Book 3 Unit 3

Equations and the Coordinate Plane
Unit Overview
In this unit you will compare and contrast linear and non-linear patterns and write expressions to represent these patterns. You will study functions, domain, range, slope, and forms of linear equations. You will model and solve problems involving systems of equations and you will collect and analyze bivariate data.
Unit
Essential Questions
Why is it important to consider slope, domain, and range in problem situations?
How can graphs be used to interpret solutions of real world problems?
Academic Vocabulary
Add these words to your vocabulary notebook. bivariate data slope continuous data solution to a system of linear equations discrete data domain system of linear equations function linear data trend line range x-intercept rate of change y-intercept relation
EMBEDDED ASSESSMENTS
This unit has three Embedded Assessmentsafter Activities 3.2, 3. 5, and 3.7. These embedded assessments allow you to demonstrate your understanding of linear relations and linear equations, systems of equations, and applications of bivariate data. Embedded Assessment 1 Linear Relationships and Functions p. 135 Embedded Assessment 2 Slopes and Intercepts p. 161
2010 College Board. All rights reserved.
Embedded Assessment 3 Bivariate Data and Systems p. 175
115
UNIT 3
Getting Ready
Write your answers on notebook paper. Show your work. 1. On the grid below, draw a figure that illustrates the meaning of linear.
y
8 6 4 2 8 6 4 2 2 4 6 8 2 4 6 8
5. A line contains the points (2, 5) and (4, 6): a. Where does it cross the x-axis? b. Where does it cross the y-axis? 6. Use the graph below to: a. Plot and label the points R(3, 5) and S(6, 0). b. Give the coordinates of point T.
y
8 6 4
x
8 6 4 2
2 2 2 4 6 8
T
4 6 8
2. Name five ordered pairs that would be on a graph made from the following table. input 5 10 15 output 1 2 3
7. Draw a horizontal line that contains the point (2, 3) and a vertical line that contains (1, 4).
y
8 6 4 2 8 6 4 2 2 4 2 4 6 8
3. Complete the table below so that the data is linear. input 1 2 3 4 output 6 10
6 8
4. Name 3 ordered pairs that satisfy the equation y = 2x + 1.
8. Write a ratio that compares the shaded region in the figure below to all the regions.
116
SpringBoardTM Mathematics with MeaningTM Level 3
Linear and Non-Linear Patterns Fill It Up

SUGGESTED LEARNING STRATEGIES: Predict and Confirm, Use Manipulatives, Create Representations, Look for a Pattern, Quickwrite
ACTIVITY
3.1
My Notes
Using the template that your teacher gave you, create the cube and cone, which you will use in an experiment. You will be filling the cube and the cone by adding 20 beans at a time. Before you begin the experiment, make the following predictions. 1. Predict how many groups of 20 beans you can add to the cube until it is full. 2. Predict how many groups of 20 beans you can add to the cone until it is full. 3. Are your predictions different? Explain how the shape of the figure affected your predictions. Do the following experiment for the cube. Each stage of the experiment consists of 3 steps. Each time you complete the three steps you complete a stage. Step 1: Step 2: Step 3: Add 20 beans to the cube. Shake the figure gently to allow the beans to settle. Measure the height of the beans in centimeters.
4. Complete the experiment for the cube.

a. Enter the data in the table.
b. Do you see a pattern in the data in the table?
c. Plot the values from the table on the grid.
Stage # Height of Beans (cm) 1 2 3 4 5 6 7

5 4 Height of Beans
d. Looking at the graph, what do you notice about the relationship between the stage number and the height of the beans?
3 2 1
1 1
Stage Number
Unit 3 Equations and the Coordinate Plane
117
ACTIVITY 3.1
Linear and Non-Linear Patterns

Fill It Up
SUGGESTED LEARNING STRATEGIES: Use Manipulatives, Create Representations, Look for a Pattern, Quickwrite
continued
My Notes
5. Complete the experiment for the cone. a. Fill in the table for each stage and plot the points on the grid. Stage # Height of Beans (cm) 1 2 3 4 5 6 7
5 4 Height of Beans 1 1 3 2 1
Stage Number
b. Look at the data in the table. What, if any, patterns do you notice?
c. Look at the graph. What patterns do you notice about the relationship between the stage number and the height of the beans?
118
SpringBoard Mathematics with MeaningTM Level 3

Fill It Up
SUGGESTED LEARNING STRATEGIES: Create Representations, Look for a Pattern, Quickwrite
ACTIVITY 3.1
continued
My Notes
The following data was collected as beans were added to a cylinder. Stage # Height of Beans (cm) 1 3 2 6 3 9 4 12 5 15 6 18 7 21 6. Plot the points on the grid for the cylinder.
20 Height of Beans 15 10 5
ACADEMIC VOCABULARY
9 10
Stage Number
a. What patterns do you notice for the data in the table?
b. Looking at the graph, what patterns do you notice about the relationship between the stage number and the height of the beans?
The rate of change in a relationship represents the ratio of vertical change in the output to the horizontal change in the input. The output is often represented by the variable y. The input is often represented by the variable x.
c. What conjecture can you make about the rate of change of the height of the beans as the stages increase?
119
ACTIVITY 3.1

Fill It Up
SUGGESTED LEARNING STRATEGIES: Create Representations, Look for a Pattern, Quickwrite
continued
My Notes
The following data was collected as beans were added to an irregular polyhedron. Stage # Height of Beans (cm) 1 1 2 2 3 5 4 10 5 15 6 18 7 19 7. Plot the points on the grid for the irregular polyhedron.
20 Height of Beans 15 10 5
9 10
Stage Number
a. What patterns do you notice for the data in the table?
b. Looking at the graph, what patterns do you notice about the relationship between the stage number and the height of the beans?
c. What conjecture can you make about the rate of change of the height of the beans as the stage numbers increase?
120

Fill It Up
SUGGESTED LEARNING STRATEGIES: Look for a Pattern, Quickwrite, Group Discussion, Group Presentation, Create Representations, Simplify a Problem
ACTIVITY 3.1
continued
My Notes
8. How does the rate of change from the cylinder experiment differ from the rate of change for the irregular polyhedron experiment?
9. Explain how the shape of the object affects the rate of change.
10. If the height of the cylinder and the irregular polyhedron were extended indefinitely, explain how the height of the beans would change as the stage number increased.
11. The graphs and tables below show what happened when the bean experiment was performed with each of the vases shown. Match each vase to a graph and a table. Explain the reasoning behind your choices. a. b. c.
x 0 1 2 3 4 5 6 7
y 0 1 2 2.5 3 3.25 4 6
x 0 1 2 3 4 5 6 7
y 0 2 4 6 7 8 8.5 8.75
x 0 1 2 3 4 5 6 7
y 0 4 8 12 16 20 24 28
121
ACTIVITY 3.1

Fill It Up
SUGGESTED LEARNING STRATEGIES: Think/Pair/Share, Quickwrite, Create Representations
continued
My Notes
ACADEMIC VOCABULARY linear data
Data is linear if it has a constant rate of change. When you plot the points of linear data on a coordinate plane, they lie on a straight line. 12. Compare and contrast the graphs and tables of the three figures in Item 10. Which of the figures appeared to encourage a linear relationship? Explain your reasoning.
A person is drinking water from a cylindrical cup using a straw. The following graph gives the height of the water at different time intervals.
15 14 13 12 11 10 9 8 7 6 5 4 3 2 1 10 20 30 Time 40 50
Height of Water
13. Using the data from the graph fill in the table below. Time (sec) Height (cm) 0 10 20 30 40 50
122

Fill It Up
SUGGESTED LEARNING STRATEGIES: Quickwrite, Create Representations, Group Presentation, Identify a Subtask, Discussion Group
ACTIVITY 3.1
continued
My Notes
14. Using the table, describe any patterns you see in the height of the water over time.
15. Is the relationship between time and the height of the water linear? a. Explain using the graph.
b. Explain using the table.
16. What is the rate of change in the water level from 20 seconds to 30 seconds?
17. Connect the data points, and determine what the rate of change in the water level is from 20 seconds to 21 seconds.
18. Predict the height of the water at 25 seconds. How did you make your prediction? If you wanted to look at many different times, would your method still be effective?
19. Create an expression that gives the height of the water in terms of the time (t).
20. How long will it take for the water to completely empty out of the cup? Explain using multiple representations.
123
ACTIVITY 3.1

