it rained a record
b. Is the tank filling or emptying? At what rate
Apples (lb)
speed on the highway so their distance 37 inches in Mumbai, India, in a 24-hour
varies directly with their speed. They period. Which equation of direct
is this happening? emptying at 5 gallons per minute
traveled 17.5 miles in 15 minutes. How
far did they travel in 2 hours?
variation relates the number of inches
of rain y to the number of hours x?
c. After how many minutes will the tank be
full or empty? after 100 minutes, the tank will be empty Also available online
A 50 miles C 140 miles
F y=
24
x H y = 24x
4. At noon, the tank contains 500 gallons of solution and all feeder
37 pumps are turned on. At 12:06 p.m., the discharge pump is turned on.
B 70 miles D 262.5 miles
(17.5 times 15) a. Write an equation or equations for the quantity, Q,
37
G y= x J y = 37x of solution t minutes after noon. Q = 500 + 30(t + 6) − 35t, or Q = 680 − 5t
24
265
b. How many minutes after noon will the tank either
be full or be empty? after 136 minutes, the tank will be empty Lesson 4-5
CHAPTER
SECTION 4A Make sense of

SECTION problems and
4A
persevere in
Characteristics of Linear Functions solving them.
Heart Health People who exercise need to be aware of their

maximum heart rate.
Organizer 1. One way to estimate your maximum

heart rate m is to subtract 85% of
your age in years from 217. Create
Objective: Assess students’ a table of values that shows the
ability to apply concepts and skills maximum heart rates for people
in a real-world format. ages 13 to 18. Then write an
equation to describe the data in
the table. m = 217 - 0.85a
Online Edition 2. Use your table from Problem 1 to graph the
relationship between age and maximum
heart rate. What are the intercepts? What is
the slope?
Answers 3. What do the intercepts represent in this
1. For table, see Additional Answers situation?
in the back of this book. 4. What does the slope represent? Explain why
2–5, 7. See Additional Answers in the the slope is negative.
back of this book. 5. Another formula for estimating
maximum heart rate is
m = 206.3 - 0.711a, where
a represents age in years.
Describe how this equation is
different from your equation in
Problem 1. Include slope and
intercepts in your description.
6. Which equation gives a higher
maximum heart rate for
people ages 75 and younger?
the first equation
7. To be exercising in your
(tl),Victoria Smith/HMH; (br),© Rick Gomez/CORBIS; (tr),© age fotostock / SuperStock

aerobic training zone means
that your heart rate is 70% to
80% of your maximum heart
rate. Write two equations
that someone could use to
estimate the range of heart
rates that are within his or her
aerobic training zone. Use your
equation for maximum heart
rate from Problem 1.

in solving them.
INTERVENTION 4. Does the maximum heart rate increase or
decrease with age? How do you know?
Scaffolding Questions
CC13_A1_MESE647036_C04MPa.indd 266
Decrease; the graph falls from left to right.
4027011 12:31:36 P
1. What are the independent and dependent 5–7. Discuss the variables, intercepts, and
variables? independent: age; slopes in the formulas described.
dependent: maximum heart rate
2. How can you find the slope? Possible
Extension
answer: Once you know the intercepts, Find your maximum heart rate using the
use (255.29, 0) and (0, 217) in the slope method given in Problem 5. Then find the
formula. range of heart rates that are within your
aerobic training zone using this method and
3. What does a = 0 represent? age of 0 yr
the information given in Problem 7. Possible
What does m = 0 represent? max. heart
answer: For age 14, the maximum rate is
rate of 0 beats/min Are these values
about 196 beats/min, and the range is about
reasonable in this situation? no
State Resources Online 137–157 beats/min.
266 Chapter 4
CHAPTER
SECTION 4A
section
Quiz for Lessons 4-1 Through 4-5
1. No; a constant change of +1 in
x corresponds to diff. changes in y.
4A
Tell whether the given ordered pairs satisfy a linear function. Explain.
⎧ ⎫
1. 2. ⎨(-3, 8), (-2, 6), (-1, 4), (0, 2), (1, 0)⎬
x -2 -1
y
0
1
1 2
0 1 4
⎩
9
⎭
Yes; a constant change of +1 in x
Organizer
corresponds to a constant change
of -2 in y. Objective: Assess students’
4-2 Using Intercepts mastery of concepts and skills in
this section.
Use intercepts to graph the line described by each equation.
3. 2x - 4y = 16 4. -3y + 6x = -18 5. y = -3x + 3
4-3 Rate of Change and Slope Resources

6. The chart gives the amount of water in a rain
Time (h) 1 2 3 4 5
Assessment Resources
gauge in inches at various times. Graph the
Section Quiz
data and show the rates of change. Rain (in.) 0.2 0.4 0.7 0.8 1.0
4-4 The Slope Formula Intervention

Find the slope of each line. Then tell what the slope represents.
Resources
7.
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>À 9. /i«iÀ>ÌÕÀiÃ Ready to Go On?
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Intervention and
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È £ä
Î Óä
ä £ Ó Î { x ä £ Ó Î { x È
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3. y
3.5; peppers cost $3.50/lb. 4; speed is 4 ft/s.
-6; temp. decreases 6 °F/mi. 4
4-5 Direct Variation 0 x

8
Tell whether each relationship is a direct variation. If so, identify the constant of -4
variation.
10. x 1 4 8 12 no 11. x -6 -2 0 3 yes; 1 _ 4. y
2 6
y 3 6 10 14 y -3 -1 0 1.5
4
2
x
-4 -2 0
5, 6. See Additional Answers.
Ready to Go On? 267
CS10_A1_MESE612225_C04RGa.indd 267
NO 2/12/11 1:39:22 AM
yes
Ready to Go On? Intervention, Section 4A

Ready to Go On? Worksheets Online Ready to Go On?
Intervention
Enrichment, Section 4A
Lesson 4-1 4-1 Intervention Activity 4-1
Worksheets
Lesson 4-2 4-2 Intervention Activity 4-2 Online
Diagnose and
Prescribe Online
Ready to Go On? 267

section
4B Using Linear Functions

One-Minute Section Planner
Lesson Lab Resources Materials
Lesson 4-6 Slope-Intercept Form Algebra Lab Activities Optional

• Write a linear equation in slope-intercept form. Algebra Lab (A) graphing calculator, masking
• Graph a line using slope-intercept form. Algebra Lab (B) tape, rope or string, graph
□ □ □
✔ SAT-10 ✔ NAEP ✔ ACT □✔ SAT □✔ SAT Subject Tests paper
Lesson 4-7 Point-Slope Form

• Graph a line and write a linear equation using point-slope form.
• Write a linear equation given two points.
□✔ SAT-10 □ ✔ NAEP □ ✔ ACT □ ✔ SAT □✔ SAT Subject Tests
Technology Lab Graph Linear Functions Technology Lab Activities Required

• Use a graphing calculator to graph lines. Lab Recording Sheet graphing calculator
□ SAT-10 □ □
NAEP ✔ ACT □✔ SAT □
Lesson 4-8 Line of Best Fit Required

• Determine a line of best fit for a set of linear data. graphing calculator
• Determine and interpret the correlation coefficient. graph paper
□✔ SAT-10 □
✔ NAEP □ ✔ ACT □ ✔ SAT □
Lesson 4-9 Slopes of Parallel and Perpendicular Lines Algebra Lab Activities Required
• Identify and graph parallel and perpendicular lines. Algebra Lab graphing calculator
• Write equations to describe lines parallel or perpendicular to a given
line.
□ □ □
✔ SAT-10 ✔ NAEP ✔ ACT □✔ SAT □✔ SAT Subject Tests
Technology Lab The Family of Linear Functions Technology Lab Activities Required
• Use a graphing calculator to explore families of functions. Lab Recording Sheet graphing calculator
□ SAT-10 □ NAEP □ ACT □✔ SAT □ ✔ SAT Subject Tests
Lesson 4-10 Transforming Linear Functions Optional

• Describe how changing slope and y-intercept affect the graph of a graphing calculator, index cards,
linear function. graph paper
□ □
SAT-10 ✔ NAEP □ ACT □
✔ SAT □
Extension Absolute-Value Functions Optional

• Graph absolute-value functions tracing paper
• Identify characteristics of absolute-value functions and their graphs.
□✔ SAT-10 □ NAEP □ ✔ ACT □ SAT □ SAT Subject Tests
Note: If NAEP is checked, the content is tested on either the Grade 8 or the Grade 12 NAEP assessment. MK = Manipulatives Kit
Selected Answers in Student Edition

The answers to the following exercises are included in the Selected Answers section at the back of
the Student Edition textbook. All answers for the Check it Out! exercises in each lesson and for the
Chapter Study Guide: Review are included in the Student Edition.
Lesson 6: 1, 5, 9, 11, 13a, 13b, 13c, 15, 17, 19, 23, 29, 31, 33, 37, 39, 41
Lesson 7: 1, 3, 7, 9, 11, 13, 15, 17, 19, 23, 25, 27, 31, 33, 35, 41, 43a, 43b, 43c, 47, 49, 53a, 53b, 53c,
55, 57
Lesson 8: 1, 3, 5, 7, 9, 13a, 13b, 13c, 13d, 13e, 15a, 15b, 15c, 15d, 17, 19a, 21, 23, 25, 27, 29, 31, 33
Lesson 9: 1, 3, 5, 9, 11, 13, 15, 17, 19, 21, 23, 25, 27, 29, 31, 33, 35, 37, 39, 41, 43, 45, 47, 51a, 51b, 53, 57
Lesson 10: 1, 3, 7, 9, 13, 17, 23, 27, 31, 37, 49, 41, 43, 45a, 45b, 45c, 49
268A Chapter 4
Math Background
MORE ON LINEAR FUNCTIONS Putting all of these ideas together shows that the graph
of every linear function is the result of one or more
Lessons 4-6, 4-7, 4-10
transformations of the graph of the parent function
Any linear function may be written in slope-intercept
y = x. For example, to get the graph of y = -5x + 3, the
form, y = mx + b, where m is the slope of the line and
graph of y = x is first rotated, then reflected across the
b is the y-intercept. It is useful to understand how m
x-axis, and then translated upward by 3 units.
and b affect the appearance of the line.
For nonnegative values of m, the graph of y = mx is a PERPENDICULAR LINES

rotation of the graph of y = x. The greater the value of Lesson 4-9
m, the steeper the resulting line. The figure shows how
Two nonvertical lines are perpendicular if and only if
y = 2x represents a rotation of y = x. When m is nega-
the product of their slopes is -1 (or, equivalently, if and
tive, the line is reflected across the x-axis, as seen in
only if their slopes are opposite reciprocals). Students
the graph of y = -2x.
should understand the logic of the phrase if and only
if. It means that the statement is true “in both direc-
y = 2x
y tions”: if nonvertical lines are perpendicular, then
4 y=x
Rotation the product of their slopes is -1; if the product of the
2 slopes is -1, then the lines are perpendicular.
Students should also be aware that they will have to

-4 -2 4
Reflection accept this result as true until they are able to prove
-2
it in a geometry course. The main steps in the proof
Rotation y = -2x
-4 that nonvertical perpendicular lines have slopes whose
product is -1 are outlined below.
In general, the graph of y = mx + b is a vertical Assume perpendicular lines k and intersect at P and
translation of the graph of y = mx. If b is positive, the that line has positive slope m. Then it is possible to
translation is upward by b units. If b is negative, the construct a right triangle PQR that has its hypotenuse
translation is downward by ⎪b⎥ units. Comparing the along line and has legs of length m and 1 as shown.
graphs of y = x, y = x + 3, y = x - 2, and y = x - 4 −−
Extend PR through P and mark off a length of m along
illustrates this. the line (at point S). Construct a perpendicular at S to
y=x+3 form right triangle TPS. Basic facts from geometry and
y the ASA triangle congruence theorem show that
4 y=x −− −−
PQR TPS. Thus, TS PR and so TS = 1. The
−−
y=x-2 slope of TP must be - __ 1 __
1
m , and - m · m = -1.
-2 2 x
y
-2 k Q
y=x-4
T
-4
m
S
m P 1 R
x
268B
4-6 Organizer Slope-Intercept
4-6
Block __1 day
2
Form
CC.9-12.A.CED.2 Create equations in two or more variables to represent relationships between
Objectives: Write a linear quantities…* Also CC.9-12.A.CED.3*, CC.9-12.F.IF.7*, CC.9-12.F.IF.6*, CC.9-12.F.BF.1*, CC.9-12.F.LE.2*
equation in slope-intercept form. Objectives Who uses this?
Write a linear equation Consumers can use slope-intercept
Graph a line using slope-intercept in slope-intercept form. form to model and calculate costs,
form. Graph a line using such as the cost of renting a
slope-intercept form. moving van. (See Example 4.)
Online Edition
Tutorial Videos, Interactivity You have seen that you can graph a line if you know two points on the line.
Another way is to use the slope of the line and the point that contains the
y-intercept.
Countdown
EXAMPLE 1 Graphing by Using Slope and y-intercept
Graph the line with slope -2 and y-intercept 4.
Step 1 The y-intercept is 4, so the line contains Þ

{ ä]Ê{®
(0, 4). Plot (0, 4). ,ÃiÊÓ
Any integer can ,ÕÊÊ£

Warm Up change in y -2
be written as a Step 2 Slope = __ = _ Ý
fraction with 1 in the change in x 1 { Ó ä Ó {
Find each y-intercept. denominator.
Count 2 units down and 1 unit right from Ó
1. y = 3x + 2 2 -2 = _ -2
(0, 4) and plot another point.
1 {
2. 5x - 3y = 12 -4 Step 3 Draw the line through the two points.
Find each slope.
2
3. y = x _ 2 _ Graph each line given the slope and y-intercept.
2 , y-intercept = 1
3 3 1a. slope = 2, y-intercept = -3 1b. slope = - _
3
4. 6x + 2y = 6 -3
1a. If you know the slope of a line and the y-intercept, you can write an equation
Solve each equation for y.
y that describes the line.

5. 4x + 2y = 10 y = -2x + 5 x Step 1 If a line has slope 2 and the y-intercept is 3, then m = 2 and (0, 3) is on
1
6. 3x + 2 = 6y y = x +
1 _ _

the line. Substitute these values into the slope formula.
2 3
Also available online y2 - y1 y-3
Slope formula → m = _ 2 = _ ←Since you don’t know
x2 - x1 x-0
(x 2 , y 2), use (x, y).
1b.
y-3
y Step 2 Solve for y: 2 = _

x-0
x y_-3

2= x Simplify the denominator.

Q: Why was the scientist smiling as
he worked?
2·x= _x(
y-3
·x ) Multiply both sides by x.
A: His graph had a great plot! 2x = y - 3

+3 +3 Add 3 to both sides.
−−− −−−−
−−−
2x + 3 = y, or y = 2x + 3
1 Introduce
relationships between quantities; graph Slope-Intercept Form
Motivate
equations on coordinate axes with labels You will need graph paper or a graphing calculator for this activity. Ask students how they would graph the function
and scales.*
1. Graph each function in the table. Once you have made each
graph, find the slope of the line and the y-intercept. Record
y = 2x + 3. Possible answers: generate ordered
CC.9-12.A.CED.3 Represent con-
your results in the table.
pairs; use intercepts
Function Slope y-intercept
straints by equations or inequalities, … y 3x 2

y 2x 4 2
3
4
2
Then tell students that in this lesson, they will
and interpret solutions as viable or non- 1x 3
y __
2
1
__
2
3 learn a quick way to graph linear functions. It
viable options in a modeling context.* yx1 1 1
does not involve generating ordered pairs and
2. Describe any patterns you notice in the table.
Also CC.9-12.F.IF.7*, CC.9-12.F.IF.6*, 3. Use your results to predict the slope of the line described by uses only one intercept.
y 5x 7. 5
CC.9-12.F.BF.1*, CC.9-12.F.LE.2* 4. Use your results to predict the y-intercept of the function
y 3x 2. 2
THINK AND DISCUSS Explorations and answers are provided in your

2x 4 will look like.
5. Predict what the graph of y __
3 online resources.
State Resources Online 6. Explain how you could write a linear function whose
y-intercept is 21 and whose graph has a slope of 3.
y y y y
1. 5 5 5 5
4 4 4 4
y 3x 2
3 3 3
3
2 2 2
2
y x 1
1 1 1
1
x x x
5 4 3 2 1 0 1 2 3 4 5 x 5 4 3 2 1 0 1 2 3 4 5 5 4 3 2 1 0 1 2 3 4 5
1 5 4 3 2 1 0 1 2 3 4 5 1 1
1
2 2 2
y 2x 4 2
3 1 3 3
y x 3
4 3 2 4 4
268 Chapter 4
5 4 5 5
5
Slope-Intercept Form of a Linear Equation
If a line has slope m and the y-intercept is b, then the line is described by the Additional Examples
equation y = m x + b.
Example 1
Any linear equation can be written in slope-intercept form by solving for y and
simplifying. In this form, you can immediately see the slope and y-intercept. Also, Graph the line with slope - __
2
5
and
you can quickly graph a line when the equation is written in slope-intercept form. y-intercept 4.
y
EXAMPLE 2 Writing Linear Equations in Slope-Intercept Form
Write the equation that describes each line in slope-intercept form. x
slope = _
1 , y-intercept = 6 0 4 8
A B slope = 0, y-intercept = -5
3 -4
y = mx + b Substitute the given y = mx + b
_
y= 1 x+6
values for m and b.
y = 0 x + (-5)
3 Simplify if necessary.
Example 2
y = -5
Write the equation that
C y Step 1 Find the y-intercept. The graph crosses the
describes each line in slope-
(1, 3) y-axis at (0, 1), so b = 1. intercept form.
2
1
(0, 1) x A. slope = _; y-intercept = 4
Step 2 Find the slope. The line contains the points 4
-2 0 2
(0, 1) and (1, 3). 1
y= x+4 _
-2 4
y2 - y1 5
m= _ x2 - x1 Use the slope formula. B. slope = -9; y-intercept = - _
4
m= 3 _ -1 =_ 2 = 2 Substitute (0, 1) for (x1, y1) y = -9x -
5 _
1- 0 1 and (1, 3) for (x2, y2). 4
Step 3 Write the equation.
C. y
y = mx + b Write the slope-intercept form.
4
y = 2x + 1 Substitute 2 for m and 1 for b. (-2, 2)
(-4, 1) 2
D slope = 4, (2, 5) is on the line x
Step 1 Find the y-intercept. -6 -4 -2 0

5 = 4(2) + b Substitute 4 for m, 2 for x, and 5 for y. y = 3x + _1
2
5= 8+b Solve for b. Since 8 is added to b, subract 8 from both
sides to undo the addition. D. slope = 2; (3, 4) is on the
-8 -8
−−− −−−−−
−−−− line. y = 2x - 2
-3 = b
Step 2 Write the equation.
y = 4x + (-3) Substitute 4 for m and -3 for b.
y = 4x - 3 INTERVENTION
Questioning
Strategies
Write the equation that describes each line in slope-intercept
form. EX AM P LE 1
1
2a. y = -12x - _
1
2a. slope = -12, y-intercept = - _
2 2 • What is the first step when graph-
2b. y = x 2b. slope = 1, y-intercept = 0 ing a line given the slope and
2c. slope = 8, (-3, 1) is on the line. y-intercept?
2c. y = 8x + 25
4-6 Slope-Intercept Form 269 EX AM P LE 2
• What does b represent?
2 Teach • What do the equation and graph

look like if b = 0?
Guided Instruction
Remind students that slope is the ratio of Through Kinesthetic Experience
rise over run. Graph a line such as Use masking tape to outline a coordinate
y = - __
1
2
x + 2 in two ways, once using a plane on a floor of square tiles. Then give a
-1 pair of students a length of rope. Announce
slope of ___
2
and once using a slope of
___
1 an equation in slope-intercept form, and
-2
, to show that they result in the same
have the two students move around on the
line. In Example 3, remind students that plane so that when they hold the rope taut,
they can quickly check that their graph is it represents the line described by the given
reasonable by looking at the slope. Lines equation, with each of them as two points
with positive slopes rise from left to right, on the line. A third student can check that
and lines with negative slopes fall from left these two points satisfy the equation.
to right.
Lesson 4-6 269

EXAMPLE 3 Using Slope-Intercept Form to Graph
Write each equation in slope-intercept form. Then graph the line described
Additional Examples by the equation.
A y = 4x - 3
Example 3 y = 4x - 3 is in the form y = m x + b. Þ
Write each equation in slope- slope: m = 4 = 4_ {
intercept form. Then graph the 1 Ó

£
y-intercept: b = -3
line described by the equation. Ý
Step 1 Plot (0, -3). { Ó Ó {
A. y = 3x - 1 y = 3x - 1 {
Step 2 Count 4 units up and 1 unit right and
y plot another point. ä]ÊÎ®
{
2 Step 3 Draw the line connecting the two
x points.
B y = -_
0
_ 2 x+2
-2 2
-2 3a. y = 2 x 3
3 _
y = - 2 x + 2 is in the form y = mx + b. Þ
y 3 {
B. 2y + 3x = 6 y=- _3 x + 3 _ _
slope: m = - 2 = -2 Ó ä]ÊÓ®
2 x 3 3
Ó
y-intercept: b = 2 Ý
y
{ Ó
Step 1 Plot (0, 2) ÎÓ {
Step 2 Count 2 units down and 3 units right

2 and plot another point. {
x
0
3b. y = -3x + 5 Step 3 Draw the line connecting the two
2 4 points.
y

C 3x + 2y = 8
Step 1 Write the equation in slope-intercept form by solving for y.
x
3x + 2y = 8
- 3x - 3x Subtract 3x from both sides.
−−−−−−− −−−
INTERVENTION
Questioning 2y = 8 - 3x
Strategies
Questioning Strategies _ _
2y
=
8 - 3x Since y is multiplied by 2, divide both sides by 2.
2 2
3
y = 4 - _x 3x = _
_ 3x
EX A M P L E 3 To divide (8 - 3x) by 2 2 2
2, you can multiply 3x+4
• Does the coefficient of x in a linear by __
1
and use the y = -_ Write the equation in the form y = mx + b.
2 2
equation always equal the slope? Distributive Property. Step 2 Graph the line. Þ
Explain. - 3x = 1 (8 - 3x)
8_ _ _3
y = - x + 4 is in the form y = mx + b.
{ ä]Ê{®
Î
2 2 2
Multiple Representations = 1 (_8 + 1 (-3x)
) _ slope: m = - =_ _
3 -3 Ó Ý
Remind students that they 2 2 2 2
{ Ó ä Ó {
could use the intercepts to =4-_ 3x y-intercept: b = 4
2 Ó
graph the equation in Example 3B. • Plot (0, 4).
{
• Then count 3 units down and 2 units right
3c. y = -4 and plot another point.
y • Draw the line connecting the two points.
2
x
-2 0 2 Write each equation in slope-intercept form. Then graph the line
-2 described by the equation.
2x
3a. y = _ 3b. 6x + 2y = 10 3c. y = -4
3
Inclusion Students may confuse Diversity In Check it Out 4,

rise and run when counting the term caterer may be unfamil-
CS10_A1_MESE612225_C04L06.indd 270
iar to some students. Explain that
2/5/11 6:15:09 PM
slope on a graph. Draw _

↔ on a caterer prepares food that is ENGLISH
the board to help them remember which LANGUAGE
served at a special event, such
number goes up or down and which goes LEARNERS
as a wedding.
left or right.
270 Chapter 4
Moving Van Costs Additional Examples
EXAMPLE 4 Consumer Application
70
Example 4
Total cost ($)

To rent a van, a moving company charges 60
50
$30.00 plus $0.50 per mile. The cost as a 40 A closet organizer charges a $100
function of the number of miles driven is 30
20 initial consultation fee plus $30
shown in the graph. 10
0
per hour. The cost as a function
a. Write an equation that represents the 10 20 30 40
Distance driven (mi) of the number of hours worked is
cost as a function of the number
of miles. graphed below.
Cost is $0.50 per mile times miles plus $30.00

Organizer’s Fees
y = 0.5 · x + 30 400
Total cost ($)

An equation is y = 0.5x + 30. 300
b. Identify the slope and y-intercept and describe their meanings. 200
The y-intercept is 30. This is the cost for 0 miles, or the initial fee of $30.00. 100
The slope is 0.5. This is the rate of change of the cost: $0.50 per mile.
0 2 4 6
c. Find the cost of the van for 150 miles.
Time (h)
y = 0.5x + 30
= 0.5(150) + 30 = 105 Substitute 150 for x in the equation. a. Write an equation that repre-
The cost of the van for 150 miles is $105. sents the cost as a function of
the number of hours.
4. A caterer charges a $200 fee plus
>ÌiÀ}ÊiiÃ y = 30x + 100
$18 per person served. The cost as
b. Identify the slope and
a function of the number of guests Èää
is shown in the graph. y-intercept and describe their
xää
meanings. y-int.: 100; the

ÃÌÊf®
a. Write an equation that represents {ää
the cost as a function of the Îää cost for 0 h, or the initial fee
number of guests. y = 18x + 200 Óää of $100. Slope: 30; the rate of
4b. slope: 18; cost b. Identify the slope and y-intercept
£ää change of the cost: $30/h.
per person; y-int: and describe their meanings. ä x £x Óx c. Find the cost if the organizer
200; fee c. Find the cost of catering an *i«i works 12 hours. $460
event for 200 guests. $3800
THINK AND DISCUSS

1. If a linear function has a y-intercept of b, at what point does its graph
cross the y-axis? INTERVENTION
Questioning
Strategies
2. Where does the line described by y = 4.395x - 23.75 cross the y-axis?
3. GET ORGANIZED Copy and complete the graphic organizer. EX AM P LE 4
• Why doesn’t the graph start at the
À>«}ÊÌiÊiÊiÃVÀLi`ÊLÞÊÞÊÊÝÊÊL
origin?
£°Ê*ÌÊÌiÊ«ÌÊ Ó°Ê`Ê>ÊÃiV`Ê ¶
Î°ÊÀ>ÜÊÚÚÚÚÚÊ°
¶
ÚÚÚÚÚÊ° «ÌÊÊÌiÊ
¶
iÊLÞÊÚÚÚÚÚÊ°
4-6 Slope-Intercept Form 271

M CC13_A1_MESE647036_C04L06.indd 271 1. (0, b)
4027011 12:33:34 PM
2. (0, -23.75)
Review slope-intercept form, reminding Diagnose Before the Lesson
students that an integer slope can be writ- Warm Up, TE
ten with a denominator of 1. Review how
to write an equation of a line in slope-
intercept form when given the slope and
y-intercept or when given the slope and a
point on the line.

Lesson Quiz, TE
Lesson 4-6 271

4-6 Exercises 4-6
1-1
Exercises Homework Help Online

SEE EXAMPLE 1 Graph each line given the slope and y-intercept.
Assign Guided Practice exercises 1 , y-intercept = -3
as necessary. 1. slope = _ 2. slope = 0.5, y-intercept = 3.5
3
If you finished Examples 1–2 3. slope = 5, y-intercept = -1 4. slope = -2, y-intercept = 2
Basic 14–22 SEE EXAMPLE 2 Write the equation that describes each line in slope-intercept form.
Average 14–22, 42
5. y 6. slope = 8, y-intercept = 2 y = 8x + 2
Advanced 14–22, 42
2
(3, 1) 7. slope = 0, y-intercept = -3 y = -3
If you finished Examples 1–4 x
Basic 14–27, 32–41 -2 0 2 8. slope = 5, (2, 7) is on the line. y = 5x - 3
Average 14–31, 35–42 -2
(0, -2)
Advanced 14–31, 35–44 9. slope = -2, (1, -3) is on the line. y =-2x - 1
y=x-2
Homework Quick Check SEE EXAMPLE 3 Write each equation in slope-intercept form. Then graph the line described by the
Quickly check key concepts. equation.
Exercises: 14, 18, 20, 24, 26, 36 10. y = _
_
2 x - 6 y = 2 x - 6 11. 3x - y = 1 y = 3x - 1 12. 2x + y = 4 y = -2x + 4
5 5
SEE EXAMPLE 4 13. Helen is in a bicycle race. She has already biked ÃÌ>ViÊ i`
Answers 10 miles and is now biking at a rate of 18 miles
per hour. Her distance as a function of time is {n
1. y {Ó
ÃÌ>ViÊ®
x shown in the graph.
0 13b. slope: 18; ÎÈ
-2 2 a. Write an equation that represents the distance Îä
Helen’s speed;
-2 Helen has biked as a function of time. y = 18x + 10 Ó{
y-int.: 10; £n
-4 dist. she has b. Identify the slope and y-intercept and describe £Ó
already biked their meanings. È
c. How far will Helen have biked after 2 hours? 46 mi ä £ Ó Î {
2–4. See Additional Answers. /iÊ®
10–12. For graphs, see Additional
Answers. PRACTICE AND PROBLEM SOLVING
14–17. See Additional Answers. Independent Practice Graph each line given the slope and y-intercept.
For See
Exercises Example 1 , y-intercept = 7
14. slope = _ 15. slope = -6, y-intercept = -3
4
14–17 1
19–22 2 16. slope = 1, y-intercept = -4 4 , y-intercept = 6
17. slope = - _
5
23–25 3
26 4
Write the equation that describes each line in slope-intercept form.
Extra Practice 18. y 19. slope = 5, y-intercept = -9 y = 5x - 9

4
2
(0, 3)
2 , y-intercept = 2 y = - 2 x + 2
20. slope = - _
_
Applications Practice 3 3
exercises.
0
(3, 0)
x 1 , 6, 4 is on the line.
21. slope = - _ ( ) y=-1 x+7 _
-2 2 2 2
22. slope = 0, (6, -8) is on the line. y = -8
y = -x + 3

Make sense of problems and persevere ________________________________________ __________________ __________________ Name ________________________________________ Date __________________ Class__________________
Reading Strategies
READING STRATEGIES Review for Mastery
RETEACH
LESSON LESSON
in solving them. Exercises 13, 26–27, 36 4-x

4-6
Follow a Procedure 4-x
4-6
Slope-Intercept Form
The procedure outlined below shows how to graph a line using An equation is in slope-intercept form if it is written as:
slope-intercept form. m is the slope.
Reason abstractly and quantitatively. Graph the line described by 2x y 4.
y mx b. b is the y-intercept.
A line has a slope of 4 and a y-intercept of 3. Write the equation in
Exercises 43 Step 1:
Rewrite 2x y 4
Step 3:
Plot the
slope-intercept form.
y mx b Substitute the given values for m and b.
point Step 4: Plot a
in slope- 2x 2x (0, b) second point y 4x 3
intercept
Construct viable arguments and critique form.
y 2x 4 using the
slope.
A line has a slope of 2. The ordered pair (3, 1) is on the line. Write the
equation in slope-intercept form.
the reasoning of others. Exercises 28–31, Step 2:

Identify
y mx b
2 Step 5:
Step 1: Find the y-intercept.
y mx b
the slope m 2
35, 44 and y-
intercept. b4
1 Draw a line
through the
y 2x b
1 2( 3) b
Substitute the given value for m.
Substitute the given values for x and y.
points.
16b Solve for b.
Look for and make use of structure. Answer the following. 6 6
1. What is the benefit of always writing slope as a fraction? 5 b
Exercises 32–34, 42 With a fraction, you have a “rise” and “run” for graphing. Step 2: Write the equation.
y mx b
2. What point would you plot first if b 8? (0, –8) y 2x 5 Substitute the given value for m and the value you found for b.
Identify the slope and y-intercept for each equation.

