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LESSON 1
Function Models Revisited
One of the most important and controversial problems in Earth and space science today
is measuring, understanding, and predicting global warming. There is deep concern that
the average annual surface temperature on Earth has been increasing over the past
century and that this change will have important consequences for industry, agriculture,
and personal lifestyles.
Many scientists believe that the most likely variable contributing to the increase in
world temperature is greenhouse gases that reduce radiation of energy from Earths
surface into space. The next graph gives data on change in atmospheric greenhouse
gases over the past 1,007 years.
Atmospheric Concentrations of Carbon Dioxide, 10002007
Source: www.earth-policy.org/Indicators/CO2/2008_data3.htm
Think About This Situation
The challenge for atmospheric scientists is deciding how current trends in greenhouse gas amounts
world temperature change should be projected into the future. Different projections imply different
corrective actions
a.
b.
c.
In what ways do you imagine that future global warming could change Earths atmosphere
your own life?
Based on the data given in the graph on the previous page, what strategy for projecting ch
global temperature would make most sense to you?
Based on the data given in the graph above, what strategy for projecting change in atmosp
carbon dioxide makes most sense to you?
Page 1
14
158
What can you say about the relation between the age and the average height?
Age and height are numerical or quantitative variables, and we can say that height
depends on age or height is a function of age. Because height depends on age, it
should seem reasonable to think of age as the input variable and height as the output
variable in the relation. According to the table, the average height of 14-year-old
females is 158 centimeters. Mathematicians and scientists might use the symbolic
shorthand form H(14) = 158 to convey this information.
We read "H(14) = 158" as "H of 14 equals 158."
Use of notation like this indicates a relation in which one variable is a function of another. In this case, height is a function of age.
There are many interesting questions that you can answer by examining data in the
table For example:
2.
How much does the average height of females increase from birth to age
two? How does that increase compare to the increase between ages 16 and
20?
These changes may be calculated by subtraction:
Height at 2 Height at 0 = H(2) H(l) = 84 51 = 33.
Height at 20 Height at 16 = H(20) H(16) = 165 160 = 5.
Thus the average height increases by 33 centimeters in the first two years and
only by 5 centimeters in the four-year period between ages 16 and 20.
3.
At what age does the average height of females reach 100 cm?
The table shows that average height is 99 cm at age 4 and 112 cm at age 6; so
the average height reaches 100 cm for some age between 4 and 6 years.
Page 2
16
160
18
163
4.
During which 2-year period shown in the table does the average height of
females increase the most? The following table shows the height differences,
and the largest one has been marked.
Age (yrs)
Change in height
(cm)
a.
0 to 2
84-51
2 to 4
4 to 6
6 to 8
8 to 10 10 to 12 12 to 14 14 to 16 16 to
The age and height data given in the table of Situation 2.1 are averages. The actual
growth pattern for any individual girl might be quite different from those averages.
Consider the following data for Elda, who found the information in health checkup
records that her mother had kept
Age (years)
Height (cm)
5.
0
56
2
85
4
90
6
102
8
113
10
125
12
152
14
169
Page 3
16
178
18
183
0
52
2
87
4
6
8
10
12
14
103
116
127
138
150
163
Source: The World Almanac and Book of Facts. 1992.
16
174
18
177
b.
c.
d.
e.
f.
On your own
1. The Talent Show advisor found the following record of profits from
previous Talent Shows. Note: Negative profit means the show lost money.
Year
Profits ($)
1980
-221
1981
-155
1982
-18
1983
233
1984
847
1985
1838
1986
1750
1987
2133
b.
c.
d.
e.
f.
2.
The following table gives the number of record albums sold in the United
States for some recent years.
Year
Albums solds
(millions)
a.
1973
1975
1977
1979
1981
1983
1985
1987
290
333
345
330
280
230
195
178
What trend, or pattern of change, do you see in the data in the table?
Offer a possible explanation for this trend.
Page 4
b.
c.
d.
e.
3.
A fast-food restaurant found that the number of orders of french fries that it
sells depends on the price of an order of fries
Price ($)
Orders of fries
per day
a.
0.60
0.70
0.80
0.90
1.00
1000
850
700
550
400
250
Describe the relation between price and number of orders that you
see in the table and explain why it is or is not reasonable to you.