Fill It Up
continued
CHECK YOUR UNDERSTANDING

notebook paper. Write your answers on notebook paper. Show Show your work. 4. Which equation matches the data in your work. the table? x y a. y = x + 5 1. Find the rate of change for x y 1 6 the table. b. x = y - 5 0 5 2 8 1 9 c. y = 7x - 1 3 10 2 13 d. y = 2x + 4 4 12 3 17 5. Graph the following points and determine 4 21 if the data is linear. 5 25 {(5, -3), (7, -1), (9, 0), (11, 2)} 6 29 6. Determine which of the following 7 33 expressions displays a linear relationship. Use multiple representations to explain 2. Find the rate of change for x y your reasoning. the table. 6 -2 a. 2x 4 -1 b. -2x + 2 0 2 1 0 c. x(4x) 2 -2 d. 4 - 3x 3 -4 7. MATHEMATICAL In this activity, you 4 -6 R E F L E C T I O N explored three ways to 5 -8 represent linear data: in a table, graphically, and with an expression. 3. Determine which of the following tables Which representation of linear data do displays linear data. Explain your reasoning. you understand most easily and why? a. b. x y x y 45 0 -5 -2.5 10 40 -3 -5.5 20 35 -1 -8.5 30 30 1 -11.5 40 35 3 14.5 50 40 5 17.5 60 45 7 20.5 70 50 9 23.5
124
Functions Who Am I?
SUGGESTED LEARNING STRATEGIES: Create Representations, Quickwrite
ACTIVITY
3.2
My Notes
Relationships can exist between different sets of information. For example, the pairing of the names of students in your class and their heights is one such relationship. 1. Collect the following information for 15 members of your class. Student Length of Index Number First Name Height (cm) Finger (cm) 1 2 3 4 5 6 7 8 9 10
11 12 13 14 15
2. Write the student numbers of 5 students in the class and their height in the following form: (Number, Height).
125
ACTIVITY 3.2
Functions
Who Am I?
SUGGESTED LEARNING STRATEGIES: Create Representations, Think/Pair/Share
continued
My Notes
MATH TERMS
An ordered pair is two numbers written in a certain order. Most often, the term ordered pair will refer to the x and y coordinates of a point on the coordinate plane, which are always written (x, y). The term can also refer to any values paired together according to a specic order.
The number and height that you wrote for the five students in your class is called an ordered pair. Given the input (x) of a students number, you can get an output (y) of that students height. In a cartesian coordinate plane, ordered pairs are represented by (x,y). 3. Graph and label the coordinates of a point for each of the five ordered pairs you wrote in Question 2.
y 180 165 150 135 120 105 90 75 60 45 30
15 3 6 9 12 15 x
4. Using the information from the table, what other relationships can you create?
5. Using one of the relationships you described in Question 4 that contains numeric values only, create five ordered pairs of students in your class.
126
Functions
Who Am I?
SUGGESTED LEARNING STRATEGIES: Question the Text, Marking the Text, Vocabulary Organizer, Note Taking, Think/ Pair/Share, Summarize/Paraphrase/Retell, Quickwrite
ACTIVITY 3.2
continued
My Notes
MATH TERMS
A set is a collection of objects, like points, or a type of number. The symbols { } indicate a set.
A relation is a set of ordered pairs. For example, the pairing of students index finger length with their height is a relation. The set of all the starting values or inputs is called the domain. In a relation, all domain values must be matched with an output value. The set of all output values is called the range.
EXAMPLE 1
Find the domain and range of the following set: {(1,2), (2,4), (4,5), (8,3)} Step 1: Look at the first number in each pair to identify the domain. Step 2: Look at the second number in each pair to identify the range. Solution: The domain is {1, 2, 4, 8}, and the range is {2, 3, 4, 5}
TRY THESE A
ACADEMIC VOCABULARY domain range relation
Determine the domain and range of the following sets. a. {(2,4), (2,5), (2,6), (2,7), (2,8)} b. {(3,12), (4,12), (12,12), (1,8)} 6. From Question 1, what would be the domain of the relation that associates Length of Index Finger to Height?
7. What would be the range of the relation that associates Length of Index Finger to Height? A function is a special kind of relation. Like a relation, a function must match an input to an output, but functions have the additional restriction that each element in the input can match only one element in the output. 8. Is the relation that associated student numbers and their height a function? Explain your reasoning.
127
ACTIVITY 3.2
Functions
Who Am I?
SUGGESTED LEARNING STRATEGIES: Marking the Text, Vocabulary Organizer, Note Taking, Create Representations, Quickwrite
continued
My Notes
x y
One type of representation that helps to determine if a relation is a function is a mapping. The illustration to the left is a mapping. The particular relation that was mapped is a function. Every input (x-value) is mapped to exactly one output (y-value). Note that a y-value can be associated with more than one x-value. Each input (x) has exactly one output (y).
EXAMPLE 2
ACADEMIC VOCABULARY A function is a special kind of relation in which each element of the domain is paired with exactly one element of the range.
Consider the relation {(1,2), (2,4), (4,5), (8,3)}. Use mapping to determine if the relation is a function. Explain. Step 1: Step 2: Step 3: Write all domain values in an oval. Write all range values in another oval. Connect the input values with their output values using arrows.
1 2 4 2 3 4 5
CONNECT TO AP
Functions and relations, which describe how two varying quantities are related, form the basis of much of the work you will do in calculus.
Solution: From the mapping, we can see that every element in the input set is mapped to exactly one element in the output set. Therefore, the relation is a function.
TRY THESE B
Use mapping to determine if the following are functions. Explain. a. {(1,3), (1,4), (1,5)} b. x + 2 for x = {0, 1, 2, 3, 4} c. x y 1 2 3 5 5 3 7 2
9. Use mapping to determine if the relation that associates height to student number is a function. Explain your reasoning.
128
Functions
Who Am I?
SUGGESTED LEARNING STRATEGIES: Create Representations, Look for a Pattern, Group Presentation
ACTIVITY 3.2
continued
My Notes
Another representation that helps to determine if a relation is a function is a table.
EXAMPLE 3
Determine if the following relations are functions. a. {(1,2), (2,4), (4,2), (8,4)}. x 1 2 4 8 y 2 4 2 4 b. {(6,2), (6,3), (8,3)} x 6 6 8 y 2 3 3
Step 1: Look at the number of output values for each input. Solution: The relation A is a function since each input has only one output. The relation B is not a function because one input, 6, has two different outputs.
TRY THESE C
Determine if the following relations are functions. Explain why they are or are not. a.
x y 2 -3 5 5 2 8 3 -3 -5 -5 6 2 5 -2 8 8
b.
x 2 4 6 8 3 4 5 6
y 3 5 7 9 11 13 15 17
c.
x -5 -4 -3 -2 -1 0 1 2
y 5 4 3 2 1 0 1 2
d.
x -8 4 -8 4 -8 4 -8 4
y 9 -5 8 -4 7 -3 6 -2
10. Create a table of values that represents a function and a second table that does not represent a function. How would you identify any table that does not represent a function?
Another representation that helps to determine if a relation is a function is graphing. An example on how to use graphing this way is on the next page.
129
ACTIVITY 3.2
Functions
Who Am I?
SUGGESTED LEARNING STRATEGIES: Look for a Pattern
continued
My Notes
EXAMPLE 4
Determine which of the following graphs represents a function. Step 1: Plot the ordered pairs. Relation A {(-2,-1), (-1,2), (0,0), (1,-2), (2,2)}
y
3 2 1 3 2 1 2 3 1 2 3 3 2 1 3 2 1 2 3 1 2 3
Relation B {(-1,-1), (-1,2), (0,0), (1,2), (1,-2)}

y
Step 2:
MATH TERMS
A function increases if its graph rises from left to right. A function decreases if its graph falls from left to right.
Look at the graph to determine if any of the x-values have more than one y-value. Solution: Relation A is a function since each input has only one output. Relation B is not a function because at least one input has two different outputs. Relation C Relation D y = |x| x = y2
y y
3 2 1 3 2 1 2 3 1 2 3 3 2 1 3 2 1 2 3 1 2 3
Solution: Relation C is a function since each input has only one output. Relation D is not a function because at least one input has two different outputs.
TRY THESE D
Which of the following graphs represent functions? Explain your reasoning. y y a. b.

3 2 1 3 2 1 2 3 1 2 3 3 2 1 3 2 1 2 3 1 2 3
130
Functions
Who Am I?
SUGGESTED LEARNING STRATEGIES: Look for a Pattern
ACTIVITY 3.2
continued
My Notes
TRY THESE D (continued)
c.
3 2 1 3 2 1 2 3
d.
3 2 1 3 2 1 2 3
1 2 3
1 2 3
ACADEMIC VOCABULARY Data are discrete if there are only a nite number of values possible or if there is a space on the number line or on a graph between each 2 possible values. Data are continuous if there are no breaks in their domain or range or if the graph has no breaks, holes or gaps.
11. When looking at a graph of a relation, how can you determine if it is a function?
Discrete data are data that can only have certain values such as the number of people in your class. On a graph there will be a space between every two possible values. Continuous data can take on any value within a certain range; for example, height. On a graph continuous data and continuous functions have no breaks, holes, or gaps. In the following example, Function A is discrete and Function B is continuous.
Function A
y
3 2 1 3 2 1 2 3 1 2 3
Function B
y
3 2 1 3 2 1 2 3 1 2 3
131
ACTIVITY 3.2
Functions
Who Am I?
SUGGESTED LEARNING STRATEGIES: Shared Reading, Think/Pair/Share
continued
My Notes
Functions can be represented by expressions. 12. If a function that is represented by the expression x + 5 has inputs labeled x and outputs labeled y, then the diagram below represents the mapping from the input x to the output y.
x+5
a. If x = 5 is used as an input in the diagram, what it the output?
b. If x = -3 is used as an input in the diagram, what it the output?
c. If x = 0.03 is used as an input in the diagram, what it the output?
e. Is there any limit to the number of input values that can be used with this expression? Explain your reasoning.
f. Is the function discrete or continuous? Explain.
132
1 is used as an input in the diagram, d. If x = -__ 2 what it the output?
Functions
Who Am I?
SUGGESTED LEARNING STRATEGIES: Activate Prior Knowledge, Debrief
ACTIVITY 3.2
continued
My Notes
Mr. Walker collected the following data about shoe size and height from five members in his class. Approximate Height (in centimeters) 140 144 148 156 168
Shoe Size 6 6.5 7 8 9.5
13. Consider the relation that associates the shoe size of one of Mr. Walkers student to his or her approximate height. a. Use a mapping to determine if the relation is a function. Explain how you arrived at your answer.
b. Draw a graph and explain how it confirms your answer to part a.