3. y 5x 12 m: 5 b: 12 4. y 3x m: –3 b: 0
1 1
1 1. slope , y-intercept 3 y x3
5. y x 4 m: 1 b: –4 6. 3y x 9 m: b: 12
4 4
3
2. slope 5, y-intercept 0 y 5x
Graph the line described by each equation.
7. 3x y 2 8. x 2y 6 3. slope 7, y-intercept 2 y 7x 2
4. slope is 3, ( 4, 6) is on the line. y 3x 6
State Resources Online 1

5. slope is , (2, 8) is on the line.
2
y
1
2
x9
6. slope is 1, (5, 2) is on the line. y x 3
272 Chapter 4
Write each equation in slope-intercept form. Then graph the line described by the Exercise 36 involves
equation. graphing and inter-
1x+y=4
23. - _ 2x+y=2
24. _ 25. 2x + y = 8
preting a linear
2 3 equation in slope-intercept form. This
26. Fitness Pauline’s health club has an enrollment fee exercise prepares students for the
i>ÌÊ
ÕL
of $175 and costs $35 per month. Total cost as a iLiÀÃ«Ê
ÃÌÃ
Multi-Step Test Prep.
function of number of membership months
is shown in the graph. Óxä Answers
a. Write an equation that represents the total cost Óää 23–25, 27a. See Additional Answers.

ÃÌÊf®
as a function of months. y = 35x + 175 £xä
b. Identify the slope and y-intercept and describe £ää 28. y
26b. slope: 35;
their meanings. xä
monthly cost; y-int.:
175; enrollment fee c. Find the cost of one year of membership. $595 ä £ Ó Î { x
ÌÃ 0 2
27. A company rents video games. The table shows the
linear relationship between the number of games a
customer can rent at one time and the monthly cost of the service.
a. Graph the relationship. Games Rented 29. y
1 2 3
b. Write an equation that represents the at One Time
monthly cost as a function of games rented
Monthly Cost ($) 14 18 22
at one time. y = 4x + 10 x
Critical Thinking Tell whether each situation is possible or impossible. 0 2
If possible, draw a sketch of the graphs. If impossible, explain. -2
28. Two different lines have the same slope. possible

30. Lines with the same slope are par.
29. Two different linear functions have the same y-intercept. possible and therefore cannot intersect.
30. Two intersecting lines have the same slope. impossible 31. If a lin. func. does not have a y-int.,
31. A linear function does not have a y-intercept. impossible
then its graph does not intersect the
y-axis. The y-axis is vert. so the only
Match each equation with its corresponding graph. lines that do not intersect the y-axis
32. Þ B 33. Þ C 34. Þ A are also vert. But vert. lines cannot
{ { {
be graphs of functions. All nonvert.
Ó Ó
lines will intersect the y-axis, so
Ý Ý Ý
{ Ó ä Ó { { Ó ä Ó { Ó ä Ó {
every lin. func. will have a y-int.
35. Possible answer: Ó
36a. x y
x = -4; no; because { { {
it has an undef. 0 3
1x-1
B. y = _ C. y = - _1x+1
slope and no y-int. A. y = 2x - 1
2 2 2 4
35. Write About It Write an equation that describes a vertical line. Can you write 4 5
this equation in slope-intercept form? Why or why not?
6 6
8 7
36. a. Ricardo and Sam walk from Sam’s house to school. Sam lives 3 blocks from
Ricardo’s house. The graph shows their distance from 10 8
Ricardo’s house as they walk to school. Create a table Walk to School
1
of these values. b. y =  _   x + 3
Ricardo’s house
10 2 1
Blocks from
b. Find an equation for the distance as a function of time. 8 c. slope:  __ 2

   ; boys’ walking speed;
c. What are the slope and y-intercept? What do they 6 y-int.: 3; dist. from Sam’s house
4
represent in this situation? 2
to Ricardo’s house
© Brand X Pictures
0 2 4 6 8 10
Time (min) Practice A
Practice C
Name ________________________________________ Date __________________ Class__________________
Practice B
Practice B
LESSON
4-x
4-6
4-6 Slope-Intercept Form 273 Slope-Intercept Form
Name ________________________________________ Date __________________ Class__________________ Name ________________________________________ Date __________________ Class__________________ 1. slope = 4; y-intercept = −3 2
4. slope = , (10, 3) is on the line.
Problem Solving
Problem solving challenge = 4x − 3 5
LESSON LESSON Challenge y=y
Find the y-intercept y = mx + b
4-x
4-6 4-x
4-6
Slope-Intercept Form Revisiting Arithmetic Sequences 2. slope = −2; y-intercept = 0 2
The cost of food for an honor roll dinner is $300 In Lesson 4-6, you learned about arithmetic sequences. In this activity, you y=y = −2x ____ 5 ____
3 = (____) 10 + b
plus $10 per student. The cost of the food as a will see that arithmetic sequences and linear equations are closely related.
function of the number of students is shown in
1
3. slope = − ; y-intercept = 6 ____ 4 +b
3 = ____
3
the graph. Write the correct answer. For 1–7, consider this arithmetic sequence: 3, 5, 7, 9, . . .
−1 = b
____ 2
M CS10_A1_MESE612225_C04L06.indd 273
1. Write an equation that represents the cost as a 2/5/11 6:15:16 PM 1 x−1
1. What is the first term a1 of the sequence? a1 = 3 y=y =− x+6 5
Write the equation: y = ____________
function of the number of students. 3
2. What is the common difference d of the sequence? d=2
y = 10x + 300
3. Use what you learned in Lesson 4-6 to write a Write each equation in slope-intercept form. Then graph the line
2. Identify the slope and y-intercept and describe formula for the nth term of the sequence. an = 3 + (n − 1)(2) described by the equation.
their meanings. 4
4. Complete this table, where x is the term number 5. y + x = 3 6. y + 4 = x 7. 5x − 2y = 10
and y is the term. 3
slope: 10, rate of the change of the cost:
$10 per student; y-int: 300, the initial fee (the cost for 0 x 1 2 3 4 5 6 7 4 5
y = –x + 3 y= x–4 y= x–5
students) y 3 5 7 9 11 13 15 3 2
5. Graph the ordered pairs from problem 4. Does it make sense
3. Find the cost of the food for 50 students. $800 to connect the points with a line? Explain.
Laura is on a two-day hike in the Smoky Mountains. She hiked 8 miles

No, because the domain of the sequence is
on the first day and is hiking at a rate of 3 mi/h on the second day. restricted to natural numbers: {1, 2, 3, 4, …}.
Her total distance as a function of time is shown in the graph. 6. Write the equation that describes the line that would pass
Select the best answer. through the points in your graph. Use slope-intercept form.
4. Which equation represents Laura’s total y = 2x + 1
distance as a function of time?
7. Compare the formula in problem 3 with the equation in 8. Daniel works as a volunteer in a homeless shelter.
A y = 3x C y = 3x + 8 problem 6. So far, he has worked 22 hours, and he plans to
B y = 8x D y = 8x + 3 a. What part of the equation relates to the common continue working 3 hours per week. His hours worked
5. What does the slope represent? difference in the formula? as a function of time is shown in the graph.
F Laura’s total distance after one day The slope is the same as the common difference (m = d = 2). a. Write an equation that represents the hours Daniel
G Laura’s total distance after two days b. What is the relationship between the first term in the formula and the will work as a function of time. y = 3x + 22
H the number of miles Laura hiked per y-intercept in the equation? b. Identify the slope and y-intercept and describe their
hour on the first day
The y-intercept is the same as the first term less the common meanings. slope:
3; number of
J the number of miles Laura hikes per difference (b = a1 − d = 1).
hour on the second day hours per week; y-int: 22; hours
8. The nth term of an arithmetic sequence is given by the formula an = 5 + (n − 1)(−3). already worked
6. What does the y-intercept represent? If you were to graph ordered pairs where x is the term number and y is the term,
7. What will be Laura’s total distance if she c. Find the number of hours worked after 16 weeks.
A Laura’s total distance after one day hikes for 6 hours on the second day?
what linear equation would describe the line that passes through the points?
B Laura’s total distance after two days y = –3x + 8; m = d = –3 and b = a1 – d = 5 – (–3) = 8 70 hours
F 14 miles H 26 miles
C the number of miles Laura hiked per 9. An arithmetic sequence is graphed on a coordinate plane. The equation of the line that
G 18 miles J 28 miles
hour on the first day passes through the points is y = 5x − 1. What is the formula for the nth term? Original content Copyright © by Holt McDougal. Additions and changes to the original content are the responsibility of the instructor.
D the number of miles Laura hikes per
an = 4 + (n – 1)(5); d = m = 5 and a1 = b + d = –1 + 5 = 4
hour on the second day
CS10_A1_MECR710532_C04L06b-a.indd 44 Lesson 4-6 273 3/2/11 3:10:51 AM

In Exercise 37, stu-
dents who chose 1 x - 2?
37. Which function has the same y-intercept as y = _
C chose a function 2
-_ 1x+y=4 1 x - 2y = -2
_
whose graph has the same slope, 2x + 3y = 6 x + 4y = -8
2 2
but not the same y-intercept.
Students who chose D may have 38. What is the slope-intercept form of x - y = -8?
forgotten to divide by -2. y = -x - 8 y=x-8 y = -x + 8 y=x+8
39. Which function has a y-intercept of 3?

2x - y = 3 2x + y = 3 2x + y = 6 y = 3x
40. Gridded Response What is the slope of the line described by -6x = -2y + 5? 3
Journal 41. Short Response Write a function whose graph has the same slope as the line
described by 3x - 9y = 9 and the same y-intercept as 8x - 2y = 6. Show your work.
Have students describe three differ- _
y= 1x-3
ent ways to graph a line. 3
_C _
42. y = - A x + ; 42. The standard form of a linear equation is Ax + By = C. Rewrite this equation in
B B
slope = - A ; _ slope-intercept form. What is the slope? What is the y-intercept?
43. What value of n in the equation nx + 5 = 3y would give a line with slope -2? -6
B
Have students write equations for
4 lines: one whose slope is a posi- y-int.:
C_ 44. If b is the y-intercept of a linear function whose graph has slope m, then y = mx + b
B describes the line. Below is an incomplete justification of this statement. Fill in the
tive integer, one whose slope is a
negative integer, and two whose missing information.
slopes are fractions. Three should
Statements Reasons
be in slope-intercept form, and one
y2 - y1
in standard form. Then have them 1. m = _ 1. Slope formula
x2 - x1
trade equations with a partner, who
y-b
will ensure that the above conditions 2. m = _
x-0
( )
2. By definition, if b is the y-intercept, then 0 , b is a point on
are met and then graph the lines. the line. (x, y) is any other point on the line.
y-b
3. m = _x 3. Any number minus 0?is the number itself.
4. m x =y-b 4. Multiplication Property of Equality (Multiply both sides of the
equation by x.)
4-6 5. mx + b = y, or 5. Addition Property of Equality
? (Add b to both sides.)
y = mx + b
describes each line in slope-
intercept form.
1. slope = 3, y-intercept = -2
y = 3x - 2
1
2. slope = 0, y-intercept =  _   
2
1
y =      _ 
2
3
3. slope = _
    ,  (2, 7)is on the
2
line.
3 _ 
y =      x + 4
2
Write each equation in slope-
intercept form. Then graph the
line described by the equation.
4. 6x + 2y = 10 y = -3x + 5
y
4
2
x
-2 0 4
5. x - y = 6 y=x-6
y x
0 2 4
-2
-4
-6
274 Chapter 4
4-7 Organizer
4-7 Point-Slope Form Pacing: Traditional 1 day
Block __1 day
CC.9-12.A.CED.2 Create equations in two or more variables to represent relationships between quantities; graph equations 2
on coordinate axes with labels and scales.* Also CC.9-12.A.CED.3*, CC.9-12.F.IF.7*, CC.9-12.F.BF.1*, CC.9-12.F.LE.2* Objectives: Graph a line and
Objectives Why learn this? write a linear equation using point-
Graph a line and write You can use point-slope form to represent slope form.
a linear equation using a cost function, such as the cost of placing
point-slope form. Write a linear equation given two
a newspaper ad. (See Example 5.)
Write a linear equation points.
given two points. If you know the slope and any point on the
line, you can write an equation of the line
by using the slope formula. For example,
Online Edition
Tutorial Videos
suppose a line has a slope of 3 and contains
(2, 1). Let (x, y) be any other point on the line.
Countdown
y2 - y1 y-1
m= _
x2 - x1 3= _ Substitute into the slope formula.
x-2
Slope formula
(
y-1
3(x - 2) = _ (x - 2)
x-2 ) Multiplication Property of Equality
3(x - 2) = y - 1 Simplify.
y - 1 = 3(x - 2)
Warm Up
Point-Slope Form of a Linear Equation
Find the slope of the line
The line with slope m that contains the point (x 1, y 1) can be described by the containing each pair of points.
equation y - y 1 = m(x - x 1).
1. (0, 2) and (3, 4)
2 _
3
2. (-2, 8) and (4, 2) -1
EXAMPLE 1 Writing Linear Equations in Point-Slope Form
3. (3, 3) and (12, -15) -2
Write an equation in point-slope form for the line with the given slope that
contains the given point. Write the following equations
slope = _ ; (-3, 0)
5 in slope-intercept form.
A
2 4. y - 5 = 3(x + 2) y = 3x + 11
y - y 1= m(x - x 1) Write the point-slope form.
y-0 = _5 ⎡⎣x - (-3)⎤⎦ Substitute _5 for m, -3 for x , and 5. 3x + 4y + 20 = 0

2
0 for y1.
2
1
3
y=- x-5 _
5 (x + 3)
y-0 =_ Rewrite subtraction of negative 4
2 numbers as addition. Also available online
B slope = -7; (4, 2) C slope = 0; (-2, -3)

y - y 1 = m(x - x 1) y - y 1 = m(x - x 1)
y - 2 = -7(x - 4) y - (-3) = 0⎣⎡x - (-2)⎤⎦
y + 3 = 0(x + 2)
Q: What did the horizontal line say
Write an equation in point-slope form for the line with the given
to the vertical line?
A: It was nice running into you.
© Pixtal/SuperStock
slope that contains the given point.
y-1=2 x- 1 ( _) 1, 1
1a. slope = 2; _
2 ( ) 1b. slope = 0; (3, -4)
2 y + 4 = 0(x - 3)
4-7 Point-Slope Form 275
1 Introduce
Point-Slope Form
Motivate relationships between quantities; graph
In this activity, you will investigate another way to write linear Plot the points (-3, 2) and (1, -6) on a coordi- equations on coordinate axes with labels
equations.
1a. Does the line described by y 4 5 Sx 3 D contain the
nate grid. Ask students to find the slope of the and scales.*
point S3, 4 D? How do you know?
b. What is the slope of the line described by y 4 5 Sx 3 D?
line that contains these two points. -2 Then ask CC.9-12.A.CED.3 Represent con-
1 Sx 1 D contain the
2a. Does the line described by y 2 __
2 what additional information they would need to straints by equations or inequalities, …
b. What is the slope of the line described by
1 Sx 1 D?
write the equation of the line using slope-inter- and interpret solutions as viable or non-
y 2 __
2
3a. Does the line described by y 6 3 Sx 12 D contain the cept form. the y-intercept viable options in a modeling context.*
b. What is the slope of the line described by Tell students that in this lesson, they will learn a Also CC.9-12.F.IF.7*, CC.9-12.F.BF.1*,
y 6 3 Sx 12 D?
4. Describe any patterns you notice in Problems 1−3. new formula to write an equation of a line, using CC.9-12.F.LE.2*
THINK AND DISCUSS any two points on the line.
5. Explain how you can use the patterns you discovered to
make some predictions about the line described by
y 2 2 Sx 3 D.
6. Discuss what equation you think describes a line with Explorations and answers are provided in your
slope 4 that contains the point S5, 8 D. Explain your reasoning.
1a. Yes; T3, 4 E is a solution of y 4 5 Tx 3 E. b. 5
online resources.
1 Tx 1 E.
2a. Yes; T1, 2 E is a solution of y 2 __ b. 1
__
2 2
3a. Yes; T12, 6 E is a solution of y 6 3 Tx 12 E. b. 3
4. The graph of y y 1 m Tx x 1 E contains Tx 1, y 1 E and has slope m. Lesson 4-7 275
Previously, you graphed a line given its equation in slope-intercept form. You can
also graph a line when given its equation in point-slope form. Start by using the
equation to identify a point on the line. Then use the slope of the line to identify
Additional Examples a second point.
Example 1
Write an equation in point- EXAMPLE 2 Using Point-Slope Form to Graph
slope form for the line with the Graph the line described by each equation.
given slope that contains the
given point. A y - 1 = 3(x - 1)
1
A. slope = _; (5, 1) y - 1 = 3(x - 1) is in the form y - y 1 = m(x - x 1). y 1
6 4
1
y - 1 = (x - 5 ) _ The line contains the point (1, 1).
3_ 3
6 2a. y slope: m = 3 = 3
1
B. slope = -4; (0, 3) 2 Step 1 Plot (1, 1). 2
y - 3 = -4(x - 0) x
-2 0 2
Step 2 Count 3 units up and 1 unit right and 1
(1, 1)
C. slope = 1; (-1, -4) -2 plot another point. x
y + 4 = 1 (x + 1 ) Step 3 Draw the line connecting the two points. 0 1 2 3
Example 2 B y + 2 = -_
1 (x - 3)
2
Graph the line described by Step 1 Write the equation in point-slope form: y - y1 = m(x - x1).
each equation. _
y - (-2) = - 1 (x - 3) Rewrite addition of 2 as subtraction of -2.
2
A. y - 1 = 2(x - 3) Step 2 Graph the line. y
y x x
The line contains the point (3, -2). 0
-2
0 4 For a negative _ _
slope: m = - 1 = 1 -1
1 2
-2
3
fraction, you can 2 -2

1
write the negative • Plot (3, -2). -2
-4
sign in one of three (3, -2)
places. • Count 1 unit up and 2 units left and plot
-3
another point.
-_ 1 =_ -1 = _ 1
3 2 2 -2 • Draw the line connecting the two points.
B. y - 4 = _(x + 2)
4
y Graph the line described by each equation.
8
2a. y + 2 = -(x - 2) 2b. y + 3 = -2(x - 1)

x
-8 -4 0
-4 EXAMPLE 3 Writing Linear Equations in Slope-Intercept Form
2b. y
C. y + 3 = 0(x - 4) A slope = -4, (-1, -2) is on the line.
2
y x Step 1 Write the equation in point-slope form: y - y 1 = m(x - x 1).
x -2 0 2
0 y - (-2) = -4⎣⎡x - (-1)⎦⎤
-2 2 -2
-2 Step 2 Write the equation in slope-intercept form by solving for y.
-4 y - (-2) = -4⎡⎣x - (-1)⎤⎦
y + 2 = -4(x + 1) Rewrite subtraction of negative numbers as

Also available online addition. Distribute -4 on the right side.
y + 2 = -4x - 4
-2 -2 Subtract 2 from both sides.
−−−− −−−−−
y = -4x - 6
INTERVENTION
Questioning 276 Chapter 4 Linear Functions
Strategies
EX A M P L E 1 2 Teach
• How do you use the point to write
the equation?
Guided Instruction
EX A M P L E 2 Show students that they can graph a line Through Auditory Cues
starting at any point on the line if they Have students work in pairs to quiz each
• How could you check that the
know the slope, by counting vertically and other out loud about the various forms of a
graph is reasonable?
horizontally from that point. Show how linear equation. Have one student state
point-slope form comes from the slope a linear equation, such as 3x + y = 8 or
formula, and show how it also simplifies y = 2x + 2, and have the other tell which
to slope-intercept form. Ask students why form the equation is in (standard, slope-
you might want to rewrite an equation that intercept, or point-slope). Then have stu-
is in point-slope form in slope-intercept dents reverse roles. If time permits, reverse
form. Possible answer: because you can the exercise, so that the first student states
quickly graph when an equation is written a form and the second student gives an
in slope-intercept form equation in that form.
276 Chapter 4
B (1, -4) and (3, 2) are on the line.
Step 1 Find the slope.
"" Ê ,,",
,/
y2 - y1 - (-4)
2_ 6
m= _ _
x2 - x1 = 3 - 1 = 2 = 3
When calculating slope, students
Step 2 Substitute the slope and one of the points into the point-slope may put negative numbers in the
form. Then write the equation in slope-intercept form. y1 and x1 positions but forget to
y - y 1 = m(x - x 1) change subtraction of a negative
Use (3, 2). number to addition. Remind them
y - 2 = 3(x - 3)
that subtracting a negative number
Distribute 3 on the right side.
y - 2 = 3x - 9 is the same as adding a positive
Add 2 to both sides. number.
y = 3x - 7
C x-intercept = –2, y-intercept = 4

Step 1 Use the intercepts to find two points: (-2, 0) and (0, 4).
Step 2 Find the slope. Additional Examples
y2 - y1 4-0 _4 Example 3
m= _ _
x 2 - x 1 = 0 - (-2) = 2 = 2
Step 3 Write the equation in slope-intercept form. describes each line in slope-
y = mx + b Write the slope-intercept form. intercept form.
y = 2x + 4 Substitute 2 for m and 4 for b. A. slope = 3, (-1, 4) is on the
line. y = 3x + 7
Write the equation that describes each line in B. (2, -3) and (4, 1) are on the
slope-intercept form.
3a. slope = _
_
1 , (-3, 1) is on the line. y = 1 x + 2
line. y = 2x - 7
1
3 3 C. x-intercept = _ , y-intercept = 1
3b. (1, -2) and (3, 10) are on the line. y = 6x - 8 4
y = -4x + 1
EXAMPLE 4 Using Two Points to Find Intercepts Example 4

The points (4, 8) and (-1, -12) are on a line. Find the intercepts. The points (10, -3) and (5, -2)
are on a line. Find the intercepts.
x-int.: -5; y-int.: -1
_ _ _
y2 - y1
m= x -x =
-12 - 8
=
-20
=4
2 1 -1 - 4 -5 Also available online
Step 2 Write the equation in slope-intercept form.
y - y1 = m(x - x1) Write the point-slope form.
y - 8 = 4(x - 4) Substitute (4, 8) for (x1, y1) and 4 for m.
y - 8 = 4x - 16 Distribute 4 on the right side. INTERVENTION
Questioning
y = 4x - 8 Add 8 to both sides. Strategies
Step 3 Find the intercepts.
EX AM P LE 3
x-intercept: y-intercept:
y = 4x - 8 Replace y with y = 4x - 8 Use the slope- • How do you switch from point-
0 = 4x - 8 0 and solve b = -8 intercept form slope form to slope-intercept form?
8 = 4x for x. to identify the • Given two points, what are the
y-intercept. steps in writing an equation of the
2=x
The x-intercept is 2, and the y-intercept is -8. line through those points?
EX AM P LE 4
4. The points (2, 15) and (-4, -3) are on a line. Find the
intercepts. x-intercept: -3, y-intercept: 9 • How do you determine the inter-
cepts once you have written the
4-7 Point-Slope Form 277 linear equation in slope-intercept
form?
Communicating Math Once
students have been introduced
MCS10_A1_MESE612225_C04L07.indd 277 2/17/11 12:42:44 PM
to multiple methods for graphing
a line, discuss with them which method is
easiest for different situations.
Lesson 4-7 277

EXAMPLE 5 Problem-Solving Application
The cost to place an ad in a
Additional Examples newspaper for one week is a linear Newspaper Ad Costs
function of the number of lines in
the ad. The costs for 3, 5, and 10 lines Lines 3 5 10
Example 5 Make sense of problems and
persevere in solving them. are shown. Write an equation in Cost ($) 13.50 18.50 31
The cost to stain a deck is a lin- slope-intercept form that represents
ear function of the deck’s area. the function. Then find the cost of an
The costs to stain 100, 250, and ad that is 18 lines long.
400 square feet are shown in the 1 Understand the Problem
table. Write an equation in slope-
• The answer will have two parts—an equation in slope-intercept form and
intercept form that represents the
the cost of an ad that is 18 lines long.
function. Then find the cost to
• The ordered pairs given in the table satisfy the equation.
stain a deck whose area is
75 square feet. 2 Make a Plan
First, find the slope. Then use point-slope form to write the equation. Finally,
Area (ft2) Cost ($)
write the equation in slope-intercept form.
100 150
250 337.50 3 Solve
400 525 Step 1 Choose any two ordered pairs from the table to find the slope.
y2 - y1 18.50 - 13.50 = _ 5 = 2.5 Use (3, 13.50) and (5, 18.50).
m= _x2 - x1 =
__
y = 1.25x + 25; $118.75 5-3 2
Also available online Step 2 Substitute the slope and any ordered pair from the table into the
point-slope form.
y - y 1 = m(x - x 1)
y - 31 = 2.5(x - 10) Use (10, 31).
INTERVENTION
Questioning
Step 3 Write the equation in slope-intercept form by solving for y.
Strategies
Questioning Strategies y - 31 = 2.5(x - 10)
y - 31 = 2.5x - 25 Distribute 2.5.
EX A M P L E 5
y = 2.5x + 6 Add 31 to both sides.
• How can you find a point on the
Step 4 Find the cost of an ad containing 18 lines by substituting 18 for x.
line?
y = 2.5x + 6
• How can you find the slope of the
line? y = 2.5(18) + 6 = 51
The cost of an ad containing 18 lines is $51.
Inclusion Encourage stu-
dents to look for ways to 4 Look Back
make problems easier to Check the equation by substituting the ordered pairs (3, 13.50)
solve. In Example 5, any two points and (5, 18.50).
can be used to find the slope, but y = 2.5x + 6 y = 2.5x + 6
some pairs may be easier to work 13.50 2.5(3) + 6 18.50 2.5(5) + 6
with than others.
13.5 7.5 + 6 18.5 12.5 + 6
13.5 13.5 ✓ 18.5 18.5 ✓
5. What if…? At a different newspaper, Lines Cost ($)

the costs to place an ad for one week
are shown. Write an equation in slope- 3 12.75
intercept form that represents this 5 17.25
linear function. Then find the cost of
y = 2.25x + 6; $53.25 an ad that is 21 lines long. 10 28.50
3 Close
CC13_A1_MESE647036_C04L07.indd 278 4027011 12:34:50 P
Ask students what they would need to Diagnose Before the Lesson
do first, given the following information, Warm Up, TE
before writing an equation in slope-
intercept form.
slope and (0, 3) Use the point (0, 3) Check It Out! Exercises, SE
to identify the Questioning Strategies, TE
y-intercept.
slope and (2, 2) Write the equation
in point-slope form.
Lesson Quiz, TE
2 points on the line Find the slope. Alternative Assessment, TE
point-slope form Simplify.
278 Chapter 4
THINK AND DISCUSS 1. Both are based on the slope and
1. How are point-slope form and slope-intercept form alike? different?
a point. Slope-int.: uses the point
that contains the y-int.; point-
2. When is point-slope form useful? When is slope-intercept form useful?
slope: can use any point.
3. GET ORGANIZED Copy and
2. Point slope: when you know the
complete the graphic organizer. In 7ÀÌ}ÊÌiÊ µÕ>ÌÊvÊ>Êi
each box, describe how to find the slope and a point or 2 points;
equation of a line by using slope-int.: when you know the
the given method. vÊÞÕÊÜÊÌÜ
vÊÞÕÊÜÊÌi vÊÞÕÊÜÊÌi slope and the y-int.
Ã«iÊ>` Ã«iÊ>`Ê>
«ÌÃÊÊÌiÊi 3. See Additional Answers.
ÞÌiÀVi«Ì «ÌÊÊÌiÊi
4-7 4-7 Exercises

GUIDED PRACTICE Assignment Guide

SEE EXAMPLE 1 Write an equation in point-slope form for the line with the given slope that contains
_
the given point. y + 6 = 1 (x - 2)
as necessary.
1. slope = _1 ; 2, -6
( ) 5 2. slope = -4; (1, 5) 3. slope = 0; (3, -7)
5
y - 5 = -4(x - 1) y + 7 = 0(x - 3) If you finished Examples 1–3
SEE EXAMPLE 2 Graph the line described by each equation. Basic 17–30, 37–39, 44–49
4. y - 1 = -(x - 3) 5. y + 2 = -2(x + 4) 1 (x + 4)
6. y + 1 = - _ Average 17–30, 37–39, 44–48
2
Advanced 17–30, 37–39, 44–48,
SEE EXAMPLE 3 Write the equation that describes each line in slope-intercept form. 56–58
1 , -3, 8 is on the line.
7. slope = - _ ( ) 8. slope = 2; (1, 1) is on the line.
3 If you finished Examples 1–5
9. (-2, 2) and (2, -2) are on the line. 10. (1, 1) and (-5, 3) are on the line.
Basic 17–39, 43–49, 52–55
11. x-intercept = 8, y-intercept = 4 12. x-intercept = -2, y-intercept = 3 Average 17–39, 43–48, 50–56
Advanced 17–48, 50–58
SEE EXAMPLE 4 Each pair of points is on a line. Find the intercepts.
13. (5, 2) and (7, 4) 14. (-1, 5) and (-3, -5) 15. (2, 9) and (-4, -9) Homework Quick Check
x-int.: 3; y-int.: –3 x-int.: -2; y-int.: 10 x-int.: –1; y-int.: 3 Quickly check key concepts.
SEE EXAMPLE 5 16. Measurement An oil tank is being filled at a constant
Time (min) Depth (ft) Exercises: 18, 20, 24, 32, 34, 36
rate. The depth of the oil is a function of the number of
minutes the tank has been filling, as shown in the table. 0 3
Write an equation in slope-intercept form that represents 10 5
_
this linear function. Then find the depth of the oil after
one-half hour. y = 1 x + 3; 9 ft 15 6
5

Write an equation in point-slope form for the line with the given slope that contains
the given point.
y + 2 = 0(x - 4) y - 8 = 8(x - 1)
17. slope = _2 ; (-1, 5) 18. slope = 0; (4, -2) 19. slope = 8; (1, 8)
9
_
17. y - 5 = 2 (x + 1)
9
in solving them. Exercises 16, 34–36,
Answers 6. y 43, 52–53
x
PM 4.
CC13_A1_MESE647036_C04L07.indd 279 y 0 4027011 12:35:14 PM
-2 2
4 -2 Exercises 40–42, 56–58
2 -4 Construct viable arguments and critique
x the reasoning of others. Exercises
0 2 4 49–51
1x +7
7. y = - _
3
5. y 8. y = 2x - 1
2 9. y = -x
x 1x + _4
-6 -2 0 10. y = - _
3 3
-2 1
11. y = - _ x + 4
2
3x + 3
12. y = _ State Resources Online
2
Lesson 4-7 279