Write functional notation for each of the following. Hint: Since the
number of orders depends on the price, a reasonable way to write the
relation might be N(price) = number of orders.
b.
i.
ii.
When the price is fifty cents, 1000 orders of fries are sold.
c.
4.
0.50
d.
e.
Suppose that the manager of the restaurant in problem 4 decides to try a new
large size order of fries. Using the table and any trends that you observed with
regular size fries above, estimate the number of orders of large fries that might
be sold at the following prices.
Price ($)
Orders of fries
per day
a.
b.
c.
0.80
0.90
1.00
1.10
1.20
1.30
Page 5
Page 6
1.
The table displays ordered pairs of data (age, height). Each pair also can be
considered as coordinates which locate exactly one point on the graph. For
example, the point with coordinates (16, 160) represents the fact that at age
16 the average height of females is 160 centimeters.
2.
3.
To locate or interpret data pairs that do not hit given grid points exactly, it is
necessary to estimate position and coordinates. For example, the data pair (2,
84) corresponds to a point located about halfway between (2, 80) and (2, 90).
This means that the average height of females of age 2 is about midway
between 80 and 90 centimeters.
4.
5.
You can also estimate pairs, (age, height), not given in the table. For
example, the following graph shows an in-between point with coordinates
approximately (7, 120), suggesting that the average height of 7-year-old
females is about 120 centimeters
The exploration and homework exercises will sharpen your skills in constructing and
reading graphs.
Page 7
A drought in the African veldt causes the death of many animals. For example, a
typical herd of wildebeest might suffer losses like those indicated in the following table
Length of
drought (months)
Number of
wildbeets
10
500
400
300
250
200
175
150
125
100
90
75
1.
Plot the
2.
Give the
Page 8
-25
-20
-15
-10
-5
10
15
20
25
30
35
40
45
50
-10
-10
-5
-5
10
75
90
115
130
105
80
20
-5
30
-40
1.
2.
3.
With your classmates, discuss the factors in a shuttle flight that affect nose
cone temperature. Explain the temperature pattern shown in the graph in terms
of flight conditions.
Page 9
1.
ON YOUR OWN
SET A
List the coordinates of each of the labeled
points as an ordered pair. Estimate where
necessary.
2.
(0, 0)
(-3, 8)
(8, -3)
(-8, -3)
(-5, 0)
(0, -5)
(5, 0)
(6, -4)
(3, 3)
(7, 7)
(-5, -5)
(-7, -7)
1.
A certain
function has the graph
shown in the figure below.
a.
Copy
and complete the
following table for this
function
x
y
3.
Page 10
4.
Time (min)
Altitude (m)
0
0
15
100
A hot-air balloon is launched at noon, and the balloonist records the altitude in
meters every 15 minutes. The recorded data are given in the following table
30
750
45
875
a.
60
900
75
950
90
900
105
920
120
500
135
625
c.
d.
e.
f.
g.
165
0
b.
150
300
Page 11
h.
i.
j.
k.
5.
0
3
2
11
4
15
6
20
8
26
10
31
12
38
14
49
50
70
100
120
150
170
200
220
300
320
500
520
Animal populations tend to rise and fall in cycles. Suppose the following data
shows how squirrel populations in a central Pennsylvania city varied from
1975 to 1984
Year
population
75
750
76
700
77
520
78
680
79
730
80
650
81
550
82
625
83
780
84
700
Set 2
1.
2.
b.
( x+ y, x+5 )=(6, y)
( 2 x2 ,3 y+4 )=(x+1, y 2)
c.
(5x-1,
2 ) = (-11, 4)
d.
e.
f.
Page 12
Page 13
One of the most important and controversial problems in Earth and space science today
is measuring, understanding, and predicting global warming. There is deep concern that
the average annual surface temperature on Earth has been increasing over the past
century and that this change will have important consequences for industry, agriculture,
and personal lifestyles.
The graph that follows shows the pattern of change in average world temperature over
the past 147 years. While the average global temperature has increased by less than a
degree, this is still a large amount relative to historical data. This recent temperature
increase is four to five times faster than any other climate change in the past
millennium.
Annual Deviation from Average Global Temperature,
19611990
Page 14
V a r i a b l e s a n d f u n c t i o n s | 15
Many scientists believe that the most likely variable contributing to the increase in world temperature is greenhouse
gases that reduce radiation of energy from Earths surface into space. The next graph gives data on change in
atmospheric greenhouse gases over the past 1,007 years.
