MAT 014 Class Packet

MAT 014: Class Packet
Lesson # Topic
1 Solving Linear Equations Using Properties of Equality
2 Using Equations to Solve Problems & Algebraic Expressions
3 Linear Models
4 Dimensional Analysis & Ratio & Proportion
5 Slope
6 Equations of Lines
7 Additional Properties of Lines
8 Lines of Best Fit
9 In–Context Linear Problems
1
Lesson #1 Solving Linear Equations Using the Properties of Equality
Daily Summary: In this lesson we review solving equations and graphing.
1) Each lesson's set of notes begins with a Demo which will lead you through the basic concepts of that lesson. Then you'll
work on the Activities. The Even More Practice problems are the only ones in this packet that you are not required to do. The
lesson ends with a Quick Check which is a single problem based on the material from the previous lesson.
Unless noted otherwise, the problems in the class packets are intended to be done without a calculator.
Demo
2) Consider the equation y = x + 4 .
(A) Fill in the table with four solutions to the equation y = x + 4 . The first row has been done already.
x y (x, y )
–5 y = –5 + 4 = -1 (− 5,−1)
–2
(B) Plot the four solutions (ordered pairs) on the grid.

The first point has been plotted already. (-5, -1)
(C) Connect the four points with a straight line (use a

straight edge to help you!).
(D) Which quadrants does this line pass through? Hint: The quadrants are numbered using Roman numerals: I, II, III, IV. The
first quadrant is the top right quadrant (label this as quadrant I). From quadrant I, label the rest of the quadrants by going
around the grid in a counter-clockwise fashion.
2
3) Solve the following equations. Give exact answers in simplest form. Do not give decimal answers.
5 5𝑥+3
a) 𝑥 + 3 = −2𝑥 b) + 3 = −𝑥
6 4
1 5
c) 𝑝+1= 𝑝+2
2 3
Summary: Clearing the fractions first can be a useful method when solving equations. Be extremely careful when you
multiply both sides by all denominators that you use parenthesis when necessary.
10
9
Answer Key to the Demo: 8
2) (A) (B) 7 (3,7)
x y (x, y ) 6
-5 y = -5 + 4 = -1 (− 5,−1) ( )
5
0,44
-2 y = -2 + 4 = 2 (− 2,2) 3
(− 2,2) 2
0 y=0+4=4 (0,4) 1
3 y=3+4=7 (3,7) -10 -9 -8 -7 -6 -5 -4 -3 -2 -1

-1
1 2 3 4 5 6 7 8 9 10
-2
(D) The line passes through quadrants I, II, and III. -3
-4
-5
18 5 -6
3 a) 𝑥 = − 17 b) 𝑥 = − 3 -7
-8
6
c) 𝑝 = − 7 -9
-10
3
Activities
Note: Working (and struggling!) through the Activities on your own or with your tablemates will increase your understanding of
algebra immensely. An answer key usually follows the Activities but check your answers with your neighbors before checking
with the answer key. If you get stuck, raise a flag!
1. Solve each equation. Show all algebraic steps involved in solving each equation. Reminder: Do not use your calculator on
any of these problems.
Linear Equation Linear Equation
a) 12 + x = 9 b) x − 6 = −20
c) −3a = −15 d) −5 + 3x = −35
e) 15 = 9.6 − 2.4a
(Don't touch your

calculator! Hint: When
5.4
you get to a = ,
− 2.4
multiply top and bottom by
10 and reduce the new
fraction.)
f) 4 x − 6 = −8
−x x
g) = 12 h) = 12
6 −6
x
i) − = 12
6
What do you notice about the solutions to g, h and i? What do you think I was trying to get you to understand by giving you
these three problems? Try to summarize your findings in your own words.
4
j) −d = 7 2x
k) −6 − =8
3
l) 5(3a + 9) = −2 m) 3x − 5 = 13 − 3x
n) 5 − 3(b − 4) + 8 = 21 3x + 9
o) − 4 =1
2
3x + 9 q) −(18 + x) = x − 14
p) −4 = x
2
r) 0.2(t + 20) = 0.4 + t

(Don't touch your calculator!
Hint: When you get to
3.6
t= , use the same idea
.8
as the hint from part e.)
5
II. Use the graph of the line y = −2.9 + 0.315(5.1 − 2.6x) + 4.3 + 0.07 x (given below) to solve the following equations. Plot
and label the solutions on the graph and write your solutions in the form x = some number. Do not use any algebra to arrive at
the solutions; use the graph instead.
a) 5 = −2.9 + 0.315(5.1 − 2.6x) + 4.3 + 0.07 x
b) − 1 = −2.9 + 0.315(5.1 − 2.6 x) + 4.3 + 0.07 x
c) 3 = −2.9 + 0.315(5.1 − 2.6 x) + 4.3 + 0.07 x
d) 0 = −2.9 + 0.315(5.1 − 2.6 x) + 4.3 + 0.07 x
y = −2.9 + 0.315(5.1 − 2.6 x) + 4.3 + 0.07 x
Answer Key to the Activities:

9 −1
1. a) x = -3 b) x = -14 c) a = 5 d) x = -10 e) a = − f) x = -0.5 or x = g) x = -72
4 2
47 4
i) x = -72 j) d = -7 k) x = -21 l) a = − m) x = 3 n) b =
h) x = -72 15 3
The point of parts g, h, and i is that having a negative in the numerator of a fraction is the same as having a negative
in the denominator which is the same as having a negative in front of the whole fraction. Thus, whenever you see a
negative on top or bottom of a fraction, you should feel free to pull that negative out to the front of the whole
fraction.
1 9
o) x = p) x = -1 q) x = −2 r) t =
3 2
2. a) x  -2.8 b) x  5.2 c) x  0 d) x  4
6
Even More Practice
Note: The Even More Practice problems are OPTIONAL! Do them if you finish the Activities early or if you just want more
practice.
These problems are from Blitzer's Intermediate Algebra for College Students, 6th Edition.
3) Solve each equation. Show all algebraic steps involved in solving each equation. Reminder: Do not use your calculator on
any of these problems.
a) 3x + 8 = 50 b) 25 − 6 x = −83 c) 5x − (2 x − 8) = 35
d) 8x + 1 = x + 43 e) 2(x − 1) + 3 = x − 3(x + 1) f) 2 − (7 x + 5) = 13 − 3x
g) 23x − (4x − 6) = 5(x − 6) h)

3
(24 − 8x ) − 16 = − 2 (6 x − 9) i)
x x
= +1
4 3 5 6
x 3x x−2 x+3
j) = +5 k) 5 + =
2 4 3 8
7
4) Use the graph of the line y = −5(2x − 3(4 x + 7) + 6 − 9x) + 2(4x − 3) − 5x + 30.01 − 100(1 + x) (given below) to solve the
following equations. Plot and label the solutions on the graph and write your solutions in the form x = some number. Do not
use any algebra to arrive at the solutions; use the graph instead.
a) 7 = −5(2x − 3(4x + 7) + 6 − 9x) + 2(4x − 3) − 5x + 30.01 − 100(1 + x)
b) − 5(2 x − 3(4x + 7) + 6 − 9 x) + 2(4 x − 3) − 5x + 30.01 − 100(1 + x) = −3
c) − 5(2x − 3(4 x + 7) + 6 − 9 x) + 2(4 x − 3) − 5x + 30.01 − 100(1 + x) = 4
d) 0 = −5(2x − 3(4x + 7) + 6 − 9x) + 2(4x − 3) − 5x + 30.01 − 100(1 + x)
Answer Key to Even More Practice:
3a) x = 14 b) x = 18 c) x = 9 d) x = 6 e) x = −1 f) x = −4
g) x = 6 h) x = −2 i) x = 30 j) x = −20 k) x = −19
4a) x  −4 b) x  1 c) x  −2.5 d) x  −0.5
8
Learning Objectives after lesson #1:
After participating in this lesson and completing the homework assignment, you will:
a. Develop an overview of the goals and expectations of the course.

b. Know the syllabus – how it is organized and how it can be used as a reference for course structure and demands.
c. Be aware of the various forms of support available to you in and outside of the class.
d. Review and strengthen your ability to solve linear equations.
e. Solve equations, using the principles of equality. That is, solve equations understanding why the steps you take work the
way they do.
f. Multiply equations with fractions by the least common multiple of the denominators to simplify the equation first.
9
Lesson #2 Using Equations to Solve Problems & Algebraic Expressions
Daily Summary: In this lesson we tackle our first word problems and see a powerful technique for starting word problems:
pick a random number to figure out how to set up your expressions/equations.
Demo
0) The Activities and Quick Check are required, the Extra More Practice is optional. Remember to hand in your homework.
1) Sometimes when we are asked to write an algebraic expression to describe a situation, we may not know where to begin.
Many times we know how to do the problem using numbers but do not know how to create an algebraic expression. Let's see
how we can use numbers to find a pattern and so that we can write an algebraic expression.
2) A quantity is anything that can be counted or measured like length, weight, area, number, volume, time. A unit is a
fundamental amount of some quantity like inches, pounds, square meters, cars, cubic feet, hours. If you have a quantity word
and a unit word and you don't know which is which, put a random number in front of each word; the word that makes sense with
the number in front of it is a unit. For example, of the words time and hours, which is a unit and which is a quantity?
3) Lee went to the store and bought books and DVDs. Books cost $10 each and DVDs cost $15 each. She bought 12 items
altogether and spent $155 in total. We will find out how many books Lee bought and how many DVDs Lee bought by following
the process that follows.
We could let x = the number of books Lee bought or we could let x = the number of DVDs Lee bought. But we can’t let x =
books and we can’t let x = DVDs because those definitions don’t include quantity words. Every variable definition we make this
semester must include a quantity word and a unit word!
10
4) Let x be defined as follows: This is the quantity word. It's mandatory to include a quantity word
when you define a variable!
x = the number of books Lee bought
Here is the original problem: Lee went to the store and bought books and DVDs. Books cost $10 each and DVDs cost $15 each.
She bought 12 items altogether and spent $155 in total.
a. In terms of x, write an expression for the number of DVDs Lee bought. We’ll begin by making up a value for x!
b. In terms of x, write an expression for the amount of money Lee spent on books, in dollars:
c. In terms of x, write an expression for the amount of money Lee spent on DVDs, in dollars.