Science Link Exercise 35 Independent Practice Graph the line described by each equation.
For See
involves finding the boiling Exercises Example 1 (x + 3)
20. y - 4 = - _ 3 (x - 1)
21. y + 2 = _ 22. y - 0 = 4(x - 1)
point of water in degrees 2 5
17–19 1
Fahrenheit. Students can check their 20–22 2 Write the equation that describes each line in slope-intercept form.
equation by substituting the altitude 23–30 3
2 , (14, -3) is on the line.
23. slope = - _ 24. slope = _4 , (-15, 1) is on the line.
at sea level (0) into the equation 7 5
31–33 4
25. slope = -6, (9, 3) is on the line. 26. (7, 8) and (-7, 6) are on the line.
and checking that the boiling 34 5
temperature is 212 °F. 27. (2, 7) and (4, -4) are on the line. 28. (-1, 2) and (4, -23) are on the line.
Extra Practice 29. x-intercept = 3, y-intercept = -6 30. x-intercept = 4, y-intercept = -1
Answers
more Skills Practice and Each pair of points is on a line. Find the intercepts.
exercises. 31. (-1, -4) and (6, 10) 32. (3, 4) and (-6, 16) 33. (4, 15) and (-2, 6)
20. y
34. History The amount of fresh water left in the
2 Fresh Water Aboard Ship
tanks of a 19th-century clipper ship is a linear
x
function of the time since the ship left port, as Time (days) Amount (gal)
0 2 4
shown in the table. Write an equation in slope- 1 3555
-2
intercept form that represents the function. Then
8 3240
find the amount of water that will be left in the
ship’s tanks 50 days after leaving port. 15 2925
21. y y = –45x + 3600; 1350 gal
35. Science At higher altitudes, water boils at lower
2 Science temperatures. This relationship between altitude and boiling point is linear. At an
altitude of 1000 feet, water boils at 210 °F. At an altitude of 3000 feet, water boils at
0 2 4 x
206 °F. Write an equation in slope-intercept form that represents this linear function.
-2 Then find the boiling point at 6000 feet.
36. Consumer Economics Lora has a gift card from an online music store where all
22. downloads cost the same amount. After downloading 2 songs, the balance on her
y
card was $18.10. After downloading a total of 5 songs, the balance was $15.25.
2
As altitude increases, the a. Write an equation in slope-intercept form that represents the amount in dollars
x remaining on the card as a function of songs downloaded. y = –0.95x + 20
amount of breathable
-2 0 2 oxygen decreases. At b. Identify the slope of the line and tell what the slope represents.
-2 elevations above 8000
c. Identify the y-intercept of the line and tell what it represents.
feet, this can cause
altitude sickness. To d. How many additional songs can Lora download when there is $15.25 left on the
23. y = -  _ 2   x + 1 prevent this, mountain card? 16 songs
7 climbers often use tanks
4
24. y =  _  x + 13 containing a mixture of Graph the line with the given slope that contains the given point.
5
BUA111FT-C05L08-A701 air and pure oxygen. 1 ; (0, 0)
38. slope = - _ 1 ; (-2, -1)
39. slope = _
25. y = -6x + 57 37. slope = -3; (2, 4)
4 2
1
26. y =  _   x + 7 Tell whether each statement is sometimes, always, or never true.
7 11
27. y = -  _   x + 18 40. A line described by the equation y = mx + b contains the point (0, b). always
2
28. y = -5x - 3 41. The slope of the line that contains the points (0, 0) and (c, d) is negative if both c
29. y = 2 x - 6 and d are negative. never
1 42. The y-intercept of the graph of y - y1 = m(x - x1) is negative if y1 is negative. sometimes
30. y =  _  x  - 1
4
31. x-int.: 1; y-int.: -2 43. Meteorology Snowfall accumulates at an average rate of 2.5 inches per hour
during a snowstorm. Two hours after the snowstorm begins, the average depth of
32. x-int.: 6; y-int.: 8 snow on the ground is 11 inches.
© Royal Geographical Society/Alamy

33. x-int.: -6; y-int.: 9 a. Write an equation in point-slope form that represents the depth of the snow in
1
35. y = -  _    x + 212; 200 °F inches as a function of hours since the snowstorm began. y - 11 = 2.5(x - 2)
500
b. How much snow is on the ground when the snowstorm starts? 6 in.
36b. -0.95; the change in the
c. The snowstorm begins at 2:15 P.M. and continues until 6:30 P.M. How much snow
amount in dollars remaining on
the card after each download
is on the ground at the end of the storm? 16 5 in. _
8
c. 20; the initial amount in dollars
on the card
Answers 39. y
37. y 280
2 x
0 2
x
0 -2
2 4
-2
38. y
2 BUA111FT-C05L08-A704
BUA111FT-C05L08-A702
x
-2 0
-2
280 Chapter 4 BUA111FT-C05L08-A703

Write an equation in point-slope form that describes each graph. Statistics In Exercise 52,
44. Possible 44. y 45. y 46. remind students that a
(3, 3) y
answer: (-3, 2) trend line should have
2 2 2
y + 3 = -(x - 2) (3, 1) about the same number of points
x x x
below it as above it.
45. Possible -2 2 -2 0 2 2
(2, -3)
answer:
_
-2
(-1, -3) (-2, -1)
3 Exercise 53 involves
y - 3 = (x - 3)
2 using two points to
46. Possible The tables show linear relationships between x and y. Copy and complete the tables. write an equation
answer:
_
y - 1 = 2 (x - 3)
47. x -2 0 4 7 48. x -4 1 0 6 for a line. This exercise prepares stu-
dents for the Multi-Step Test Prep.
5 y -18 -8 12 27 y 14 4 6 -6
49. ////ERROR ANALYSIS///// Two students used point-slope form to find an equation that Answers
describes the line with slope -3 through ( -5, 2). Who is incorrect? Explain the error.
52a. Test Scores
50. Possible Student A is incor-
answer: When you rr* f ! q q*" rr* f ! q q*" rect. Student A incor-
1080
know a point and r+ ,! q." r+ ,T q! ."V rectly wrote x - (-5) 1040
the slope, you can r+ ,! q."
Mean score
as x - 5 instead of
immediately use x + 5.
1000
point-slope form. 960
When you know 50. Critical Thinking Compare the methods for finding the equation that describes a
2 points, first use line when you know 920
them to find the • a point on the line and the slope of the line.
slope. Then use • two points on the line.
0 10 20
point-slope form, Years since 1985
just like in the first How are the methods alike? How are they different?
case. 51. Write About It Explain why the first statement is false but the second is true.
• All linear equations can be written in point-slope form.
51. Possible answer: • All linear equations that describe functions can be written in point-slope form.
Linear equations 52. Multi-Step The table shows the mean scores on a standardized test for several
that describe vert. different years.
lines cannot be writ-
ten in point-slope Years Since 1985 0 5 10 17 21
form because they Mean Combined Score 994 1009 1001 1016 1020
have undef. slope.
All non-vert. lines a. Make a scatter plot of the data and add a trend line to your graph.
represent functions, b. Use your trend line to estimate the slope and y-intercept, and write an equation
and they can all be in slope-intercept form. Possible answer: slope: 1.5; y-int.: 994; y = 1.5x + 994
written in point-slope c. What do the slope and y-intercept represent in this situation? slope: number
form. of points by which mean score is increasing each year; y-int.: mean score in 1985
53. a. Stephen is walking from his house to his friend Sharon’s house. When he is 12
blocks away, he looks at his watch. He looks again when he is 8 blocks away and
finds that 6 minutes have passed. Write two ordered pairs for these data in the
form (time, blocks). (0, 12) and (6, 8)
2
b. Write a linear equation for these two points. y = - x + 12
_
3
c. What is the total amount of time it takes Stephen to reach Sharon’s house?
© Brand X Pictures
Explain how you found your answer. 18 min

Practice A
Practice C
Name ________________________________________ Date __________________ Class__________________
Practice B
LESSON
4-x
4-7
Point-Slope Form
Practice B
Name ________________________________________ Date __________________ Class__________________ Write an equation in point-slope form for the line with the given slope
that contains the given point.
LESSON Reading Strategies Name ________________________________________ Date __________________ Class__________________ Name ________________________________________ Date __________________ Class__________________
4-x
Use a Concept Map LESSON
4-x
4-7
Review for Mastery Reteach 1. slope = 3; (−4, 2)
Review for Mastery
2. slope = −1; (6, −1)
Point-Slope Form Point-Slope Form continued

The point-slope form of a line can be used when writing linear equations.
You can graph a line if you know the slope and any point on the line. You y –write
can 2 = a3(x + equation
linear 4) in slope-intercept form y + 1are
if you = –(x
given–the
6)slope and a point
Equation Writing Equations in Graph the line with slope 2 that contains on the line, or if you are given any two points on the line.
Point-Slope Form the point (3, 1). Graphan
Write the line described
equation by eacheach
that describes equation.
line in slope intercept form.
MCS10_A1_MESE612225_C04L07.indd 281 A line with slope 3 which Step 1: Plot (3, 1). 2/17/11 12:42:56 PMslope = 3, (4, 2)
2 is on the line (10, 1) and (8, 5) are on the line
3. y + 2 = − (x − 6) 4. y + 3 = − 2 (x − 4)
y − y1 = m(x − x1) contains the point (−6, 2) 2 3 equation in
Step 2: The slope is 2 or ; Count 2 up and Step 1: Write the Step 1: Find the slope.
can be written in point-slope 1 point-slope form.
form as y − 2 = 3[x − (−6)], 1 right and plot another point.
or y − 2 = 3(x + 6). y 2 − y1 5 −1 4
Step 3: Draw a line connecting the points. y – 2 = 3(x – 4) m= = = = −2
x2 − x1 8 − 10 −2
Point-Slope
Form Graph the line with the given slope that contains the given point. Step 2: Write the equation in Step 2: Substitute the slope and
Changing Point-Slope Uses
−1
slope-intercept form by solving one point into the point-slope form.
Form to Slope- The point-slope form can be 2
1. slope = ; (−3, −3) 2. slope = ; (−2, 4) 3. slope = 3; (−2, −2) for x Then write in slope-intercept form.
Intercept Form used to write a linear equation 3 2
when given either... y – 2 = 3(x – 4) y − y1 = m( x − x1 )
y − 2 = 3(x + 6)
• a point and the slope
y − 2 = 3x + 18
• two points y – 2 = 3x – 12 y − 5 = −2 x − 8( )
y = 3x + 20
...and then simplified to slope- +2 +2 y − 5 = −2 x + 16
intercept form to graph.
y = 3x – 10 +5 +5
Write the equation that describes the line in slope-intercept form.
Complete the following. y = –2x + 10
1
1. What two pieces of information do you need to write an equation in point-slope form? 5. slope = −4; (1, −3) is on the line 6. slope = ; (−8, −5) is on the line
2
Write the equation that describes the line in slope-intercept form.
the slope of the line and one point on the line 1
2. In the concept map above, it states that you can write an equation y = =–4x
7. slope + 2)
−3; (1, 1 is on the line y = = 1x; (8,
8. slope – 13) is on the line
in point-slope form if given two points on the line. What piece of 24
information do you still need and how can you get it? 3 2 7. (2, 1) and (0, −7) are on the line 8. (−6, −6) and (2, −2) are on the line
4. slope = ; (1, 2) 5. slope = −2; (−3, 2) 6. slope = − ; (2, 4)
2 3
the slope; you can substitute the coordinates of the two given 1
y = 4x – 7 y= x–3
points into the slope formula. 12
y = –3x + 5 y= x+1
3. Write an equation in point-slope form for the line
Find the intercepts of the line that contains each pair of points.
4
with slope 4 that contains (3, −10).
9. slope = 4; (2, 8) is on the line 10. (1, 2) and (3, 12) are on the line
9. (−1, −4) and (6, 10) x-int: 1, y-int: –2 10. (3, 4) and (−6, 16) x-int:6, y-int: 8
y + 10 = 4(x – 3)
11. The cost of internet access at a cafe is a function of time.
4. Write an equation in slope-intercept form for the
The costs for 8, 25, and 40 minutes are shown. Write an equation
line that contains points (2, −5) and (−4, 7).
yin=slope-intercept
4x y =Then
form that represents the function. 5x find
– 3the
y = –2x – 1 cost of surfing the web at the cafe for one hour.
11. (6, 2) and (−2, −2) are on the line 12. (4, 1)Time
and (1, 4) are on8the line25
(min) 40
y = 0.17x + 3; $13.20 Cost ($) 4.36 7.25 9.80
1
y= x–1 y = –x + 5
2 52 Holt McDougal Algebra 1
Lesson 4-7 281

Original content Copyright © by Holt McDougal. Additions and changes to the original content are the responsibility of the instructor. CS10_A1_MECR710532_C04L07b-a.indd 52 3/2/11 3:11
58 Holt McDougal Algebra 1 Original content Copyright © by Holt McDougal. Additions and changes to the original content are the responsibility of the instructor. Original content Copyright © by Holt McDougal. Additions and changes to the original content are the responsibility of the instructor.
54 Holt McDougal Algebra 1 Holt McDougal Algebra 1
In Exercise 54,
students who chose 54. Which equation describes the line through (-5, 1) with slope of 1?
B most likely reversed y+1=x-5 y - 1 = -5(x - 1)
x1 and y1 in the point-slope form.
y+5=x-1 y-1=x+5
Students who chose A probably
added x1 and y1. 55. A line contains (4, 4) and (5, 2). What are the slope and y-intercept?
slope = -2; y-intercept = 2 slope = -2; y-intercept = 12
Journal
slope = 1.2; y-intercept = -2 slope = 12; y-intercept = 1.2
Have students describe a situation in
which the point-slope form is more
useful than the slope-intercept form. CHALLENGE AND EXTEND
56. A linear function has the same y-intercept as x + 4y = 8 and its graph contains the
point (2, 7). Find the slope and y-intercept. slope: 5 ; y-int.: 2 _
2
57. Write the equation of a line in slope-intercept form that contains __34 , __12 and has the
same slope as the line described by y + 3x = 6. y = -3x + 11 _( )
Have students choose two points on
a coordinate grid and write an equa- 58. Write the equation of a line in slope-intercept form that contains - __12 , - __13 and 1 __12 , 1 .y =
4
( ) ( ) _2 x
tion in slope-intercept form for the
3
line that passes through the points.
Then have them graph the line and
check their work by making sure their Career Resources Online
two original points are on the line. Q: What math classes did you take in high school?
h l?
A: Algebra 1 and 2, Geometry, and Statistics
Q: What math classes have you taken in college?

A: Applied Statistics, Data Mining Methods, Web Mining, and
Artificial Intelligence
Q: How do you use math?

A: Once for a class, I used software to analyze basketball
statistics. What I learned helped me develop strategies for our
4-7 school team.
Michael Raynor Q: What are your future plans?

Write an equation in point- Data mining major
slope form for the line with the A: There are many options for people with data mining skills.
I could work in banking, pharmaceuticals, or even the
given slope that contains the
military. But my dream job is to develop game strategies
given point. for an NBA team.
1. slope = -1; (0, 9)
y - 9 = -(x - 0)
1
2. slope = -  _   ; (3, -6)
3
_ 1
y + 6 = -       (x - 3)
3
describe each line in slope-
intercept form.
3. slope = -2, (2, 1) is on the line.
y = -2x + 5
© Ocean/Corbis
4. (0, 4)and (-7, 2) are on the line.
_ 2
y =      x + 4 282 Chapter 4 Linear Functions
7
5. The cost to take a taxi from

LESSON LESSON
4-x
4-7 4-x
4-7
Connect the Dots
the airport is a linear function Point-Slope Form
Write the correct answer. The objective of this game is to write and graph linear equations such that
each line passes through as many points as possible. Each equation must
of the distance driven. The
1. The number of students in a school has 2. Toni is finishing a scarf at a constant
been increasing at a constant rate. The rate. The table shows the number of be written in slope-intercept form, but you may use point-slope form as part
table shows the number of students in hours Toni has spent knitting this week of your work.
CS10_A1_MESE612225_C04L07.indd 282 numbers of years 2/17/11 12:42:59 PM
costs for 5, 10, and 20 miles the school for certain
since 1995.
and the corresponding number of rows
in the scarf.
Two-player version:
o Each player takes a turn writing and graphing one linear equation that
are shown in the table. Write

Years Since Number of Toni’s Knitting passes through points on the graph. Allow time for the player to make
1995 Students Hours Rows of Knitting calculations. Check each other’s work for accuracy—sometimes a line
0 118 may come close to a point but not actually intersect it.
2 38
an equation in slope-intercept 5 124 4 44
o The player scores 5 points for each point on the graph that the line
passes through. If the line passes through a point that was previously
10 130 6 50 intersected by a line, the player does not get credit for it.
form that represents the Write an equation in point-slope form Write an equation in slope-intercept form
that represents this linear function.
o After all points have been used, tally your scores to see who wins.
that represents this linear function.
function.
Single-player version:
Possible answer: y = 3x + 32
o Try to write equations for the fewest number of lines that intersect all
y – 130 = 1.2(x – 10) 3. A photo lab manager graphed the cost of of the points.
having photos developed as a function of
Write the equation in slope-intercept o If other students in your class are playing as single players, compare
the number of photos in the order. The
Distance (mi) Cost ($) form. results to see who was able to use the fewest lines. Challenge
1
graph is a line with a slope of yourselves to find ways to further reduce the number of lines that you
y = 1.2x + 118 10 used.
Assuming the rate of change remains that passes through (10, 6). Write an
5 14 constant, how many students will be in

the school in 2010?
equation in slope-intercept form that
describes the cost to have photos
developed. How much does it cost to
136
10 22
have 25 photos developed?
1
y= x + 5; $7.50
10
20 38 The cost of a cell phone for one month is a linear function of the
number of minutes used. The total cost for 20, 35, and 40 additional
minutes are shown. Select the best answer.
4. What is the slope of the line represented Cell-Phone Costs
y = 1.6x + 6 in the table?

A 0.1 C 2
Number of
Additional Minutes
20 35 40
B 0.4 D 2.5 Total Cost $48 $54 $56

Also available online 5. What would be the monthly cost if 60
additional minutes were used?
6. What does the y-intercept of the function
represent?
Tell how to make a game board that would result in a tie.
F $64 H $84 A total cost of the bill
B cost per additional minute Plot an even number of pairs of points such that the two points in
G $72 J $150
C number of additional minutes used each pair are collinear but neither point is collinear with any
D cost with no additional minutes used other plotted point.
282 Chapter 4 Original content Copyright © by Holt McDougal. Additions and changes to the original content are the responsibility of the instructor. Original content Copyright © by Holt McDougal. Additions and changes to the original content are the responsibility of the instructor.

4-7
Graph Linear Functions Organizer
Use with the lesson
You can use a graphing calculator to quickly graph lines whose equations Point-Slope Form
are in point-slope form. To enter an equation into your calculator, it must be
solved for y, but it does not necessarily have to be in slope-intercept form.
Pacing:
Traditional __
1
day
Block __
2
1
Use with Point-Slope Form 4
day
Objective: Use a graphing
Lab Resources Online calculator to graph lines.
Activity
Materials: graphing calculator
Graph the line with slope 2 that contains the point (2, 6.09). Use appropriate
tools strategically.
1 Use point-slope form. Online Edition
y - y 1 = m(x - x 1) CC.9-12.F.IF.7 Graph functions expressed Graphing Calculator, TechKeys
symbolically and show key features of the
y - 6.09 = 2(x - 2) graph, by hand in simple cases and using
technology for more complicated cases.* Countdown
2 Solve for y by adding 6.09 to both sides of the equation.
y - 6.09 = 2 (x - 2)
+ 6.09 + 6.09
−−−−− −−−−−
y = 2(x - 2) + 6.09 Resources
3 Enter this equation into your calculator. Technology Lab Activities
2 2 6.09 Lab Recording Sheet
Teach
Discuss
4 Graph in the standard viewing window by pressing 10 Have students compare the graph in
and selecting 6:ZStandard. In this window,
both the x- and y-axes go from -10 to 10.
the two viewing windows. Discuss
how the scale of the viewing win-
-10 10
dow can distort a graph.
Close
-10
Key Concept
5 Notice that the scale on the y-axis is smaller than 10
the scale on the x-axis. This is because the width of Before graphing a function on a
the calculator screen is about 50% greater than its calculator, you must first solve for y.
height. To see a more accurate graph of this line, -15.16 15.16 The scale of the axes in the viewing
use the square viewing window. Press and window affects the appearance of
select 5:ZSquare. the slope of a line.
-10
Assessment
Journal Have students explain the
Try This difference between the standard
1. Graph the function represented by the line with slope -1.5 that contains the point viewing window and the square
(2.25, -3). View the graph in the standard viewing window. viewing window.
2. Now view the graph in the square viewing window. Press and write down the
Technology Caution stu-
minimum and maximum values on the x- and y-axes.
dents not to confuse the
3. In which graph does the line appear steeper? Why? negative key with the
4. Explain why it might sometimes be useful to look at a graph in a square window. subtraction key .
4- 7 Technology Lab 283
Answers less steep than it really

is. In the square win-
1.
CC13_A1_MESE647036_C04TLa.indd 283 4027011 12:36:18 PM
dow, the units on each
axis are the same size,
so the slope of the line
is represented more
accurately.
4. Possible answer: When
3. The second graph; the you want an accurate CC.9-12.F.IF.7 Graph functions
stand. window has the expressed symbolically and show key
2. representation of
same number of units the slope of a line, a features of the graph…*
on each axis. Since the square window would a. Graph linear and quadratic functions
calc. screen is more help avoid skewing the and show intercepts, maxima, and minima.
horiz. than vert., the line.
units on the x-axis are
larger than the units State Resources Online
on the y-axis. This
makes the line appear
Technology Lab 283
Organizer Interpreting Trend Lines
Geometry
Pacing: Previously, you learned how to draw trend lines on scatter plots. Now you
Data Analysis
Traditional  __1 will learn how to find the equations of trend lines and write them in slope-
    day
__
1
2
Block       day
intercept form.
4
Objective: Write and interpret a
linear equation for a trend line on
a scatter plot. Example
Write an equation for the trend line on the scatter plot.
Online Edition
Two points on the trend line are (30, 75) and (60, 90). Test Scores vs. Study Time

To find the slope of the line that contains (30, 75) 100
and (60, 90), use the slope formula. 95
90
Teach y2 - y1
m=_ Use the slope formula.
85
Test Scores
x2 - x1 80
Remember 90 - 75
75
m=_ Substitute (30, 75) for (x1, y1) and
70
Students review the slope formula, 60 - 30 (60, 90) for (x2, y2).
65
the definition of y-intercept, and 15
m=_ Simplify. 60
the slope-intercept form of a linear 30 55
equation. 1
m=_ 0 10 20 30 40 50 60 70 80 90 100
2
Discuss Time spent studying (min)
Use the slope and the point (30, 75) to find the
Be sure students understand that
y-intercept of the line.
the equation of a trend line cannot
be used to make predictions with y = mx + b Slope-intercept form
absolute certainty. Instead, it is used
1 (30) + b
75 = _ 1 for m, 30 for x, and 75 for y.
Substitute _
to make a “best guess” based on the 2 2
available data.
75 = 15 + b Solve for b.
Close 60 = b
Assess Write the equation.

1 x + 60
y=_ 1 for m and 60 for b.
Substitute _
Use the graph from the example. 2
2
Have students describe another
method, different from the one
shown, to find the equation of the Try This 1. Every two minutes spent studying
trend line. Possible answer: After results in a one-point increase in
finding the slope, substitute that 1. In the example above, what is the meaning of the slope? the test score.
value and one of the ordered pairs 2. What does the y-intercept represent? The score of a student who spent no time studying
on the trend line into the point- 3. Use the equation to predict the test score of a student who spent 25 minutes
slope form. studying. 72.5
4. Use the table to create a scatter plot. Draw a trend line and find the equation
of your trend line. Tell the meaning of the slope and y-intercept. Then use your
equation to predict the race time of a runner who ran 40 miles in training.
Distance Run in Training (mi) 12 15 16 18 21 23 24 25 33
Race Time (min) 65 64 55 58 55 50 50 47 36
Answers to Try This y = - __

 54   x + 80; the slope, - __
 54   , indicates that
every 4 miles run in training decreases the
4. Possible answers:
CS10_A1_MESE612225_C04CNb.indd 284 2/11/11 10:49:43 PM
race time by 5 minutes; the y-intercept, 80,
Race Time vs. Training Distance indicates the race time of someone who did
75 not run any distance in training; 30 min
65
Race time (min)
55
45
35
0
5 15 25 35 45
Distance run in training (mi)
284 Chapter 4
4-8 Organizer
4-8 Line of Best Fit Pacing: Traditional 2 days
Block 1 day
CC.9-12.S.ID.6 Represent data on two quantitative variables on a scatter plot, and describe how
the variables are related. Also CC.9-12.S.ID.6b, CC.9-12.S.ID.7, CC.9-12.S.ID.8, CC.9-12.S.ID.9 Objectives: Determine a line of
Objectives Who uses this? best fit for a set of linear data.
Determine a line of best Climate scientists can use
fit for a set of linear data.
Determine and interpret the
a least-squares line to
Determine and
correlation coefficient.
study temperature-
interpret the correlation latitude relationships.
coefficient. (See Example 2.)
Vocabulary
Recall that a scatter plot shows
residual
least-squares line two data sets as one set of
ordered pairs. A trend line,
line of best fit
linear regression or line of fit, is a model for Warm Up
correlation coefficient the data. Identify the slope and the
Some trend lines will fit a data set y y-intercept.
better than others. One way to evaluate e3
1. y = -2x + 1 m = -2, b = 1
how well a line fits a data set is to use Residual
residuals. A residual is the signed
e1 2x - 4 m = _
2. y = _
2
, b = -4
e4 3 3
vertical distance between a data point
and a line of fit. The closer the sum of
e2 Identify the correlation
the squared residuals is to 0, the better (positive, negative, or none)
x that you would expect to see
the line fits the data.
between each pair of data sets.
3. a person’s height and shoe
EXAMPLE 1 Calculating Residuals
size pos.
The data in the table are graphed y y= 1x + 3
along with two lines of fit. For 8 (6, 7) 2 4. the age of a car and its
each line, find the sum of the (2, 6) y= 1x + 2 value neg.
6 2
squares of the residuals. Which
line is a better fit? 4 (8, 5) Also available online
2 (4, 3)
x 2 4 6 8
x
y 6 3 7 5
2 4 6 8
Find the residuals.

(6, 7)
(6, 7) (8, 7) (2, 6) (8, 6)
Q: Why did the playwright take so
y= 1x+ 3
1 2 2
-1 y= 1x+ 2 long to decide what the lead
(2, 6) (4, 5) -2 2
(6, 6) 3 (4, 4) character should say at a crucial
2 (8, 5) (6, 5) (8, 5)
-2 -1 moment in the play?
By using squares of (2, 4)
©Gordon Wiltsie/National Geographic/Getty Images
(4, 3) (2, 3) (4, 3)

residuals, positive A: She wanted to be sure it was the
and negative
residuals do not Sum of squared residuals: Sum of squared residuals: line of best fit.
“cancel out,” and (2) 2 + (-2) 2 + (1) 2 + (-2) 2 (3) 2 + (-1) 2 + (2) 2 + (-1) 2
residuals with
4 + 4 + 1 + 4 = 13 9 + 1 + 4 + 1 = 15
squares greater than
1 have a magnified The line y = __
1
x + 3 is a better fit for the data.
2
effect on the sum.
4-8 Line of Best Fit 285

CC.9-12.S.ID.6 Represent data on
two quantitative variables on a scatter
1 Introduce plot, and describe how the variables are
CC13_A1_MESE647036_C04L08.indd 285 4027011 12:37:17 PM related.
b. Informally assess the fit of a function
% X P L O R AT I O N
Motivate by plotting and analyzing residuals.
Line of Best Fit
Previously, students learned that a scatter plot can CC.9-12.S.ID.7 Interpret the slope (rate
The table shows the temperatures for five consecutive days and
the number of minutes Rosa spent outside that day. show a correlation between two data sets, and of change) and the intercept (constant
Temperature (°F)
Time Outside (min)
77
85
70
95
72
91
51
32
60
62 that a trend line can help to show that correlation. term) of a linear model in the context of
1. Plot the ordered pairs on the grid at right.
90
On the board, make a rough sketch of a scatter the data.
Time outside (min)
70
2. Graph and label the trend lines
represented by
50
30
plot. Then sketch two trend lines and label them CC.9-12.S.ID.8 Compute (using
y 2x 20 and y 2x 60 on the grid. 10
0 10 30 50 70 1 and 2. Ask students, by a show of hands, to technology) and interpret the correlation
THINK AND DISCUSS
Temperature (ºF)
3. Describe how to use each equation to predict the amount of indicate which line they think better fits the data. coefficient of a linear fit.
time Rosa will spend outside on a day when the temperature
is 80 °F. Then tell them that they will learn how to find a CC.9-12.S.ID.9 Distinguish between
Substitute 80 for x in each equation and find the value of y.
y = 2x - 20 = 2(80) - 20 = 140 min
y = 2x - 60 = 2(80) - 60 = 100 min
line of best fit for a data set. correlation and causation.
4. Explain which of the predictions you think is more accurate
and why.
Possible answer: 100 min; y = 2x - 60 is closer to the data points than y = 2x - 20.
1, 2. 90
y = 2x - 20
Explorations and answers are provided in your State Resources Online
Time outside (min)
70 y = 2x - 60
50
30
online resources.
10
0 10 30 50 70
Lesson 4-8 285

Temperature (ºF)
1. Two lines of fit for this data are
x 2 4 6 8
y = -__12 x + 6 and y = -x + 8. For each
y 3 6 1 4
Additional Examples line, find the sum of the squares of
the residuals. Which line is a better fit?
Example 1 y = -__1 x + 6: 16; y = -x + 8: 30; y = -__1 x + 6 is better.
2 2
Two lines of fit for this data are The least-squares line for a data set is the line of fit for which the sum of the
y = 2x + 2 and y = x + 4. For squares of the residuals is as small as possible. So, the least-squares line is a
each line, find the sum of the line of best fit. A line of best fit is the line that comes closest to all of the points
in the data set, using a given process. Linear regression is a process of finding
squares of the residuals. Which
the least-squares line.
line is a better fit?
x 1 2 3 4 EXAMPLE 2 Finding the Least-Squares Line

y 7 5 6 9 The table shows the latitudes and average temperatures of several cities.
y = 2x + 2: 15; y = x + 4: 7; City Latitude Average Temperature (°C)

y = x + 4 is a better fit. Barrow, Alaska, USA 71.2° N –12.7
Yakutsk, Russia 62.1° N –10.1
Example 2
London, England 51.3° N 10.4
The table shows populations Chicago, Illinois, USA 41.9° N 10.3
and numbers of U.S.
San Francisco, California, USA 37.5° N 13.8
Representatives for several
Yuma, Arizona, USA 32.7° N 22.8
states in the year 2000.
Tindouf, Algeria 27.7° N 22.8
Population Dakar, Senegal 14.0° N 24.5
State (millions) Representatives Mangalore, India 12.5° N 27.1
AL 4.5 7
AK 0.6 1 A Find an equation for a line of best fit.
AZ 5.1 8 Use your calculator. To enter the data, press
and select 1:Edit. Enter the latitudes
AR 2.7 4 in the L1 column and the average
CA 33.9 53 temperatures in the L2 column.
CO 4.3 7 Then press and choose CALC.