Atmospheric Concentrations of Carbon Dioxide, 10002007
Source: www.earth-policy.org/Indicators/CO2/2008_data3.htm
Think About This Situation
The challenge for atmospheric scientists is deciding how current trends in greenhouse gas amounts and
world temperature change should be projected into the future. Different projections imply different
corrective actions
d.
e.
f.
In what ways do you imagine that future global warming could change Earths atmosphere and
your own life?
Based on the data given in the graph on the previous page, what strategy for projecting change in
global temperature would make most sense to you?
Based on the data given in the graph above, what strategy for projecting change in atmospheric
carbon dioxide makes most sense to you?
Graphs are used so often because they tell a story more easily than it can be told with words or numbers. The story in the
following graph is apparent at a glance: The number of tropical storms in the Atlantic increases to a maximum around the
end of August, then falls off rapidly. There is a moderate increase in early October, after which the decreasing pattern
resumes
Page 15
V a r i a b l e s a n d f u n c t i o n s | 16
The following activity asks you to reflect on several familiar real-world situations in which one quantity is related to a
second. You will be asked to think about how graphs describing these situations might appear. Look for patterns and
trends as you analyze the possibilities. Focus on features you consider to be important in the graphical models.
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V a r i a b l e s a n d f u n c t i o n s | 17
Page 17
V a r i a b l e s a n d f u n c t i o n s | 18
Examine each of the graphs in the figure. Which graph best models the situation?
What features made you choose that particular graph? What features made you discount the other graphs?
What are the two quantities or variables in the situation?
1.
2.
3.
4.
Situation #4: The amount of observable mold on a piece of bread sitting at room temperature from the time it is
baked to several months later.
5.
Situation #5: The daily average low temperature in degrees Fahrenheit in Fairbanks, Alaska from January 1 to
December 31.
6.
Situation 1
Situation 2
Page 18
V a r i a b l e s a n d f u n c t i o n s | 19
Situation 3
Situation 4
Situation 5
Situation 6
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V a r i a b l e s a n d f u n c t i o n s | 20
1.
Suppose you inserted your money and pressed Al. What item
would you receive?
2.
Suppose you inserted your money and pressed C2. What item
would you receive?
3.
Suppose you inserted your money and pressed B3. What item
would you receive?
4.
Each time you press a button, an input, you may receive a DVD, an output.
5.
6.
Write as mappings each of the possible combinations of buttons pushed and DVDs received in the
vending machine.
b. Mappings relating values from one set of numbers to another set of numbers can be written as ordered
pairs. Write the following numerical mappings as ordered pairs.
Page 20
V a r i a b l e s a n d f u n c t i o n s | 21
A relation is a set of ordered pairs. The list of ordered pairs that you wrote in Item 6(b) is a relation.
Relations can have a variety of representations.
Consider the relation {(1, 4), (2, 3), (6, 5)} shown here as a set of ordered pairs.
This relation can also be represented in these ways.
7.
a. Create a table to illustrate how the inputs and outputs of the vending machine are related.
b. In representing the vending machine inputs and outputs, what decisions would need to be made to
create the graph?
A function is a relation in which each input is paired with, at most, one output.
8.
1.
Suppose when pressing button C1 button on the vending machine both Finding Dreamo and Raiders of the
Mossed Bark come out. How does this vending machine resemble or not resemble a function?
10.
Imagine a machine where you input an age and the machine gives you the name of anyone who is that age.
Compare and contrast this machine with a function. Explain by using examples and create a representation of
the situation.
11.
Create an example of a situation (math or real-life) that behaves like a function and another that does not behave
like a function. Explain why you chose each example to fit the category.
a.
Page 21
V a r i a b l e s a n d f u n c t i o n s | 22
b.
Identify whether each list of ordered pairs represents a function. Explain your answers.
13.
Using positive integers, write two relations as a list of ordered pairs below, one that is a function and one that is
not a function.
Function:
Not a function:
The set of all inputs for a function is known as the domain of the function. The set of all outputs for a function is known
as the range of the function.
14.
Consider a vending machine where inserting 25 cents dispenses one pencil, inserting 50 cents dispenses 2
pencils, and so forth up to and including all 10 pencils in the vending machine.