Hint: amount spent on DVDs = price of one DVD number of DVDs.
d. In terms of x, write an expression for the amount of money Lee spent altogether on books and DVDs, in dollars:
e. Lee spent $155 on books and DVDs. Using the expression you created in part (d) set up and solve an equation for x.
f. How many of each of the following did Lee buy?
books: DVDs: books and DVDs total:
4) Solving real-world problems involves creating equations that represent the problem accurately. In order to solve realistic
problems, we must learn how to read the information given and translate this information into an algebra equation or equations.
This takes lots of practice. The main thing to take away from what we did above is that if you don't know where to start, try
picking some specific numbers to see if that gives you any insight!
Keep this technique in mind as you work through the Activities.
Answer Key to the Demo:
2) Time is a quantity and hours is a unit.
4) a) 12 – x b) 10x c) 15(12 – x) d) 10x + 15(12 – x)
e) 155 = 10x + 15(12 – x), so x = 5 f) 5 books, 7 DVDs, 12 items total
11
Activities
If you get stuck, please remember to talk to me!
1. Do not use your calculator on any of these problems! Lee went to the store and bought books and DVDs. Books cost $10
each and DVDs cost $15 each. She bought 12 items altogether and spent $155 in total. Let x be defined as follows:
x = the number of DVDs Lee bought
a. In terms of x, write an expression for the number of books Lee bought:
b. In terms of x, write an expression for the amount of money Lee spent on DVDs, in dollars:
c. In terms of x, write an expression for the amount of money Lee spent on books, in dollars:
e. Lee spent $155 on books and DVDs. Using the expression you created in part (d) set up and solve an equation for x.
f. How many of each of the following did Lee buy?
books: DVDs: books and DVDs total:
2. Lee went to the store and bought books and DVDs. She bought 10 books and 15 DVDs. The price of one DVD is two dollars
more than the price of a book. Lee spent $155 in total. Let x be defined as follows:
x = the price of one book in dollars
a. In terms of x, write an expression for the price of one DVD, in dollars:
b. In terms of x, write an expression for the amount of money Lee spent on books, in dollars:
c. In terms of x, write an expression for the amount of money Lee spent on DVDs, in dollars:
e. Lee spent $155 in total. Using the expression you created in part (d) set up and solve an equation for x.
f. Find the price of: one book $__________ one DVD $___________
12
3. Lee went to the store and bought books and DVDs. She bought 10 books and 15 DVDs. The price of one DVD is two dollars
more than the price of a book. Lee spent $155 in total. Let x be defined as follows:
x = the price of one DVD in dollars
a. In terms of x, write an expression for the price of one book, in dollars:
b. In terms of x, write an expression for the amount of money Lee spent on DVDs, in dollars:
c. In terms of x, write an expression for the amount of money Lee spent on books, in dollars:
e. Lee spent $155 altogether. Using the expression you created in part (d) set up and solve an equation for x.
f. Find the price of: one book $__________ one DVD $___________
4. A man has a 50-foot roll of fencing to make a rectangular kennel. He wants the kennel to be 6 feet longer than it is wide.
Follow the steps below to find the dimensions of the rectangle. No calculators!
a) Fill in the blanks to define your variable. Let = in

variable quantity word(s) unit word(s)
b) Draw a rectangle and label two of the sides with the letter you chose for your variable in part a.
c) Use the fact that the kennel is 6 feet longer than it is wide to label the other two sides of your rectangle with an expression that
includes the variable you defined in part a.
d) Write an expression for the perimeter of the kennel, in feet.
e) Write and solve an equation that will allow you to find the dimensions of the kennel, in feet.
13
5. This is a calculator-active problem (meaning it's one of the rare problems in the class packet where you are allowed to use
your calculator).
Example 3 (from your textbook) The price of a 7-day Alaskan cruise, normally $2,752 per person, is reduced by $1.75 per
person for large groups traveling together. Follow the steps below to determine how many people are needed for the price to be
$2,500 per person.
a) Fill in the blanks to define your variable. Let x = of

b) Find an expression, in terms of x, for the amount of the discount, in dollars.
c) Find an expression, in terms of x, for the discounted cost of the cruise per person, in dollars.
d) The goal is to get the ticket price to be $2500 per person. Using the expression you created in part (c) set up and solve an
equation for x.
14
1) a) 12 – x b) 15x c) 10(12 – x) d) 15x + 10(12 – x)
e) 155 = 15x + 10(12 – x), so x = 7 f) 5 books, 7 DVDs, 12 items total
2) a) x + 2 b) 10x c) 15(x + 2) d) 10x + 15(x + 2)
e) 155 = 10x + 15(x + 2), so x = 5 f) $5 per book, $7 per DVD
3) a) x – 2 b) 15x c) 10(x – 2) d) 15x + 10(x – 2)
e) 155 = 15x + 10(x – 2), so x = 7 f) $5 per book, $7 per DVD
4) 15.5 feet by 9.5 feet
5) a) Let x = number of people.
b) 1.75x
c) 2752 – 1.75x
− 252
d) 2752 – 1.75x = 2500 so x = = 144
− 1.75
15
Even More Practice
Note: The Even More Practice problems are OPTIONAL! Do them if you finish the Activities early or if you just want more
practice.
These problems are from Blitzer's Intermediate Algebra for College Students, 6th Edition.
6) Do not use your calculator on any of these problems! The number of words in the English language exceeds the number of
words in Japanese by 767 thousand. The number of words in Chinese exceeds the number of words in Japanese by 268
thousand. of these three languages.
Let x be defined as follows:

x = the number of words in the Japanese language
a. In terms of x, express the number of words in the English language:
b. In terms of x, express the number of words in the Chinese language:
c. In terms of x, express the total number of words in the three languages:
d. Combined, these three languages contain 1731 thousand words. Write and solve an equation to determine the number of
words in each of the three languages:
7) In a triangle, the measure of the first angle is three times the measure of the second angle. The measure of the third angle is
35 less than the measure of the second angle.
Let x be defined as follows:

x = the measure of the second angle in degrees
a. In terms of x, express the measure of the first angle, in degrees:
b. In terms of x, express the measure of the third angle, in degrees:
c. In terms of x, express the sum of the measures of all three angles, in degrees:
d. The sum of the measures of the three angles of any triangle is 180 . Write and solve an equation to determine the measure of
each of the three angles:
16
6) a) x + 767,000 b) x + 268,000 c) (x + 767,000) + (x + 268,000) + (x ) or 3x + 1,035,000

d) English: 999 thousand Chinese: 500 thousand Japanese: 232 thousand
7) 129, 43, 8
Quick Check
The Quick Checks (QC) are to be completed in the last few minutes of class. Each QC relates to material from the previous
lesson. The Quick Checks are to be done independently (without help from your classmates)!
Solve (without a calculator): 5x + 4 − 3(6 − 5x ) = −4(− 2 x + 7)
7
Quick Check Answer: x = −
6
a. Understand that variables represent quantities, not things.

b. Use variables, expressions, and equations meaningfully – that is, understand that the expressions and equations
you create have meaning and that meaning depends on how you define the variable.
c. Create expressions that represent problem scenarios.
17
Lesson #3 Linear Models
Daily Summary: In this lesson we solve word problems involving linear equations and we graph lines using intercepts. We
learn how to identify dependent and independent variables and how to write an equation for one variable in terms of another.
Demo
1) Reminder: Do not use your calculator on any problem in the class packets unless the instructions tell you to do so.
A model is a mathematical description of a real-world situation.
Suppose an individual works x hours at a salary of $15 per hour.
a) Fill in the table of values showing the wages, W (in dollars), earned for the number of hours worked, x.
X W
Number of Hours Worked Wages earned (dollars)
0
10
b) Plot the points from your table in part (a) and draw
the line that connects those points.
c) Write an equation for W in terms of x. This means

write an equation of the form W = …x… . That is, write
an equation so that the right hand side of the equation is
an expression with x's in it.
d) For each increase of one hour, how much more does the individual earn?
Does this hourly rate change or stay constant?
For each additional hour worked, there is always an increase of $15. This is an example of a constant rate of change. This
constant rate of change between two variables is what distinguishes linear models from other types of models.
Quick Detour: Here's the graph of the equation y = x . Notice that the rate of change is not constant in this graph (since the
2
graph is curvy). The only graphs with a constant rate of change are straight lines.
18
e) Since our wages depend on the number of hours we work, we call W the dependent variable and x the independent variable.
If it helps you remember which variable is dependent and which is independent, think of Johnny DEPp on an island by himself
in Pirates of the Caribbean. Thus, the DEPendent variable is the one by itself in the equation (W = 15x).
T
2) a) Of the two equations r = and T = 121r , which one that expresses T in terms of r?
121
b) Since is by itself (on the island) in the equation, is the variable and
is the variable.
10
3) Let's fill in the table with the intercepts of the equation 3x + 2 y = 12 . 9
Then we'll graph the line 3x + 2 y = 12 . 8
7
6
In the first row of the table, we see that x is 0. We plug x = 0 into the 5
original equation 3x + 2 y = 12 . Solve this new equation for y and put 4
3
your answer here. 2
1
-10 -9 -8 -7 -6 -5 -4 -3 -2 -1 1 2 3 4 5 6 7 8 9 10
-1
x y (x, y ) -2
-3
0 -4
-5
0 -6
-7
-8
Now we'll fill in the second row which involves letting y equal 0. We -9
plug y = 0 into the original equation 3x + 2 y = 12 . Solve this new -10
equation for x and put your answer here.
Finally, fill in the last column.
Plot your two points and draw the line that goes through them. This is the quickest ways to graph lines of the form ax + by = c !
This is called the intercept method of graphing a line.
4) Since the point (0,6) has an x-coordinate of 0, the point (0,6) lies on the y-axis. We call (0,6) the y-intercept of the graph.
Since the point (4,0) has a y-coordinate of 0, the point (4,0) lies on the x-axis. We call (4,0) the x-intercept of the graph.
5) To find the x-intercepts, let y equal 0 and solve for x. To find the y-intercepts, let x equal 0 and solve for y.
In general, to find an intercept, let the other variable equal 0.
19
1) a)
x W
Number of Hours Worked Wages earned (dollars)
0 0
4 60
6 90
10 150
b) See graph.
c) W = 15 x
d) For each hour worked, the individual earns an