Choose 4:LinReg(ax+b) and press
A. Find an equation for a line of . An equation for a line of best fit is
best fit. y = 1.56x + 0.02 y ≈ -0.69x + 39.11.
B. Interpret the meaning of the B Interpret the meaning of the slope

slope and y-intercept. Slope: and y-intercept.
for each 1 million increase The slope, -0.69, means that for each
in pop., the number of 1-degree increase in latitude, the average
temperature decreases 0.69 °C. The
Representatives increases by
y-intercept, 39.11, means that the
1.56 million; y-int.: a state with average temperature is 39.11 °C at
a pop. of 0 (or less than a mil- 0° N latitude.
lion) has 0.02 Representatives
C The approximate latitude of Vancouver, Canada, is 49.1° N. Use your
(or 1 Representative). equation to predict Vancouver’s average temperature.
C. Michigan had a population of y ≈ -0.69x + 39.11
approximately 10.0 million in y ≈ -0.69(49.1) + 39.11 ≈ 5.23
2000. Use your equation to The average temperature of Vancouver should be close to 5 °C.
predict Michigan’s number of
Representatives. 16
2 Teach
INTERVENTION
Questioning
Strategies
Questioning Strategies Guided Instruction
Before beginning this lesson, review Through Multiple Representations
EX A M P L E 1 y = mx + b, the slope-intercept form of a For Example 2, have students write these
• Why are residuals of 2 and –2 linear equation. Remind students that m is notes: L1 and x represent Latitude; L2 and y
equivalent measures of fit? the slope and b is the y-intercept. Explain represent Average Temperature. Next, have
• How do you use residuals to that the trend lines shown in Example 1 them set up a coordinate system on graph
decide which line is a better fit? were chosen to roughly follow the pattern paper, using these scales: 0 to 75 by 5’s on
in the scatter plot, but neither is a line of the x-axis and -15 to 40 by 5’s on the y-axis.
best fit. When discussing Examples 2–4, Tell students to graph the data. Next, tell
EX A M P L E 2
remind students that each equation does them to graph y = -0.7x + 40 (an approxi-
• How are the variables x and y represent a line of best fit, and that the mation of y = -0.69x + 39.11) and confirm
related to L1 and L2? equations are obtained by calculator that the line is a good fit for the data.
software that compares residuals.
286 Chapter 4
2. The table shows the prices and the lengths in yards of several
balls of yarn at Knit Mart.
"" Ê ,,",
,/
Length (yd) 1680 100 153 99 109 109 176 100 1440 61
Students may think the value of r is
Price ($) 65.85 7.85 9.80 10.85 8.35 7.85 19.85 5.35 65.85 14.85
related to the steepness of the line
a. Find an equation for a line of best fit. y ≈ 0.04x + 6.38 of fit. For example, they may think
2b. Slope: cost is $0.04/yd; y-int.: a line of fit with r = 0.8 is steeper
b. Interpret the meaning of the slope and y-intercept.
$6.38 is added to the cost of every than a line of fit with r = 0.6. Explain
ball of yarn. c. Knit Mart also sells yarn in a 1000-yard ball. Use your
that r indicates the strength of a
equation to predict the cost of this yarn. $46.38
correlation, not steepness.
In Example 2, you may have noticed the last

value the calculator gave you, r. This is the
correlation coefficient. The correlation
coefficient is a number r, where -1 ≤ r ≤ 1, Additional Examples
that describes how closely the points in a
scatter plot cluster around a line of best fit. Example 3
The table shows a relationship
Properties of the Correlation Coefficient r between points allowed and
games won by a football team
r is a value in the range -1 ≤ r ≤ 1. over eight seasons.
If r = 1, the data set forms a straight line with a positive slope.
If r = 0, the data set has no correlation. Points Games
If r = –1, the data set forms a straight line with a negative slope.
Year Allowed Won
1 285 3
r-values close to 1
or –1 indicate a very 2 310 4
strong correlation.
The closer r is to 0, 3 301 3
the weaker the 4 186 6
correlation. r ≈ -0.95 r ≈ -0.6 r≈0 r ≈ 0.6 r ≈ 0.95
5 146 7
6 159 7
7 170 5
EXAMPLE 3 Correlation Coefficient
8 190 6
The table shows a relationship between a city’s population and the average
time the city’s citizens spend commuting to work each day. Find an equation for a line of
best fit. How well does the line
Population Average Commute Time
City (thousands) (min) represent the data?
Albuquerque, NM 505 21.5 y ≈ -0.02x + 9.91; very well
Atlanta, GA 486 31.1 (r ≈ -0.91)
Austin, TX 710 23.2 Also available online
Charlotte, NC 630 25.1
Chicago, IL 2833 30.6
Eugene, OR 146 17.9
INTERVENTION
Questioning
Houston, TX 2144 27.7 Strategies
Las Vegas, NV 553 25.2
New York, NY 8496 34.0 EX AM P LE 3
New Orleans, LA 223 24.2 • Why does an r-value of 0.61
indicate a moderate positive
correlation?
3 Close
MCS10_A1_MESE612225_C04L08.indd 287 2/17/11 12:45:05 PM
Have students complete the statements. Diagnose Before the Lesson

A residual is the signed vertical distance Warm Up
between a _____ and a ______. data point;
line of fit Monitor During the Lesson
A line of best fit that is based on minimiz- Check It Out! Exercises, SE
ing squares of the residuals is called the Questioning Strategies, TE
________. least-squares line
Correlation coefficients that indicate strong Assess After the Lesson
correlations are near the value ___ or ___. Lesson Quiz, TE
1; –1 Alternative Assessment, TE
Lesson 4-8 287

Find an equation for a line of best fit. How well does the line represent
the data?
Additional Examples Use your calculator.
Enter the data into the lists L1 and L2.
Example 4
Then press and choose CALC. Choose
Malik is a contractor, installing 4:LinReg(ax+b) and press . An equation
windows for a builder. The for a line of best fit is y ≈ 0.001x + 23.8. The
table shows data for his first value of r is about 0.71, which indicates a
eight weeks on the job. The moderate positive correlation.
equation of the least-squares
line for the data is y ≈ -10.36x 3. Kylie and Marcus designed a quiz to measure how much
+ 53, and r ≈ -0.88. Discuss information adults retain after leaving school. The table below
correlation and causation for shows the quiz scores of several adults, matched with the
number of years each person had been out of school. Find an
the data set.
equation for a line of best fit. How well does the line represent
the data? y ≈ -2.74x + 84.32; very well (r ≈ -0.88)
Average
Time per Time Out of School (yr) 1 1 1 2 2 3 5 7 10 10 14 25
Window Net Profit
Week (hr) per Hour ($) Quiz Score 85 94 98 75 80 77 63 56 45 50 34 33
1 3.5 19
2 2.8 25
Causation refers to cause-and-effect. If a change in one variable directly causes
3 2.5 24 a change in the other variable, then there is a cause-and-effect relationship
4 2.1 26 between the variables. There is often correlation without causation.
5 2.3 30
6 1.9 37
7 1.7 35 EXAMPLE 4 Correlation and Causation
8 1.8 39 The table shows test averages of eight students. The equation of the
least-squares line for the data is y ≈ 0.77x + 18.12 and r ≈ 0.87. Discuss
strong neg. corr.; likely correlation and causation for the data set.
cause-and-effect (likely that less
U.S. History Test Average 90 70 75 100 90 85 80 90
installation time contributes to a Notice in Example 4,
greater profit per hour) there is a strong Science Test Average 80 75 72 95 92 82 80 92
correlation, but
no causation. Two There is a strong positive correlation between the U.S. history test
variables can be average and the science test average for these students. There is not
strongly correlated
a likely cause-and-effect relationship because there is no apparent
without having a
direct cause-and- reason why test scores in one subject would directly affect test scores
INTERVENTION
Questioning effect relationship. in the other subject.
Strategies
4. strong pos. corr.; 4. Eight adults were surveyed about their education and
EX A M P L E 4 likely cause-and-effect earnings. The table shows the survey results. The equation
(more education often of the least-squares line for the data is y ≈ 5.59x - 30.28 and
• What is a possible explanation for a contributes to higher r ≈ 0.86. Discuss correlation and causation for the data set.
positive correlation between history earnings)
test averages and science test Years of Education 12 16 20 14 18 16 16 18
averages? Earnings Last Year (thousand $) 40 65 75 44 70 50 54 86
288 Chapter 4
THINK AND DISCUSS 1. 0
1. What is the residual for a data point that lies on the line of best fit? 2. See Additional Answers.
2. GET ORGANIZED Copy and complete the graphic organizer. For each
r-value, sketch a possible scatter plot and describe the correlation,
choosing from the following: strong positive, weak positive, none, strong
negative, weak negative.
4-8
r-value -0.9 -0.4 0 0.4 0.9
Exercises
Scatter Plot
Assignment Guide
Description of Correlation Assign Guided Practice exercises
as necessary.

Basic 7, 8, 18, 21–33
4-8 Average 7, 8, 12, 14, 18–33
Exercises Advanced 7, 8, 12, 14, 18–33

Basic 7–14, 17, 18, 20
GUIDED PRACTICE Average 7–20
Vocabulary Apply the vocabulary from this lesson to answer each question. Advanced 7–20
1. A signed vertical distance between a data point and its corresponding model point
is called a ? (residual or correlation coefficient) residual Homework Quick Check
2. A ? (least squares line or correlation coefficient) is a measure of how Quickly check key concepts.
well a line of best fit models a data set. correlation coefficient Exercises: 7, 8, 9, 10, 12, 14
SEE EXAMPLE 1 3. The data in the table are graphed along with two lines of fit. For each line, find the
sum of the squares of the residuals. Which line is a better fit for the data?
y
y = x + 1: 19; y = x – 1: 23;
y=x+1
x 2 3 4 5 y = x + 1 is better.
6 (4, 6)
y 2 5 6 2 (3, 5)
4
y=x-1
2
(2, 2) (5, 2)
x
2 4 6
SEE EXAMPLE 2 4. The table shows numbers of books read by students in an English class over
a summer and the students’ grades for the following semester.
4b. Slope: for Books 0 0 0 0 1 1 1 2 3 5 6 8 10 12 20
each bk. read,
student’s avg. Grade 65 69 70 73 70 75 78 77 86 85 89 90 95 99 98
will increase
1.72 pts; y-int.: a. Find an equation for a line of best fit. y ≈ 1.72x + 73.35
a student who b. Interpret the meaning of the slope and y-intercept.
reads 0 bks. will c. Use your equation to predict the grade of a student who reads 15 books.
have an avg. of ≈99.15, or 99
73.35.
MCC13_A1_MESE647036_C04L08.indd 289 4027011 12:37:53 PM

in solving them. Exercises 4–6, 8–10,
13–16, 19
Exercises 3, 7
the reasoning of others. Exercises
11–12
Exercise 20
Lesson 4-8 289

Visual Some students may SEE EXAMPLE 3 5. A negative correlation exists between the time Shawnda spends on homework during
have difficulty comparing an evening and the amount of sleep she gets that night. The table shows data for several
the absolute values of nights. Find an equation for a line of best fit. How well does the line represent the data?
decimals in Exercise 11. Encourage
Homework (h) 0.5 0.5 1 1 1.5 2 2 2.5 3 3 3 4 4.5 5
these students to draw a number
line, place the corresponding Sleep (h) 8 9 8 8.5 8 7.5 8 7.5 7 7 8 6.5 6.5 6
points in approximately the correct y ≈ -0.53x + 8.8; very well (r ≈ –0.91)
locations, and then determine which SEE EXAMPLE 4 6. Some students were surveyed about how much time they spent playing video games
is closer to 0. last week and their overall test average. The equation of the least-squares line for the
data is y ≈ -2.93x + 89.70 and r ≈ -0.92. Discuss correlation and causation for the
data set. strong neg. corr.; likely cause-and-effect (more time playing video games
often contributes to lower test avgs.)
Hours Playing Video Games 1 3 3 6 2 1 9 10
Test Average for all Subjects 80 85 78 70 86 92 60 64

Independent Practice 7. The data in the table are graphed along with two y = -x + 8
For See lines of fit. For each line, find the sum of the squares
Exercise Example 6
of the residuals. Which line is a better fit for the data? (4, 6)
7 1 4 (2, 5) 1
8 2
y = –x + 8: 7; y=-
2
x+6
9 3
x 2 4 6 8
y = - 1 x + 6: 9; _ 2 (8, 1)
10 4 y 5 6 1 1 2 (6, 1)
y = –x + 8 is better. 2 4 6
8. The table shows the mean outside temperature for each
8b. Slope: the of six months and the amount of heating oil used by a
family will use family for each of those months.
2.23 fewer gal/mo
for each 1 °F Mean Outside Temperature (°F) 30 28 44 56 62 76
increase in mean
Heating Oil Used (gal) 112 115 94 60 35 12
temp.; y-int.:
the family will
a. Find an equation for a line of best fit. y ≈ -2.23x + 181
use 181 gal in
a month when b. Interpret the meaning of the slope and y-intercept.
the mean temp. c. Use your equation to predict the amount of heating oil used in a month in
is 0 °F. which the mean outside temperature is 20 °F. ≈136 gal
9. The table shows the number of customers at a coffee shop and the number of
cookies sold for several days. Find an equation for a line of best fit. How well does
the line represent the data? y ≈ 0.2x + 2; very well (r ≈ 0.94)
Customers 10 12 25 27 40 55 67 109
Cookies Sold 2 6 5 9 10 11 20 22
10. mod. strong
pos. corr.; unlikely 10. Some students were surveyed about how much time they spent watching television
cause-and-effect one week and how much time they spent playing video games the next week. The
(time spent on one equation of the least-squares line for the data is y ≈ 0.76x + 1.63 and r ≈ 0.77.
activity in wk 1 Discuss correlation and causation for the data set.
probably does not
affect time spent Week 1: Hours Watching Television 4 2 0 1 3 1 8 10
Practice A
on the other Week 2: Hours Playing Video Games 1 3 3 6 2 1 9 10
activity in wk 2).
Practice C
Name ________________________________________ Date __________________ Class__________________
LESSON
4-8
Practice B
Line of Best Fit
1. The data in the table are graphed at right along with two
Name ________________________________________ Date __________________ Class__________________
lines of fit. Name ________________________________________ Date __________________ Class__________________
Review for Mastery

x 0 2 4 6
LESSON
Reading Strategies
Line of Best Fit
LESSON
4-8
Line of Best Fit
Reteach
y 7 3 4 0
A residual is the signed vertical distance between a data point and a line of The data in the table are graphed along with two lines of
fit. The line of best fit will have the least sum of squares of residuals. fit. The line that is a better fit will have the lesser sum of x 1 2 3 4
a. Find the sum of the squares of the residuals for
134 the square of the residuals. A residual is the vertical y 8 5 5 2
y = −3x + 9.___________________________
distance between a data point and a line of fit.
b. Find the sum of the squares of the residuals for CS10_A1_MESE612225_C04L08.indd 290 2/17/11 12:45:14 PM
Find the sum of the squares of the residuals for y = −x + 5.
1 10
y = − x + 5. ___________________________
2 1
_
y =- x + 5
Step 1 Use the equation to find the y-values when
x = 1, 2, 3, and 4.
c. 2
Which line is a better fit for the data? ___________________________
2. Use the data in the table to answer the questions that follow. x −x + 5 = y
1 −1 + 5 = 4
x 5 6 6.5 7.5 9 Find the line of best fit for the data set (1,1), (2, 3), (3, 2) (4, 4).
1. Enter the data into a graphing calculator. 2 −2 + 5 = 3
y 0 −1 3 −2 4
3 −3 + 5 = 2
y ≈ 0.78x - 4.54
a. Find an equation for a line of best fit. ___________________________ Use LinReg(ax + b) to find the equation for the line of
best fit. 4 −4 + 5 = 1
0.46
b. What is the correlation coefficient? ___________________________
y = 0.8x + 0.5
moderately well
c. How well does the line represent the data? ___________________________
_____________________________________
Step 2 Subtract each y-value in Step 1 from the corresponding
weak pos. correlation
d. Describe the correlation. ___________________________ 2. What is the correlation coefficient? y-value in the original table to find the residuals.
3. Use the data in the table to answer the questions that follow. r = 0.8
_____________________________________ 8−4=4 5−3=2 5−2=3 2−1=1
Step 3 Add the squares of the residuals.
x 10 8 6 4 2 42 + 22 + 32 + 12 = 16 + 4 + 9 + 1 = 30
y 1 1.1 1.2 1.3 1.5 3. Use the equation of best fit to complete the table below. The sum of the squares of the residuals for y = −x + 5 is 30.
y ≈ -0.06x + 1.58
a. Find an equation for a line of best fit. ___________________________
1. Find the sum of squares of the residuals for y = −x + 9.
b. What is the correlation coefficient? −0.99
___________________________
a. Use the equation to find the y-values when x = 1, 2, 3, and 4.
very well
c. How well does the line represent the data? ___________________________
x 1 2 3 4
strong neg. correlation
d. Describe the correlation. ___________________________ y 1.3 2.1 2.9 3.7 x 1 2 3 4
4. The table shows the number of pickles four students ate during the week versus their y 8 7 6 5
grades on a test. The equation of the least-squares line is y ≈ 2.11x + 79.28, and r ≈ 0.97.
Discuss correlation and causation for the data set. 0.3
4. Find each residual. _________________ −0.9
_________________ 0.9 −0.3
_________________ _________________ b. Subtract each y-value in Step 1 from the corresponding y-value in the original table to
find the residuals.
Pickles Eaten 0 2 5 10 8 = _____
8 − _____ 0 7 = _____
5 − _____ 6 = _____
-2 5 − _____ -1 5 = _____
2 − _____ -3
Test Score 77 85 92 99 0.09
5. Find the square of each residual. _________________ 0.81
_________________ 0.81
_________________
c. Add the squares of the residuals.
strong pos. correlation; unlikely cause-and-effect relationship 0.09 0 2 + _____
_____ -2 2 + _____
-1 2 + _____ 0 + _____
-3 2 = _____ 4 + _____
1 + _____
9 = _____
14
_________________________________________________________________________________________
6. What is the sum of the squares? _____________________________________ The line for which the sum of the squares of the residuals is lesser is the
_________________________________________________________________________________________
1.8 better fit for the data.
y = -x + 9 is the better fit.
2. _________________
290
Chapter 4 3/9/11 6:12:16 AM
66 62 Holt McDougal Algebra 1
Holt McDougal Algebra 1
CS10_A1_MECR710532_C04L08d-a.indd 62 3/9/11 6:12:12 AM

CS10_A1_MECR710532_C04L08g-a.indd 66 3/9/11 6:09:43 AM
11. Write About It Tell which correlation coefficient, r = 0.65 or r = -0.78, indicates a
1
COMMON ERROR
stronger linear relationship between two variables. Explain your answer.
-0.78; -0.78 is closer to -1 than 0.65 is to 1. ALERT
12. Critical Thinking What can you conclude if the sum of the squared residuals
1
is 0? Explain why the same conclusion might not apply when the sum of the In Exercise 11, students may think
Sportss residuals is 0. Every data pt. lies on the least-squares line; residuals can be pos. or that a positive r-value indicates a
neg., so their sum could be 0 even when data pts. are not on the least-squares line. stronger correlation than a negative
13. Sports The table shows hits and runs
Player Hits Runs r-value. Explain that the strength of
scored by eight New York Yankees in the
2009 baseball season. a. y ≈ 0.48x + 12.03 Jorge Posada 109 55 a correlation is determined by the
a. Find the equation of the least-squares line. Mark Teixeira 178 103 absolute value of r. For example,
Robinson Cano 204 103 r-values of –0.8 and 0.8 indicate
b. Interpret the meaning of the slope.
equal strength.
c. Interpret the meaning of the y-intercept Derek Jeter 212 107
mathematically. Johnny Damon 155 107 Diversity In Exercise 13,
The New York Yankees
opened a new stadium d. Describe any possible correlation for the Melky Cabrera 133 66 some students may not
in 2009. Although the data set. Use the correlation coefficient to know the official baseball
Nick Swisher 124 84
new stadium seats support your answer.
fewer fans than the old Hideki Matsui 125 62 definitions of hit and run. A hit is
e. Use the equation of the least-squares line when a batter reaches a base safely
stadium (50,287 versus
56,886), the seats in from part a to predict how many runs a (not including errors, walks, etc.). A
the new stadium are player will score if he gets 100 hits. ≈60 runs
run is scored when a player advances
wider, and there is more
14. Community The table shows data about temperature and how much bottled around all of the bases and returns
legroom between rows.
water was sold at an annual summer festival in past years. The high temperature safely to home plate.
for the day of this year’s festival is predicted to be 89 °F. The festival organizer must
order bottled water in cases of 100. Find the equation of the least-squares line.
Use the equation to decide how many cases the organizer should order. Answers
y ≈ 30.43x -1875; 9 cases 13b. A player will score 0.48 run for
Midtown Summer Fest
every hit.
Year 1 2 3 4 5 6
c. A player with no hits will score
Daily High Temperature (°F) 75 82 95 92 80 84 12.03 runs.
Bottled Waters Sold 465 517 1052 940 611 625 d. There is a strong correlation
between the number of hits
Use the table for Exercises 15 and 16. and the number of runs, since
the correlation coefficient
Regional Historical Museum r ≈ 0.84
Year 0 2 4 6 8 10 15a. y ≈ 115.36x + 1065; r ≈ 0.96
Visitors 980 1,251 1,667 1,785 2,110 2,056 c. yes; r ≈ 0.96, which is very
close to 1.
Gift Shop Sales ($) 8,890 12,365 15,100 18,060 20,650 22,600
16a. y ≈ 11.28x - 2239; r ≈ 0.98
15b. Slope: each 15. Complete parts a–d for the relationship between the year and the number of visitors. b. slope: there is $11.28 in sales
yr there will be a. Find the equation of the least-squares line and the correlation coefficient. for each visitor; y-int.: there is
115.36 more b. Interpret the meaning of the slope and the y-intercept. -$2239 in sales if there are no
visitors than the c. Is it reasonable to use your equation to make predictions? Explain. visitors. (This could not actually
prev. yr; y-int.: d. Is it reasonable to say there is a cause-and-effect relationship? Explain. happen.)
there were 1065 No; the passage of time likely does not cause changes in the number of visitors. c. yes; r ≈ 0.98, which is very
visitors in yr 0. 16. Complete parts a–d above for the relationship between the number of visitors and close to 1. However, predictions
the gift shop sales. for small numbers of visitors
©Sandra Baker/Getty Images
might not be useful because of

the neg. y-int.
d. yes; more visitors likely causes
more money to be spent in the
gift shop.
LESSON
4-8
Problem Solving
Line of Best Fit
Problem solving LESSON
4-8
Challenge
Line of Best Fit
challenge
Ellen holds fundraisers to help plant trees. The table below shows the
1. The table shows the number of hours different players practice basketball each week and earnings from the last five fundraisers.
the number of baskets each player scored during a game.
Fundraiser Earnings ($1000)
Player Alan
MCS10_A1_MESE612225_C04L08.indd 291 Brenda Caleb Shawna Fernando Gabriela
1 2 2/17/11 12:45:15 PM
Hours 5 10 7 2 0 21
2 5
Practiced
3 10
Baskets 6 11 8 4 2 19
Scored 4 17 25
5 26 15
a. Find an equation for a line of best fit. Round decimals to the nearest tenth.
= 0.8x + 2.3
y_____________________________________ 5
1 2 3 4 5 6 7
b. Interpret the meaning of the slope and y-intercept.

1. Plot the points on the grid at right.
Slope: for each hour practiced, a player will score 0.8 baskets;
_________________________________________________________________________________________
2. Use a graphing calculator to find the equation of the line of best fit for the fundraiser
y-int.: a player who practices 0 h will score 2.3 baskets.
_________________________________________________________________________________________ earnings.
c. Find the correlation coefficient. 0.998

_____________________________________ y = 6x –6
___________________________
Select the best answer. 3. Sketch the line of best fit on your graph.
2. Use your equation above to predict the 4. Given the data, what advice can you give 4. What is the value of r for this line? 0.98
___________________________
number of baskets scored by a player to a player who wants to increase the
who practices 40 hours a week. Round number of baskets he or she scores 5. Use the QuadReg function of a graphing calculator to find a quadratic equation to represent
the fundraiser earnings.
to the nearest whole number. during a game?
+1 2
A 32 baskets C A Practice more hours per week. A y=x
___________________________
B 33 baskets B Practice fewer hours per week. 6. Sketch this parabola on your graph.
C 34 baskets C Practice the same hours per week.
7. What is the value of r for the parabola? 1
___________________________
D 35 baskets D There is no way to increase baskets.
8. Explain the significance of r for each case. Predict how much money the next fundraiser will
3. Which is the best description of the 5. Do the data support causation, earn using both equations.
correlation? correlation, or chance?
Possible answer: r = 0.98 for y = 6x − 6, which means there is
_________________________________________________________________________________________
F strong positive F F correlation G a strong positive correlation and that the linear equation is a
G weak positive G causation
good model of the data; however, r = 1 for y = x2 + 1,
_________________________________________________________________________________________
very
H weak negative H chance which means the quadratic equation perfectly models the data.
_________________________________________________________________________________________
J strong negative J chance and correlation For the next fundraiser, Ellen will raise $30,000 according to
_________________________________________________________________________________________
the linear model y = 6x − 6, or $37,000 according to the
quadratic model y = x2 + 1.
_________________________________________________________________________________________
_________________________________________________________________________________________
291
Lesson 4-8
65 Holt McDougal Algebra 1 CS10_A1_MECR710532_C04L08e-a.indd 64 3/9/11 6:12:06 AM
For Exercise 17,
remind students that
negative correlation 17. Which could be the correlation coefficient of this graph? 10 y
coefficients correspond to nega- -1.00 8

tive slopes and positive correlation -0.93
6
coefficients correspond to positive 0.93
slopes. Because the slope of a line 1.00 4
of fit for this graph is negative,
2
choices C and D can be eliminated. 18. The table shows how much time five students studied
for a test and their test scores. The equation of a line of x
fit for the data is y = 5x + 60. What is the sum of the 2 4 6 8 10
Journal squares of the residuals for the line of fit?
Have students explain the meanings
Hours Studying 0 2 4 6 8
of line of best fit and correlation
coefficient. Test Score 60 70 90 80 100
0 20 40 200

Have students plot five ordered pairs
19. The heights and weights of eight basketball Heights and Weights of
that do not lie on a line. Then ask
players are graphed along with a line of fit. Basketball Players
students to visually estimate a trend
line and find the squares of the a. Find the sum of the squares of the 190
y = 5x - 190
residuals. 1000 (72, 190)
residuals. Finally, ask each student to
find an equation for a line of best fit, 19b. 10; possible b. Find the mean absolute deviation. 180 (73, 180)
Weight (lb)
and to use the correlation coefficient answer: The mean (The mean absolute deviation is the
170
(71, 175)
to explain how well the line abs. dev. tells you mean of the absolute values of the (74, 165)
residuals.) Explain why the mean (68, 160)

represents the data. the avg. vert. dist. of 160 (72, 160)
absolute deviation might be more useful (71, 160)
a data point from the (70, 155)
line of fit. than the sum of the squares of the 150
residuals in some cases.
140
64 66 68 70 72 74 76 78
4-8 Height (in.)
20. Use these facts to complete the data table:

The table shows time spent The equation of a line of fit is y = 2x - 3. x 1 3 4 5
on homework and number The sum of the residuals is 0.
y 1 8
of incorrect quiz answers for The sum of the squares of the residuals is 14.
several students.
3; 2 or 0; 5
Time Spent on
2 4 8 10
Homework (h)
Incorrect Answers 8 9 1 4
1. Two lines of fit are

y = -x + 11 and
y = -0.5x + 8. Find the sum
of the squares of the residuals
for each line. Which line is a
better fit? 18; 20; y = -x + 11
2. Find an equation for a line of
best fit. Interpret the meaning
of the slope and y-intercept.
Use your equation to predict 292 Chapter 4 Linear Functions
the number of incorrect
answers for 5 hours of study.
y ≈ -0.8x + 10.3; slope: for
CC13_A1_MESE647036_C04L08.indd 292 4027011 12:38:14 P
every hour of study, the
number of incorrect answers
decreases by 0.8; y-int.: a stu-
dent who studies for 0 h will
get 10.3 incorrect answers; 6.3
3. How well does the line of
best fit represent the
data? Explain.
fairly well (r ≈ -0.79)
292 Chapter 4
4-9 Organizer
4-9 Slopes of Parallel and
Pacing: Traditional 1__12 days
Perpendicular Lines Block __3 day
4
CC.9-12.G.GPE.5 Prove the slope criteria for parallel and perpendicular lines and use them to solve geometric
problems (e.g., find the equation of a line parallel or perpendicular to a given line that passes through a given point). Objectives: Identify and graph
Also CC.9-12.F.IF.7*
Objectives Why learn this? parallel and perpendicular lines.
Identify and Parallel lines and their equations Write equations to describe lines
graph parallel and can be used to model costs, such
perpendicular lines. parallel or perpendicular to a given
as the cost of a booth at a
Write equations to farmers’ market. line.
describe lines parallel or
perpendicular to a given
line.
To sell at a particular farmers’ market Algebra Lab
for a year, there is a $100 membership In Algebra Lab Activities
fee. Then you pay $3 for each hour that
Vocabulary
you sell at the market. However, if you
parallel lines
perpendicular lines were a member the previous year, the Online Edition
membership fee is reduced to $50. Tutorial Videos, Interactivity
• The red line shows the total cost if >ÀiÀÃ½Ê>ÀiÌÊiiÃ

you are a new member. Countdown
£Óä
• The blue line shows the total cost if
/Ì>ÊviiÃÊf®
£ää ÞÊÊÎÝÊÊ£ää
you are a returning member. nä
These two lines are parallel. Parallel Èä
ÞÊÊÎÝÊÊxä
lines are lines in the same plane that {ä
have no points in common. In other Óä
words, they do not intersect. ä £ Ó Î
/iÊ®
{ x È
Warm Up
Find the reciprocal.
Parallel Lines 1 1
1. 2 _ 2. _ 3
2 3
WORDS Two different nonvertical lines All different vertical lines 3 4
are parallel if and only if they are parallel. 3. - _ - _
4 3
have the same slope.
Find the slope of the line that
GRAPH Þ Þ
passes through each pair of
n points.
ÝÊÓ ÝÊ{
ÊÚÚ
£
ÊÊÊ
ÞÊÊÊÊÝÊx Ó
1
Ó
Ý 4. (2, 2) and (-1, 3) - _
Ý
3
ä Ó
n ä { 5. (3, 4) and (4, 6) 2
Ó
ÊÚÚ
£ { 1
ÊÊÊÊ
ÞÊÊÊÊÝÊ£
Ó 6. (5, 1) and (0, 0) _
5
EXAMPLE 1 Identifying Parallel Lines

Identify which lines are parallel. Þ
ÊÚÚ
{ {
A y=_
4 x + 3; y = 2; y = _ ÞÊÓ ÊÊÊ
ÞÊÊÊÊÝÊÎ
4 x - 5; y = -3 Î
3 3
The lines described by y = __43 x + 3 and Ý
y = __3 x - 5 both have slope __43 . These lines
© Owen Franken/CORBIS
4 { ä Ó { Q: What did the lines do at the gym

ÞÊÎ
are parallel.The lines described by y = 2 to avoid each other?
and y = -3 both have slope 0. These lines { ÊÚÚ
{
ÊÊÊ
ÞÊÊÊÊÝÊx A: They used the parallel bars.
are parallel. Î
4- 9 Slopes of Parallel and Perpendicular Lines 293
1 Introduce
CC.9-12.G.GPE.5 Prove the slope
Motivate criteria for parallel and perpendicular
Slopes of Parallel and lines and use them to solve geometric
Perpendicular Lines
You will need graph paper or a graphing calculator for this
Have students use a graphing calculator to graph problems…
Exploration. y = 4x + 3 and y = 4x - 1. Ask students where CC.9-12.F.IF.7 Graph functions
1. Graph y 2x 3 and y 2x 2 so that you can see both
graphs at the same time. What do you notice about the lines?
the lines intersect. They do not intersect. expressed symbolically and show key
The lines are parallel.
2. Compare the slopes of the lines. They are the same. Have students graph y = 4x + 3 and features of the graph…
1
1x 2 and y __
3. Repeat this process with y __
3
1 x. What do
3 y = - _ x + 3. a. Graph linear and quadratic functions
you notice about the lines? What are the slopes of the lines?
1.
4 and show intercepts, maxima, and
The lines are parallel; each line has slope __
THINK AND DISCUSS