15.
a.
b.
Page 22
V a r i a b l e s a n d f u n c t i o n s | 23
16.
Each of the functions that you have seen has a finite number of ordered pairs. There are functions that have an
infinite number of ordered pairs. Describe any difficulties that may exist trying to represent a function with an
infinite number of ordered pairs using the four representations of functions that have been described thus far.
17.
Sometimes, machine diagrams are used to represent functions. In the function machine below, the inputs are
labeled x and the outputs are labeled y. The function is represented by the expression 2x + 5.
a.
d. Is there any limit to the number of input values that can be used with this expression? Explain.
Consider the function machine below.
18.
Use the diagram to find the (input, output) ordered pairs for the following values.
Page 23
V a r i a b l e s a n d f u n c t i o n s | 24
a. x = -5
b. x= 5
c. x= 10
19.
Creating a function machine can be time consuming and awkward. The function represented by the diagram in Item 17
can also be written algebraically as the equation y = 2x + 5.
19.
x = 0.75.
y = 9 4x
b. y =
When referring to the functions in Item 20, it can be confusing to distinguish among them since each begins with "y =."
Function notation can be used to help distinguish among different functions.
For instance, the function y = 9 4x in Item 20(a) can be written:
21.
To distinguish among different functions, it is possible to use different names. Use the name h to write the
function from Item 20b using function notation.
Function notation is useful for evaluating functions for multiple input values. To evaluate
x=2
f ( 2 )=1
22.
f ( 2 )=94 ( 2 )
b. table of values
Page 24
for
a.
f ( x )=94 x
V a r i a b l e s a n d f u n c t i o n s | 25
c.
mapping
d. graph
24.
f ( x )=2 x7
b.
g ( x ) =6 x5
c.
h ( x )=2x
PRACTICE EXERCISES
Write your answers on notebook paper. Show your work.
1.
The set {(3, 5), (-1, 2), (2, 2), (0, -1)} represents a function. Identify the domain and range of the function. Then
display the function using each representation.
a.
a table
b.
a mapping
c.
a graph
2.
3.
p ( x )=3x+14
b.
h ( t ) =t2 5t
for x = 5, 0, 4
for t = 2, 0, 5, 7
ON YOUR OWN
Page 25
V a r i a b l e s a n d f u n c t i o n s | 26
Determine which of the following relations is a function . Give the domain and range
In exercises 6 11, the d mains D and rules of some functions are given. Find the range of each function
6.
F :32 x; D={0,1,2,3}
7.
: x3 x5; D={0,1,2,3}
8.
g : xx 2; D={2,0,2}
9.
f : x 1x 2 ; D={1,0,1}
10.
11.
m: z 1|z|; D={2,1,0,2}
Page 26
V a r i a b l e s a n d f u n c t i o n s | 27
Let
12.
x 2
13.
g (x )=
2
x +3
14.
h ( x )=
2
x 2 +3
15.
F ( x )= 2x1
16.
f ( x )=
17.
G ( x )=
1
x +5 x +6
2
2
( x1 ) (x+2)
2
f ( x )=x 1
and
18.
g(1)
19.
f (1)
20.
g ( 2 )f (1)
21.
3f ( 2 )g(2)
22.
f ( 5 ) 2g(2)
23.
24.
g ( x ) =12 x
1
g(3)
( )
1
g
( f (3) )
25.
g ( a+1 )g ( a )
26.
f ( a+1 )f (a)
27.
g ( x+h )g (x)
h
Page 27
V a r i a b l e s a n d f u n c t i o n s | 28
Si
1 , si x <0
f ( x )= 0 , si x=0
1, si x >0
28.
f (0 )
29.
f ( 1)
30.
f (1)
31.
f (4)
32.
f (2)
MATHEMATICAL REFLECTION: Which representation of a function do you feel is most useful? Why? Which one do
you feel is least useful? Why?
estigation 3: Domain and range of continuous functions
Roller coasters are scary and fun to ride. Wooden roller coasters shake and rattle as part of the thrill of the ride. Below is
the graph of the heights reached by the cars of the wooden roller coaster, Thunderball, over its first 1250 feet of track.
The graph displays a function because each input value has one and only one output value. You can see this visually
using the vertical line test.
Study this graph to determine the domain and range.