additional $15. The hourly rate stays constant.
2) a) T = 121r
10
b) Since T is by itself (on the island) in the equation 9
8
we just wrote, T is the dependent 7
variable and r is the independent variable. 6
5
4
3) See graph. 3
2
1
-10 -9 -8 -7 -6 -5 -4 -3 -2 -1 1 2 3 4 5 6 7 8 9 10
-1
-2
-3
-4
-5
-6
-7
-8
-9
-10
20
Activities
Note: An answer key follows almost every Activity. Also, do not use your calculator on any of these problems!
1) A person lowers her hot air balloon by gradually releasing air from it. Let t be the number of minutes that she has been
releasing air from the balloon, and let y be the altitude of the balloon (in feet). Assume that the relationship between t and y is
described by the equation: y = −200t + 800.
a) Circle all true statements about the equation y = −200t + 800.
y is in terms of t t is in terms of y
t is the dependent variable y is the dependent variable
t is the independent variable y is the independent variable
b) Use the intercept method to graph y = −200t + 800. Do your

calculations in the space below and be sure to write both
coordinates of both intercepts (so you're writing four coordinates in
total).
c) What does the y-intercept mean in this situation? Write a sentence in plain English! Your sentence should include one or
more numbers and should not contain the word 'intercept'. When you write your sentence, you must be precise when discussing
time. Here's a graphic to help you choose wording when discussing time:
d) What does the t-intercept mean in this situation? Write a sentence in plain English! Your sentence should include one or
more number and shoud not contain the word 'intercept'. Again, use the graphic to help you choose wording when discussing
time. When you're done, raise your flag so your instructor can check your sentences but move on to the next problem while you
are waiting.
21
2) The manager at Albert's Appliances has $3000 to spend on advertising for the next year. A 30-second spot on television costs
$150 and a 30-second radio ad costs $50.
a) The manager decides to buy x television ads and y radio ads. Write an equation relating x and y. Hint: If you're having
trouble creating the equation, try picking some numbers for x and y to see if that gives you any insight.
b) Use the intercept method to graph your

equation from part a. Do your calculations
in the space below.
c) Explain what the y-intercept tells us about this problem. Be sure to use all relevant units in your explanation. Write a
sentence in plain English!
d) Explain what the x-intercept tells us about this problem. Be sure to use all relevant units in your explanation. Write a
sentence in plain English!
22
3) A single piece of wire is bent as shown in the leftmost figure below. You can see that one cut through the wire (drawn as a
horizontal line in the middle diagram) produces four pieces and two parallel cuts (drawn as two horizontal lines in the diagram
on the right) produce seven pieces. Verify this in the diagrams below before moving on!
Let x be the number of parallel cuts and let y be the number of pieces of wire produced.
a) Create a table of values (# of cuts versus # of pieces of wire) for each situation shown above (the first two have been done for
you) and expand the table to include values for 2, 3, and 4 parallel cuts.
# of cuts ( x) # of pieces of wire ( y )

0 1
1 4
b) Examine the table of values and write a description (in words) of any
pattern that you notice.
c) Write an equation for the number of pieces, y, produced in terms of the number of cuts, x.
d) Plot the five points in your table from part (a) and connect the dots!
e) What does the y-intercept mean in this situation? Write a sentence in plain English!
f) How many pieces will be produced by 142 parallel cuts?
g) Since depends on , we call the dependent

variable and the independent variable.
23
1) a) y is in terms of t, y is the dependent variable, t is the independent variable
b) The intercepts are (4,0) and (0,800).
c) At the moment the person begins releasing air from the balloon, the altitude
of the balloon is 800 feet.
d) 4 minutes after the person begins releasing air from the balloon, the balloon
is on the ground.
2) a) 150x + 50y = 3000
b) The intercepts are: (20,0) and (0,60). See graph at right. →
c) If no television ads are purchased, then Albert's can purchase 60 radio ads.
d) If no radio ads are purchased, then Albert's can purchase 20 television ads.
3) a) # of cuts ( x ) # of pieces of wire ( y )