3
Tell students to estimate the measures of the minima.
4. Discuss any conjectures that you can make based on your
findings. Two (nonvertical) lines do not intersect (are parallel) if and only if they
angles at the intersection of the two lines. 90°
have the same slope.
5. Describe what you would expect to be true, based on your

2 x 5.
2x 2 and y __
conjectures, about the graphs of y __
The lines will be parallel. 3 3 Explorations and answers are provided in your
online resources. State Resources Online
Lesson 4-9 293

Identify which lines are parallel.
B y = 3x + 2; y = - _
1 x + 4; x + 2y = -4; y - 5 = 3 (x - 1)
2
Additional Examples Write all equations in slope-intercept form to determine the slopes.
Example 1 y = 3x + 2 y=-1x+4 _
2
Identify which lines are parallel. slope-intercept form ✓ slope-intercept form ✓
5 x + 2y = -4 y - 5 = 3(x - 1)
A. y = _ x - 2; y = x;
3 -x -x y - 5 = 3x - 3
5
_ −−−−−− −−−
y = x + 4; y = x + 1 2y = -x - 4 +5 +5
3 −−−− −−−−
y = 3x +2
5 _
y = x - 2 and y =
5
+ 4; _ _2y _
= -x - 4
3 3 2 2
y = x and y = x + 1 1
y=- x-2 _
2
2
B. y = 2x - 3; y = - _ x + 3;
3 ÞÊÎÝÊÓ
2x + 3y = 8; y + 1 = 3(x - 3) The lines described by y = 3x + 2 Þ ÞÊxÊÎÝÊ£®
and y - 5 = 3(x - 1) have the
2
y=- x+3 _ same slope, but they are not parallel ÚÚÊ£ÊÊÊÊÊÊÊ
ÊÊ
ÞÊÊÝÊ{
3 Ó
Ó
and 2x + 3y = 8 lines. They are the same line.
The lines described by y = - __
1 Ý
2
x+4
{ ä Ó {
Example 2 and x + 2y = -4 represent parallel
ÝÊÓÞÊ{
Show that JKLM is a parallelogram. lines. They each have slope - __12 .
y
4
J(-1, 3) K(3, 3) Identify which lines are parallel.
2
1a. y = 2x + 2; y = 2x + 1; y = -4; x = 1
x
3 x + 8; -3x + 4y = 32; y = 3x; y - 1 = 3 (x + 2)
1b. y = _
-4 0 4 4
M(-2, -1) L(2, -1)
1a. y = 2x + 2 and y = 2x + 1 1b. y = 3x and y - 1 = 3(x + 2)
-4
EXAMPLE 2 Geometry Application
−− −−
Slope of JK = 0; slope of KL = 4; Show that ABCD is a parallelogram. Þ {]ÊÇ®
−−
slope of ML = 0; slope of Use the ordered pairs and the slope formula È
−− −− −− −− −−
to find the slopes of AB and CD.
JM = 4; JK is par. to ML because £]Êx®
−− {
they are both horiz. KL is par. to −− 7-5 =_ 2
−− slope of AB = _
JM because they have the same In a parallelogram, 4 - (-1) 5 Ó
{]ÊÎ®
opposite sides are £]Ê£® Ý
slope. Since opposite sides are −− 3-1 =_ 2
parallel. slope of CD = _ ä
par., JKLM is a parallelogram. 4 - (-1) 5 Ó Ó {
−− −− −−
2. slope of AB = 0; slope
_
Also available online AB is parallel to CD because they have the same
−− 5 slope.
of BC = ; slope of
−− 3 −− 5
CD = 0; slope of AD = ; _ −− −−
AD is parallel to BC because they are both vertical.
−− −− 3
INTERVENTION
Questioning AB is par. to CD because Therefore, ABCD is a parallelogram because both pairs of opposite sides
Strategies
Questioning Strategies they have
−− the same −− are parallel.
slope. AD is par. to BC
EX A M P L E 1 because they have the 2. Show that the points A (0, 2), B (4, 2), C (1, -3), and D (-3, -3)
same slope. Since opp. are the vertices of a parallelogram.
• What is always true about the sides are par., ABCD is a
slopes of parallel lines? parallelogram.
• Can functions whose graphs are
parallel lines have the same 294 Chapter 4 Linear Functions
y-intercept? Explain.
EX A M P L E 2 2 Teach
• Why is it not necessary to calculate CS10_A1_MESE612225_C04L09.indd 294 2/5/11 6:54:54 PM
the slopes of horizontal and

vertical lines?
Guided Instruction
Start the lesson by reviewing how to Through Communication
rewrite equations that are in standard and Divide the class into small groups. Have
point-slope form in slope-intercept form. the groups develop and present one of the
Then work through Examples 1 and 2. following:
Prior to Example 3, remind students that
• a 60-second TV commercial about
reciprocals, like __ 3
7
and __
7
3
, have a product
parallel or perpendicular lines
of 1. Opposite reciprocals, like __
2
3
and - __
3
2
,
• a two-minute news segment about how
have a product of -1. Then work through to use parallel and perpendicular lines in
the remaining examples. geometry
• a brief infomercial about the equations of
parallel and perpendicular lines
294 Chapter 4
Perpendicular lines are lines that intersect to form right angles (90°).

"" Ê ,,",
Perpendicular Lines
,/
Students might always use the coef-

WORDS Two nonvertical lines are Vertical lines are perpendicular to
perpendicular if and only if the horizontal lines. ficient of x for slope, regardless of
product of their slopes is -1. the form of the equation. Tell stu-
dents to always check the form of
GRAPH Þ Þ the equation first, because the coef-
ÚÚÊÓÊÊÊÊ
ÞÊÊÝÊÎ
Î ÞÊÎ Ó ficient of x may change when the
Ý equation is written in slope-intercept
Ó ä Ó Ý Ó ä form.
ÊÊ
ÚÚÎÊÊÊÊÊÊÊ
ÞÊÊÝÊÓ Ó
Ó ÝÊÓ
Additional Examples
EXAMPLE 3 Identifying Perpendicular Lines Example 3
Identify which lines are perpendicular: x = -2; y = 1; y = -4x;
_
y + 2 = 1 (x + 1).
Identify which lines are perpen-
dicular:
4
The graph described by x = -2 is a Y y = 3; x = -2;

vertical line, and the graph described X
Y
1 _
y = 3x; y = - (x - 4). y = 3
by y = 1 is a horizontal line. These 3
−− lines are perpendicular.
4. slope of PQ = 2; X and x = -2; y = 3x and
−−
slope of QR = -1;
The slope of the line described by
y = -4x is -4. The slope of the line
_
1
y = - (x - 4)
_

?? 3
−−
slope of PR = - 1 ; described by y + 2 = __
1
(x - 1) is __14 . YX

4 Example 4
−−2
(4)
−− YX
1 = -1
(-4) _
PQ is perp. to PR Show that ABC is a right triangle.
because the product of
These lines are perpendicular because the product of their slopes is -1. y
their slopes is -1. Since 4
PQR contains a rt. angle, B(1, 2)
PQR is a rt. triangle. 3. Identify which lines are perpendicular: y = -4; y - 6 = 5 (x + 4); 2
A(-2, 0)
x = 3; y = - __15 x + 2. x
y = -4 and x = 3; y - 6 = 5(x + 4) and y = - _
1x+2 -4 -2 0 2 4
5
C(0, -3)
EXAMPLE 4 Geometry Application y
-4
Show that PQR is a right triangle.
Slope of AB = __
4
Q(3, 3)
−− 2 −−
−− 3
; slope of AC =
If PQR is a right triangle, PQ will be
- __
−− 2 3 −− −−
perpendicular to QR. ; AB is perp. to AC because
P(0, 1) x
2
−− 3 - 1
slope of PQ = _ =2 _ -2 0 2 4 R(5, 0)
the product of their slopes is -1.
A right triangle 3-0 3 Since ABC contains a rt. angle,
contains one right −−
slope of QR = _ 3-0 =_ 3 =-3 _ -2
ABC is a rt. triangle.
angle. In Example 4, 3-5 -2 2
∠P and ∠R are
clearly not right
−− −−
PQ is perpendicular to QR because 2 -
3
= -1._ ( _) Also available online
3 2
angles, so the only
possibility is ∠Q. Therefore, PQR is a right triangle because it contains a right angle.
4. Show that P (1, 4), Q (2, 6), and R (7, 1) are the vertices of a INTERVENTION
Questioning
right triangle. Strategies
EX AM P LE 3
• What is true about the slopes of
perpendicular lines?
Geometry Have students think • Can perpendicular lines have the
of geometric shapes that have same y-intercept? Explain.
parallel or perpendicular sides.
Their list could include squares, rhombus- EX AM P LE 4
es, rectangles, and trapezoids, as well as
• What is true about the intersection
parallelograms and right triangles.
of two perpendicular lines?
• What is the maximum number
of right angles a triangle could
contain?
Lesson 4-9 295

EXAMPLE 5 Writing Equations of Parallel and Perpendicular Lines
A Write an equation in slope-intercept form for the line that passes

Additional Examples through (4, 5) and is parallel to the line described by y = 5x + 10.
Example 5 Step 1 Find the slope of the line.

y = 5x + 10 The slope is 5.
A. Write an equation in slope-
intercept form for the line that The parallel line also has a slope of 5.
passes through (4, 10) and is Step 2 Write the equation in point-slope form.
parallel to the line described y - y 1 = m(x - x 1) Use point-slope form.
by y = 3x + 8. y = 3x - 2 y - 5 = 5(x - 4) Substitute 5 for m, 4 for x 1, and 5 for y 1.
B. Write an equation in slope- Step 3 Write the equation in slope-intercept form.

intercept form for the line that y - 5 = 5(x - 4)
passes through (2, -1) and y - 5 = 5x - 20 Distributive Property
is perpendicular to the line
y = 5x - 15 Addition Property of Equality
described by y = 2x - 5.
y = - __
1
x B Write an equation in slope-intercept form for the line that passes
2
through (3, 2) and is perpendicular to the line described by y = 3x - 1.
Step 1 Find the slope of the line.
y = 3x - 1 The slope is 3.
The perpendicular line has a slope of - __

If you know the
slope of a line,
1
3 ( )
, because 3 - __13 = -1.
INTERVENTION
Questioning the slope of a
Strategies
Questioning Strategies perpendicular line Step 2 Write the equation in point-slope form.
will be the “opposite y - y 1 = m(x - x 1) Use point-slope form.
EX A M P L E 5
reciprocal.”
2 → -_
_ 3
_
y - 2 = - 1 (x - 3) Substitute - __
1
3
for m, 3 for x 1, and 2 for y 1.
3
• How do you know what to sub- 3 2
1 → -5
_ Step 3 Write the equation in slope-intercept form.
stitute for m if you are writing an
5
equation for a line parallel to a 1 1 (x - 3)
y - 2 = -_
-7 → _ 3
given line? for a line perpendicular 7
to a given line? y - 2 = -_1x+1 Distributive Property
3
Visual Encourage students y = - 1x + 3
_ Addition Property of Equality
3
to check their work in
Example 5 by graphing. 5a. Write an equation in slope-intercept form for the line that passes
through (5, 7) and is parallel to the line described by y = __45 x - 6.
Technology When using
5b. Write an equation in slope-intercept form for the line that passes
a graphing calculator, lines through (-5, 3) and is perpendicular to the line described by
may not appear perpendic-
ular in the standard window. This is
y = 5x.
5a. y = 4 _ x + 3 5b. y = - _ x + 2
1
5 5
because units on the x-axis are larg-
er than units on the y-axis. To view a
more accurate graph, have students
use the square window by pressing
THINK AND DISCUSS
1. Are the lines described by y = __
1
x and y = 2x perpendicular? Explain.
and selecting 5:ZSquare. 2
2. Describe the slopes and y-intercepts when two nonvertical lines are
parallel.
3. GET ORGANIZED Copy and complete *>À>i *iÀ«i`VÕ>À
the graphic organizer. In each box, sketch iÃ iÃ
an example and describe the slopes.

CC13_A1_MESE647036_C04L09.indd 296 1. No; the product of their slopes is 1, 4027011 12:39:38 P
not -1.
2. The slopes are the same, and the
Remind students that they will need to Diagnose Before the Lesson y-intercepts are different.
know the slopes of lines to determine Warm Up, TE 3. See Additional Answers.
whether the lines are parallel, perpendicu-
lar, or neither. Tell students that equations
can be presented in many ways, and that
they may need to rewrite equations in
slope-intercept form before deciding on
the value of the slope.
Lesson Quiz, TE
296 Chapter 4
4-9 4-9 Exercises
GUIDED PRACTICE Parallel Assignment Guide

1. Vocabulary ? lines have the same slope. (Parallel or Perpendicular)
SEE EXAMPLE 1 Identify which lines are parallel.
as necessary.
2. y = 6; y = 6x + 5; y = 6x - 7; y = -8 y = 6x + 5 and y = 6x - 7; y = 6 and y = -8
3 x - 1; y = -2x; y - 3 = _
3. y = _ 3 (x - 5); y - 4 = -2 (x + 2)
4 4 Basic 9–15, 18–21
Average 9–15, 18–21, 49
SEE EXAMPLE 2 4. Geometry Show that ABCD is a trapezoid. Þ
Ó]Êx® È {]Êx® Advanced 9–15, 18–21, 49, 56,
(Hint: In a trapezoid, exactly one pair of opposite
sides is parallel.) { 57
Ó

È]ÊÓ® If you finished Examples 1–5
SEE EXAMPLE 3 Identify which lines are perpendicular.
3 x + 2; y = -1; x = 3
2 x - 4; y = - _ Ý Basic 9–45, 51–54
5. y = _
3 2 { Ó ä { È Average 9–17, 18–44 even,
Ó Ó]Ê£®
3 x - 4; y - 4 = -7 (x + 2);
6. y = - _
46–54, 56–58
7 Advanced 9–17, 18–44 even,
y-1=_ 7 (x - 3 )
1 (x - 4); y - 7 = _
46–58
7 3
SEE EXAMPLE 4 7. Geometry Show that PQRS is a rectangle. (Hint: In a

Þ Homework Quick Check
+Ó]ÊÈ®
rectangle, all four angles are right angles.) È Quickly check key concepts.
{ ,n]ÊÎ® Exercises: 10, 12, 14, 16, 26, 42
SEE EXAMPLE 5 8. Write an equation in slope-intercept form for the line
*£]Ê{®
_
that passes through (5, 0) and is perpendicular to the Ó
line described by y = - __52 x + 6. y = 2 x - 2 -Ç]Ê£® Ý
5 ä Answers
Ó { È n
3
3. y = _ x - 1 and
4 3
y - 3 = _ (x - 5)
4
PRACTICE AND PROBLEM SOLVING −− 3;
4. slope of AD = - _
Independent Practice Identify which lines are parallel. 2
−− 3;
For See
Exercises Example 5 x + 8; y = - _
9. x = 7; y = - _ 5 x - 4; x = -9 slope of BC = - _
6 6 −− −− 2
9–11 1 AD and BC are par. because they
12 2 1 (x - 14); y + 1 = _
10. y = -x; y - 3 = -1 (x + 9); y - 6 = _ 1x
2 2 have the same slope. Therefore,
13–15 3 ABCD is a trapezoid.
16 4 1 x - 1; -x + 2y = 17; 3x + y = 27
11. y = -3x + 2; y = _ 2 3 x + 2;
17 5 2 5. y = _ x - 4 and y = - _
3 2
12. Geometry Show that LMNP is a Þ y = -1 and x = 3
Extra Practice { ä]Ê{®
parallelogram. 3 x - 4 and
6. y = - _
more Skills Practice and Ó 7
7
exercises.
Identify which lines are perpendicular. ÊÎ]Êä® Î]Êä® y - 7 = _ (x - 3);
3
1 x; y = - _
1 x; y = -6x { Ó ä Ó {
13. y = 6x; y = _ y - 4 = -7(x + 2)
6 6 Ó
1
1 x + 5; y = 0; x = 6
14. y - 9 = 3 (x + 1); y = - _ { *ä]Ê{®
and y - 1 = _ (x - 4)
3 7
15. x - 6y = 15; y = 3x - 2; y = -3x - 3; y = -6x - 8; 3y = -x - 11

x - 6y = 15 and y = -6x - 8; y = 3x - 2 and 3y = -x - 11

−− _ 4 −−− _4 in solving them. Exercises 51
Answers 12. slope of LM = ; slope of MN = - ;
3 3
−− −− 1; −− −− Construct viable arguments and critique
7. slope of PQ = 2; slope of QR = -_
M CS10_A1_MESE612225_C04L09.indd 297
4
slope of PN = _; slope of LP = - _4 2/5/11 6:54:59 PM
the reasoning of others. Exercises 4, 7,
2 3 3
−− −− 1 −− −− 12, 16, 48, 50, 55, 58
slope of RS = 2; slope of PS = -_ LM is par. to PN because they have the
−− −− 2 −−− −−
PQ is perp. to QR because the product of same slope. MN is par. to LP because they Attend to precision. Exercise 49
−− −− have the same slope. Since opp. sides are
their slopes is -1. QR is perp. to RS because Look for and make use of structure.
−− par., LMNP is a parallelogram.
the product of their slopes is -1. RS is perp. Exercises 18–21
−− 1 x;
to PS because the product of their slopes is 13. y = 6x and y = -_
−− −− 1 6
-1. PS is perp. to PQ because the product y = _ x and y = -6x
of their slopes is -1. Therefore all the angles 6
14. y - 9 = 3(x + 1)
are rt. angles, and PQRS is a rectangle. 1 x + 5; y = 0
and y = -_
9. x = 7 and x = -9; 3
y = -_5 x + 8 and y = -_
5x - 4 and x = 6
6 6
10. y = -x and y - 3 = -1(x + 9)
1 State Resources Online
11. y = -3x + 2 and 3x + y = 27; y = _ x - 1
2
and -x + 2y = 17
Lesson 4-9 297
Exercise 51 involves 16. Geometry Show that ABC is a right triangle. Þ
writing and graphing
22. y = 3x + 4 Ý
functions. This exer- _

23. y = 1 x - 5
17. Write an equation in slope-intercept form for the
line that passes through (0, 0) and is parallel to the
n È { Ó ä
cise prepares students for the Multi- 2

_ line described by y = - __67 x + 1. y=- x
6 _ Ç]ÊÓ® Î]ÊÎ®
Step Test Prep. 24. y = 1 x - 1 7 {
4 Without graphing, tell whether each
Answers 25. y = 2x + 5 pair of lines is parallel, perpendicular,
È
̶̶
16. slope of AB = -  1  ; _  5
26. y = x - _ 25 _ or neither.
{]ÊÇ® n
̶̶ 4 2 2
slope of BC = 4; 27. y = 3x + 13
̶̶ ̶̶ 18. x = 2 and y = -5 perp. 19. y = 7x and y - 28 = 7(x - 4) neither
AB is perp. to BC because the 1 x + 2 neither 1 (x - 3) and y + 13 = _
1 (x + 1)
28. y = 4 20. y = 2x - 1 and y = _ 21. y - 3 = _
product of their slopes is -1. 2 4 4
Since ABC contains a rt. angle, 29. y = -x + 5 par.
ABC is a rt. triangle.
30. y = - 2 x +
23 _ _
Write an equation in slope-intercept form for the line that is parallel to the given
line and that passes through the given point.
48. Possible answer: No; par. lines have 3 3
1 x + 5; 4, -3
23. y = _
no points in common. If they had 31. y = 4x - 23 22. y = 3x - 7; (0, 4) ( ) 24. 4y = x; (4, 0)
2
32. y = _
the same y-int., they would both 1x-4 25. y = 2x + 3; (1, 7) 26. 5x - 2y = 10; (3, -5) 27. y = 3x - 4; (-2, 7)
intersect the y-axis at the same 2
33. y = - _ x
place, and they could not be par. 3 28. y = 7; (2, 4) 29. x + y = 1; (2, 3) 30. 2x + 3y = 7; (4, 5)
50. Possible answer: First find the 4 1 x - 1; 0, -4

32. y = _
34. y = _
31. y = 4x + 2; (5, -3) ( ) 33. 3x + 4y = 8; (4, -3)
slope of y - 3 = -6(x - 3). 1x-4 2
Since it is written in point-slope 3
35. y = -x + 1 Write an equation in slope-intercept form for the line that is perpendicular to the
form, you can immediately tell
that the slope is -6. Then find 36. y = - 4 x - 3 _ given line and that passes through the given point.
34. y = -3x + 4; (6, -2) 35. y = x - 6; (-1, 2) 36. 3x - 4y = 8; (-6, 5)
the y-int. of y - 3 = -6(x - 3) 3
by solving for y: y = -6x + 21. 2
37. y = x - _ 31 _ 37. 5x + 2y = 10; (3, -5)
39. -10x + 2y = 8; (4, -3) 38. y = 5 - 3x; (2, -4)
So the y-int. is 21. Choose any 5 5 2x + 3y = 7; (4, 5) 41. 4x - 2y = -6; (3, -2) 42. -2x - 8y = 16; (4, 5)
other y-int. b and write the equa- 1
38. y = x - _ 14 _ 40.
43. y = -2x + 4; (-2, 5) 44. y = x - 5; (0, 5) 45. x + y = 2; (8, 5)
tion y = -6x + b. This line will 3 3
be par. to y - 3 = -6(x - 3). 39. y = - 1 x - 11 _ _ 46. Write an equation describing the line that is parallel to the y-axis and that is 6 units
5 5
51c. No; the lines are par. and never
intersect, so Flora and Dan will
3 _
40. y = x - 1
to the right of the y-axis. x = 6
47. Write an equation describing the line that is perpendicular to the y-axis and that is
2
never be at the same place at
41. y = - 1 x - 1 _ _ 4 units below the x-axis.y = -4
the same time during their walk. 2 2 48. Critical Thinking Is it possible for two linear functions whose graphs are parallel
Because Dan is walking at the 42. y = 4x - 11 lines to have the same y-intercept? Explain.
same pace as Flora, Flora will not
be able to catch up.
_
43. y = 1 x + 6 49. Estimation Estimate the slope of a line that is perpendicular to the line through
2
44. y = -x + 5
(2.07, 8.95) and (-1.9, 25.07). Possible answer: about 1 _
Walk to Bus Stop 4
50. Write About It Explain in words how to write an equation in slope-intercept form
45. y = x - 3
Steps from Flora’s house
Dan that describes a line parallel to y - 3 = -6(x - 3).

80
60
Flora
40 51. a. Flora walks from her home to the bus stop at a rate of 50 steps per minute. Write a
rule that gives her distance from home (in steps) as a function of time. y = 50x
20
b. Flora’s neighbor Dan lives 30 steps closer to the bus stop. He begins walking
at the same time and at the same pace as Flora. Write a rule that gives Dan’s
0 1 2 3 4 distance from Flora’s house as a function of time. y = 50x + 30
Time (min) c. Will Flora meet Dan along the walk? Use a graph to help explain your answer.
© Brand X Pictures
Practice A
Practice C
Name ________________________________________ Date __________________ Class__________________
Practice B
Practice B
LESSON
4-x
4-9
Slopes of Parallel and Perpendicular Lines 298 Chapter 4 Linear Functions
Identify which lines are parallel.
Name ________________________________________ Date __________________ Class__________________
1. y = 3x + 4; y = 4; y = 3x; y = 3 Name ________________________________________ Date __________________ Class__________________ Name __________
Reading Strategies
Reteach Rev
LESSON
y = 3x + 4 and y = 3x; y = 4 and y = 3 4-x
4-9
LESSON
Compare and Contrast 4-x

4-9
1 1 1 Slopes of Parallel and Perpendicular Lines Slop
2. y = x + 4; x = ; 2x + y = 1; y = x + 1
2 2 2 Two lines are parallel if they lie in the same Two lines are perpendicular if they Write an equa
1 1 Parallel Perpendicular plane and have no points in common. The intersect to form right angles. for the line th
y= x + 4 and y = x + 1 lines lines lines will never intersect. Identify which lines are perpendicular. (2, 4) and is p
2 2 Identify which lines are parallel. Step 1: Find t
CS10_A1_MESE612225_C04L09.indd 298 If the product of the slopes of two lines is 2/5/11 6:55:01 PM
3. Find the slope of each segment.
y = −2x + 4; y = 3x + 4; y = −2x − 1 −1, the two lines are perpendicular. The sl
Perpendicular lines
2 Parallel lines never If lines have the same slope, but different 1
slope of AB : – intersect.
Contrast intersect to form y = −3x + 1; y = 3x + 2; y=− x+3 Step 2: Write
3 right angles. y-intercepts, they are parallel lines. 3
form.
y = −2x + 4; y = 3x + 4; y = −2x − 1 1
slope of AD : undefined m = −3 m=3 m=− y − y1 =
3
m = −2, m=3 m = −2
2 ⎛ 1⎞ y−4=
slope of DC : – b=4 b=4 b = −1 Because 3 ⎜− ⎟ = −1, y = 3x + 2 and
3 ⎝ 3⎠
y = −2x + 4 and y = −2x − 1 are parallel. Step 3: Write
1
slope of BC : undefined y=− x + 3 are perpendicular. form.
3 y−4=3
Explain why ABCD is a parallelogram.
y−4=3
The opposite sides have the same slope which means they are
+4
parallel. A quadrilateral is a parallelogram if the opposite sides
y=3
are parallel.
Identify which lines are perpendicular. The slopes of The slopes of
1 parallel lines are the perpendicular lines
4. y = 5; y = x; x = 2; y = 8x − 5 same. have a product of −1.
8
Compare
y = 5 and x = 2
Both parallel and perpendicular lines can be identified by their equations.
1
5. y = −2; y = − x − 4; y − 4 = 2(x + 3); y = −2x
2
Both parallel and perpendicular lines have applications in geometry.
1 Write the slop
y = – x – 4 and y – 4 = 2 (x + 3)
2 Possible answers are given for 1 and 2.
Identify which two lines are parallel. Then graph the the given line.
parallel lines.
6. Show that ABC is a right triangle.
1. Write an equation of a line parallel to 2. Write an equation of a line 1. y = 4x + 2; y = 2x + 1; y = 2x − 3 3. y = 6x − 3
1 y = 3x + 4. perpendicular to y = 3x + 4.
slope of AB = ; slope of BC = –4; y = 2x + 1; y = 2x – 3
4 y = 3x + 3 y = − 1x + 3 4
3 4. y = x−1
AB is perpendicular to BC because Identify which two lines are perpendicular. Then graph 3
A(9, −4), B(−3, 0) and C(1, 4) are the vertices of a triangle. the perpendicular lines.
1 5. Write an eq
(–4) = –1. ABC is a right triangle because it contains a right 1 2 3 2 that passes
4 3. Find the slope of AB. − 2. y = − x + 2; y = x + 1; y = x − 3
3 3 2 3
angle.
4. Find the slope of BC. 1 2 3 6. Write an eq
y = − x + 2; y = x + 1 that passes
AC. −1
5. Find the slope of 3 2 y = −4x − 7
6. Is ABC a right triangle? Why? yes, BC and AC are perpendicular
298
CS10_A1_MECR710532_C04L09b-a.indd 68 Chapter 4 3/2/11 3:11:10 AM
because 1(−1) = −1.
Original content Copyright © by Holt McDougal. Additions and changes to the original content are the responsibility of the instructor. Original content Copyrig

Students who chose
52. Which describes a line parallel to the line described by y = -3x + 2? C for Exercise 52
1x 1x + 2 chose the same line,
y = -3x y=_ y = 2 - 3x y=_ not a parallel line.
3 3
53. Which describes a line passing through (3, 3) that is perpendicular to the line Students who chose J in Exercise 53
described by y = __35 x + 2? found a line parallel to the given
line, not perpendicular to it.
Þ Þ
n
{
Ó
È Answers
Ý { 55. See Additional Answers.
{ Ó ä Ó { Ó
Ó Ý
Ó ä Ó {
5x - 2
y=_ 3x + _
y=_ 6
3 5 5
54. Gridded Response The graph of a linear function f (x) is parallel to the line
Journal
described by 2x + y = 5 and contains the point (6, -2). What is the y-intercept
of f (x)? 10 Have students explain how to write
the equation of a line that is perpen-
dicular to a given line, such as
CHALLENGE AND EXTEND y - 2 = 3(x + 1).
55. Three or more points that lie on the same line are called collinear points. Explain
why the points A, B, and C must be collinear if the line containing A and B has the
same slope as the line containing B and C.
56. The lines described by y = (a + 12) x + 3 and y = 4ax are parallel. What is the
value of a? 4 Have students write three equations:
one in standard form, one in slope-
57. The lines described by y = (5a + 3) x and y = - __12 x are perpendicular. What is the
value of a? - 1 _ intercept form, and one in point-slope
form. Have them write equations of
5
58. Geometry The diagram shows a square ä]Ê>®
Þ lines parallel to each line. Then have
in the coordinate plane. Use the diagram to >]Ê>®
them write equations of lines perpen-
show that the diagonals of a square are dicular to each line.
perpendicular. The slope of one diagonal
is ____
a-0
= __aa = 1. The slope of the other diagonal is ____
0-a
= ___
-a
a
= -1.
a-0 a-0 Ý
The product of the slopes is 1(-1) = -1, so the diagonals are perp. ä]Êä® >]Êä®
4-9
Write an equation in slope-

intercept form for the line
described.
1. contains the point (8, -12)
and is parallel to
3 3
y = -  _   x - 9 y = -  _   x - 6
4 4
2. contains the point (4, -3)and
is perpendicular to y = 4x + 5
1
y = -  _   x - 2
4
3. Show that WXYZ is a
4- 9 Slopes of Parallel and Perpendicular Lines 299 rectangle.
Name ________________________________________ Date __________________ Class__________________
Name ________________________________________ Date __________________ Class__________________
Problem solving LESSON Challenge

challenge X(-3, 4) y
LESSON
4-x
4-9
Problem Solving 4-x
4-9
Constructing Polygons Using Parallel and Perpendicular Lines 4
Slopes of Parallel and Perpendicular Lines
Write the correct answer.
Two facts about parallel and perpendicular lines are summarized Y(5, 2)
below.
1. Hamid is making a stained-glass window. He If two nonvertical lines are parallel, then their slopes are equal. 2
needs a piece of glass that is a perfect parallelogram.
M CS10_A1_MESE612225_C04L09.indd
Hamid299
lays a piece of glass that he has cut on a
coordinate grid. Show that the glass is in the shape of
If two nonvertical lines are perpendicular, then their slopes
are negative reciprocals of one another.
2/5/11 6:55:02 PM x
a parallelogram. You can use these facts if you want to construct special polygons
The top and bottom are parallel because on the coordinate plane. -4 2
they are both horizontal. The sides are In Exercises 1–4, use the grid and the graph of y = 2x + 1. W (-4, 0)
parallel because they both have a slope
5
1. a. Write an equation in slope-intercept form for the line
parallel to the graph of y = 2x + 1 and having a
Z(4, -2)
of – It is a parallelogram because both
3
pairs of opposite sides are parallel.
y-intercept of 4. y = 2x + 4
b. Graph your equation on the grid at right above.
-4
2. Norelle’s garden is shown at right. Is her garden 2. a. Find the y-coordinate of the point on the graph of
y = 2x + 1 for which x = −2. –3
̶̶
in the shape of a right triangle? Justify your answer.
The slope of AB is
1
4
, the slope of AC is
b. Find an equation for the line containing the point found in
1 Slope of XY = -  __
1
4̶̶
 ;  slope of
y=– x–4 ̶̶
 = -  __ 1
Part a and perpendicular to the graph of. y = 2x + 1
7 1 2
– , and the slope of BC is – . None of
4 4 c. Graph your equation from Part b on the grid at right above. YZ = 4; slope of WZ 4
 ;
the slopes have a product of –1 so no 3. a. Find the y-coordinate of the point on the graph of ̶̶
sides are perpendicular. y = 2x + 1 for which x = 1. 3 slope of XW = 4; the product of
b. Find an equation for the line containing the point found in
The graph shows a street map.
Use it to answer questions 3–5.
Part a and perpendicular to the graph of y = 2x + 1.
1 7
the slopes of adjacent sides is
3. The district plans to add Industrial Road y=– x+
next year. It will run perpendicular to
Smith Ave. and pass through (−14, 2).
2 2
c. Graph your equation from Part b on the grid at right above.
-1. Therefore, all angles are rt.
What equation will describe the location
of Industrial Road?
A y = 14 − x C y = −14
4. Identify the polygon that you formed. Explain your response.
It is a rectangle because it has four right angles, and WXYZ is a rectangle.
angles.
B y = x − 14 D x = −14
4. In two years, the business district plans
In Exercises 5 and 6, use the grid at right.
5. Suppose that you want to make a square using the graph
to add Stock Street. It will run parallel to of x + y = 4 to help determine one side of the square.
Market Blvd. and pass through (−1, 5).
Write equations in standard form to determine a square with corners
What equation will describe the location 5. What is the slope of a street parallel to
of Stock Street? Bear Street?
at (4, 0), (0, 4), (−4, 0) and (0, −4). x – y = –4; x + y = –4; x – y = 4; x + y = 4
1 34 6. On the grid at right, graph each of the equations that you wrote
F y = −7x + 12 H y= x+ 1
7 7 A −7 C 7
in Exercise 5.
1 36
G y = −7x − 2 J y= x+ 1
7 7 B −
7
D 7
Lesson 4-9 299
Original content Copyright © by Holt McDougal. Additions and changes to the original content are the responsibility of the instructor. 72 Holt McDougal Algebra 1
CS10_A1_MECR710532_C04L09e-a.indd 72 3/2/11 3:11:15 AM