c. An expression that can be used to represent the relation is 8x + 92, where x represents the students shoe size. Is there any limit to the input values that can be used with this expression? Explain your reasoning.
d. Is the relation discrete or continuous? Explain your reasoning.
133
ACTIVITY 3.2
Functions
Who Am I?
continued

Use notebook paper to write your answers. Show your work. Find the domain and range for the data in questions 1 and 2. 1. {(-1,7), (-2,4), (-2,-3), (6,-3)} 2. x 5 9 1 -2 y 2 3 0 9
5 5
7.
5
8.
5
Use mapping to determine if the information in Questions 35 represent functions. 3. {(-2,2), (-3,4), (-4,5), (-2,6), (-3,7)} 4. x + 5 for x = 3, 5, 7, 9, 11 5. x 5 6 7 8 y 3 3 4 4
5 5 5
For Questions 68 determine if the relations represent a function. Explain your reasoning. 6. x -2 -5 8 22 -1 0 -12 17 y 5 7 8 17 32 76 0 22
134
9. MATHEMATICAL How do the domain and R E F L E C T I O N range of a relation help to determine if a relation is a function?
Linear Relationships and Functions

EDUCATION PAYS
The following data was taken from an article, Education Pays, by Sandy Baum and Jennifer Ma.
Age 22 23 24 25 26 27 28 29 30 Median Annual Income with a High School Diploma $19,882 19,882 19,882 27,713 27,713 27,713 27,713 27,713 27,713 Median Annual Income with a Bachelors Degree $26,547 26,547 26,547 41,593 41,593 41,593 41,593 41,593 41,593
Embedded Assessment 1
Use after Activity 3.2.
1. Does the data relating age with income for those with a high school diploma represent a linear relationship? Explain your reasoning. 2. Is the median annual income for either the High School Diploma or the Bachelors Degree a function of age? Explain your reasoning. 3. Explain why the data in the table is considered discrete. 4. Three relations follow. For each relation, explain whether: The information represents a linear relationship. The information is discrete or continuous. The information represents a function.
a.
x 1 2 3 4
y -3 -7 -11 -15
b. y = -2x + 3
135
Linear Relationships and Functions

EDUCATION PAYS
c.
y
5 4 3 2 1 5 4 3 2 1 1 2 3 4 5 1 2 3 4 5
Exemplary
Math Knowledge #1, 2, 4 The student: Correctly identies the data as linear or nonlinear. (1) Correctly identies whether or not income is a function of age for both relations. (2) Correctly identies data as linear or nonlinear, discrete or continuous, and determines if the data represents a function. (4) The student: Correctly explains why the data is nonlinear or nonlinear. (1) Correctly explains why income is or is not a function of age for both relations. (2) Correctly describes why the data is discrete. (3)
Procient
The student provides complete and correct identication for two of the items.
Emerging
The student provides at least two identications, but only one is complete and correct.
Communication #1, 2, 3
The student gives explanations for the three items, but only two are complete and correct.
The student gives at least two of the required explanations for questions 1, 2, and 3, but they are incomplete and incorrect.
136
Exploring Slope High Ratio Mountain

SUGGESTED LEARNING STRATEGIES: Create Representations, Look for a Pattern, Activate Prior Knowledge, Discussion Group
ACTIVITY
3.3
My Notes
Misty Flipp worked odd jobs all summer long and saved her money to buy passes to the ski lift at the High Ratio Mountain Ski Resort. In August, Misty researched the lift ticket prices and found several options. Since she worked so hard to earn this money, Misty carefully investigated each of her options.
High Ratio Mountain Ski Resort

Student Lift Ticket prices Daily Lift Ticket 10-Day Package Unlimited Season Pass $30 $80 upon purchase and $20 per day (up to 10 days) $390
1. Suppose Misty purchased a daily lift ticket each time she goes skiing. Complete the table below for the total cost of the lift tickets. Number of Days
Total Cost of Lift Tickets 2. Use the table to complete the statement: When the number of days in the row increases by by . , Mistys cost increases
3. Does the data in the table represent a linear relationship? Explain your reasoning. 4. Determine the following: a. Does the data represent a function? b. Is the data discrete or continuous in this context?
137
ACTIVITY 3.3
Exploring Slope
High Ratio Mountain
SUGGESTED LEARNING STRATEGIES: Activating Prior Knowledge, Create Representations, Look for a Pattern
continued
My Notes
5. State the domain and the range of the data in the table.
6. Plot the data from the table on the grid below.

y 275 250 Total Cost of Lift Tickets 225 200 175 150 125 100 75 50 25 1 2 3 4 5 6 7 8 Days 9 10 11 12 13 14 x
7. Label the left most point on the graph point A. Label the next 6 points, from left to right, points B, C, D, E, F, and G. 8. Use the graph to complete the statement: When the number of days increases by , Mistys cost increases by .
9. Describe how you move along the grid to get from one point to another. From A to B: From B to C: From C to D: From D to E: From E to F: From F to G: 138
Go Up $ Go Up $ Go Up $ Go Up $ Go Up $ Go Up $
and Go Right and Go Right and Go Right and Go Right and Go Right and Go Right
Day(s) Day(s) Day(s) Day(s) Day(s) Day(s)
Exploring Slope
High Ratio Mountain
SUGGESTED LEARNING STRATEGIES: Marking the Text, Vocabulary Organizer, Think/Pair/Share, Look for a Pattern, Activating Prior Knowledge
ACTIVITY 3.3
continued
My Notes
MATH TERMS
A ratio is an expression that compares two values or quantities. The rate of change of a relation is a ratio.
10. The movements you traced in Question 9 can be written as a up up ratio, _____. Write ratios in the form _____ that describe how to right right move from: A to B: C to D: B to C: D to E:
Change in y
Another way to think of the movement Go Up is as the change in y. Similarly, the movement Go Right is the change up in x. With this in mind, the ratio, _____, can be rewritten right change in y as __________. The illustration to the right shows the change in change in x y and the change in x between two points on a line. 11. Find the change in y, the change in x, and write the ratio: From A to C: From B to E: From A to E: 12. What do you notice about these ratios?
Change in x 10 5 3 6 3 Change in y = = 5 10 Change in x
13. What are the units of the ratios you created?

WRITING MATH
14. Explain how the ratios relate to Mistys situation.
15. Find the change in x, the change in y, and write a ratio: From B to A: From E to B: 16. How do these ratios compare to those you found in Question 10?
When writing a ratio, you can also represent the relationship by separating each quantity with a colon. For example, the ratio 1:4 is read one to four.
139
ACTIVITY 3.3
Exploring Slope
High Ratio Mountain
SUGGESTED LEARNING STRATEGIES: Quickwrite, Marking The Text, Vocabulary Organizer, Interactive Word Wall
continued
My Notes
ACADEMIC VOCABULARY Slope is the ratio of vertical change to horizontal change or change in y __________ change in x y-intercept
change in y The slope of a line is determined by the ratio __________ between change in x any two points that lie on the line. The slope is the constant rate of change of a line. All linear relationships have a constant rate of change. The slope of a line is what determines how steep or flat it looks on a graph. The y-intercept of a line is the y-coordinate when the x-coordinate is 0. It is the point at which the line crosses the y-axis, (0, y). 17. Let d represent the number of days Misty plans to ski and let C represent Mistys total cost. Write an equation for C in terms of d.
READING MATH
The slope of a line, change in y __________ , is also expressed change in x y symbolically as ___. x is the Greek letter, delta.
TRY THESE A
Find the slope and y-intercept for the following. a.