0 1
1 4
2 7
3 10
4 13
b) Every additional cut yields 3 more pieces of wire.
c) y = 3x + 1
d) see graph to the right →
e) With 0 cuts, the wire is in 1 piece.
f) y = 3(142 ) + 1 = 427 pieces
g) Since y is by itself in the equation, we call y the dependent variable

and x the independent variable. Equivalently, since
the # of pieces of wire depends on the # of cuts, we call y the
dependent variable and x the independent variable.
24
Even More Practice
This problem is based on a problem from Blitzer's Intermediate Algebra for College Students, 6th Edition. Do not use your
calculator on any of these problems!
4) A game store charges $4 per game to rent a video game for a week. In order to rent a game, you must pay a one time
membership fee of $50. Let v be the number of video games you are going to rent for a week and let C be the total cost (in
dollars) of the membership fee and the rentals.
a) Write an equation that relates v and C.
b) According to your equation, circle the true statement: v is in terms of C C is in terms of v
c) Of v and C, which is the dependent variable? Which is the independent variable?
d) Find both coordinates of the C-intercept.
e) Write a sentence (in plain English!) explaining what the C-intercept represents in this context. Be sure your sentence includes
a number (the value of the C-intercept that you found above!).
f) Find both coordinates of the v-intercept.
g) Write a sentence (in plain English!) explaining what the v-intercept represents in this context (even if the v-intercept is
meaningless in this case). Be sure your sentence includes a number (the value of the v-intercept that you found above!).
h) Use your two intercepts to graph the line below.
i) Use your graph (and not the equation!) to estimate the cost of renting 10 games.
j) Your friend remembers bingeing on video games one week during the winter break. He recalls spending "just under a hundred
bucks" on his membership and rental fees for that week. Use your graph (and not the equation!) to estimate how many games he
rented.
25
4a) C = 4v + 50 b) C is in terms of v c) C is the dependent variable, v is the independent variable.
d) (0,50) e) The cost of renting no (zero) games is $50.
f) (− 12.5,0) g) Renting -12.5 games costs nothing ($0). h) See graph below. i) $90 j) approximately 12 games
Quick Check
Beth buys some protractors and some rulers for a total of 9 items in all. One protractor costs three dollars more than double the
cost of one ruler. She bought four protractors.
Let x = the cost of one ruler in dollars.
a) Write an expression (in terms of x only – do not introduce another variable) for the cost of one protractor.
b) Write an expression (in terms of x only – do not introduce another variable) for the cost of all the protractors.
c) Write an expression (in terms of x only – do not introduce another variable) for the cost of all the rulers.
d) Write an expression (in terms of x only – do not introduce another variable) for the cost of all the items that Beth bought.
Simplify your final answer.
26
Quick Check Answer: a) 2 x + 3 b) 4(2 x + 3) c) 5 x d) 13x + 12
a. Use Equations to solve problems.

b. Understand that variables represent quantities, not things. (Yes, we had this last lesson.)
c. Use variables, expressions, and equations meaningfully – that is, understand that the expressions and equations
you create have meaning and that meaning depends on how you define the variable. (Yes, we had this last
lesson also!!!!)
d. Create equations that represent problem scenarios.
e. Solve problems by creating and solving algebraic equations.
f. Find and plot y and x intercepts of linear equations and graph the equations accordingly.
g. Be able to describe the meaning of the intercepts in problems that have a meaningful context.
27
Lesson #4 Dimensional Analysis & Ratio & Proportion
Daily Summary: In this lesson we learn how to use dimensional analysis to do unit conversions and to help us set up
proportions to solve application problems. Today we’ll do two demos and two activities.
Demo #1
1) Gas costs $3.57 per gallon. You fill your car with 12 gallons of gas and then buy some items for $15.35 at the counter. How
much money do you give to the clerk? Before you type anything into your calculator, write down what you are going to type
into the calculator:
2) The numbers above don't have any units on them. When we create an equation, the units on the left hand side of the equation
must equal the units on the right hand side of the equation. What are the units on the right hand side of the equation above?
3) Now let's examine what happens to the units as we perform the calculations. Fill in the blanks below with the appropriate
units. You will be writing words in the blanks.
3.57  12 + 15.35 = 58.19
4) By omitting the numbers and cancelling, we see that the units on the left hand side of the equation above equal the units on
the right hand side of the equation:
dollars
 gallons + dollars = dollars
gallon
5) Now we change gears and talk about ratios. We'll see that the dimensional analysis techniques from above will help us
correctly set up proportions.
6) A ratio compares two numerical quantities through the operation of division. A ratio is often written as a quotient (fraction),
a
such as . A ratio can also be written "a to b" or "a : b".
b
7) Let's solve the following proportion (a proportion is an equation stating that two ratios are equal). The basic technique for
solving proportions is to multiply both sides by both denominators:
x −1 3
=
Original equation: 7 5
 x − 1  3
Multiply both sides by both denominators: 57   = 57  
 7   5
 x − 1  3
Cancel: 57   = 57  
 7   5
Rewrite : 5(x − 1) = 7  3
Distribute: 5x − 5 = 21
26
Add 5 and then divide by 5: x=
5
Note: Some students have learned how to solve proportions by "cross multiplying". If you know how to do this, you are
welcome to cross multiply to solve proportions in this class but it's risky unless you really know your stuff.
28
8) The ratio of full-time students to part-time students at GCC is 2 : 3. If there are 2000 students at GCC, set up and solve a
proportion to find out how many are part-time. First, we'll carefully define our variable (we will try to just use one variable!)
using a quantity word and a unit word.
Define our variable: Let x = the number of part-time students
quantity word unit words
Note that letting x = full-time is not a good definition because it doesn't include a quantity word! It's important that your
definition references something that can be measured or counted. In other words, a numerical quantity.
9) We set up a blank proportion with two fractions being equal: =
Next we label both sides of the fraction with unit words. It's not important which unit goes on top and which goes on the
bottom. What is important is that the units on both sides are equal (as in the gasoline example). In the equation below, a choice
has been made for the units on the left-hand side. Fill in the final fraction in the equation below with appropriate unit words.
Hint: From our dimensional analysis work earlier, we know that the units on the left hand side of the equation must equal the
units on the right hand side of the equation!
13) Work on Activities #1. We’ll come together for Demo #2 in a little while.
29
Activities #1
2 2000 − x
1) Finish the GCC student example by solving the following proportion: =
3 x
2) For each of the following problems set-up and solve an appropriate proportion (even if you can solve the problem using trial
and error!). First carefully define your variable (try to just use one variable!) using a quantity word and a unit word. At the end
of each problem, write a complete sentence stating your answer.
a) (calculator-active problem) A 650-megabyte compact disc (CD) can store about 74 minutes of music. (Source: Maxell
Corporation). Suppose that we have already selected some music to record on the CD and 256 megabytes are still available.
Using proportions, determine how many more minutes of music can be recorded. Round your answer to the nearest hundredth
of a minute.
Define a variable: Let = of