4-10
Organizer The Family of Linear
Use with the lesson
Transforming Linear
Functions
Functions
Pacing: A family of functions is a set of functions whose graphs have basic
Traditional __
1 characteristics in common. For example, all linear functions form
day
__
1
Block day
2 a family. You can use a graphing calculator to explore families
of functions.
4 Use with Transforming
Objective: Use a graphing Linear Functions
Lab Resources Online
Use appropriate
calculator to explore the family of tools strategically.
linear functions. Activity
Materials: graphing calculator Graph the lines described by y = x - 2, y = x - 1, y = x, y = x + 1, y = x + 2, y = x + 3,
and y = x + 4. How does the value of b affect the graph described by y = x + b ?
Online Edition 1 All of the functions are in the form y = x + b. CC.9-12.F.BF.3 Identify the effect on
Graphing Calculator, TechKeys
Enter them into the Y= editor. the graph of replacing f(x) by f(x) + k,
kf(x), f(kx), and f(x + k) for specific
2 values of k. …
1
Resources and so on.
Technology Lab Activities
2 Press and select 6:Zstandard.
Lab Recording Sheet
Think about the different values of
b as you watch the graphs being
Teach drawn. Notice that the lines are all
parallel. 10
Discuss
The order in which the equations 3 It appears that the value of b in y = x + b
are entered into the Y1 editor will shifts the graph up or down—up if b is -10 10
be the same order in which the lines positive and down if b is negative.
are graphed. Before pressing
, note if the values of b in the -10
equations are starting out negative
or positive, and if they are in ascend- Try This
ing or descending order.
1. Make a prediction about the lines described by y = 2x - 3, y = 2x - 2, y = 2x - 1, y = 2x,
Close y = 2x + 1, y = 2x + 2, and y = 2x + 3. Then graph. Was your prediction correct?
2. Now use your calculator to explore what happens to the graph of y = mx when you
Key Concept change the value of m.
Changing b shifts a graph up or a. Make a Prediction How do you think the lines described by y = -2x, y = -x,
down. Changing m turns a graph so y = x, and y = 2x will be related? How will they be alike? How will they be different?
it is steeper or less steep. b. Graph the functions given in part a. Was your prediction correct?
c. How is the effect of m different when m is positive from when m is negative?
Assessment
2c. When m is pos., the graph slopes upward from left to right and greater values
Journal Have students compare and of m mean steeper lines. When m is neg., the graph slopes downward from left to
contrast the graphs of y = x, right and greater values of m mean less steep lines.
y = x + 10, and y = 10 x.

Answers 2b.
1. They will all be par. lines.
CC13_A1_MESE647036_C04TLb.indd 300 4027011 12:40:28 P
CC.9-12.F.BF.3 Identify the effect on the

graph of replacing f(x) by f(x) + k, kf(x),
f(kx), and f(x + k) for specific values of
k (both positive and negative); find the
value of k given the graphs. Experiment
with cases and illustrate an explanation of
the effects on the graph using technology.
2a. They will all pass through (0, 0) but
have different slopes.
300 Chapter 4
4-10 Organizer
4-10 Transforming
Linear Functions Pacing: Traditional 1 day
Block __1 day
2
CC.9-12.F.BF.3 Identify the effect on the graph of replacing f(x) by f(x) + k, kf(x), f(kx), and f(x + k) for specific values
of k (both positive and negative); . … Objective: Describe how
Objective Who uses this? changing slope and y-intercept
Describe how changing Business owners can use transformations affect the graph of a linear
slope and y-intercept to show the effects of price changes, function.
affect the graph of a such as the price of trophy engraving.
linear function.
(See Example 5.)
Online Edition
Vocabulary Tutorial Videos
family of functions
A family of functions is a set of functions
parent function whose graphs have basic characteristics in
transformation common. For example, all linear functions Countdown
translation form a family because all of their graphs
rotation are the same basic shape.
reflection
A parent function is the most basic
function in a family. For linear functions,
the parent function is f (x) = x.
The graphs of all other linear functions are transformations of the graph
of the parent function, f (x) = x. A transformation is a change in position
or size of a figure.
Warm Up
Identify the slope and
There are three types of transformations—translations, rotations,
and reflections.
y-intercept.
1. y = x + 4 m = 1; b = 4
Look at the four functions and their graphs below.
}Ý®ÊÊÝÊÊÎÊ
2. y = -3x m = -3; b = 0
{
Þ Compare and contrast
Function notation— vÝ®ÊÊÝ
the graphs of each pair of
f(x), g(x), and so
on—can be used in Ý®ÊÊÝÊÊÓÊ equations.
place of y. 3. y = 2x + 4 and y = 2x - 4
y = f(x) Ó Ó Ý
Ó Ý®ÊÊÝÊÊ{Ê
same slope, par.; diff. intercepts
4. y = 2x + 4 and y = -2x + 4
{
same y-intercepts; diff. slopes
but same steepness
Notice that all of the lines above are parallel. The slopes are the same
but the y-intercepts are different. Also available online
The graphs of g(x) = x + 3, h(x) = x - 2, and k(x) = x - 4 are vertical

translations of the graph of the parent function, f (x) = x. A translation
is a type of transformation that moves every point the same distance in the
same direction. You can think of a translation as a “slide.”
Vertical Translation of a Linear Function Q: Why did the student need direc-
tions during math class?
When the y-intercept b is changed in the function f(x) = mx + b, the graph is
A: He was lost in translation.
© Jim Cummins/CORBIS
translated vertically.
• If b increases, the graph is translated up.
• If b decreases, the graph is translated down.
4-10 Transforming Linear Functions 301
1 Introduce
CC.9-12.F.BF.3 Identify the effect on
the graph of replacing f(x) by f(x) + k,
Motivate
Transforming Linear
Functions
kf(x), f(kx), and f(x + k) for specific
You will need graph paper or a graphing calculator for this
Students most likely studied translations and values of k (both positive and negative);
Exploration. reflections of geometric figures in previous grades, find the value of k given the graphs.
1. Graph y 2x 3.
2. Write a new linear function of the form y 2x b, where b is but they may recognize only informal names such Experiment with cases and illustrate an
any number of your choice. Graph this function on the same
coordinate plane as y 2x 3. How does the graph of the as slide, turn, and flip. Review these concepts explanation of the effects on the graph
new function compare to that of y 2x 3? Check students’ work.
3. Repeat the process several times, choosing different values with them. Tell them that graphs of functions are using technology.
for b and graphing the new functions on the same coordinate
plane. Be sure to try some values greater than 3 and some geometric figures too, and that they can also be
less than 3. Check students’ work.
4. What happened to the graph of y 2x 3 when you translated and reflected. Tell students that they
replaced 3 with a number greater than 3? shifted up
5. What happened to the graph of y 2x 3 when you
will learn how such changes to a graph can be
replaced 3 with a number less than 3? shifted down
related directly to the equation that describes the
THINK AND DISCUSS
6. Describe how you would change y 7x 1 if you wanted
function.
to slide its graph down. Replace 1 with any number less than 1.
7. Describe how you would change y 7x 1 if you wanted
to slide its graph up by 5 units. Replace 1 with 6.
1. 5
y Explorations and answers are provided in your
online resources.
4
301
1
5 4 3 2 1 0
1
1 2 3 4 5
x
Lesson 4-10
EXAMPLE 1 Translating Linear Functions
Graph f(x) = x and g(x) = x - 5. Then describe the transformation
1. y
Additional Examples from the graph of f(x) to the graph of g(x).
fx

Þ
Example 1 Ó
vÝ®ÊÊÝ
x
Ý f(x) = x
Graph f(x) = 2x and g(x) = gx
Ó Ó
2x - 6. Then describe the trans-
Ó
formation from the graph of f(x) trans. 6 units down g(x) = x - 5
to the graph of g(x). {
}Ý®ÊÊÝÊÊxÊ
trans. 6 units down
The graph of g(x) = x - 5 is the result of translating the graph of
y f(x) = 2x
f(x) = x 5 units down.
2
x 1. Graph f(x) = x + 4 and g(x) = x - 2. Then describe the
-2 2 transformation from the graph of f(x) to the graph of g(x).
g(x) = 2x - 6
The graphs of g(x) = 3x, h(x) = 5x, and GX X
Example 2 k(x) = __1

2
x are rotations of the graph of
Y
HX X FX X
f (x) = x. A rotation is a transformation
Graph f(x) = x and g(x) = 5x. about a point. You can think of a rotation as a ??
KX X
Then describe the transforma- “turn.” The y-intercepts are the same, but the X
tion from the graph of f(x) to the slopes are different.

graph of g(x).
rot. about (0, 0) (steeper)
g (x) = 5x
y
2
Rotation of a Linear Function
x
-2 2 When the slope m is changed in the function f(x) = mx + b it causes a rotation of
the graph about the point (0, b), which changes the line’s steepness.
f (x) = x
Also available online EXAMPLE 2 Rotating Linear Functions

Graph f(x) = x + 2 and g(x) = 2x + 2. Then describe the transformation
from the graph of f(x) to the graph of g(x).
INTERVENTION
Questioning 4
y
Strategies
Questioning Strategies f(x) = x + 2
2 FX X
x
EX A M P L E 1 0
GX X
-4 2
• What part of a linear function indi- g(x) = 2x + 2
cates which way the line will shift
2. y fx
gx
vertically? x
The graph of g(x) = 2x + 2 is the result of rotating the graph of

f( x) = x + 2 about (0, 2). The graph of g(x) is steeper than the
EX A M P L E 2
graph of f(x).
• How can you tell if a transformed
function will be steeper or less rot. about (0, -1) (less 2. Graph f(x) = 3x - 1 and g(x) = __12 x - 1. Then describe the
steep than the original function? steep) transformation from the graph of f(x) to the graph of g(x).
Technology Notice that 302 Chapter 4 Linear Functions

the slopes appear different
on the calculator screen
than on the paper graph. By using a
square window, you can see the true 2 Teach
CS10_A1_MESE612225_C04L10.indd 302 2/12/11 12:22:45 AM
slope represented on the calculator
screen.
Guided Instruction
Review graphing linear equations with an Through Kinesthetic Experience
emphasis on slope and y-intercept before Give each student three index cards and
beginning this lesson. For each transforma- have them write translation on the first,
tion of a linear function, encourage stu- rotation on the second, and reflection on
dents to ask themselves if the y-intercept the third. Write the functions listed below on
and/or the slope will change, and in which the board one at a time. Instruct students to
direction. This lesson will help prepare hold up the correct card(s) to describe the
students for transformations of nonlinear transformation from f(x) to g(x).
functions, which are an important concept
f(x) = x, g(x) = 4x rotation
later in this course as well as in future
mathematics courses. f(x) = x, g(x) = x - 6 translation
f(x) = x, g(x) = -5x rotation
f(x) = 2x, g(x) = -2x rotation, reflection
302 Chapter 4
The diagram shows the reflection of the graph of Þ
f(x) = 2x across the y-axis, producing the graph {
"" Ê ,,",
of g(x) = -2x. A reflection is a transformation ,/
across a line that produces a mirror image. You }Ý®ÊÊÓÝ vÝ®ÊÊÓÝ
Ý
can think of a reflection as a “flip” over a line. Students might think that a positive
{ Ó Ó { slope will always be steeper than a
negative slope because the positive
{ value is greater. To show this is not
true, have students graph f(x) = -6x
and g(x) = 2x. Explain that it is nec-
Reflection of a Linear Function essary to take the absolute value of
each slope before comparing them.
When the slope m is multiplied by -1 in f (x) = mx + b, the graph is reflected
across the y-axis.
Additional Examples
EXAMPLE 3 Reflecting Linear Functions
Example 3
Graph f (x). Then reflect the graph of f(x) across the y-axis. Write a function
g(x) to describe the new graph. Graph f(x) = 2x + 2. Then reflect
the graph of f(x) across the
A f(x) = x y-axis. Write a function g(x) to
Þ
describe the new graph.
vÝ®
Ó
vÝ®
}Ý® Ý 2
Ó Ó x
Ó -2 0 2
-2
}Ý®ÊÊ
To find g(x), multiply the value of m by -1. f(x) = 2x + 2

In f (x) = x, m = 1.
g(x) = -2x + 2
1(-1) = -1 This is the value of m for g(x).
g(x) = -x
B f(x) = -4x - 1
y
}Ý® INTERVENTION
Questioning
4 Strategies
g(x) Questioning Strategies
f(x)
x
-2 0 2
EX AM P LE 3
• How does the slope change in
a reflection? How does the
vÝ®
y-intercept change?
3. y To find g(x), multiply the value of m by -1.
4 f(x) In f(x) = -4x - 1, m = -4. Math Background
Some students may notice
2 -4(-1) = 4 This is the value of m for g(x).
g(x) x that a reflection of a linear
0
g(x) = 4x - 1 function can also be described as a
2
rotation. This is true for linear func-
_
g(x) = - 2 x + 2
3. Graph f(x) = __23 x + 2. Then reflect the graph of f(x) across the
y-axis. Write a function g(x) to describe the new graph.
tions, because both are the result of
changing the slope. However, this
3
is not the case for other functions
4-10 Transforming Linear Functions 303 that students will study later in this
course and in future courses. Be
sure students connect the concepts
“multiply by -1” and “reflection.”
MCS10_A1_MESE612225_C04L10.indd 303 2/12/11 12:22:51 AM
Lesson 4-10 303

EXAMPLE 4 Multiple Transformations of Linear Functions
4.
y Graph f(x) = x and g(x) = 3x + 1. Then describe the transformations from
Additional Examples the graph of f(x) to the graph of g(x). h(x) = 3x
y
x Find transformations of f(x) = x that will result 4
Example 4 in g(x) = 3x + 1:
Graph f(x) = x and g(x) = g(x) = 3x + 1 f(x) = x
• Multiply f(x) by 3 to get h(x) = 3x. This rotates x
gx
2x - 3. Then describe the trans- fx
the graph about (0, 0) and makes -4 -2 2 4
formations from the graph of f(x) it steeper.
ref. across y-axis,
to the graph of g(x). trans. 2 units up • Then add 1 to h(x) to get g(x) = 3x + 1. This
-4
translates the graph 1 unit up.
y rot. about
2 (0, 0) The transformations are a rotation and a translation.
x (steeper)
and trans. 4. Graph f(x) = x and g(x) = -x + 2. Then describe the
-2 2
f (x) = x transformations from the graph of f(x) to the graph of g(x).
-2
g (x) = 2x - 3 3 units
down
Example 5 EXAMPLE 5 Business Application

A florist charges $25 for a vase A trophy company charges $175
ÃÌÊvÊ/À«Þ
for a trophy plus $0.20 per letter
plus $4.50 for each flower. The
for the engraving. The total £ÇÈ
total charge for the vase and charge for a trophy with x £Çx
flowers is given by the function

ÃÌÊf®
letters is given by the function £Ç{
f(x) = 4.50 x + 25. How will the f(x) = 0.20x + 175. How will the £ÇÎ
£ÇÓ
graph change if the vase’s cost graph change if the trophy’s cost is
£Ç£
lowered to $172? if the charge per £Çä
is raised to $35? if the charge letter is raised to $0.50?
per flower is lowered to $3.00? ä £ Ó Î { x È
f(x) = 0.20x + 175 is graphed in blue. iÌÌiÀÃ
translated 10 units up; rotated
about (0, 25) (less steep) If the trophy’s cost is lowered to $172,
the new function is g(x) = 0.20x + 172.
Also available online The original graph will be translated 3 units down.
If the charge per letter is raised to $0.50, the new function is
h(x) = 0.50x + 175. The original graph will be rotated about (0, 175)
and become steeper.
INTERVENTION
Questioning
Strategies
Questioning Strategies 5. What if…? How will the graph change if the charge per letter
is lowered to $0.15? if the trophy’s cost is raised to $180?
EX A M P L E 4 rotated about (0, 175) (less steep); translated 5 units up
• Does the order of multiple transfor-
mations make a difference on the
resulting graph? Explain.
THINK AND DISCUSS
EX A M P L E 5 1. Describe the graph of f(x) = x + 3.45
• Do you think a translation or a 2. Look at the graphs in Example 5. For each line, is every point on the
rotation will have more effect on line a solution in this situation? Explain.
the overall cost? Explain your 3. GET ORGANIZED Copy and
reasoning. complete the graphic organizer. /À>ÃvÀ>ÌÃÊvÊvÝ®ÊÊÝ
In each box, sketch a graph of the
Victoria Smith/HMH
given transformation of f(x) = x, /À>Ã>Ì ,Ì>Ì ,iviVÌ
and label it with a possible equation.

CC13_A1_MESE647036_C04L10.indd 304 1. translation of f(x) = x up 3.45 units 4027011 12:41:43 P
2. No; there can only be a whole

number of letters, so points whose
Ask students to state how each transforma- Diagnose Before the Lesson x-coordinates are not whole numbers
tion affects the slope and y-intercept. Warm Up, TE have no meaning in this situation.
translation 3. See Additional Answers.
same slope, diff. y-int. Monitor During the Lesson
rotation Check It Out! Exercises, SE
diff. slope, same y-int. Questioning Strategies, TE
reflection
opp. slope, same y-int. Assess After the Lesson
Lesson Quiz, TE
304 Chapter 4
4-10 4-10 Exercises
Exercises
GUIDED PRACTICE Assignment Guide

Vocabulary Apply the vocabulary from this lesson to answer each question.
1. Changing the value of b in f(x) = mx + b results in a ? of the graph. Assign Guided Practice exercises
(translation or reflection) translation as necessary.
2. Changing the value of m in f(x) = mx + b results in a ? of the graph. If you finished Examples 1–3
(translation or rotation) rotation
Basic 20–25, 30, 40, 44
Graph f(x) and g(x). Then describe the transformation from the graph of f(x) to the Average 20–25, 30, 40, 51
graph of g(x). Advanced 20–25, 30, 51, 52
SEE EXAMPLE 1 3. f(x) = x, g(x) = x - 4 4. f(x) = x, g(x) = x + 1
5. f(x) = x, g(x) = x + 2 6. f(x) = x, g(x) = x - 6.5 Basic 20–35, 39–44, 47,
SEE EXAMPLE 2
1x
7. f(x) = x, g(x) = _ 1 x + 3, g(x) = x + 3
8. f(x) = _ 49, 50
4 5
1x+1 Average 20–28, 35–51
9. f(x) = 2x - 2, g(x) = 4x - 2 10. f(x) = x + 1, g(x) = _
2 Advanced 20–28, 36–52
Graph f(x). Then reflect the graph of f(x) across the y-axis. Write a function g(x) to
describe the new graph. Homework Quick Check
SEE EXAMPLE 3
1 x g(x) = 1 x
11. f(x) = - _
_ 12. f(x) = 2x + 4 g(x) = -2x + 4
Quickly check key concepts.
1
5 5
1
13. f(x) = _ x - 6 g(x) = - x - 6
_ 14. f(x) = 5x - 1 g(x) = -5x -1
Exercises: 20, 22, 24, 26, 28, 42
3 3
Graph f(x) and g(x). Then describe the transformations from the graph of f(x) to
Answers
the graph of g(x).
1x+1 3. y
SEE EXAMPLE 4 15. f(x) = x, g(x) = 2x - 2 16. f(x) = x, g(x) = _ 4
3
f(x)
17. f(x) = -x - 1, g(x) = -4x 1x-3
18. f(x) = -x, g(x) = - _ 2
2
-4 -2 2 4x
SEE EXAMPLE 5 19. Entertainment For large parties, a restaurant charges a reservation fee of $25, plus
-2 g(x)
$15 per person. The total charge for a party of x people is f(x) = 15x + 25. How will
the graph of this function change if the reservation fee is raised to $50? if the per- -4
person charge is lowered to $12?
trans. 4 units down
4.
PRACTICE AND PROBLEM SOLVING 4
y
g(x)
Independent Practice Graph f(x) and g(x). Then describe the transformation(s) from the graph of f(x) to
For See 2
the graph of g(x).
Exercises Example f(x) x
1
20. f(x) = x, g(x) = x + _ 21. f(x) = x, g(x) = x - 4
20–21 1 -4 2 4
2
22–23 2 1 1 2x+2 -2
_
22. f(x) = x - 1, g(x) = _ x-1 23. f(x) = x + 2, g(x) = _
24–25 3 5 10 3
-4
26–27 4 Graph f(x). Then reflect the graph of f(x) across the y-axis. Write a function g(x) to
28 5 describe the new graph. trans. 1 unit up
Extra Practice 24. f(x) = 6x g(x) = -6x 25. f(x) = -3x - 2 g(x) = 3x - 2
more Skills Practice and Graph f(x) and g(x). Then describe the transformations from the graph of f(x) to
exercises. the graph of g(x).
26. f(x) = 2x, g(x) = 4x - 1 27. f(x) = -7x + 5, g(x) = -14x
4-10 Transforming Linear Functions 305 Make sense of problems and persevere
in solving them. Exercises 19, 28, 38,
45, 48
Answers 6.
2
y 8.
4
y f(x)
f(x) Construct viable arguments and critique
5.
MCS10_A1_MESE612225_C04L10.indd 305 g(x) x 2/12/11 12:23:05 AM
4 the reasoning of others. Exercises 46–47
-4 -2 2 4 g(x)
f(x) x
2 -2
-2 0 2 4
x g(x)
-4 -2
-4 2 4
-2 -6 -4
-4 trans. 6.5 units down rot. about (0, 3) (steeper)

trans. 2 units up 7. y 9, 10. See Additional Answers.
4 f(x)
11–14. For graphs, see
2 g(x) Additional Answers.
x
2 4
-2 24, 25. For graphs, see Additional State Resources Online
Answers.
-4
26, 27. See Additional Answers.
rot. about (0, 0) (less steep)
Lesson 4-10 305
Exercise 48 involves 28. School The number of chaperones on a field trip must include 1 teacher for every
a translation of a 4 students, plus 2 parents total. The function describing the number of chaperones
line. This exercise for a trip of x students is f(x) = __14 x + 2. How will the graph change if the number of
prepares students for the Multi-Step parents is reduced to 0? if the number of teachers is raised to 1 for every 3 students?
Test Prep. Describe the transformation(s) on the graph of f(x) = x that result in the graph of
g(x). Graph f(x) and g(x), and compare the slopes and intercepts.
Answers 29. g(x) = -x 30. g(x) = x + 8 31. g(x) = 3x
28. trans. 2 units down; rot. about 2x
(0, 2)(steeper) 32. g(x) = - _ 33. g(x) = 6x - 3 34. g(x) = -2x + 1
7
29. ref. across y-axis Sketch the transformed graph. Then write a function to describe your graph.
y 35. Rotate the graph of f(x) = -x + 2 until it has the same steepness in the opposite
direction. g(x) = x + 2
2 g(x) = -x - 5
f (x)
x
Hobbies
es 36. Reflect the graph of f(x) = x - 1 across the y-axis, and then translate it 4 units down.
-2 2
g (x) 37. Translate the graph of f(x) = _1 x - 10 six units up. g(x) = 1 x - 4 _
-2 6 6
38. Hobbies A book club charges a membership fee of $20 and then $12 for each
book purchased.
opp. slopes—same steepness but a. Write and graph a function to represent the cost y of membership in the club
in opp. directions; same y-int. based on the number of books purchased x. y = 12x + 20
30. trans. 8 units up b. What if…? Write and graph a second function to represent the cost of
membership if the club raises its membership fee to $30. y = 12x + 30
y g (x)
Seattle librarian Nancy c. Describe the relationship between your graphs from parts a and b.
Pearl started the
6 first citywide reading Describe the transformation(s) on the graph of f(x) = x that result in the graph of g(x).
program, “If All Seattle
4 39. g(x) = x - 9 40. g(x) = -x 41. g(x) = 5x
Reads the Same Book,”
in 1998. Many cities 2x+1 1x
2
f (x) 42. g(x) = - _ 43. g(x) = -2x 44. g(x) = _
have since emulated this 3 5
x
program, attempting to
-2 2 unite communities by
45. Careers Kelly works as a salesperson. She earns a weekly base salary plus a
having everyone read commission that is a percent of her total sales. Her total weekly pay is described by
the same book at the f(x) = 0.20x + 300, where x is total sales in dollars.
same slope but diff. y-intercepts
same time. a. What is Kelly’s weekly base salary? $300
31. rot. about (0, 0) (steeper)
45c. Commission b. What percent of total sales does Kelly receive as commission? 20%
y changes to 25%; c. What if…? What is the change in Kelly’s salary plan if the weekly pay function
2 base pay changes to changes to g(x) = 0.25x + 300? to h(x) = 0.2x + 400?
f (x)
x $400. 46. Critical Thinking To transform the graph of f(x) = x into the graph of g(x) = -x,
-2 2 you can reflect the graph of f(x) across the y-axis. Find another transformation that
will have the same result. Possible answer: ref. across x-axis
g (x)
47. Write About It Describe how a reflection across the y-axis affects each point on a
diff. slopes and same y-int. graph. Give an example to illustrate your answer.
(bl), © Brand X Pictures; (cl), AP Photo/Ted S. Warren

35–38b. For graphs, see Additional 48. a. Maria is walking from school to the softball field at a rate of 3 feet per second.
Answers. Write a rule that gives her distance from school (in feet) as a function of time (in
38c–44, 47, 48. See Additional seconds). Then graph.
Answers. b. Give a real-world situation that could be described by a line parallel to the one
in part a.
c. What does the y-intercept represent in each of these situations?
Practice A
Practice C
Name ________________________________________ Date __________________ Class__________________
LESSON Practice B Practice B 306 Chapter 4 Linear Functions

4-10
4-x
Transforming Linear Functions
Graph f(x) and g(x). Then describe the transformation Name ________________________________________ Date __________________ Class__________________ Name ________________________________________ Date __________________ Class__________________ Name __________
from the graph of f(x) to the graph of g(x).
Reading Strategies
1. f(x) = x; g(x) = x + 3
LESSON
4-10
4-x Reading Strategies
Identify Relationships
LESSON
4-10
4-x
Review for Mastery
Reteach Rev
Tran
translation 3 units up
The table shows three types of transformations. The function f(x) = x is called the parent function for the family of linear functions. When the slop
Changing the y-intercept will shift Changing the slope of a line will by −1, the grap
Transformation Translation Rotation Reflection
the line up or down. This is called change the steepness of the line. y-axis. This is
a translation. This is called a rotation. Graph g(x)AM
=4
CS10_A1_MESE612225_C04L10.indd
Description 306
When b in y = mx + b When |m| in When m in y = mx + b
1 2/12/11 12:23:08
increases (decreases), y = mx + b increases is multiplied by −1, Graph f(x) = x, g(x) = x + 2, and Graph f(x) = x, g(x) = 4x, and h(x) = x. of g(x) across
1 1 the line is translated up (decreases), the line the line is reflected 2 h(x) to descri
2. f(x) = x − 4; g(x) = x − 4 h(x) = x − 4. Describe the
(down). becomes more steep across the y-axis. Describe the transformations.
3 4 transformations.
(less steep).
rotation (less steep) about (0, –4)
Graph
line is
shift 2 up parent steeper
function
3. f(x) = x; g(x) = 2x − 5
rotation (steeper) about (0, 0) and
translation 5 units down
shift 4 down line is less
Equations f(x) = −3x + 2 f(x) = −3x + 2 f(x) = −3x + 2 steep
g(x) = −3x − 3 g(x) = −1x + 2 g(x) = 3x + 2
The y-intercept of g(x) is 2 so the graph The slope of g(x) is 4 so the line is steeper The new funct
Answer the following. shifts up 2 units from f(x). The y-intercept of than f(x) which has a slope of 1. The slope of g(x) and h(x
h(x) is −4 so the graph shifts down 4 units 1
1. Look at the graph of the translation. How many vertical units is f(x) of h(x) is and it is less steep.
from f(x). 2
4. Graph f(x) = −3x + 1. Then reflect the graph shifted down to g(x)? 5
of f(x) across the y-axis. Write a function g(x)
Look at the related functions. Subtract the y-intercept of g(x) Each function
to describe the new graph.
1. Graph f(x) = x and g(x) = x + 3. Then describe function h(x) to
from the y-intercept of f(x). 2 – (–3) = 5
g(x) = 3x + 1 the transformation from the graph of f(x) to the 5. f(x) = 5x
2. Look at the graph of the rotation. Which graph is steeper? f(x) graph of g(x).
Look at the slopes of the related functions. For which function is
h(x) = –5
5. The cost of hosting a party at a horse farm is a translation 3 units up
flat fee of $250, plus $5 per person. The total the absolute value of the slope greater? f(x) Describe the tr
charge for a party of x people is f(x) = 5x + 250. graph of g(x).
How will the graph of this function change if the
3. Look at the graph of the reflection. Which axis is a line of symmetry? y-axis
flat fee is lowered to $200? if the per-person rate Look at the slopes of the related functions. Are they the same or opposite? opposite 8. f(x) = x, g(x
is raised to $8? Describe the transformations from the graph of f(x) to the
Describe the transformation from the graph of f(x) to the graph of g(x). graph of g(x). 9. f(x) = x, g(x
The graph will be translated 50 units down. The graph will be
1
rotated about (0, 250) and become steeper. 4. f(x) = 4x − 3, g(x) = 2x − 3 rotation (less steep) about (0, –3) 2. f(x) = x; g(x) = x rotation (less steep) 10. f(x) = 2x, g(
3
5. f(x) = −2x + 2, g(x) = 2x + 2 reflection about y-axis 3. f(x) = x; g(x) = x − 5 translation 5 units down
11. f(x) = −5x, g
Original content Copyright © by Holt McDougal. Additions and changes to the original content are the responsibility of the instructor. 6. f(x) = x + 2, g(x) = x + 8 translation 6 units up 4. f(x) = x; g(x) = 6x rotation (steeper)
306
Chapter 4
3/2/11 3:11:21 AM Original content Copyright © by Holt McDougal. Additions and changes to the original content are the responsibility of the instructor.
Original content Copyright © by Holt McDougal. Additions and changes to the original content are the responsibility of the instructor. Original content Copyrigh