The domain gives all values of the independent variable: distance along the track in feet. These values are graphed
along the horizontal or x-axis.
The domain can be written in set notation as:
{all real values of x: 0
1250}
Read this notation as: the set of all real values of x, between 0 and 1250, inclusive.
Page 28
V a r i a b l e s a n d f u n c t i o n s | 29
The range gives the values of the dependent variable: height above the ground in feet. The values are graphed on the
vertical or y-axis.
The range can be written in set notation as:
{all real values of y: 10
110}
Read this notation as: the set of all real values of y, between 10 and 110, inclusive.
The graph above shows data that are continuous. The points in the graph are connected, indicating that domain and range
are sets if real numbers with no breaks in between. A graph of discrete data consists of individual points that are not
connected by a line or curve.
la.
Use set notation to write the domain and range for the graph below. Does this graph appear to represent a
function? Justify your answer. Are the data discrete or continuous? Why?
1 b.
The graph below shows the relationship between t, the length of time of the bath (from the time water starts
running through the time the tub is drained) and d, the depth of the water in the bath tub. The graph represents
function d (bath water depth). What are the dependent and independent variables? Explain. Use set notation to
write the domain and range of function d. Are the data discrete or continuous and why?
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V a r i a b l e s a n d f u n c t i o n s | 30
f ( x )=
1
(x2)2
graphed below.
f ( x )=
1
(x2)2
Step 2:
Look for values for which the domain causes the function to be undefined. Look how the graph
behaves near x = 2.
Solution:
Domain:
f ( x )=
1
2
(x2)
can be written:
2}
f ( x )=8+2xx 2
graphed below
Page 30
V a r i a b l e s a n d f u n c t i o n s | 31
b.
Give the domain and range for the equation y = 2x - 1. Explain whether this equation represents a function and
how you determined this.
Technology Time
Work with a partner to investigate the equations listed in the chart using graphing technology. Every equation
given here is a function.
Determine the domain and range for each function from the possibilities listed below the chart.
Select the appropriate domain from choices 1-6 and record your answer in the Domain column. Then select the
appropriate range from choices a-f and record the appropriate range in the Range column.
When the chart is complete, compare your answers with those from another group.
Function
Domain
y=3 x+4
2
y=x 6 x+5
2
y=9 xx
y=|x+1|
y=3+ x
y=
1)
Possible domains
all real numbers
2)
4
x
Possible Ranges
b) all real numbers
a)
Page 31
Range
V a r i a b l e s a n d f u n c t i o n s | 32
3)
b)
4)
c)
5)
d)
6)
e)
ON YOUR OWN
Write your answers on notebook paper. Show your work.
1.
Give the domain and range for the function graphed below. Explain why this graph represents a function.
2.
A student calculates how far away a lightning strike is, based on when the thunder is heard. The student makes
the table below using tkm/sec as the average speed of sound under rainy conditions. If the thunder is only heard
when the lightning strike is within 15 km of the listener, what are the domain and range for this model? Is this
relation a function? How do you know?
3.
1
3
2
3
1
3
2
3
f ( x )=4 x5
4.
The graph below shows five points that make up the function h. Give the domain and the range for the function
h.
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V a r i a b l e s a n d f u n c t i o n s | 33
5.
Jeff walks at an average rate of 125 yards per minute. Mark's house is located 2000 yards from Jeff's house. The
graph below shows how far Jeff still needs to walk to reach Mark's house. Give the domain and range for this
model. Is this model a function? Explain.
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V a r i a b l e s a n d f u n c t i o n s | 34
6.
Capital letters sketched in the coordinate plane may or may not be functions. Pick one letter that represents a
function and two that do not. Use the vertical line test as part of the explanation for your selections.
7.
MATHEMATICAL REFLECTION: Describe at least three different methods for determining if a relation is a
function. Which method do you prefer and why?
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PERFORMANCE TASK : Representations of functions
While on vacation, Jorge and Jackie traveled to Bryce Canyon National Park in Utah. They were impressed by the
differing elevations at the viewpoints along the road. The graph describes the elevations for several viewpoints in terms
of the time since they entered the park.
E(t)
1. The graph above represents a function E(t). Describe why the graph represents a function. Identify the domain
and range of the function.