Write a proportion (Hint: In a proportion, set up the units in the same relative locations.):
Solve the proportion:
Sentence:
30
b) The ratio of blue M&Ms to all M&Ms is 2 to 9. In a large bag, there are 77 non-blue M&Ms. How many blue ones are
there? No calculators!

Write a proportion:
Sentence:
c) In a small hospital the ratio of doctors to nurses is 1 to 2. There are 81 nurses and doctors in total. How many doctors are
there? No calculators!

Write a proportion:
Sentence:
31
Answer Key to the Activities #1:
1) x = 1200 so there are 1200 part-time students at GCC (and 800 full-time).
2a) ≈ 29.14 more minutes of music b) 22 blue c) 27 doctors
Even More Practice #1
3) Solve these equations (no calculators!):

x +5 4 7.6 x + 3
a) = b) a) =
x 3 1.2 2 x − 1
4) For each of the following problems set-up and solve an appropriate proportion (even if you can solve the problem using trial
and error!). First carefully define your variable (try to just use one variable!) using a quantity word and a unit word. At the end
of each problem, write a complete sentence stating your answer.
a) A vinaigrette (a type of salad dressing) is made using a mixture of oil and vinegar in a 3 to 1 ratio. You need 10 ounces of
vinaigrette. How many ounces of oil and how many ounces of vinegar are needed? No calculators!
Let = of
b) (calculator-active problem) On a scale model of the city of Greenfield, 1.5 inches in the model represents 0.7 miles in real
life. A one way drive from GCC to Baystate Franklin Medical Center involves heading to Main Street and then making a left on
High Street. This trip is 2.6 miles in real life. To the nearest hundredth of an inch, figure out how long this trip would be on the
scale model.
Let = in
32
c) Sandy has recently won the lottery! She has generously decided to share part of the money with her math students. She will
divide the winnings between herself and her students in a ratio of 6 to 5. The lottery that Sandy won has a value of $33,000,000.
How much of this money will she keep for herself? No calculators!
Let = in
d) In early spring, people tap maple trees and collect sap, which looks a lot like water. To make maple syrup you boil sap for
hours, as the steam evaporates the sap gets thicker and thicker and eventually becomes maple syrup. It takes 40 quarts of sap to
produce 1 quart of maple syrup. Determine the amount of sap we would need to make 1.3 quarts of maple syrup. No
calculators!
Let = in
Answer Key to Even More Practice #1:

3) a) x = 15 b) x = 0.8
4a) We need 7.5 ounces of oil and 2.5 ounces of vinegar.
b) The trip would be approximately 5.57 inches on the scale model.
c) Sandy would keep $18,000,000.
d) We would need 52 quarts of sap.

33
Demo #2
1) Here’s an example of a unit conversion, also known as dimensional analysis.
The baby example: In the US, a baby is born every 3.2 seconds. Here's how we find out how many babies are born in the US
each decade. We'll start with the given data (including units) and we'll multiply by ratios that are equal to 1. The units will
guide us as we build our expression.
1 baby
3.2 seconds
We currently have 'seconds' in our calculation above and we want 'decades'. We know there are 60 seconds in 1 minute so we
1 minute 60 seconds
will either multiply the above by or (notice that each of these two fractions is equal to 1 since the
60 seconds 1 minute
1 baby
numerator and denominator both represent exactly the same thing). Which one of these should we multiply by
3.2 seconds
to cancel the seconds?
60 seconds
We should see that we want to multiply by to cancel the seconds:
1 minute
1 baby 60 seconds