4 3 2 1 4 3 2 1 1 2 3 4 1 2 3 4
b.
2 1 3 2 1 1 2
c.
CONNECT TO SPORTS
Longboards are larger than the more trick-oriented skateboards. Longboards are heavier and sturdier than skateboards. Some people even use them instead of bicycles.
x 0 1 2 4
y 0 2.5 5 10
d.
x -1 0 1 3
y 4 2 0 -4
e. John is longboarding at a constant rate down the road. If 2 min after he leaves his house he is 1000 ft away and at 5 minutes he is 2500 ft from his house what would his average rate of change be? 18. Draw a line that contains the points you plotted in Question 6. Using the graph, find the slope and y-intercept of the line.
140
Exploring Slope
High Ratio Mountain
SUGGESTED LEARNING STRATEGIES: Create Representations, Look for a Pattern, Shared Reading, Interactive Word Wall
ACTIVITY 3.3
continued
My Notes
19. Suppose Misty purchased the 10-Day Ticket Package that costs $80 plus $20 per day. a. Complete the table below for the total cost of the lift tickets in the 10-day package for 0 through 6 days. Be sure to include the initial cost of $80. Number of Days Total Cost of Lift Tickets b. Explain how you know the data in the table above is linear. 0 1 2 3 4 5 6
20. Plot the data from the table on the given axes.
y 275 250
CONNECT TO AP
The concepts of slope and y-intercept will continue to be developed in later math courses.
Total Cost of Lift Tickets
225 200 175 150 125 100 75 50 25 1 2 3 4 5 Days 6 7 8 9 10 x
21. Draw a line that contains the points you plotted in Item 20.
141
ACTIVITY 3.3
Exploring Slope
High Ratio Mountain
SUGGESTED LEARNING STRATEGIES: Quickwrite, Group Presentation, Create Representations, Summarize/Paraphrase/Retell
continued
My Notes
22. Find the slope and the y-intercept of the line that contains the points in the graph for Question 20, and explain how they relate to Mistys situation.
23. Compare and contrast the lines associated with the data for the Daily Lift Tickets in Question 6, and the data for the 10-Day Package.
24. Let d represent the number of days Misty plans to ski and let K represent Mistys cost. Write an equation for K in terms d for Mistys cost.
a. First, she compared the season pass to the daily lift tickets at $30 each. How many times would Misty have to go skiing before she would save money with the $390 season pass? Show your work.
b. Next, Misty compared the price of an unlimited season pass to two 10-Day packages that she would use for 20 days of skiing. Which package would be the best buy? Explain your reasoning.
142
25. Although it seemed like a lot of money, Misty thought about the unlimited season pass for $390.
Exploring Slope
High Ratio Mountain
SUGGESTED LEARNING STRATEGIES: Create Representations, Identify a Subtask, Discussion Group, RAFT
ACTIVITY 3.3
continued
My Notes
26. If Misty skis the following number of days, which of the three packages should she purchase? Explain why. a. 6 days
b. 8 days
c. 13 days
d. 16 days
27. Write a persuasive letter to Misty based on your analysis that makes a recommendation of which package she should purchase. Include multiple representations (graphs, tables, and/or equations) to support your reasoning.
143
ACTIVITY 3.3
Exploring Slope
High Ratio Mountain
continued

Write your answers on notebook paper. Show your work. Misty determined that she gets 64 miles on 2 gallons of gas from her car as she drives from her house to go skiing. 1. Create a ratio of Mistys miles per gallon. 2. Using the ratio you found in Question 1, determine how far Misty can go on 1 gallon of gas. 3. How many miles could Misty travel on a full tank of 12 gallons of gas? 4. What is the slope of the line shown?
y
c.
6 4 2 10 8 6 4 2 2 4 6
10
d.
6 4 2 10 8 6 4 2 2 4 6
a. -4 3 b. -__ 2 2 c. -__ 3 __ d. 3 2 e. 4
5 4 3 2 1 1 1 1 2 3 4
10
5. Find the slope and y-intercept of the following: a. x 0 3 6 x -3 0 4 y 1 7 13 y 10 4 -4
a. (-2, -2) b. (-1, -2) c. (0, -3) d. (2, 2) e. (7, 3) 7. MATHEMATICAL How does the steepness R E F L E C T I O N of a line affect the slope of the line?
b.
144
3 , and contains 6. If a line has a slope of __ 4 the point (3, 1), then it must also contain which of the following points?
Slope Intercept Form The Leaky Bottle

SUGGESTED LEARNING STRATEGIES: Use Manipulatives, Create Representations, Discussion Group, Think/Pair/Share, Activating Prior Knowledge
ACTIVITY
3.4
My Notes
Owens water bottle leaked in his bookbag. He did the following experiment to find how quickly water drains from a small hole placed in a water bottle. 1. Follow the steps below and fill in the table. Get a water bottle and a container to catch the water. Poke a small hole in the bottom of the water bottle Ensure the hole is facing down, and open the bottle cap. Draw a line on the bottle every 5 seconds to mark the water level. After the water is drained from the bottle, measure the heights at each of the times that you marked. Time in Seconds Height of Water (cm) 0 5 10 15 20 25 30 35 40
2. Make a scatter plot of the data on the grid below.

16 14 Height of Water 12 10 8 6 4 2 10 20 Time 30 40
3. Does the relationship between time and the height of the water appear to be linear? Explain your reasoning. 4. Is the data you collected continuous or discrete? Explain your reasoning. MATH TERMS 5. Draw a line through the points on the scatterplot you created. a. Find the slope of the line you drew. b. Find the y-intercept of the line you drew.
The y-intercept of a line is the y-value when x = 0. It is the place where the line crosses the y-axis.
145
ACTIVITY 3.4
Slope Intercept Form

The Leaky Bottle
SUGGESTED LEARNING STRATEGIES: Group Presentation, Think/Pair/Share, Create Representations
continued
My Notes
6. Write an equation that gives the height of the water H given the time t. 7. How does the coefficient of t in your equation relate to the experiment? Be certain to include appropriate units in your answer. 8. How does the constant term in the equation relate to the experiment? Be certain to include appropriate units in your answer. 9. For each linear equation below: Make a table of values. Graph using a different color for each line. Determine the slope.
y
10 8 6 4 2 10 8 6 4 2 2 4 6 8 10 2 4 6 8 10
x
a. y = x x -3 -2 -1 0 1 2 3 146
b. y = 2x y=x x -3 -2 -1 0 1 2 3 y = 2x
c. y = 4x x -2 -1.5 -1 0 1 2 2.5 y = 4x

The Leaky Bottle
SUGGESTED LEARNING STRATEGIES: Think/Pair/Share, Create Representations, Look for a Pattern
ACTIVITY 3.4
continued
My Notes
10. How does the slope you found for each linear equation relate to the coefficients of x in the equations for Question 9? 11. For each linear equation below: Make a table of values. Graph using a different color for each line. Determine the slope.
y
10 8 6 4 2 10 5 2 4 6 8 10 5 10
a. y = -x
b. y = -2x x -3 -2 -1 0 1 2 3 y = -2x
c. y = -4x x -2 -1.5 -1 0 1 2 y = -4x
x -3 -2 -1 0 1 2 3
y = -x
12. How does the slope you found relate to the coefficients of x in the equations for Question 11? 13. Write an equation of a line that is: a. Steeper (increasing) than the ones you graphed in Question 9. b. Steeper (decreasing) than the ones you graphed in Question 11.
147
ACTIVITY 3.4

The Leaky Bottle
SUGGESTED LEARNING STRATEGIES: Create Representations, Look for a Pattern, Group Presentation, Think/Pair/Share, Guess and Check
continued
My Notes
14. For each linear equation below: Make a table of values. Graph using a different color for each line. Determine the slope.
y
10 8 6 4 2 10 5 2 4 6 8 10 5 10
1x a. y = __ 2
1x b. y = __ 4
1x c. y = __ 5
15. Compare and contrast the slopes you found in Questions 9, 11, and 14. Refer to the representations youve created in your comparisons. What conclusions can you draw about the slope of lines? 1 but less 16. Write the equation of a line that is steeper than __ 2 than one. 148

The Leaky Bottle
SUGGESTED LEARNING STRATEGIES: Create Representations, Look for a Pattern, Think/Pair/Share
ACTIVITY 3.4
continued
My Notes
17. For each linear equation below: Make a table of values. Graph using a different color for each line. Determine the y-intercept. Determine the slope.
y
10 8 6 4 2 10 5 2 4 6 8 5 10
2x + 3 a. y = __ 3
2x + 6 b. y = __ 3
2x - 3 c. y = __ 3
18. How is the y-intercept related to the constant term in the equations?
19. Look at the lines you graphed in item 17. a. How do the three lines appear to be related? b. Look at the three equations and make a conjecture based on your answer to part a. 2 x - 3 if it were c. What would happen to the graph of y = __ 3 shifted 6 units up? 2 x + 6 if it were d. What would happen to the graph of y = __ 3 shifted 9 units down? 20. Identify the slope and y-intercept in each of the following equations. 3x + 5 a. y = __ 2 b. y = -x + 1 c. y = 4x - 3
149
ACTIVITY 3.4

The Leaky Bottle
SUGGESTED LEARNING STRATEGIES: Shared Reading, Interactive Word Wall, Discussion Group, Create Representations
continued
My Notes
1x + 3 on 21. Identify and plot the y-intercept of the equation y = __ 2 the coordinate grid and use the slope to find two more points on the line.
y
10 8 6 4 2 10 8 6 4 2 2 4 6 8 2 4 6 8 10
22. Sketch a line through the three points. MATH TERMS

The slope-intercept form of a linear equation is y = mx + b, where m is the slope and b is the y-intercept.
Equations of the form y = mx + b are written in slope-intercept form, where m is the slope of the line, and b is the y-intercept of the line.
23. Use the y-intercept and the slope to graph the following equations of lines. 1x - 2 a. y = __ 3 b. y = -2x + 1
y
10 8 6 4 2 10 8 6 4 2 2 4 6 8 10 2 4 6 8 10
c. y = -3x + 4
150