Descent
Time (min)
0
10
20
30
Elevation (ft)
7900
7500
7100
6700
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V a r i a b l e s a n d f u n c t i o n s | 36
3. Find the slope for the data in the table. Interpret the slope as a rate of change, including units.
4. On the descent, what was the elevation 18 min after Jorge and Jackie began? Justify your answer.
5. On the descent, when were they at 7000 ft? Justify your answer.
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V a r i a b l e s a n d f u n c t i o n s | 37
SON 2
Lineal Functions
Page 37
stigation 2:
V a r i a b l e s a n d f u n c t i o n s | 38
Investigation 1: Warm-up activity
1.
Using the axes like the ones below, sketch a graph to illustrate
this situation
version
a.
Match each function rule with its graph. Explain how you could make the matches without calculations or
graphing tool help.
b.
What do the numbers in the rules for Darryl's and Felicia's account balances tell you about the values of their
purchases and their monthly payments?
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V a r i a b l e s a n d f u n c t i o n s | 39
1.1
1.2
1.3
1.4
1.5
1.6
1.Write an equation describing the pressure exerted on a diver when under water.
2.What is the slope of the equation of the line that you found? What are the units of the slope?
1.What is the y-intercept of the line?
Slope-Intercept Form of a Linear Equation
y=mx +b
where m is the slope of the line and b is the y-intercept.
2.Identify the slope and y-intercept of the line described by the equation y = 2x + 9.
5.
Page 39
Unit
F.
Linen! Functions
115
V a r i a b l e s a n d f u n c t i o n s | 40
6.
7.
8.
9.
Find the y-intercept by substituting the coordinates of the point and the slope in the equation.
y=mx +b
Substitute -3 for m, 1 for x, and 4
for y
4=3 ( 1 )+b
4=3+b
4+3=3+b+3
The y intercept is 7
7=b
Step 2:
y=mx +b
y=3 x+7
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V a r i a b l e s a n d f u n c t i o n s | 41
Solution:
y=3 x+7
y y 1=m(xx1 )
where m is the slope of the line and (
on the line.
TRY THESE A
x1 , y1
) is a point
and a y-intercept of 5.
for
y y 1
formula
m=
y y 1
xx 1
xx 1
The variable y is the dependent variable, and x is the independent variable. You may use this form when you know a
point on the line and the slope.
EXAMPLE 2: Write the equation of a line with a slope of that passes through the point (2, 5).
Step I:
y y 1=m(xx1 )
1
y5= (x2)
2
Step 2: Solve for y
1
y= ( x2 ) +5
2
Solution:
1
y= ( x2 ) +5
2
TRY THESE B
Find the equation of the line given a point and the slope
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V a r i a b l e s a n d f u n c t i o n s | 42
2
3
(-2, 7),
m=
b. (6, -1),
m=
a.
c.
(86, 125),
5
4
m=18
The town of San Simon charges its residents for trash pickup and water usage on the same bill. Each month the city
charges a flat fee for trash pick-up and a $0.25 per gallon usage fee for water. In January, one resident used 44 gallons
of water, and received a bill for $16.
10.
13. Write the equation in Item 12 in slope-intercept form. What does the y-intercept represent?
EXAMPLE 3: Write the equation of the line that passes through the points (6, 4) and (3, 5).
Step 1:
m=
Find the slope by substituting the two points into the slope formula.
y 2 y 1 54
=
x 2x 1 36
m=
x1 , y1
and
x2 , y2
54 1 1
= =
36 3 3
Step 2:
Substitute the slope and one of the points into point-slope form.
y y 1=m(xx1 )
y5=
1
(x3)
3
1
3
1
y= ( x3 ) +5
3
for m
Solve for y
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x1 , y1
, and
V a r i a b l e s a n d f u n c t i o n s | 43
y=
Solution:
1
( x3 ) +5
3
TRY THESE C
a.
b.
c.
2
y=3 ( x+3 )
3
d.
0, A and B cannot both be zero, and A, B, and C are integers whose greatest common factor is one.
14. You can use the coefficients of this form of an equation to find the slope, x-intercept and y-intercept of a
line.
a.
b.
c.
15. Find the slope and y-intercept of the line described by the equation 3x + 2y = 8.
16. Write 3x + 2y = 8 in the slope-intercept form of an equation.
17.
1 2
y= x+
2 5
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CHECK YOUR UNDERSTANDING
1.