In Exercise 49, the
49. Which best describes the effect on f(x) = 2x - 5 if the slope changes to 10? answer must be A or
D because changing
Its graph becomes less steep. slope affects steepness and possibly
Its graph moves 15 units up. the x-intercept. Choice A can be elim-
Its graph makes 10 complete rotations. inated because the increase in the
1. absolute value of the slope indicates
The x-intercept becomes _
2 that the line will be steeper.
50. Given f(x) = 22x - 182, which does NOT describe the effect of increasing the
y-intercept by 182? Answers
The new line passes through the origin. 51. For graph, see Additional
The new x-intercept is 0. Answers.
The new line is parallel to the original.
The new line is steeper than the original. Journal
Have students explain the changes
CHALLENGE AND EXTEND in the slope and y-intercept for a
rotation, a translation, and a
51. You have seen that the graph of g(x) = x + 3 is the result of translating the graph
of f(x) = x three units up. However, you can also think of this as a horizontal reflection.
translation—that is, a translation left or right. Graph g(x) = x + 3. Describe the
horizontal translation of the graph of f(x) = x to get the graph of g(x) = x + 3.
trans. 3 units to the left
52. If c > 0, how can you describe the translation that transforms the graph of
f(x) = x into the graph of g(x) = x + c as a horizontal translation? g(x) = x - c as a
Have students write possible func-
horizontal translation? trans. c units to the left; trans. c units to the right
tions representing transformations
according to the following directions:
1. Rotate the graph of f(x)= x.
2. Translate the graph of
f(x)= x - 4 up.
3. Reflect the graph of f(x)= -3x.
4-10
Describe the transformation

from the graph of f(x)to the
graph of g(x).
1. f(x)= 4x, g(x)= x
rot. about (0, 0)(less steep)
2. f(x)= x - 1, g(x)= x + 6
trans. 7 units up
1
3. f(x)=  _   x, g(x)= 2x
5
rot. about (0, 0)(steeper)
4. f(x)= 5x, g(x)= -5x

ref. over y-axis, rot. about (0, 0)
5. f(x)= x, g(x)= x - 4
4-10 Transforming Linear Functions 307
trans. 4 units down
Problem Solving
LESSON
4-10
4-x Problem solving
LESSON
4-10
4-x
Challenge
Translations and Point-Slope Form
challenge 6. f(x)= -3x, g(x)= -x + 1
Write the correct answer.
1. The number of camp counselors at a 2. A city water service has a base cost of
For 1–5, use the two points and line graphed at right.
1. Write an equation in point-slope form for the line.
rot. about (0, 0)(less steep),
day camp must include 1 counselor for $12 per month plus $1.50 per hundred Circle the point that you used as (x1, y1).
every 8 campers, plus 3 camp directors.
MCS10_A1_MESE612225_C04L10.indd 307 describing the number of
The function
cubic feet (HCF) of water. Write a
function f(x) to represent the cost of water y + 3 = 2(x + 2) OR y – 5 = 2(x – 2) 2/12/11 12:23:10 AM trans. 1 unit up
1 as a function of x, amount used. Then
counselors is f(x) = x + 3 where x is 2. Translate the line up 2 units by doing the following:
8
the number of campers. How will the
write a second function g(x) to represent
the cost if the rate rises to $1.60 per a. Translate each of the two points up 2 units
and plot a new point. Each translated point is
7. A cashier gets a $50 bonus
graph change if the number of camp HCF.
directors is reduced to 2?
translation 1 unit down
f(x) = 1.50x + 12; g(x) = 1.60x + 12;
How would the graph of g(x) compare to
an image of the original point. Circle the image
of the point that you used in problem 1. for working on a holiday plus
b. Connect the two new points with a line.
3. Owen earns a base salary plus a
commission that is a percent of his total
the graph of f(x)?
it would be rotated about (0, 12), 3. Use the coordinates of the image that you circled to $9/h. The total holiday salary
sales. His total weekly pay is described write an equation in point-slope form for the new line. y + 1 = 2(x + 2) OR y – 7 = 2(x – 2)
steeper.
by f(x) = 0.15x + 325, where x is his total
sales in dollars. What is the change in
4. Compare your equations for problems 1 and 3. What
indicates that there was a vertical translation up 2 units?
is given by the function f(x)=
Owen’s salary plan if his total weekly pay
function changes to g(x) = 0.20x + 325? In the form y – y1 = m(x – x1), the value of y1, increased by 2 units.
5. Suppose that the original line is translated down
9x + 50. How will the graph
His commission is raised to
20%.
6 units. Without graphing the transformation, write
an equation in point-slope form for the new line. y + 9 = 2(x + 2) OR y + 1 = 2(x – 2) change if the bonus is raised
An attorney charges $250 per hour. The graph represents the cost of
the attorney as a function of time. Select the best answer.
4. When a traveling fee is added to the
For 6–10, use the graph at right.
6. Translate the line right 5 units. (Use a process similar to
to $75? if the hourly rate is
problem 2.) Again, circle the image of the point that you
attorney’s rate for cases outside the city
limits, the graph is translated up 50 units.
used in problem 1. raised to $12/h?
What function h(x) would describe the 7. Use the coordinates of the image that you circled to
attorney’s rate with the traveling fee?
A h(x) = 250x − 50
write an equation in point-slope form for the new line.
y + 3 = 2(x – 3) OR y – 5 = 2(x – 7)
translated 25 units up; rotated
B h(x) = 250x + 50
C h(x) = 200x
8. Compare your equations for problems 1 and 7.
What indicates a horizontal translation right 5 units?
about (0, 50)(steeper)
D h(x) = 300x
In the form y – y1 = m(x – x1), the value of x1, increased by 5 units.
5. The attorney’s paralegal has an hourly
9. Suppose that the original line was translated left
rate of $150. How would you transform
the graph of f(x) into a graph for the 3 units. Without graphing the transformation, write
paralegal’s rate? 6. Which hourly rate would NOT make the an equation in point-slope form for the new line. y + 3 = 2(x + 5) OR y – 5 = 2(x + 1)
attorney’s graph steeper? 10. The equation y − 3 = −4(x + 2) is transformed into
F Reflect it over the y-axis.
G Translate it down 100 units. A $225 C $300 y + 1 = −4(x − 7). Describe the transformations from
the graph of the first line to the graph of the second.
H Translate it to the left 100 units. B $275 D $325
Translated down 4 units and right 9 units.
J Rotate it clockwise about (0, 0).
Lesson 4-10 307
CS10_A1_MECR710532_C04L10f-a.indd 81 3/2/11 3:11:27 AM

CS10_A1_MECR710532_C04L10e-a.indd 80 3/2/11 3:11:26 AM
CHAPTER
SECTION 4B Make sense of

SECTION problems and
4B
persevere in
Using Linear Functions solving them.
Take a Walk! All intersections in Durango, Colorado, have

crossing signals with timers. Once the signal changes to walk,
Organizer
the timer begins at 28 seconds and counts down to show how
much time pedestrians have to cross the street.
1. Pauline counted her steps as she
Objective: Assess students’ crossed the street. She counted 15
ability to apply concepts and skills steps with 19 seconds remaining.
a real-world format. When she reached the opposite
side of the street, she had counted
a total of 30 steps and had 10
Online Edition seconds remaining. Copy and
complete the table below using
these values.
Time
Answers Remaining (s)
28 19 10
Street Crossing
3. Steps 0 15 30
30
2. Find the average rate of change for Pauline’s
24
_ _
walk. - 5 , or -1 2 , steps/s
18 3 3
Steps
3. Sketch a graph of the points in the table, or plot

12 them on your graphing calculator.
6 4. Find an equation that describes the line through the points. y = - _5 x + _
140
3 3
5. How would the graph change if Pauline increased her speed?
0 What if she decreased her speed? The line would become steeper;
6 12 18 24 30
Time remaining (s) the line would become less steep.
(tl), © Brand X Pictures; (b), © Tim Pannell/CORBIS; (tr), Andy Christiansen/HMH

in solving them.
INTERVENTION 5b. In terms of the number of steps, what
does it mean to increase or decrease
Scaffolding Questions
CC13_A1_MESE647036_C04MPb.indd 308
speed? If speed increases, the number
4027011 12:42:31 P
1–2. What are the independent and depen- of steps increases; if speed decreases,
dent variables? ind.: time remaining; the number of steps decreases.
dep.: steps
Extension
3–4. Will the points go upward or down-
Change the given situation in such a way
ward from left to right? Explain.
that the graph is a vertical translation of
Downward; as time remaining
your graph in Problem 3. Possible answer:
increases, number of steps taken
Pauline walks at the same speed, but the
decreases. What does the slope
dist. across the street is longer.
represent? steps per time remaining
5a. How can you find the equation for the
relationship? Possible answer: Use
State Resources Online point-slope form.
308 Chapter 4
CHAPTER
SECTION 4B
section
Quiz for Lessons 4-6 Through 4-10
4-6 Slope-Intercept Form
4B
Write each equation in slope-intercept form. Then graph the line described by the
equation.
1. 2x + y = 5 y = -2x + 5 2. 2x - 6y = 6 y = 3 x - 1
_1 3. 3x + y = 3x - 4 y = -4
Organizer
4. Entertainment At a chili cook-off, people pay a $3.00 Objective: Assess students’
Chili Cook-off
entrance fee and $0.50 for each bowl of chili they taste.
mastery of concepts and skills in
The graph shows the total cost per person as a function 6
of the number of bowls of chili tasted. a. y = 0.5x + 3 this section.
Total cost ($)

5
4
a. Write an equation that represents the total cost per person
3
as a function of the number of bowls of chili tasted. 2
b. Identify the slope and y-intercept and describe their 1
meanings. 0 1 2 3 4 5
Resources
slope: 0.5; cost per bowl of chili; y-int.: 3; entrance fee Bowls of chili Assessment Resources
4-7 Point-Slope Form Section Quiz
Graph the line with the given slope that contains the given point.
5. slope = -3; (0, 3) 6. slope = - _2 ; -3, 5
( ) 7. slope = 2; (-3, -1)
3 Intervention
Write an equation in slope-intercept form for the line through the two points.
8. (3, 1) and (4, 3) 9. (-1, -1) and (1, 7) 10. (1, -4) and (-2, 5) Resources
y = 2x - 5 y = 4x + 3 y = -3x - 1
Ready to Go On?
4-8 Line of Best Fit Intervention and
11. A street vendor noted the daily high temperature and the number of ice cream cones she Enrichment Worksheets
sold each day for one week. Find an equation for a line of best fit. How well does the line
represent the data? y ≈ 0.74x – 27; extremely well, (r ≈ 0.99) Ready to Go On? Online
Temperature (°F) 80 73 65 90 96 100 82
Ice Cream Cones Sold 32 27 22 38 45 48 35

Answers
4-9 Slopes of Parallel and Perpendicular Lines 1–3. For graphs, see Additional
Identify which lines are parallel. Answers.
12. y = -2x; y = 2x + 1; y = 2x; y = 2(x + 5) 1 x + 1; y = -3x; y + 2 = x + 4
13. -3y = x; y = - _ 5–7, 14, 15. See Additional Answers.
y = 2x + 1, y = 2x, and y = 2(x + 5)
3
-3y = x and y = - 1 x + 1 _ 16–17. For graphs, see Additional
Identify which lines are perpendicular. 3
Answers.
1 x; y = 4x - 6; x = -4
14. y = -4x - 1; y = _ 3 x; y = _
15. y = - _ 3 x - 3; y = _
4 x; y = 4; x = 3
4 4 4 3
4-10 Transforming Linear Functions

Graph f (x) and g (x). Then describe the transformation(s) from the graph
of f (x) to the graph of g (x).
16. f (x) = 5x, g (x) = -5x ref. across y-axis; rot. 17. f (x) = _
1 x - 1, g (x) = _
1 x + 4 trans. 5 units up
about (0, 0) 2 2
Ready to Go On? 309
CS10_A1_MESE612225_C04RGb.indd 309
NO 2/17/11 12:47:20 PM
yes
Ready to Go On? Intervention, Section 4B

Ready to Go On? Worksheets Online Ready to Go On?
Intervention
Enrichment, Section 4B
Worksheets
Lesson 4-7 4-7 Intervention Activity 4-7 Online
Diagnose and Prescribe
Online
Ready to Go On? 309

C
CHAP
CHHAP
APTE
TER
TE
CHAPTERR
4 Organizer EXTENSION Absolute-Value Functions
Pacing: Traditional 1 day CC.9-12.F.BF.3 Identify the effect on the graph of replacing f(x) by f(x) + k, kf(x), f(kx), and f(x + k) for specific values of k
Block __1 day (both positive and negative); find the value of k given the graphs. … Also CC.9-12.F.IF.7*
2
Objectives An absolute-value function is a function whose rule contains an absolute-value
Objectives: Graph absolute- Graph absolute-value expression. To graph an absolute-value function, choose several values of x and
value functions. functions. generate some ordered pairs.
Identify characteristics of absolute- Identify characteristics of Axis of symmetry
absolute-value functions x f ( x) = ⎪x⎥ y
value functions and their graphs. 4 f(x) = |x|
and their graphs.
-2 2
2
Vocabulary -1
Online Edition absolute-value function
1
Vertex x
0 0 -4 -2 0 2 4
axis of symmetry
vertex 1 1 -2
Using the Extension 2 2 -4
In this Chapter, students learn to

graph a linear function and identify Absolute-value graphs are composed of two linear pieces. The axis of symmetry
is the line that divides the graph into two congruent halves. The vertex is the
characteristics of the graph, such
“corner” point on the graph.
as its slope and x- and y-intercepts.
In this extension, students learn to From the table and the graph of f (x) = ⎪x⎥ , you can tell that
graph an absolute-value function • the axis of symmetry is the y-axis (x = 0).
and identify characteristics of the • the vertex is (0, 0).
graph, such as its vertex and axis of • the domain (x-values) is the set of all real numbers.
symmetry. • the range (y-values) is described by y ≥ 0.
Kinesthetic Have students • the x-intercept and the y-intercept are both 0.
graph f(x) = x on a piece • the slope of the left linear piece is -1 and the slope of the right linear
piece is 1.
of tracing paper. Tell them
to fold up the bottom of the graph
along the x-axis so the bottom of EXAMPLE 1 Absolute-Value Functions
the graph meets the top. Say that
Graph f (x) = ⎪2x⎥ - 1 and label the axis of symmetry and the vertex.
this is the graph of f(x) = ⎪x⎥ ; all the Identify the intercepts, give the domain and range, and find the slope of
y-values that were negative are now each piece.
positive. Choose positive, negative, and zero
y
values for x, and find ordered pairs. 4
x -2 -1 0 1 2 2
f (x) = ⎪2x⎥ - 1 3 1 -1 1 3 x
-4 -2 0 2 4
Plot the ordered pairs and connect them. Axis of
-2
symmetry
From the table and the graph, you can tell that Vertex
-4
• the axis of symmetry is the y-axis (x = 0).
• the vertex is (0, -1).
• the x-intercepts are _ 1.
1 and - _
2 2
• the y-intercept is -1.
• the domain is all real numbers.
• the range is described by y ≥ -1.
• the slope of the left piece is -2 and the slope of the right piece is 2.

CC.9-12.F.BF.3 Identify the effect on
the graph of replacing f(x) by f(x) + k,
kf(x), f(kx), and f(x + k) for specific 1 Introduce 2 Teach
values of k (both positive and negative); CC13_A1_MESE647036_C04EX.indd 310 4027011 12:43:12 P
find the value of k given the graphs.
Experiment with cases and illustrate an Motivate Guided Instruction
explanation of the effects on the graph Ask students to do the following: When graphing absolute-value functions
using technology. by generating ordered pairs, encourage
Find the range for f(x) = x if
CC.9-12.F.IF.7 Graph functions students to substitute zero, positive, and
D: {-2, -1, 0, 1, 2}. R: {-2, -1, 0, 1, 2}
expressed symbolically and show key negative values for x. Point out that the
features of the graph, by hand in simple Find the range for f(x) = ⎪x⎥ if
absolute-value functions in this extension
cases and using technology for more D: {-2, -1, 0, 1, 2}. R: {2, 1, 0, 1, 2}
are translations of the parent function
complicated cases.* How are the ranges similar? Both contain f(x) = ⎪x⎥.
0, 1, 2.
How are the ranges different? The first Visual Graphs of absolute-value
contains -2 and -1; the second does not. functions will have a V-shape.
310 Chapter 4

"" Ê ,,",
y
1. Graph f (x) = 3 ⎪x⎥ and label the axis of symmetry and the vertex. ,/
Identify the intercepts, give the domain and range, and find the
x Students may assume that the
slope of each piece.
-2 0 2
-2 axis of symm.: x = 0; vertex: (0, 0); x-int.: 0; y-int.: 0; D: all real range in Example 1 should contain
numbers: R: y ≥ 0; left slope: -3; right slope: 3 only positive values. Show students
that the substitution of any point
The parent function for absolute-value functions is f(x) = |x|. The graphs of all other between - __1
and + __
1
will yield a neg-
absolute-value functions are transformations of the graph of f(x) = |x|. 2 2
ative number for this function. Point
out how this differs from Check it
For f (x) = a | x – b | + c Out 1, where there is no constant
term.
WORDS EXAMPLES WORDS EXAMPLES
Opening Direction Horizontal
y h(x) = |x + 2|
• If a > 0, the graph 4 Translation
y
4
opens upward.
2
f(x) = |x| • If b > 0, f(x) = |x| Additional Examples
• If a < 0, the graph the graph is 2
x g(x) = |x - 2|
opens downward.
0
translated b x Example 1
-4 -2 2 4
g(x) = -|x units right 0
-2 from f(x) = ⎪x⎥.
-4 -2 2 4 Graph each absolute-value
-2 function and label the axis
-4 • If b < 0,
the graph is -4 of symmetry and the vertex.
translated b Identify the intercepts, give the
units left from domain and range, and find the
f (x) = ⎪x⎥. slope of each piece.
Width Vertical A. f(x) = ⎪x⎥ + 1
g(x) = 3|x| Translation g(x) = |x| + 2
• If ⎪a⎥ > 1, the
y y y
graph is narrower 4 • If c > 0, the 4 8
f(x) = |x| f(x) = |x| Axis of symmetry
than the graph of graph is
f (x) = ⎪x⎥. 2 translated c 2 4
h(x) = 12 |x| h(x) = |x| - 2 Vertex
• If ⎪a⎥ < 1, the x units up from x x
graph is wider -4 -2 0 2 4 f (x) = ⎪x⎥. -4 -2 0 2 4 -8 -4 0 4 8
than the graph of -2 • If c < 0, the -2 -4
f(x) = ⎪x⎥. graph is
-4 translated c -4 -8
The slopes of the two
linear pieces are a units down
and –a. from f (x) = ⎪x⎥. axis of symmetry: x = 0; vertex:
(0, 1); x-int.: none; y-int.: 1;
D: all real numbers; R: y ≥ 1; left
slope: -1; right slope: 1
EXAMPLE 2 Transforming Absolute-Value Functions
B. f(x) = ⎪x - 4⎥
Describe the transformations from the graph of f (x) = |x| to the graph of g(x).
Then graph both functions. g(x) = 2|x + 1| y
y
A g(x) = 2|x + 1| 4 6 Axis of symmetry
Identify a, b, and c. 2 f(x) = |x|

4
g(x) = 2|x + 1| = 2|x – (–1)| + 0 x
2
-4 -2 0 2 4
• a = 2: graph is narrower Vertex x
-2
• b = –1: translated 1 unit left 0 2 6
• c = 0: no vertical translation -4
axis of symmetry: x = 4; vertex:

(4, 0); x-int.: 4; y-int.: 4;
Extension 311
D: all real numbers; R: y ≥ 0;
left slope: -1; right slope: 1
PM
CS10_A1_MESE612225_C04EX.indd 311 2/11/11 10:59:21 PM
INTERVENTION
Questioning
Strategies
EX AM P LE 1
• How many x- and y-intercepts are
possible for an absolute-value func-
tion? Explain.
• How can you determine the axis of
symmetry simply by looking at the
function rule?
Extension 311
2a. Describe the transformations from the graph of f (x) = |x| to the graph of g(x).
Then graph both functions.
y
4 y f(x) = |x|
Additional Examples
f(x) = |x| B g (x) = -|x - 3| + 2 4
2
x Identify a, b, and c. 2
Example 2 -4 -2 0 2 4 x
-2
g(x) = -|x - 3| + 2 = -1|x – 3| + 2
Describe the transformations g(x) = |x - 4| - 2 -4 -2 0 2 4
-4 • a = -1: graph opens downward g(x) = -|x - 3| + 2
from the graph of f(x) = |x| to and width is unchanged
-2
the graph of g(x). Then graph translated 4 units right • b = 3: translated 3 units right -4
both functions. and 2 units down • c = 2: translated 2 units up
A. g(x) = 2 ⎪x - 3⎥
2b.
narrowed and trans. 3 units Describe the transformations from the graph of f (x) = |x|
y
right 4
f(x) = |x| to the graph of g(x). Then graph both functions.
2
y g(x) =
1
|x| + 1 1 |x| + 1
3 x 2a. g(x) = |x – 4| – 2 2b. g(x) = _
f(x) = x 4 -4 -2 0 2 4 3
-2
2
g(x) = 2 x - 3 -4
x Minimum and Maximum Values of Absolute-Value Functions
0 widened and
-2 2 4 6 WORDS If the graph of an absolute- If the graph of an absolute-
translated 1 unit up value function opens upward, value function opens downward,
-2
the y-value of the vertex is the the y-value of the vertex is the
-4 minimum value of the function. maximum value of the function.
EXAMPLES f(x) = 2 ⎪x⎥ – 2 f(x) = –⎪x – 1⎥

B. g(x) = –| x + 2| + 1 3a. y y
refl. across x-axis, trans. 2 y 4 4
6
Vertex: (1, 0)
units left and 1 unit up 2 2
4 Maximum: 0
x x
y 2
4 x
-4 -2 0 2 4 -4 -2 0 2 4
-4 -2 0 2 4 -2 -2
2 -2
f(x) = x Vertex: (0, -2)-4 -4
x Minimum: -2
vertex: (0, 5);
-4 -2 0 2 4 maximum: 5
g(x) = - x + 2 + 1
-2
EXAMPLE 3 Identifying the Minimum or Maximum
-4 3b. Graph f(x) = |x + 3| – 5. Identify the vertex and give the
2
y minimum or maximum value of the function.
Example 3 x y The vertex is (–3, –5).
-4 -2 0 2 4
2
Graph f(x) = |3x| + 3. Identify -2 The graph opens upward, so the function has a
the vertex and give the minimum.
-4 -6 -4 -2 0 2 x
minimum or maximum value of -2 The minimum is –5.
-6
the function.
-4
vertex: (-1, -6);
y minimum: -6
8 -6
6
Graph each absolute-value function. Identify the vertex and give the
4 minimum or maximum value of the function.
3a. f (x) = –|x| + 5 3b. f (x) = |x + 1| – 6

2
x
-4 -2 0 2 4
vertex: (0, 3); minimum: 3
CS10_A1_MESE612225_C04EX.indd 312 2/11/11 10:59:24 PM
INTERVENTION
Questioning
Strategies
EX A M P L E 2
• How will the graphs of an absolute-
value function and its transforma-
tion look on the same coordinate
plane?
EX A M P L E 3
• Is the vertex of an absolute-value
function always a minimum or
maximum point? Explain.
312 Chapter 4
EXAMPLE 4 Sports Application Distance From Water Stand
In a charity race, a water stand for the
5
runners is halfway between the start Additional Examples
and finish lines. The function y = ⎪__8x - 3⎥ 4
Example 4
models Riley’s distance y in miles from
Distance (mi)
3 y= x
-3 Rosa and Tony are hiking a
8
the water stand x minutes into the race.
mountain trail. Two-thirds of the
A How long is the race? 2
way up the trail is a scenic over-
y = ⎪__x - 3⎥ is graphed in blue.
8 1 x look. The function y = ⎪2x - 6⎥,
y= 10
- 3
At the start of the race (x = 0), Riley is graphed below, models Rosa’s
3 mi from the water stand. The water 0 5 15 25 35 45 55 and Tony’s distance y in miles
stand is halfway between the start and Time (min) from the overlook after hiking
finish lines, so the race is 6 mi.
for x hours.
B How much time does it take Riley to reach the water stand?
Mountain Hike
Distance from overlook (mi)

When Riley reaches the water stand, y = 0. This happens when x = 24.
It takes Riley 24 min to reach the water stand. 6
C The function y = ⎪___

x
10
- 3⎥ models Dean’s distance from the water stand 4
during the same race. Compare Dean’s graph to Riley’s graph. What can
2
you conclude about Dean’s speed?
y= ⎪___ - 3⎥ is graphed in red. Both graphs start at the same point, but
x
10 0 2 4 6
Dean’s graph is translated to the right. It takes him more time to reach the
water stand and to finish the race. Therefore, he is running more slowly than
Riley. A. How long is the trail? 9 mi
B. How long does it take
4. How would the graph be different for someone who runs faster
Rosa and Tony to reach
than Riley? shifted left and linear pieces would be steeper
the overlook? 3 h

EXTENSION
Exercises INTERVENTION
Questioning
Strategies
Graph each absolute-value function and label the axis of symmetry and the vertex.
Identify the intercepts, give the domain and range, and find the slope of each piece. EX AM P LE 4
Identify the maximum or minimum.
• What are the domain and range of
1. f (x) =| x | + 3 2. f (x) =| x + 3| 1 | x|
3. f (x) = _ 4. f (x) = |x - 3|
2 the functions?
Tell whether each statement is sometimes, always, or never true.
5. The absolute value of a number is negative. never
6. An absolute-value function has an x-intercept. sometimes
7. An absolute-value function has two y-intercepts. never
Write a function to describe each of the following.
8. The graph of f (x) = |x| is translated 2 units right. g (x) = ⎪x - 2⎥
9. The graph of f (x) = |x| is narrowed and reflected across the x-axis. Possible answer:
g(x) = -⎪4x ⎥
10. Critical Thinking Suppose that an absolute-value function has no x-intercepts.
What can you say about the function rule?
Possible answer: It is in the form ⎪x⎥ + c, where c > 0.
Extension 313
3 Close Answers
MCS10_A1_MESE612225_C04EX.indd 313 1. axis of symmetry: x = 0; vertex: (0, 3); x-int.:
2/11/11 10:59:28 PM
none; y-int.: 3; D: all real numbers; R: y ≥ 3; left

Summarize slope: -1; right slope: 1; minimum: 3
Ask students to give the axis of symmetry
y
and vertex for the following functions.
1. f(x) = ⎪x - 5⎥
axis of symmetry: x = 5; vertex: (5, 0) 2
x
2. f(x) = ⎪x⎥ - 5 0
-2 2
axis of symmetry: x = 0; vertex: (0, -5)
3. f(x) = ⎪x⎥ + 4 2–4. See Additional Answers.
axis of symmetry: x = 0; vertex: (0, 4)
4. f(x) = ⎪x + 4⎥
axis of symmetry: x = -4; vertex:
(-4, 0)
Extension 313
CHAPTER
chapter Study Guide:
4 Review
Organizer Vocabulary
constant of variation linear regression rotation
Objective: Help students correlation coefficient parallel lines run
organize and review key concepts direct variation parent function slope
and skills presented in this chapter. family of functions perpendicular lines transformation
least-squares line rate of change translation
Online Edition line of best fit reflection x-intercept
linear equation residual y-intercept

linear function rise
Countdown
Complete the sentences below with vocabulary words from the list above. Words
may be used more than once.
1. A(n) ? is a “slide,” a(n) ? is a “turn,” and a(n) ? is a “flip.”
−−−−−− −−−−−− −−−−−−
2. The x-coordinate of the point that contains the ? is always 0.
Resources 3. In the equation y = mx + b, the value of m is the
−−−−−−
? , and the value of b is the ? .
−−−−− −−−−−
Lesson Tutorial Videos
EXAMPLES EXERCISES
Tell whether each function is linear. If so, graph Tell whether the given ordered pairs satisfy a
Answers the function. linear function. Explain.
■ y = -3x + 2
1. translation; rotation; reflection 4. 5.
y = -3x + 2 Write the equation in x y x y
2. y-intercept standard form.
+ 3x + 3x -3 3 0 -3
−−− −−−−−−
3. slope; y-intercept 3x + y = 2 This is a linear function. -1 1 1 -1
4. No; a constant change of +2 in x Generate ordered pairs. 1 1 2 1
corresponds to different changes 3 3 3 3
in y. x y = -3x + 2 (x, y)
5. Yes; a constant change of +1 -2 y = -3(-2) + 2 = 8 (-2, 8) 6. {(-2, 5), (-1, 3), (0, 1), (1, -1), (2, -3)}
in x corresponds to a constant x y = -3(0) + 2 = 2 (0, 2) 7. {(1, 7), (3, 6), (6, 5), (9, 4), (13, 3)}
change of +2 in y. x y = -3(2) + 2 = -4 (2, -4)
6. Yes; a constant change of +1 Each equation below is linear. Write each equation
in x corresponds to a constant Þ in standard form and give the values of A, B, and C.
Ó]Ên®
change of -2 in y. x+2
{ Plot the points and connect
8. y = -5x + 1 9. _ = -3y
7. No; a constant change of -1 in y 2
ä]ÊÓ® Ý them with a straight line.
corresponds to different changes ä 10. 4y = 7x 11. 9 = y
{ {
in x.
{ Ó]Ê{® 12. Helene is selling cupcakes for $0.50 each. The
8. 5x + y = 1; A = 5; B = 1; function f (x) = 0.5x gives the total amount of
C=1 ■ y = 2x 3 money Helene makes after selling x cupcakes.
Graph this function and give its domain and
9. x + 6y = -2; A = 1; B = 6; This is not a linear function because x has an range.
C = -2 exponent other than 1.
10. 7x - 4y = 0; A = 7, B = -4,
C=0 314 Chapter 4 Linear Functions
11. y = 9; A = 0; B = 1; C = 9
12. Cupcake Sales
CS10_A1_MESE612225_C04RV.indd 314 2/12/11 12:39:47 AM
4
Amount earned ($)
0 2 4 6 8
Cupcakes sold
D: whole numbers;
R: nonneg. multiples of 0.5
314 Chapter 4
Answers
4-2 Using Intercepts
13. x-int.: 2; y-int.: -4
EXAMPLE EXERCISES 14. x-int.: 5; y-int.: 6
■ Find the x- and y-intercepts of 2x + 5y = 10. Find the x- and y-intercepts. 15. x-int.: 3; y-int.: -9
Let y = 0. Let x = 0. 1
13. {
Þ 14. Þ 16. x-int.: -  _   ; y-int.: 1
2x + 5(0) = 10 2(0)+ 5y = 10 2
Ó
2x + 0 = 10 0 + 5y = 10 { 17. x-int.: -18; y-int.: 3
Ý
2x = 10 5y = 10 { Ó ä Ó { 1 1
18. x-int.:  _   ; y-int.: -  _   
Ó
5y Ó
2x
_=_ 10 _= _ 10 Ý 3 4
2 2 5 5 { ä Ó { 19. Rate
x=5 y= 2
15. 3x - y = 9 16. -2x + y = 1
The x-intercept is 5. The y-intercept is 2. 240
17. -x + 6y = 18 18. 3x - 4y = 1
Distance (ft)
180 112 ft
s
120 80 ft
16 ft
s s
48 ft
s
EXAMPLE EXERCISES 0 1 2 3 4
■ Find the slope of the line. 19. Graph the data and 20. Find the slope of the Time (s)
show the rates of line graphed below.
change. 20. 5