The Leaky Bottle
SUGGESTED LEARNING STRATEGIES: Work Backwards, Quickwrite, Group Presentation
ACTIVITY 3.4
continued
My Notes
24. Owen found that the equation y = -3x + 24 represented the water leaking from his bottle. a. What is the y-intercept, and what would it represent in this context?
b. What is the slope, and what would it represent in this context?
c. Explain to Owen what would have to happen to the bottle for the slope to change to -4.
25. Explain how to graph the equation y = 2x - 3 without using a table of values.
26. The table and the equation below represent different functions.
x y -2 1 -1 5 0 9 1 13 2 17
y = 3x - 4 Which function has the greater rate of change? How do you know?
151
ACTIVITY 3.4

The Leaky Bottle
continued

Write your answers on notebook paper. Show your work. 1. Find the slope. x 0 3 6 y 10 8.5 7 Graph the linear equations. 7. y = 2x + 4 8. y = -3x + 2 2x - 5 9. y = __ 3 10. Write an equation for the line graphed below.
y
6 4 2 10 8 6 4 2 2 4 6 2 4 6 8 10
Graph the linear equations. 2. y = 3x 3. y = -5x 1x 4. y = -__ 2 5. Write an equation of a line that has a slope that is greater than 1 but less than 2. 6. Write the equation of the line graphed below.
y
6 4 2 10 8 6 4 2 2 4 6 2 4 6 8 10
11. Write the equation of a function with a greater rate of change than the function graphed in item 10. 12. MATHEMATICAL Explain two ways to R E F L E C T I O N graph a linear equation of the form y = mx + b, where m and b represent any real number.
152
Intercepts, Horizontal and Vertical Lines Drive Time

SUGGESTED LEARNING STRATEGIES: Shared Reading, Marking the Text, Create Representations, Interactiving Word Wall, Vocabulary Organizer, Activating Prior Knowledge
ACTIVITY
3.5
My Notes
Matt is driving from Tucson to Flagstaff, Arizona. After driving 20 miles on two-lane roads, he gets on the interstate highway where he will drive 65 mph. 1. Write a linear equation that gives Matts distance from Tucson given the number of hours since Matt has been driving on the interstate. 2. What are the slope and y-intercept of the line in Question 1? The x-intercept of a line is the point where the line crosses the x-axis. Its coordinates will be in the form (c, 0) where c is a real number.
EXAMPLE 1 ACADEMIC VOCABULARY x-intercept
Find the x-intercept on a graph. Step 1: Find the intersection of the line with the x-axis.
y
6 4 2
2 2 4
Solution: The x-intercept is 2, or the point (2, 0).

TRY THESE A
Find the x- and y-intercepts of the graphs below. a.

y
6 4 2 6 4 2 2 4 2 4 6 6 4 2
b.
y
2 2 4
153
ACTIVITY 3.5
Intercepts, Horizontal and Vertical Lines

Drive Time
SUGGESTED LEARNING STRATEGIES: Discussion Group, Think/Pair/Share, Quickwrite
continued
My Notes
To find the x-intercept of a line algebraically, use the fact that the intercept lies at the point (c, 0).
EXAMPLE 2
A. Find the x-intercept of the line y = 4x - 24 algebraically. Step 1: Substitute 0 for y. 0 = 4x - 24 Step 2: Solve for x. 0 = 4x - 24 +24 +24 4x 24 = ___ ___ 4 6 6=x Solution: The x-intercept is 6. The coordinates are (6, 0). To find the y-intercept of a line algebraically, use the fact that the intercept lies at the point (0, d). B. Find the y-intercept of the line y = 4x - 24 algebraically. Step 1: Substitute 0 for x. y = 4(0) - 24 Step 1: Solve for y. y = -24 Solution: The y-intercept is -24. The coordinates are (0, -24).
TRY THESE B
Find the x- and y-intercepts of the following equations. a. y = -5x - 10 d. y = 7 + 2x 1x + 5 b. y = __ 4 e. 2x + 3y = 9 c. y = 0.5x + 2
3. Find the x- and y-intercepts of the equation you found in Question 1 algebraically.
154
SpringBoard Mathematics with Meaning Level 3

Drive Time
SUGGESTED LEARNING STRATEGIES: Create Representations, Look for a Pattern
ACTIVITY 3.5
continued
My Notes
4. Graph each of the following equations. 1x 1x a. y = __ b. y = __ 5 2
y
6 4 2 10 5 2 4 6 5 10
1x c. y = ___ 10
5. What happens to the graph of the equation of a line as the slope gets closer to zero?
6. Predict what a line with a slope that is equal to zero would look like.
155
ACTIVITY 3.5

Drive Time
SUGGESTED LEARNING STRATEGIES: Create Representations
continued
My Notes
7. Fill in the table values for the following equations. a. y = 0x + 3 x -3 -2 -1 0 1 2 3 y b. y = 0x + 6 x -3 -2 -1 0 1 2 3 y c. y = 0x - 3 x -3 -2 -1 0 1 2 3 y
8. Graph the equations from Question 7.

y
6 4 2 10 5 2
10
4 6
9. Simplify and rewrite the equations in Question 7. What patterns do you notice about equations of lines that have a slope of zero?
156

Drive Time
SUGGESTED LEARNING STRATEGIES: Create Representations, Look for a Pattern, Interactive Word Wall, Vocabulary Organizer
ACTIVITY 3.5
continued
My Notes
10. Graph each of the following equations. a. y = 5x b. y = 7x
y
6 4 2 10 8 6 4 2 2 4 6 2 4 6 8 10
c. y = 10x
11. What happens to the graph of the line as the slope gets larger?
12. On the coordinate grid above, draw a vertical line through the point (5, 0). 13. Using the line you drew in Question 12: a. Plot and label the coordinates of 4 additional points on the line.
y b. Express the slope of the line in the form ___. x As the slope of a line increases, the line becomes closer to a vertical line. When the denominator of a slope ratio is zero, the slope is said to be undefined. The slope of a vertical line is undefined. 14. Look at the line you drew in drew in Question 12. a. What do you notice about the y values? b. What do you notice about the x values? c. Why do you think the equation of the line is x = 5?
157
ACTIVITY 3.5

Drive Time
SUGGESTED LEARNING STRATEGIES: Look for a Pattern, Create Representations
continued
My Notes
15. Graph the following horizontal and vertical lines. a. x = -3 b. y = -2 c. x = 6 d. y = 4
y
10 8 6 4 2 10 8 6 4 2 2 4 6 8 10
10
16. Write the equations of the following horizontal and vertical lines. a.
6 4 2 6 4 2 2 4 6 2 4 6
b.
6 4 2
2 2 4 6
158

Drive Time
ACTIVITY 3.5
continued
My Notes
EXAMPLE 3
Graph y = 2x + 6 using x- and y-intercepts. Step 1: Find the x- and y-intercepts algebraically. Find the x-intercept Find the y-intercept 0 = 2x + 6 -6 = 2x -3 = x Step 2: Plot the coordinates of the x- and y-intercepts. Step 3: Connect the intercepts with a line. y Solution:
8 6 4 2 5 2 5
y = 2(0) + 6 y=6
TRY THESE C
Graph the equations of the following lines using x and y-intercepts. a. y = x + 5 b. y = -x - 4 c. y = -3x + 6
10 8 6 4 2 2 4 6 6 4 2 2 4 6 8 10
159
ACTIVITY 3.5

Drive Time
continued

Write your answers on notebook paper. Show your work. Find the x- and y-intercepts of the following graphs. 1.
4 2 6 4 2 2 4 6 2 4 6 8
Graph the lines that have the following intercepts. 7. x-intercept: 6 y-intercept: -2 8. x-intercept: -3 y-intercept: 7 Graph the following lines
x
9. y = 6 10. x = -4 11. Write the equation of the lines graphed below. a.

y
10 8
2.
6 4 2 10 8 6 4 2 2 4 6
6 4 2 10 8 6 4 2 2 4 2 4 6 8 10
10
6 8
b.
y
10 8 6
For 36, find the x- and y-intercepts of the equations. 3. y = 8x + 24 4. y = 3x + 4 5. y = -2x + 5 6. 5x + y = 8
4 2 10 8 6 4 2 2 4 6 8 10 2 4 6 8 10
12. MATHEMATICAL When would it be easier R E F L E C T I O N to graph a line using its slope and y-intercept than to graph it using its x- and y-intercepts? Explain your reasoning.
160
10
Slopes and Intercepts

LINEAR KINDNESS
Bens Bells, a community service organization, started hanging ceramic wind chimes randomly in trees, on bike paths, and in parks around the country in 2003 with a written message to simply take one home and pass on the kindness. The linear equation y = 2000x + 1000 represents the total number of bells, y, that have been hung by the project given the years, x, since 2003. 1. What is the slope of the line and what does it represent?
2. What is the y-intercept of the line?
3. Graph the equation on the grid below.

y 2.0 104 1.9 {104 1.8 {104 1.7 {104 1.6 {104 1.5 {104 1.4 {104 1.3 {104 1.2 {104 1.1 {104 104
{
9000 8000 7000 6000 5000 4000 3000 2000 1000 1 2 3 4 5 6 7 8 9 10
4. Write the equation of the line represented by: a. the data in the table.
x -2 -1 0 1 2 y 5 7 9 11 13
161
Slopes and Intercepts