Write the standard form of the equation of the line with a slope of 7 that passes through the point (1, 2).
2.
3.
4.
Write the equation in standard form of the line that is represented by the data in the table.
1.
As a diver descends into fresh water, we have determined that for every 10 meters of depth, the pressure on the
diver increases by one atmosphere. Find the equation of the line if we know the diver is at a depth of 25 meters
and has a pressure of 3.5 atmospheres.
1.
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V a r i a b l e s a n d f u n c t i o n s | 45
stigation 3:
1.
Identify the x-intercept, y-intercept, and slope from this model. What does each represent in the problem
situation?
2.
Write the equation of this line using the intercepts. Identify the form of the equation that you have created.
3.
4.
Divide each side of the equation in Item 3 by the constant term and simplify so that there will be a 1 on one side
of the equal sign.
5.
What do you recognize about the denominators of the equation you wrote in Item 4?
6.
The equation below is a variable representation of the equation that you created in Item 4. As a historical
mathematician, you have the honor of naming this form of the line. Write your choice of name for this form and
explain your decision using mathematical vocabulary.
EXAMPLE: The graph of y = 2x 6 below shows the line crossing the x-axis at 3 and the y-axis at 6.
a.
b.
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V a r i a b l e s a n d f u n c t i o n s | 46
y=2 x6
y=2 ( 0 ) 6
Substitute 0 for x
y=6
Write as an ordered pair (0, 6). The y-intercept is 6.
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From the definition, the x-intercept is the x-coordinate where y = 0.
y=2 x6
0=2x6
Substitute 0 for y
02x=2 x62 x
2 x=6
x=3
To write
y=2 x6
in the form
x y
+ =1
a b
, isolate the constant to t right of the equal sign. Then divide through
y=2 x6
2 x=2x
2 x+ y=6
2 x y 6
+ =
6 6 6
x y
+ =1
3 6
Simplify
Solution: The y intercept is -6, and the x intercept is 3. The equation of the line is
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x y
+ =1
3 6
V a r i a b l e s a n d f u n c t i o n s | 48
TRY THESE A
a.
Write the equation 3x 4y = 24 in intercept form. Verify the intercepts for this equation algebraically.
2
x4
3
in intercept form.
Write the intercept form of the equation that has a y-intercept of 5 and an x-intercept of 4.
The Booster Club is planning to sell refreshments as a project at the upcoming Fall Bazaar. Tim makes the following
proposals to the Club.
Tim's proposal:
Buy 120 bottles of water for $21 to sell for $1.50 each.
To support his proposal, Tim has developed a function to calculate the profit P based on n bottles sold.
Tim's function:
P = 1.50n 21.00
7.
8.
9.
What is the zero of Tim's function? What does it represent in terms of the problem situation?
10. What is the domain of Tim's function from the previous page?
11. Write Tim's function in its intercept form.
TRY THESE B
g (x )=
3 1
x+
4
2
a.
b.
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V a r i a b l e s a n d f u n c t i o n s | 49
a.
If the equation of the function in part b above is f (x) = 3x + 7, would you consider your estimate of the zero to have
been a good one? Explain.
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Check your understanding
Write your answers on notebook paper or grid paper. Show your work.
1.
Matt sells used books on the Internet. The cost of the weekly website fee is $7.50, and he earns $1.50 on each
book that he sells. Matt uses the linear equation
y=1.5 x7.5
equals earnings in dollars and x equals the number of books that he sells.
a. Graph this function. Set up your axes as shown below.
b. Write the equation in intercept form.
c. What meaning do the x- and y-intercepts have in the context of this problem?
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V a r i a b l e s a n d f u n c t i o n s | 51
Assume that each line crosses the x- and y-axes at integer values. Match lines c and d on the graphs with the intercept
form of the equations.
What are the zeros of the linear functions graphed below?
a.
a.
x y
+ =1
8 4
b.
x y
+ =1
7 3
c.
x y
+ =1
4 8
d.
x y
+ =1
3 7
3.
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V a r i a b l e s a n d f u n c t i o n s | 52
4.
y=
2
x6
3
5.
6.
x y
+
=1
10 300
MATHEMATICAL REFLECTIONS Give two instances when knowing the intercept form of the line would be
most beneficial. Justify your answer.