ÛiÀÃÊvÊ
i>ÃÕÀiiÌ
>ÃiÞ½ÃÊ
>ÃÃiÀi 4
Time (s) Distance (ft) 21. -  _   
3
Î]Ê® change in y
n slope = __
i}ÌÊvÌ®
0 0 22. -3
£
&ATG
È Ó]ÊÈ® change in x
Î 1 16
=_3 =3 1
23. -  _   
{
£]ÊÎ® 1 2 64
Ó 2
3 144
ä £ Ó Î { 24. 3
i}ÌÊÞ`® 4 256 3ERVINGS
25. 7
26. 4
27. -5
4-4 The Slope Formula 28. -1
EXAMPLE EXERCISES 29. 1
30. 2
■ Find the slope of the line described by Find the slope of the line described by each equation.
2x - 3y = 6. 21. 4x + 3y = 24 22. y = -3x + 6
31. undefined
Step 1 Find the x- and y-intercepts. 32. 0
23. x + 2y = 10 24. 3x = y + 3
Let y = 0. Let x = 0. 25. y + 2 = 7x 26. 16x = 4y + 1
2x - 3(0) = 6 2(0) - 3y = 6
2x = 6 -3y = 6 Find the slope of the line that contains each pair
x=3 y = -2 of points.
The line contains (3, 0) and (0, -2). 27. (1, 2) and (2, -3) 28. (4, -2) and (-5, 7)
Step 2 Use the slope formula.

y2 - y1 _ -2 - 0 _ -2 _ 2
29. (-3, -6) and (4, 1)
2 ( )3, _
1 , 2 and _
30. _
4 2
5
( )
m=_ x 2 - x 1 = 0 - 3 = -3 = 3 31. (2, 2) and (2, 7) 32. (1, -3) and (5, -3)
Study Guide: Review 315
MCS10_A1_MESE612225_C04RV.indd 315 2/12/11 12:39:51 AM

Answers
4-5 Direct Variation
33. yes; -6
34. yes; 1 EXAMPLE EXERCISES
35. no ■ Tell whether 6x = -4y represents a direct Tell whether each equation is a direct variation. If so,
1   
36. yes; - _ variation. If so, identify the constant of identify the constant of variation.
2 variation.
37. -12 33. y = -6x 34. x - y = 0
6x = -4y
38. y = 8x 35. y + 4x = 3 36. 2x = -4y
_ _
6x
=
-4y
Solve the equation for y. 37. The value of y varies directly with x, and y = -8
-4 -4
Maleka’s Baby-sitting Earnings 6 when x = 2. Find y when x = 3.
-_x = y
4 38. Maleka charges $8 per hour for baby-sitting. The
y = -_3x Simplify.
40 amount of money she makes varies directly with
Money earned ($)
2
This equation represents a direct variation the number of hours she baby-sits. Write a direct
30
because it can be written in the form y = kx, variation equation for the amount y Maleka earns
20 where k = - __32 . for baby-sitting x hours. Then graph.
10
4-6 Slope-Intercept Form
0 2 4 6 8
Time (h)
EXAMPLE EXERCISES
■ Graph the line with slope = - __
4
and Graph each line given the slope and y-intercept.
39. y y-intercept = 8.
5
6 1 ; y-intercept = 4
39. slope = - _
Step 1 Plot (0, 8). Þ 2
4 n ä]Ên®
{ 40. slope = 3; y-intercept = -7
Step 2 For a slope of
2 ___
-4 {
, count x
x 5 Ý Write the equation that describes each line in slope-
0
4 down and ä intercept form.
-2 2 { { n
5 right from (0, 8). 1 , y-intercept = 5
Plot another point.
{ 41. slope = _
40. 3
y x
-2 0 Step 3 Connect the two points with a line. 42. slope = 4, (1, -5) is on the line.
-2
-4 4-7 Point-Slope Form

-6
EXAMPLE EXERCISES
1 Write an equation in slope-intercept form for Graph the line described by each equation.
41. y =  _    x + 5
■
3 the line through (4, -1) and (-2, 8). 1 (x - 4)
43. y + 3 = _ 44. y - 1 = -(x + 3)
42. y = 4x - 9 2
43. y x Write the equation that describes each line in slope-
y 2 - y 1 8_- (-1) _ 9 3
_
-2 0 2 m=_
x 2 - x 1 = -2 - 4 = -6 = - 2 intercept form.
-2
Step 2 Write the point-slope form. 45. slope = 2, (1, 3) is on the line.
-4
3 _
y - 8 = - [x - (-2)] Substitute into the 46. slope = -5, (-6, 4) is on the line.
-6 2 point-slope form.
3 (x + 2) 47. (1, 4) and (3, 8) are on the line.
y - 8 = -_
44. y 2
48. (-2, 4) and (-1, 6) are on the line.
Step 3 Write the slope-intercept form.
2
3x+5
y = -_ Solve for y.
x
2
-2 0 2
-2

45. y = 2 x + 1
46. y = -5x - 26
47. y = 2 x + 2
48. y = 2 x + 8 CS10_A1_MESE612225_C04RV.indd 316 2/12/11 12:39:56 AM
316 Chapter 4
Answers
4-8 Line of Best Fit
49. y = -0.5x: 4.5, y = x - 1: 6.25,
y = 0.5x is the better fit.
EXAMPLE EXERCISES
50. y ≈ 2.3x - 16; extremely well
■ Two lines of fit for the data in the table are 49. Two lines of fit for the data in the table are y = 0.5x (r ≈ 0.99)
y = -x + 5 and y = -0.5x + 4. For each line, and y = x – 1. For each line, find the sum of the 1 1
find the sum of the squares of the residuals. squares of the residuals. Which line is a better fit? 51. y = -  _    x and y = -  _    x - 6
3 3
Which line is a better fit? 52. y - 2 = -4(x - 1)and
x 1 2 4 5 y = -4x - 2
x 1 2 4 5 y
(2, 4)
y 2 0 1 3 53. y - 1 = -5(x - 6)and
y 3 4 2 1
1
y =  _    x + 2
4
y = –0.5x + 4
50. The lengths and weights of 6 koi in a pond are
y = -x + 5: 5 1
54. y - 2 = 3(x + 1)and y = -  _    x
2 (1, 3) (4, 2)
(5, 1)
shown in the table. Find an equation of a line of
1+1+1+1=4 y = –x + 5 x best fit. How well does the line fit the data? 3
0
55. y = 2 x - 3
2 4 6 8
y = -0.5x + 4: Length (in.) 9 12 11 15 8 10
1 +1+0+_
_ 1 = 2_ 1 Weight (oz) 5 11 9 20 4 7 56. y trans. 4 units
4 4 2 up
4
y = -0.5x + 4 is a better fit.
g(x)
2
4-9 Slopes of Parallel and Perpendicular Lines x

-4 -2 f (x)
EXAMPLE EXERCISES
57. g(x) y f (x) ref. across
Write an equation in slope-intercept form for Identify which lines are parallel.
■ 2
y-axis
the line that passes through (4, -2) and is 1 x ; y = 3x + 2; y = - _
51. y = - _ 1 x - 6; y = 3
perpendicular to the line described by 3 3 x
y = -4x + 3. 1 x ; y = -4x - 2 -2 0 2
52. y - 2 = -4(x - 1); y = 4x - 4; y = _
4 -2
The slope of y = -4x + 3 is -4.
The perpendicular line has a slope of __14 and Identify which lines are perpendicular.
contains (4, -2). 53. y - 1 = -5(x - 6); y = _1 x + 2; y = 5; y = 5x + 8
58. y ref. across
_
y + 2 = 1 (x - 4) Substitute into the
5
2 x - 4; y = -_1x

4
y-axis
4 point-slope form. 54. y = 2x; y - 2 = 3(x + 1); y = _ g(x) x
1
_ 3 3
y= x-3 Solve for y.
4 55. Write an equation in slope-intercept form for the -4
f(x)
line that passes through (1, -1) and is parallel to
the line described by y = 2x -4. -8
4-10 Transforming Linear Functions 59. trans. 2 units up; rot. about
(0, 3)(steeper)
EXAMPLE EXERCISES
■ Graph f (x) = __
1
x and g(x) = 4x + 2. Then
2
Graph f (x) and g(x). Then describe the
describe the transformation(s) from the transformation(s) from the graph of f (x) to the graph
graph of f (x) to the graph of g(x). of g(x).
• Multiply f (x) = __
1
2
x by Þ
56. f (x) = x, g(x) = x + 4
n
8 to get h(x) = 4x. Ý®ÊÊ{Ý 57. f (x) = 4x, g(x) = -4x
}Ý®ÊÊ {Ý Ó
This rotates the graph 1x-2
1 x - 2, g(x) = - _
about (0, 0), making Ý
58. f (x) = _
3 3
it steeper. { {
59. The entrance fee at a carnival is $3 and each ride
• Then add 2 to h(x) = 4x vÝ®ÊÊÊÚÚ
Ê£ÊÊÊÝÊ costs $1. The total cost for x rides is f (x) = x + 3.
Ó
to get g(x) = 4x + 2. How will the graph of this function change if the
n
This translates the entrance fee is increased to $5? if the cost per ride
graph 2 units up. is increased to $2?
MCS10_A1_MESE612225_C04RV.indd 317 2/12/11 12:39:57 AM

CHAPTER
chapter
4
Organizer Tell whether each function is linear. If so, graph the function.
1. 3y = 2x + 3 yes 2. y = x(4 + x) no
Objective: Assess students’ 3. Lily plans to volunteer at the tutoring center for 45 hours. She can tutor 3 hours
mastery of concepts and skills per week. The function f (x) = 45 - 3x gives the number of hours she will have left
in this chapter. to tutor after x weeks. Graph the function and find its intercepts. What does each
intercept represent?
4. The table shows the number of guppies in an
Online Edition aquarium over time. Graph the data and show
Time (mo) 0 1 2 5 8
the rates of change.
Guppies 4 4 10 25 31
Resources Find the slope of each line. Then tell what the slope represents.
5. /ViÌÊ
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6. 7>ÌiÀÊÊ/> 7. /i«iÀ>ÌÕÀi
Assessment Resources Ê vÊ-«iVi
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• Performance Assessment 8. A space shuttle travels at a speed of about 5 miles per second. Write a direct variation
equation for the distance y the space shuttle will travel in x seconds. Then graph. y = 5x
Answers 9. Write the equation 2x - 2y = 4 in slope-intercept form. Then graph the line
described by the equation. y = x - 2
1. y
2 Write the equation that describes each line in slope-intercept form.
x
0 10. slope = 4, (–3, 3) is on the line.y = 4x + 15 11. x-intercept = 3, y-intercept = -3 y = x - 3
2
-2
Write an equation in point-slope form for the line with the given slope that
contains the given point.
12. slope = -1; (1, 3) y - 3 = -(x - 1) 13. slope = 5; (-3, 2) y - 2 = 5(x + 3)
14. Four friends recorded the numbers of CDs and video games their families
BUA111FT-C05CHT-A700 CDs 2 3 5 6
purchased in the last month, as shown in the table. Find an equation of a
line of best fit. How well does the line fit the data? Games 2 5 4 6
y ≈ 0.7x + 1.45; moderately well (r ≈ 0.75)
15. Write an equation in slope-intercept form for the line that passes through (0, 6) and
is parallel to the line described by y = 2x + 3. y = 2x + 6
Graph f(x) and g(x). Then describe the transformation(s) from the graph of f(x) to
the graph of g(x).
16. f(x) = 8x, g(x) = 4x 17. f(x) = -x + 2, g(x) = -x - 1 18. f(x) = 3x, g(x) = 6x - 1
3. Lily’s Volunteer Hours 4. Guppy Population 8.

2 fish/mo Space Shuttle
CS10_A1_MESE612225_C04CT.indd 318 2/5/11 4:41:13 PM
40 30
Hours remaining
5 fish/mo
Guppies
30
Distance (mi)
30 20
6 fish/mo 20
20 10
0 fish/mo 10
10
0 2 4 6 8
Time (mo) 0 2 4 6
0 2 4 6 8
Time (s)
Week
y
5. slope = 8.5; $8.50/ 9.
x-int.: 15; y-int.: 45; x-int.: BUA111FT-C05CHT-A701
ticket 2
number of weeks that will BUA111FT-C05CHT-A702
have passed when Lily 6. slope = -12; height x
has no vol. hours remain- decreases by 12 ft/s 0 2 4
State Resources Online ing; y-int.: orig. number of 7. slope = 1; temperature -2
vol. hours increases by 1 °F/h
318 Chapter 4 16–18. See Additional Answers.

CHAPTER
chapter
FOCUS ON SAT
Organizer
SAT scores are based on the total number of items On the SAT, there is a penalty for Objective: Provide practice for
answered correctly minus a fraction of the number of incorrect answers on multiple-choice
college entrance exams such as the
multiple-choice questions answered incorrectly. No items. Guess only when you can
points are subtracted for questions unanswered. eliminate at least one of the answer SAT.
choices.
You may want to time yourself as you take this practice test. Online Edition
It should take you about 7 minutes to complete.
1. The line through A(1, -3) and B(-2, d) has 4. The line segment between the points (4, 0) and
slope -2. What is the value of d ? (2, -2) forms one side of a rectangle. Which Resources
of the following coordinates could determine College Entrance Exam
3
(A) - _
2 another vertex of that rectangle? Practice
(B) -1 Þ
{
1 Questions on the SAT represent the
(C) _ following math content areas:
2 Ó
(D) 3 {]Êä® Ý Number and Operations, 20–25%
{ Ó ä Ó {
(E) 5 Algebra and Functions, 35–40%
Ó
Ó]ÊÓ®
Geometry and Measurement,
{ 25–30%
2. The ordered pairs {(0, -3), (4, -1), (6, 0),
Data Analysis, Statistics, and
(10, 2)} satisfy a pattern. Which is NOT true? (A) (-2, 6)
Probability, 10–15%
(A) The pattern is linear. (B) (-2, -2)
(B) The pattern can be described by (C) (0, 6) Items on this page focus on:
2x - 4y = 12. (D) (1, 2) • Algebra and Functions
(C) The ordered pairs lie on a line. (E) (4, 6) • Geometry and Measurement
(D) (-4, 1) satisfies the same pattern.
(E) The set of ordered pairs is a function.
5. Which of the following has the same slope as
the line described by 2x - 3y = 3?
3. If y varies directly as x, what is the value of x (A) 3x - 2y = 2
when y = 72?
2 x - y = -2
(B) _
3
x 7 12
(C) 2x - 2y = 3
y 28 48 72
1 x - 2y = -2
(D) _
(A) 17 3
(B) 18 (E) -2x - 3y = 2
(C) 24
(D) 28
(E) 36
College Entrance Exam Practice 319
4. Students who did not choose A

CS10_A1_MESE612225_C04CP.indd 319 may not have verified that the line 2/11/11 10:53:53 PM
1. Students who chose A may have invert- segments forming adjacent sides were
ed the slope formula. Students who perpendicular. Remind students that a
chose E most likely used addition in the rectangle has four right angles.
slope formula instead of subtraction. 5. Students who chose C selected a
2. Students who did not choose D should function with the same x-coefficient as
review terminology and properties of the given function, but not the same
linear functions. slope. Students who chose A selected
3. Students who chose A most likely an answer with the same y-intercept as
assumed that the difference between the given function.
x-values was constant. Remind students
to look for a value of k so that the given
values satisfy y = kx.
College Entrance Exam Practice 319

CHAPTER
CHAPTER
4
Organizer
Multiple Choice: Recognize Distracters
Objective: Provide opportunities In multiple-choice items, the options that are incorrect are called distracters. This
to learn and practice common test- is an appropriate name, because these incorrect options can distract you from the
taking strategies. correct answer.
Test writers create distracters by using common student errors. Beware! Even if the
Online Edition answer you get when you work the problem is one of the options, it may not be the
correct answer.
This Test Tackler

focuses on how to
recognize the distract- What is the y-intercept of 4x + 10 = -2y ?
ers given in multiple-choice test
10 -2.5
items. Tell students that the “wrong”
answer choices given in multiple- 5 -5
choice items are not randomly writ-
ten, but are created based on com- Look at each option carefully.
mon student errors. This is a distracter. The y-intercept would be 10 if the function was 4x + 10 = y. A
common error is to ignore the coefficient of y.
This is a distracter. Another common error is to divide by 2 instead of -2 when solving
for y.
This is a distracter. One of the most common errors students make is confusing the
x-intercept and the y-intercept. This distracter is actually the x-intercept of the given line.
This is the correct answer.
What is the equation of a line with a slope of -4 that contains (2, -3)?
y - 3 = -4(x - 2) y + 3 = -4(x - 2)
y - 2 = -4(x + 3) y + 4 = -3(x - 2)
Look at each option carefully.

This is a distracter. Students often make errors with positive and negative signs. You
would get this answer if you simplified y - (-3) as y - 3.
This is a distracter. You would get this answer if you switched the x-coordinate and the
y-coordinate.
This is the correct answer.
This is a distracter. You would get this answer if you substituted the given values
incorrectly in the point-slope equation.
CS10_A1_MESE612225_C04TT.indd 320 2/12/11 12:51:50 AM
320 Chapter 4
When you calculate an answer to a multiple- Show students how
choice test item, try to solve the problem again Item C
common errors, such
with a different method to make sure your Which of these lines has a slope of -3?
answer is correct. as dropping negative
Y Y signs or switching the x- and

X
y-coordinates, will lead to an incor-
X
rect answer. Point out instances in
Read each test item and answer the questions which that incorrect answer is given

that follow. as one of the answer choices. Any
error analysis that students can do
Item A on a regular basis will help them to
A line contains (1, 2) and (-2, 14). What are the Y Y
recognize distracters. Use Problems
slope and y-intercept? 1, 9, and 10 to discuss common
Slope = -4; y-intercept = -2 X X errors with linear functions.

Slope = 4; y-intercept = 6

Answers
Slope = - _1 ; y-intercept = 1 1. The slope should be -4 instead
4 of 4. An error was made with the
Slope = -4; y-intercept = 6
neg. sign.
6. Which two answer choices can be eliminated 2. Possible answer: When y = mx
1. What common error does the slope in immediately? Why? + b was solved for b using the
choice B represent? point (1, 2), 4 was subtracted
7. Decribe how to find the slope of a line from
2. The slope given in choice A is correct, but its graph. from both sides instead of -4.
the y-intercept is not. What error was made y2 - y 1
8. What common error does choice A represent? 3. m = _ x2 - x1 ; the formula was
when finding the y-intercept?
9. What common error does choice D represent? incorrectly inverted.
3. What formula can you use to find the
slope of a line? How was this formula used 10. Which is the correct answer? 4. They have the same slope.
incorrectly to get the slope in choice C? 5. F is the correct answer because
it is the only option whose slope
is not equal to __
1
2
.
Item D Possible answers: You might get
Item B Which is NOT a linear function? G or J if you do not read the
Which of these functions has a graph that is
NOT parallel to the line described by y = __
1
2
x + 4? f (x) = 4 + x question correctly and think you
f (x) = -x - 4 were looking for a line par. to
y=6-_ 1x y = __
1
2
x + 4. You might get H if
2 f (x) = 4x 2 you divide by 2 instead of -2
y=_1x+6 when solving for y.
1x
f (x) = _
2
4 6. A and C; a line with a negative
-2y = -x + 1
slope falls from left to right, so
2y = x the correct answer cannot be
11. When given a function rule, how can you
tell if the function is linear? A or C.
4. When given two linear functions, describe 12. What part of the function given in choice G 7. Possible answer: Locate 2 points
how to determine whether their graphs are might make someone think it is not linear? on the graph. Begin at one of
parallel. the points and count the rise
13. What part of the function given in choice J
5. Which is the correct answer? Describe the might make someone think it is not linear? and the run to the second point.
errors a student might make to get each of Divide the rise by the run.
the distracters. 14. What part of the function given in choice H
makes it NOT linear? 8. The slope of the line in A is 3.
The line increases from left to
right. The question asked for a
slope of -3.
Test Tackler 321
9. The slope of the line in D is - __

1
3
, Answers to Test Items
not -3. The rise is -1 and the run is 3.
MCS10_A1_MESE612225_C04TT.indd 321 A. D 2/12/11 12:51:58 AM
10. B
B. F
11. When a linear equation is written in
C. B
standard form, x and y both have expo-
nents of 1, x and y are not multiplied D. H
together, and x and y do not appear in
denominators or in exponents.
12. the negative sign
13. the fraction
14. x has an exponent of 2.
Test Tackler 321

CHAPTER
chapter
State Test Practice
4
Organizer
Objective: Provide review and
CUMULATIVE ASSESSMENT
practice for this chapter and Multiple Choice 6. Which relationship is a direct variation?
standardized tests. 1. What is the value of 2 - [1 - (2 - 1)]? x 1 2 3 4
-2
y -1 0 1 2
Online Edition 0
x 1 2 3 4
2
Resources 4 y 0 -1 -2 -3
Assessment Resources 2. Frank borrowed $5000 with an annual simple interest x 1 2 3 4

Chapter Cumulative Test rate. The amount of interest he owed after 6 months y 3 5 7 9
was $300. What is the interest rate of the loan?
1% x 1 2 3 4
State Test Practice 6% y 3 6 9 12
10%
7. Which function has x-intercept -2 and y-intercept 4?
12%
2x - y = 4
3. Patty’s Pizza charges $5.50 for a large pizza plus 2y - x = 4

$0.30 for each topping. Pizza Town charges $5.00 y - 2x = 4
for a large pizza plus $0.40 for each topping.
Which inequality can you use to find the number of x - 2y = 4
toppings x so that the cost of a pizza at Pizza Town
is greater than the cost of a pizza at Patty’s Pizza? 8. Which equation describes the relationship
(5 + 0.4)x > (5.5 + 0.3)x between x and y in the table below?
5.5x + 0.3 > 5x + 0.4 x -8 -4 0 4 8

5.5 + 0.3x > 5 + 0.4x y 2 1 0 -1 -2
5 + 0.4x > 5.5 + 0.3x
y = -4x y = 4x
4. The side length of a square s can be determined 1x
y = -_ 1x
y=_
by the formula s = √�A where A represents the 4 4
area of the square. What is the side length of a
square with area 0.09 square meter? 9. Which graph is described by x - 3y = -3?
0.0081 meters y y
2 2
0.81 meters
x x
0.03 meters -2 0 2 -2 0 2
-2
0.3 meters
5. What is the value of f (x) = -3 - x when x = -7? y y

-10 2 2
x x
-4 -2 0 2 -2 2
-2
4
10
Answers 13. C
1. C
CS10_A1_MESE612225_C04PP.indd 322
14. 10.5 2/12/11 12:30:52 AM
2. J 15. 7.5
3. D 16. 14
4. J
5. C
6. J
7. C
8. G
9. B
10. G
11. C
12. H
322 Chapter 4
When answering multiple-choice test items, check
that the test item number matches the number
Short Response Short-Response Rubric
on your answer sheet, especially if you skip test 17. A video store charges a $10 membership fee plus Items 17–19
items that you plan to come back to. $2 for each movie rental. The total cost for x
movie rentals is given by f (x) = 2x + 10. 2 Points = The student’s answer is
a. Graph this function. an accurate and complete
b. Give a reasonable domain and range. execution of the task or tasks.
10. Which steps could you use to graph the line that
has slope 2 and contains the point (-1, 3)? 1 Point = The student’s answer con-
18. The table below shows the federal minimum tains attributes of an appropriate
Plot (-1, 3). Move 1 unit up and 2 units right wage in different years.
and plot another point. response but is flawed.
Plot (-1, 3). Move 2 units up and 1 unit right Year 1960 1970 1980 1990 2000 0 Points = The student’s answer
and plot another point. Minimum Wage ($) 1.00 1.60 3.10 3.80 5.15 contains no attributes of an
Plot (-1, 3). Move 1 unit up and 2 units left appropriate response.
and plot another point. a. Find the rate of change for each ten-year time
period. Show your work.
Plot (-1, 3). Move 2 units up and 1 unit left
b. During which time period did the minimum Extended-Response
and plot another point.
wage increase the fastest? Explain what the Rubric
rate of change for this time period means.
11. Which line is parallel to the line described by Item 20
2x + 3y = 6? 19. a. Find the slope of the line below.
y
4 Points = The student writes the
3x + 2y = 6 2x + 3y = -6 correct equation and explanation
3x - 2y = -6 2x - 3y = 6
2
and shows all work in part a, gives
x
the correct explanation for the
12. Which function’s graph is NOT perpendicular to slope in part b, gives the correct
0 2 4 6
the line described by 4x - y = -2?
-2
answer and explanation in part c,
y+_ 1x=0 3x+3
3y = _
4 4 and determines the correct answer
1 x = 10 - 2y 3
1x+_
-4 and shows all work in part d.
_ y = -_
2 4 2 3 Points = The student writes the
b. Write an equation in slope-intercept form for correct equation and explanation
13. Company A charges $30 plus $0.40 per mile for a a line that is perpendicular to the line in part a
car rental. The total charge for m miles is given and has the same y-intercept as the function in but does not show all work in part
by f (m) = 30 + 0.4 m. For a similar car, company B part a. Show your work and explain how you a, gives the correct explanation for
charges $30 plus $0.30 per mile. The total charge found your answer. the slope in part b, gives the cor-
for m miles is given by g(m) = 30 + 0.3m. Which
best describes the transformation from the graph
rect answer and some explanation
of f (m) to the graph of g(m)?
Extended Response in part c, and determines the cor-
20. The relationship between the wind speed at a rect answer and shows some work
Translation up
given temperature and the apparent temperature in part d.
Translation down is approximately linear. The table shows the
apparent temperature at various wind speeds 2 Points = The student writes the
Rotation correct equation and explana-
when the actual temperature is t °F.
Reflection tion but shows no work in part a,
Wind Speed (mi/h) 5 10 15 gives the correct explanation for
Gridded Response Apparent Temperature (°F) 36 34 32 the slope in part b, gives the cor-
14. What is the value of x in the diagram below? rect answer but no explanation in
a. Write an equation in slope-intercept form that part c, and determines the correct
�ABC ∼ �DEF describes the data in the table. Explain how
answer and shows some work in
D you found your answer.
A part d; or the student attempts
b. What does the slope mean in this situation?
7 ft x ft 10 ft 15 ft to answer all parts and correctly
c. What is the actual temperature t? Explain. answers only two parts.
C B F E d. Determine the apparent temperature when
the wind speed is 12 miles per hour. Show
1 Point = The student writes the
15. What is the 46th term in the arithmetic sequence your work. correct equation but gives no
-1.5, -1.3, -1.1, -0.9, …?
explanation and shows no work in
part a, gives the correct explana-
16. What is the y-intercept of y - 2 = 3(x + 4)?
tion for the slope in part b, gives
the correct answer but no explana-
Standardized Test Prep 323
tion in part c, and determines the
correct answer but shows no work
in part d; or the student attempts
Answers 18a. 1960 to 1970: 0.06; 1970 to 1980:
0.15; 1980 to 1990: 0.07; 1990 to to answer all parts of the problem
2/12/11 12:31:05 AM but does not correctly answer any
17a.
MCS10_A1_MESE612225_C04PP.indd 323
Video Rentals 2000: 0.135
part.
b. 1970 to 1980; on average, min. wage
40 increased by $0.15 per year during this 0 Points = The student does not
30 time period. answer correctly and does not
Cost ($)
1   attempt all parts of the problem.

20 19a. - _
2
10 b. y = 2x + 3
20a. y = - _2  x + 38
0
5
2 4 6 8 b. the amount by which the apparent
Movies rented temp. decreases each time the wind
b. D: whole numbers; R: even whole speed increases by 1 mi/h
numbers greater than or equal to 10 c. 38 °F
d. 33.2 °F
Standardized Test Prep 323

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Pacing Guide for 45-Minute Classes Calendar Planner®

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Pacing Guide for 90-Minute Classes Calendar Planner®

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Assess Before the Chapter

Before Every Lesson

During Every Lesson

After Every Lesson

Before Chapter Testing

Ready to Go On? SE Ready to Go On? Intervention

Before High Stakes Testing

After the Chapter

Before the Lesson Practice the Lesson

Extend Chapter Resources

Technology Highlights for the Teacher

Reaching All Learners 4

All Learners On-Level Learners

Technology Highlights for Reaching All Learners

Assessing Prior Knowledge Lesson Assessment

Technology Highlights for Assessment

A Chapter Test A Chapter Test

C Chapter Test C Chapter Test

Multiple Choice FREE RESPONSE PERFORMANCE ASSESSMENT

CS10_A1_MEAR710303_C04MCCT.indd 70 3/26/11 5:02:22 AM CS10_A1_MEAR710303_C04PA.indd 80 3/26/11 5:02:53 AM

CS10_A1_MEAR710303_C04FRT.indd 76 3/26/11 5:01:21 AM

Students write, 4-4 The Slope Formula F.IF.6*

graph, and evaluate 4-5 Direct Variation A.CED.2*

4-7 Point-Slope Form A.CED.2*

SECTION 4B Lab Graph Linear Functions F.IF.7*

Using Linear Functions 4-8 Line of Best Fit S.ID.6

4-9 Slopes of Parallel and G.GPE.5

• Translate among different representa-

© Dennis Hallinan/Alamy Photos

Chapter Project Project Resources

Chapter Project Online

Lesson Tutorial Videos are

Ordered Pairs Assessing Prior

19. 4x + 8; x = -2 0 20. -5t - 15; t = 1 -20 Are You Ready? Online

Connect Words and Algebra

Linear Functions 227

Intervene Diagnose and Prescribe enrich

Are You Ready? Intervention, Chapter 4

Are You Ready? 227

will learn in this chapter.

y-intercept intersección con el eje y

Study Strategy: Use

Answers to Try This

Reading and Writing Math 229

Lesson 4-1 Identifying Linear Functions Algebra Lab Activities Optional

Lesson 4-2 Using Intercepts

Lesson 4-3 Rate of Change and Slope Technology Lab Activities

Algebra Lab Explore Constant Changes Algebra Lab Activities

Lesson 4-4 The Slope Formula Optional

Lesson 4-5 Direct Variation Optional

□✔ SAT-10 □ ✔ NAEP □ ✔ ACT □ ✔ SAT □

Selected Answers in Student Edition

EXAMPLE 1 Identifying a Linear Function by Its Graph

x f(x) = 5.50x ,iÌ>Ê*>ÞiÌ Example 4

The x-intercept is the x-coordinate of the /iÊÞÌiÀVi«ÌÊÃÊ£Óä°Ê

£°Ê`ÊÌiÊ Ó°Ê`ÊÌiÊ Î°ÊÀ>«ÊÌiÊiÊ