LINEAR KINDNESS
4. b. the data in the graph.
y
10 8 6 4 2 5 4 3 2 1 2 4 6 8 10 1 2 3 4 5
Exemplary
Math Knowledge #1, 2, 3, 4 The student: Correctly determines the slope of the line and what it represents in the problem situation. (1) Correctly identies the y-intercept of the line. (2) Correctly graphs a line given its equation. (3) Correctly determines the equation of a line from a table of values. (4a) Correctly determines the equation of a line given its graph. (4b) The student correctly represents the equation as a graph. The student correctly explains what the slope of the line represents in the context of this problem situation. (1)
Procient
The student provides complete or correct answers for three or four of the items.
Emerging
The student provides at least two answers for the ve items, but they may be incorrect or incomplete
Representation #3 Communication #1
The student is unable to produce a graph of the equation. The student is unable to explain what the slope represents in this context.
162
Analyzing Bivariate Data Sue Swandive

SUGGESTED LEARNING STRATEGIES: Shared Reading, Role Play
ACTIVITY
3.6
My Notes
The famous bungee jumper, Sue Swandive, is coming to visit your community to promote her new doll line. There will be a bungee competition with the new doll. The winning group will get a special prize. Rumor has it that they may get to go bungee jumping with Sue herself. The competition rules are as follows: a. Attach a rock to the back of a Sue Swandive doll. b. Make a bungee cord by connecting rubber bands and attach it to the doll. c. Drop the doll, with bungee cord attached, from a height specified by your teacher. Height:_______. d. The winning groups Sue doll will come as close to the ground as possible without hitting her head. To help your group predict how long to make the bungee cord for the competition, you will collect data in your classroom first. You will use this data to make a prediction for the number of rubber bands it will take to win the competition. When it is time for your doll to bungee from the height your teacher specified, you will use the prediction your group made. Begin the classroom part of your experiments as follows: With one rubber band attached to the Sue doll, have a student hold the end of the rubber band and the dolls feet at the 0 position on the tape measure. Let go of the dolls feet but not the bungee cord. Have your group watch carefully to record the height of the dolls head at its lowest position. (It may be helpful to tie the dolls hair back.) Be prepared to repeat each jump a few times to get an accurate measurement. Record your findings in the table on the next page. Add rubber bands and continue to take readings until just before Sues head touches the floor.
1. Pull the black band through, 2. over the gray, 3. and underneath itself. How to Tie a Slipknot
163
ACTIVITY 3.6
Analyzing Bivariate Data

Sue Swandive
continued
My Notes
1. Number of Rubber Bands Attached to the Sue Doll 1 2 3 4 5 6 7
ACADEMIC VOCABULARY Bivariate data can be written as ordered pairs where each numerical quantity represents measurement information recorded about a particular subject.
Length of Bungee Jump
8 9 10 The data you have recorded is an example of bivariate data. Bivariate data is data with two variables. 2. Create a scatter plot of the data on the grid below.
50 40 30 20 10
Length of Bungee Jump
3 4 5 6 7 Number of Rubber Bands
10
3. Does the data represent a linear relationship? Explain your answers using both the scatterplot and the table.
164

Sue Swandive
SUGGESTED LEARNING STRATEGIES: Quickwrite, Interactive Word Wall, Create Representations, Think/Pair/Share
ACTIVITY 3.6
continued
4. Describe how the length of the bungee jump changes as the number of rubber bands increases.
ACADEMIC VOCABULARY trend line
MATH TERMS 5. What type of association does the data represent?

A collection of data points has a positive association if it has the property that y tends to increase as x increases. It has a negative association if y tends to decrease as x increases. If the data have no clear relationship, they have no association.
10
A trend line is a line that indicates the general course or tendency of data. 6. Use a tool like spaghetti or a ruler, and place it on the scatter plot in a position that has about the same number of points above and below the line. On the coordinate grid, mark two points that the line passes through. They do not have to be data points.
7. Draw the line that passes through the two points.

10
Positive Association
10
8. Write an equation for your trend line in slope intercept form.
9. Explain what the variables in the equation of your trend line represent.
10
Negative Association
10
10. How does the slope relate to the Sue Doll situation?
No Association
10
165
ACTIVITY 3.6

Sue Swandive
SUGGESTED LEARNING STRATEGIES: Quickwrite, Think/Pair/Share, Work Backwards
continued
My Notes
11. Could you use the equations you wrote to predict the length of the bungee jump with 3.5 rubber bands?
12. Use your equation to predict how many rubber bands it will take to give Sue a maximum bungee jump without touching the ground in the contest.
The following data was collected on a group of students. There are many possible ways to pair the data: TV to homework, homework to TV, TV to test scores, test scores to TV, homework to test scores, test scores to homework. Hours of TV per Week Percent of Homework Completed Test Score
32
13
28
19
11
21
15
11
15
12
17
20
58 66
82 85
65 75
87 85
98 100
78 88
75 85
92 90
75 90
91 95
90 85
81 85
13. Which pairs of data seem to have a positive association? Explain your reasoning.
14. Which pairs of data seem to have a negative association? Explain your reasoning.
15. Which pairs of data seem to have no association? Explain your reasoning.
166

Sue Swandive
SUGGESTED LEARNING STRATEGIES: Create Representations, Activating Prior Knowledge, Discussion Group
ACTIVITY 3.6
continued
My Notes
16. For each pair of variables listed below, create a scatter plot with the first variable shown on the x-axis and the second variable on the y-axis. Find a trend line that represents the data. a. Hours of TV per week versus the percent of homework completed b. Hours of TV per week versus Test Score c. Percent of homework done versus Test Score a.
100 80 60 40 20 10 20 30
CONNECT TO AP
In AP Statistics, you will nd trend lines for bivariate data using a line called the Least Squares Regression.
b.
100 80 60 40
20 10 20 30
c.
100 80 60 40 20 20 40 60 80 100
17. One student came in late to take the test. He had watched 30 hours of TV during the week, but he scored 100 on the test. How would adding this students data change the trend line?
167
ACTIVITY 3.6

Sue Swandive
SUGGESTED LEARNING STRATEGIES: Discussion Group, Think/Pair/Share
continued
My Notes
18. Does the data tell you that watching TV causes you to score lower on tests? Explain your reasoning.

Write your answers on notebook paper. Show your work. Determine if the following graphs have a positive, negative, or no association. 1.
8 6
3.
140 120 100 80 60 40 20 10 20 30 40
4.
4 2
40 30 20
2.
Graph 1
14 12 10 8 6 4 2 5 10 15
10
15
20
25
5. Find the equations of the trend lines for any of the questions, 14, that had a positive or negative association. 6. MATHEMATICAL What does the R E F L E C T I O N association of a set of bivariate data indicate about the slope of the trend line?
168
9 10
10
Systems of Linear Equations Systems of Trees

SUGGESTED LEARNING STRATEGIES: Marking the Text, Summarize/Paraphrase/Retell, Work Backwards, Create Representations, Group Presentation, Quickwrite, Activating Prior Knowledge
ACTIVITY
3.7
My Notes
Bob decided to plant some trees in his yard. He bought a 10-gallon mesquite tree and a 50-gallon desert willow and planted them in his yard. After one year he was shocked at the growth of both trees, so he measured their heights. The mesquite was 5 ft tall, and the desert willow was 8 ft tall. The next year he measured again and found the mesquite was 6 ft 6 in. tall, and the desert willow was 8 ft 8 in. tall. 1. List all the numerical information associated with each tree.
2. What information in the paragraph is not needed to find an equation that will predict the height of the trees in a given year?
3. If the trees grew at a constant rate the first two years, how tall were they when Bob planted them?
Mesquite Leaves
4. Let M be the height of the mesquite tree in inches. Find a linear equation that represents the height of the tree in a given year, t.
5. Find a linear equation that represents the height, W, in inches of the desert willow in a given year.
6. Could you use the equations you came up with in Questions 4 and 5 to predict the height at 1.5 years?
Desert Willow Leaves
7. Is the domain continuous or discrete? Explain your reasoning.
8. What is the domain of the functions M and W?
169
ACTIVITY 3.7
Systems of Linear Equations

Systems of Trees
SUGGESTED LEARNING STRATEGIES: Create Representations, Quickwrite, Group Presentation, Think/Pair/Share
continued
My Notes
9. Use the table below to help explain how the height of the mesquite tree compares to the height of the willow over time. Year M (inches) W (inches)
10. Graph each of the equations on the following grid and use the graph to determine in what year the mesquite reaches the same height as the desert willow.
250 200 150 100 50
10
11. When the mesquite tree and the desert willow are the same height, what is true about the values of W and M?
170