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Investigation 4: Equation from data
How fast can you and your classmates pass a textbook from one person to the next until the book has been relayed
through each person in class?
1.
Suppose your entire class lined up in a row. Estimate the length of time you think it would take to pass a book
from the first student in the row to the last. Assume that the book starts on a table and the last person must
place the book on another table at the end of the row.
Estimated time to pass the book:__________________________
2.
As a class, experiment with the actual time it takes to pass the book using small groups of students in your
class. Use the table below to record the times.
Number of Students Passing
the Book
11
13
15
3.
Based on the data you recorded in the table above, would you revise your estimated time from Item 1?
Explain the reasoning behind your answer.
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V a r i a b l e s a n d f u n c t i o n s | 54
4.
Graph the data in your table from Item 2 as a scatter plot on the coordinate grid
5.
a.
b.
6.Describe how the time to pass the book changes as the number of students increases.
7.Work as a group to predict the number of seconds it will take to pass the book through the whole class.
a.
Place a trend line on the scatter plot in Item 4 in a position that your group feels best models the data.
Then, mark two points on the line.
b.
In the spaces provided below, enter the coordinates of the two points identified in Part (a).
Pont 1: (_____, _____)
c.
Why does your group think that this line gives the best position for modeling the scatter plot data?
8.
Use the coordinate pairs you recorded in Item 7(b) to write the equation for your trend line (or linear model) of
the scatter plot.
9.
Explain what the variables in the equation of your linear model represent.
12. Using all of the students in your class, find the actual time it takes to pass the book.
Actual time to pass the book:_____________________________
13.
How do your estimate from Item 1 and your predicted time from Item
11 compare to the actual time that it took to pass the book through the entire class?
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V a r i a b l e s a n d f u n c t i o n s | 55
14.
Suppose that another class took 1 minute and 47 seconds to pass the
book through all of the students in the class. Use your linear model to estimate the number of students in the
class.
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V a r i a b l e s a n d f u n c t i o n s | 56
CHECK YOUR UNDERSTANDING
Write your answers on notebook paper or grid paper. Show your work.
The table shows the number of days absent and the grades for several students in Ms. Reynoso's Algebra 1 class. Use
the table for Items 1-8.
Days Absent
Grade (percent)
98
88
69
89
90
86
77
1.
Create a scatter plot of the data using days absent as the independent variable.
2.
Are the data linear? Explain using the scatter plot and the table of data.
3.
Based on the data, how do grades change as the number of days absent increases?
4.
Draw a trend line on your scatter plot. Identify two points on the trend line and write an equation for the line
containing those two points.
1.
What is the meaning of the x and y variables in the equation you wrote?
2.
What is the meaning of the slope and the y-intercept of the trend line you drew?
3.
Use your equation to predict the grade of a student absent for 5 days.
4.
Sixty percent is a passing grade in Ms. Reynoso's class. Use your equation to find how many days a
student could be absent and still earn a passing grade.
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V a r i a b l e s a n d f u n c t i o n s | 57
5.
6.
Write the equation of a line passing through the given pairs of points.
a.
b.
MATHEMATICAL REFLECTIONS: What would be the sign of the slope of a trend line on a scatter plot
that compares the sale prices of cars to ages of cars? Why do you think so?
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V a r i a b l e s a n d f u n c t i o n s | 58
PERFORMANCE TASK
Jim was serving as a finish-line judge for the Striders 10K Run. He was interested in finding out how three of his
friends were doing out on the course. He was able to learn the following information from racing officials at different
locations along the course.
"Matuba is running at a strong, steady rate of 320 m every minute after running the first 1400 m in a time of 5
minutes."
"Rodriguez ran the first 2000 m in 6 minutes, before he settled into his steady pace passing the 4400 m mark at
14 minutes"
"According to his calculations, Donovan feels he can equal his best running time of 32 minutes for 10,000 m
over this course."
Answer Items 1-3 below based on the information Jim received about his three running friends. Use x as the number
of minutes since the race began and y as the number of meters completed.
1.
Create three linear models for each runner's progress toward the finish line.
2.
Explain the order in which the three runners will finish the race based on the models you formed using this
information.
3.
Using the models you formed, in what order would the runners have passed the 5K mark in the race?
For the linear models you created, find the following numeric answers. Explain the significance, if any, for each answer
in the context of the problem situation.
4.
5.
6.
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