Systems of Trees
SUGGESTED LEARNING STRATEGIES: Create Representations, Quickwrite, Shared Reading, Interactive Word Wall, Think/ Pair/Share
ACTIVITY 3.7
continued
My Notes
12. Write and solve an equation to find the value of t when the mesquite tree and the desert willow are the same height. 13. What is the meaning of your solution in Question 12? 14. How does the solution you found in Question 12 relate to the table and the graph?
One way to categorize equations M and W is as a system of linear equations. The solution to a system of linear equations will always be the point where the two lines intersect. The value you determined in Question 12 was the solution to this particular system of linear equations. Systems of linear equations can be solved in many different ways. One way is numerically. 15. Determine which ordered pair in the set {(2,2), (2,3), (2,4), (3,3)} is the solution to the system of linear equations.
ACADEMIC VOCABULARY A system of linear equations is a collection of equations which are all considered simultaneously. The word linear indicates that there will only be equations of lines in this collection. A point, or set of points, is the solution to a system of equations in two variables, when it makes both equations true.
{
y = -x + 5 y=x+1
16. Create a table of values to find the solution to the following system of equations. x y1 y2 y = -x - 2
2x + 3 y2 = __ 3
-6
WRITING MATH
-5 -4 -3 -2 -1 0 1
When working with two or more sets of data in a system of equations, the output variables can be differentiated by writing them with subscripts. For instance, y1 and y2 are used in problem 16.
171
ACTIVITY 3.7

Systems of Trees
continued
My Notes
17. Create a table of values to find the solution to the following system of equations (use the My Notes space): 5x + 4 { yy = = 2x + 1
1 2
18. What problems came up while solving the systems of equations numerically?
Another way to solve systems of linear equations is by graphing. 19. Graph the following system of equations and write out the solution.
y = 2x - 4 1x + 1 y = -__ 2
6 4 2 10 8 6 4 2 2 4 6
10
20. Graph the following system of equations and write out the solution. = 3x - 4 {y y = 3x + 2
6 4 2 10 8 6 4 2 2 4 6 2 4 6 8 10
172

Systems of Trees
SUGGESTED LEARNING STRATEGIES: Think/Pair/Share, Quickwrite, Interactive Word Wall, Note Taking
ACTIVITY 3.7
continued
My Notes
21. Graph the following system of equations and write out the solution.
1x + 2 y = __ 3 y = -x - 3
y
6 4 2 10 8 6 4 2 2 4 6 2 4 6 8 10
22. What problems came up while solving the systems of equations graphically?
You can also solve a system of linear equations algebraically by using the transitive property of equality.
EXAMPLE 1
Solve the following system of equations algebraically.

= 4x - 1 {y y = -x + 4
MATH TERMS
The transitive property of equality states: If a = b and b = c, then a = c.
Step 1:
Set the equations equal to each other.
Step2:
Solve for x.
Step 3: Step 4:
Substitute x into one of the original equations, and solve for y. Check your solution using the other equation.
4x - 1 = -x + 4 4x - 1 = -x + 4 +x +x 5x - 1 = 4 +1 +1 5x = 5 x=1 y = 4(1) - 1 y=3 3 -1 + 4 3=3
Solution: Write the solution as an ordered pair. The lines intersect at the point (1,3).
173
ACTIVITY 3.7

Systems of Trees
continued
My Notes
TRY THESE A
Solve the following systems of linear equations algebraically. a.
{ {
y = -x - 1 y = -5x - 17
1x + 4 y = __ 2 b. 3x - 4 y = -__ 2
{
{
2x - 3y = -1 c. y = x - 1
4x + y = 6 d. -5x - y = 21

notebook paper. Solve the systems of equations graphically. Write your answers on notebook paper. Show your work. Show your work. y=x+2 4. y = 2x + 3 Determine what information is needed to solve the following problem. Do not solve the problem. 1. A boat on a river traveled 16 miles in 20 minutes going downstream. The boat can hold 15 gallons of gas. It takes 30 minutes for the boat to travel back upstream to where it started. Find the speed of the current. 2. Determine which of the following points {(1,-2), (-1,2), (1,2), (-1,-2)} are solutions to the system of equations. 3x - y = 5 x + 4y = -7
{ 2x - 3y = 0 5. { x + 3y = 9
Solve the following systems algebraically. 6. = -x + 5 {y y=x+3 x+y=8 7. { y = -x + 4 x - 6y = -3 8. { 2x + 3y = 9 9. MATHEMATICAL Which method(s) you R E F L E C T I O N have learned for solving systems of equations do you prefer? Explain why.
3. Create a table of values to find the solution to the system of equations. y = 5x - 3 y = 2x - 6
174
Bivariate Data and Systems

IS IT HOT IN HERE OR IS IT ME?
The weather at places around the world changes daily, sometimes hourly. The average temperature over a period of several years is used to study weather trends. The average temperatures for two cities, one in the northern hemisphere and one in the southern, are shown below.
Guaymas, MX Month Temp F 1 64 2 66 3 68 4 75 5 79 6 87
Johannesburg, SA Month Temp F 1 69 2 68 3 66 4 61 5 57 6 51
1. Plot the data from both cities on the grid below. Use dots for Guaymas and triangles for Johannesburg.
100 90
Temperature
80 70 60 50
1 2 3 4 5 6
The jagged part of the vertical axis means that the lower values are not included because there are no points with y-coordinates that are these lower values.
Month
2. Describe the associations for each city. 3. Draw a trend line for each set of data. 4. Find the equations of the trend lines for both cities. 5. Explain what the y-intercept means for each line in this context. 6. Explain what the slope of each line represents in this context. 7. Determine the month in which the temperatures of both cities are the same. 8. Solve the following system of equations algebraically. = 3x - 2 {y y = 5x - 8
175
Bivariate Data and Systems

IS IT HOT IN HERE OR IS IT ME?
9. Solve the following system of equations graphically. y = -3 x=5
Exemplary
Math Knowledge #2, 4, 7, 8, 9 Correctly identies associations of data on the graph (2) Correctly determines both equations of trend lines (4) Correctly identies the month when temperatures are the same (7) Correctly solves the system of equations (8) Correctly solves the system of equations graphically (9)
Procient
Can only identify one of the two associations on the graph Determines the correct equation for one of the trend lines Identies the common temperature but not the month Identies only one coordinate of the solution to the system Graphs the equations but does not provide the correct solution Solves one of the two items correctly and completely
Emerging
Is unable to identify the associations present in the graph Is unable to determine the equation of either line Does not identify the common temperature or the month Is unable to provide a solution to the system Does not graph the equations
Problem Solving #2, 8
Correctly interprets data on a graph to describe both associations (2) Correctly uses an appropriate method to solve the system of equations (8) Creates representation of data (1) Correctly represents associations with trend lines (3) Correctly graphs the system of linear equations and determines the correct solution (9) Correctly describes association of data plotted on the graph (2) Correctly explains the meaning of the y-intercept for both trend lines (5) Correctly explains the meaning of the slope for both of the trend lines (6)
Is unable to solve either of the two problems correctly
Representation #1, 3, 9
Provides appropriate representations for two of the three problems
Provides one of the required representations
Communication #2, 5, 6
Clearly communicates an explanation for two of the three items
Clearly communicates an explanation for only one of the items
176
Practice
ACTIVITY 3.1 1. Looking at the graph, what do you notice about the relationship between x and y?
y
6 4 2 10 8 6 4 2 2 4 6 2 4 6 8 10
UNIT 3
ACTIVITY 3.2 Find the domain and range for the data in Questions 8 and 9 8. {(11,2), (2,-14), (-5,13), (58,33)} 9.
x y
1 3 5 7
-8 -6 -4 -3
Use mapping to determine if the information in Questions 1012 represents a function. 10. {(-3,4), (-6,1), (6,0), (-1,5), (-6,4)} 11. x - 9 for x = -1, -3, -5, -7, -9 12.
x y
2. Looking at the graph, what do you notice about the relationship between x and y?
y
6 4 2 10 8 6 4 2 2 4 6 2 4 6 8 10
-1 -5 9 -1
9 0 0 4
For Questions 1315 determine if the relations represent functions. Explain your reasoning. 13.
x y
Graph the following data sets and identify each as linear or non-linear. 3. {(2,-3), (4,-2), (-2,-5), (0,4)} 4. {(3,0), (2,4), (-1,-4), (-2,1)} 5. {(0,5), (4,-3), (3,-1), (2,1)} 6. Determine which of the following expressions displays a linear relationship. Use multiple representations to explain your reasoning. __ a. x 1x b. __ 2 c. 3 + 0.5x d. x + 7 7. Explain how you can determine if an expression represents a linear pattern.
0 2 -7 6 0 5 -1 1
7 5 0 -5 12 2 4 8
177
UNIT 3
Practice
y
4 2
14.
19. Find the slope and y-intercept of the following:

2 4 6
2 2 4 6 8 10
a.
0 2 4 b.
x
-3 -1 1
y
-1 0 4 c.
5 9 25
y
6 4
15.
4 2 2 2 4 6 8
10
12
2 3 2 1 2 4 6 1 2 3
ACTIVITY 3.3 Veronika rides her bike 24 miles in 2 hours. 16. Create a ratio of Veronikas miles per hour. 17. Using the ratio you found in Question 16, determine how far Veronika can ride in 5 hours. 18. If Veronika rode her bike for 42 miles at the rate you found, how long was she riding?
d.
6 4 2 3 2 1 2 4 6
1 contains the 20. If a line with a slope of -__ 2 point (2, 3), then it must also contain which of the following points? a. b. c. d. e. 178 SpringBoard Mathematics with MeaningTM Level 3 (-2, 6) (0, 5) (1, 2) (4, 2) (8, 0)
Practice
ACTIVITY 3.4 21. Find the slope.
x y
UNIT 3
ACTIVITY 3.5 Find the x- and y-intercepts of the following graphs. 31.
y
4 2 6 4 2 2 4 6 2 4 6 8
0 2 4 22. y = 5x
11 7.5 4
Graph the following linear equations. 23. y = -4x 1x 24. y = __ 5 25. A line with a slope of -2 goes through the point (3, 5). It also goes through the point (-2, p). What is the value of p? 26. Write the equation of the line graphed below.
y
6 4 2 10 5 2 4 6 5 10
32.
6 4 2 5 4 3 2 1 2 4 6
Find x- and y-intercepts of the following equations. 33. y = 6x + 30 34. y = 3x + 12 35. y = -7x - 21 36. 9x + y = 72 For Questions 37 and 38, graph the line with the given intercepts. 37. x-intercept: 7 y-intercept: 4 38. x-intercept: -5 y-intercept: 3 Graph the following equations of lines.
5 10
Graph the following linear equations. 27. y = 5x - 2 28. y = 2x + 10 29. y = -25x + 100 30. Write an equation for the line graphed below.
y
6 4 2 10 5 2 4 6
39. x = -7 40. y = 2
179
UNIT 3
Practice
44.
y
10 8 6 4 5 10 5 2 2 5 10
For 4142, write the equation of the line in the graph. 41.
y
10
10
10
4 6 8
10
10
45.
y
y
10 8 6 4
42.
10
5 10 5
2 5 2 10
10
10
4 6
8 10
10
46.
y
10 8 6 4 2 10 5 2 4 6 8 10 5 10
ACTIVITY 3.6 Determine if the graphs for Questions 43 through 46 have a positive, a negative, or no association. 43.
y
10 8 6 4 2 10 5 2 4 6 8 10 5 10
47. Find the equations of the trend lines for any of the graphs in 4346 that had a positive or negative association.
180 SpringBoard Mathematics with MeaningTM Level 3
Practice
ACTIVITY 3.7 Determine what information is relevant to solve the following problem. Do not solve the problem. 48. A monkey weighs 10 pounds. He eats 2 pounds of bananas in a day. How many pounds of bananas will he eat in 1 week? 49. Determine which of the following points {(0,3), (-1,4), (3,0), (4,-1)} are solutions to the system of equations.
x + 2y = 5 {3 x + 2y = 7
UNIT 3
{ x + y = -1 52. { 2x + 2y = 4
Solve the following systems of equations by graphing. y = 3x + 2 51. y = -2x - 8
50. Determine which of the following points {(-3,5), (3,-5), (3,5), (-3,-5)} are solutions to the system of equations.
x - y = -4 {3 2x - 5y = 19
{ y = -3x + 6 54. { 3x + y = 5 4x - y = 1 55. { 6x + y = -6
Solve the following systems of equations algebraically. y=4-x 53. y = x - 2
181
UNIT 3
Reflection
An important aspect of growing as a learner is to take the time to reect on your learning. It is important to think about where you started, what you have accomplished, what helped you learn, and how you will apply your new knowledge in the future. Use notebook paper to record your thinking on the following topics and to identify evidence of your learning.
Essential Questions
1. Review the mathematical concepts and your work in this unit before you write thoughtful responses to the questions below. Support your responses with specic examples from concepts and activities in the unit. Why is it important to consider slope, domain, and range in problem situations? How can graphs be used to interpret solutions of real-world problems?
Academic Vocabulary
2. Look at the following academic vocabulary words: bivariate data range system of linear continuous data rate of change equations discrete data relation trend line domain slope x-intercept function solution of a system of y-intercept linear data linear equations Choose three words and explain your understanding of each word and why each is important in your study of math.
Self-Evaluation
3. Look through the activities and Embedded Assessments in this unit. Use a table similar to the one below to list three major concepts in this unit and to rate your understanding of each.
Unit Concepts Concept 1 Concept 2 Concept 3 Is Your Understanding Strong (S) or Weak (W)?
a. What will you do to address each weakness? b. What strategies or class activities were particularly helpful in learning the concepts you identied as strengths? Give examples to explain. 4. How do the concepts you learned in this unit relate to other math concepts and to the use of mathematics in the real world?
182 SpringBoard Mathematics with MeaningTM Level 3
Math Standards Review

Unit 3 1. Which situation, when graphed, would be
non-linear? A. the amount of water in a tub as it drains B. the height of a wedding cake as 5-inch layers are added C. the speed of each car passing through an intersection D. the weight of a sandbag as shovelfuls of dirt are added
2. What is the slope of the graph of y = -2x + 6?
1.
2.
Read Solve Explain
3. Jimmy joined Rhapsody internet music service at a cost
of $12.99 per month. He received an MP3 player for a gift and wanted to start downloading songs. Rhapsody charges $0.99 per downloaded song. Part A: Complete the table for the cost of downloading 1, 2, 3, 4, or 5 songs in a month
# of songs Cost
1 2 3 4 5 Part B: List the domain and range of the function from the table. Write an equation that Jimmy can use to determine the cost C of any number of downloads d. Answer and Explain
Domain:
Range:
183
Math Standards Review

Unit 3 (continued)
Read Solve Explain
4. Itmar was 63 inches tall in August at the start of 8th grade.
His best friend Megan was 65 inches tall at that time. Itmar grew an average of one-half of an inch each month through May. Megan grew one-fourth of an inch each month through May. Part A: Write two equations, one to show Itmars height at any time during the school year and one to show Megans. Use h for height and m for number of months since August. Answer and Explain
Part B: Graph each students height from August to May on this graph.
69 68
Height in Inches
67 66 65 64 63 A S O N D J F M A M
Month
Part C: Will Itmar be taller than Megan by the end of 8th grade in May? If so, describe the point where their heights are the same. Solve and Explain
184

Book 3 Unit 3

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Book 3 Unit 3

Uploaded by

Copyright:

Available Formats

Equations and the Coordinate Plane

Why is it important to consider slope, domain, and range in problem situations?

How can graphs be used to interpret solutions of real world problems?

2010 College Board. All rights reserved.

Embedded Assessment 3 Bivariate Data and Systems p. 175

4. Name 3 ordered pairs that satisfy the equation y = 2x + 1.

SpringBoardTM Mathematics with MeaningTM Level 3

Linear and Non-Linear Patterns Fill It Up

4. Complete the experiment for the cube.

a. Enter the data in the table.

b. Do you see a pattern in the data in the table?

c. Plot the values from the table on the grid.

Stage # Height of Beans (cm) 1 2 3 4 5 6 7

Unit 3 Equations and the Coordinate Plane

Linear and Non-Linear Patterns

SpringBoard Mathematics with MeaningTM Level 3

2010 College Board. All rights reserved.

Linear and Non-Linear Patterns

a. What patterns do you notice for the data in the table?

Unit 3 Equations and the Coordinate Plane

Linear and Non-Linear Patterns

a. What patterns do you notice for the data in the table?

SpringBoard Mathematics with MeaningTM Level 3

Linear and Non-Linear Patterns

2010 College Board. All rights reserved.

Linear and Non-Linear Patterns

SpringBoard Mathematics with MeaningTM Level 3

2010 College Board. All rights reserved.

Linear and Non-Linear Patterns

b. Explain using the table.

Unit 3 Equations and the Coordinate Plane

Linear and Non-Linear Patterns

CHECK YOUR UNDERSTANDING

SpringBoard Mathematics with MeaningTM Level 3

2010 College Board. All rights reserved.

Unit 3 Equations and the Coordinate Plane

SpringBoard Mathematics with MeaningTM Level 3

ACADEMIC VOCABULARY domain range relation

Unit 3 Equations and the Coordinate Plane

SpringBoard Mathematics with MeaningTM Level 3

2010 College Board. All rights reserved.

Relation B {(-1,-1), (-1,2), (0,0), (1,2), (1,-2)}

Which of the following graphs represent functions? Explain your reasoning. y y a. b.

SpringBoard Mathematics with MeaningTM Level 3

2010 College Board. All rights reserved.

Unit 3 Equations and the Coordinate Plane

a. If x = 5 is used as an input in the diagram, what it the output?

b. If x = -3 is used as an input in the diagram, what it the output?

c. If x = 0.03 is used as an input in the diagram, what it the output?

f. Is the function discrete or continuous? Explain.

SpringBoard Mathematics with MeaningTM Level 3

2010 College Board. All rights reserved.

1 is used as an input in the diagram, d. If x = -__ 2 what it the output?

Shoe Size 6 6.5 7 8 9.5

b. Draw a graph and explain how it confirms your answer to part a.

d. Is the relation discrete or continuous? Explain your reasoning.

Unit 3 Equations and the Coordinate Plane

CHECK YOUR UNDERSTANDING

SpringBoard Mathematics with MeaningTM Level 3

2010 College Board. All rights reserved.

Linear Relationships and Functions

Unit 3 Equations and the Coordinate Plane

Linear Relationships and Functions