3.2 seconds 1 minute
2) Finish the problem above by multiplying by relevant fractions. Write down the unit words to help you decide which numbers
baby
go where. Once you're done, get a final numerical answer from your calculator. Your goal is to have a final unit of .
decade
Answer Key to the Demo #2:
1 baby 60 seconds 60 minutes 24 hours 365 days 10 years baby

2)      = 98,550,000
3.2 seconds 1 minute 1 hour 1 day 1 year 1 decade decade
34
Activities #2
1) Answer the following questions by writing out one calculation including all relevant units words as in the baby example.
These are all calculator-active problems.
a) Ian can solve a Rubik’s Cube blindfolded in 2.5 minutes. Assuming he does nothing but solve Rubik’s Cubes blindfolded,
how many cubes can he solve in a week?
b) You take a 350 mile trip. Your automobile gets 30 miles per gallon and gas costs $3.17 per gallon. What is the cost of gas
for your trip? Reminder: Include all units throughout your computation.
Hint: In a dimensional analysis problem, set up the units so that most of the units cancel (meaning put the units in opposite
locations). Also, start with the thing you are trying to convert (in this case it's 350 miles per trip which you should write as
350 miles
).
1 trip
c) During Gunther's 8-hour shift, he drives at an average speed of 60 km/hour. What is his average number of miles/shift?
Include all units throughout your computation. (Hint: Start with 8 hours per shift. Fact: 1 km  .621371 miles)
d) A patient in the Emergency Center is suffering from congestive heart failure. The doctor orders 110 milligrams of Lasix p.o.
(by mouth). The bottle of tablets reads "15.75 milligrams per tablet". How many tablets will you give? Include all units
throughout your computation. Again, start with the thing you are trying to convert (in this case it's a 110 milligrams).
e) How many pounds are in 142 ounces? (Hint: 16 ounces = 1 pound) Note: In this problem, the first thing you write will be 142
ounces. It’s okay for the first thing you write to not be a fraction!
f) How many cubic inches are there in 5 cubic feet? (Hint: You can write out cubic feet as feet  feet  feet )
35
Answer Key to the Activities #2:
1a) 4032 cubes/week b) $36.98 c) 298.26 miles/shift
d) 7 tablets (technically, 6.984… tablets) e) 8.875 pounds f) 8640 cubic inches
Even More Practice #2
2) Use dimensional analysis (by including all units throughout your computation) to answer each question. No calculators!
a) Movie tickets cost $9 each and a jumbo sized box of popcorn is $7. If you are paying for everything, how much will it cost to
take yourself and 4 of your friends to the movies assuming you buy two boxes of popcorn? Note: This problem may be easy
enough for some of you to do in your head. Don't! Instead, write your calculation down including labelling every number in
your calculation with a unit.
b) You are treating a severe burn patient in a great amount of pain. Demerol 75 milligrams has been ordered I.M.
(intramuscular). The pre-filled syringe reads "100 mg/mL." How many milliliters will you administer? Again, label all numbers
with a unit.
Answer Key to Even More Practice #2:
$9 $7
2a)  5 tickets +  2 boxes = $59
ticket box
b) 0.75 milliliters
36
Quick Check
Use the intercept method to sketch the graph of − 7 x = 42 − 3 y .
Quick Check Answer: The intercepts are at (− 6,0) and (0,14 ) .
a. Understand ratio and proportion and know how they relate to each other.
b. Solve proportion problems algebraically with understanding.
c. Solve proportion problems in context.
37
Lesson #5 Slope
Daily Summary: In this lesson we define the slope of a line and we see several ways to calculate and use slope.
Demo
1) A portion of road A climbs steadily for 120 feet over a horizontal distance of 4250 feet. A portion of road B climbs steadily
for 95 feet over a horizontal distance of 2875 feet. Which road is steeper? Let's draw and label two diagrams to illustrate the
situation. The first one has been done for you. (Note that it's okay for our diagrams to be wildly out of scale.)
120 A
4250
(calculator-active problem) We will calculate the steepness of each line by finding the ratio of the vertical change to the
horizontal change. The calculation for A is done below. Do the same calculation for B.
120
steepness of A =  0.028 steepness of B = 
4250
Write a complete sentence explaining which road is steeper. Note that our sentence includes both of the steepness numbers in it:
Since the steepness of B (0.033) is greater than the steepness of A (0.028), road B is steeper.
2) To measure the steepness or slope of a (non-vertical) line, we use the ratio that measures the vertical change in y-coordinate
(rise) to the horizontal change in x-coordinate (run).
A shorthand notation that defines slope uses the symbol, Δ, the Greek letter delta which often represents a "change in".
We also use m to stand for slope.

change in y coordinate y2 − y1 y rise
Here are all the ways we can think about slope: slope = m = = = =
change in x coordinate x2 − x1 x run
3) In a previous class, we graphed the equation y = −200 x + 800

showing the altitude, y, of a hot air balloon (in feet) x minutes
after releasing air from the balloon.
a) We'll first choose any two points on the line: (0,800) and (3,200)
b) Now we'll use the formula above to calculate the slope of the line:
change in y − coordinate 800 − 200 600

slope = m = = = = −200
change in x − coordinate 0−3 −3
c) Now you pick any two points on the line but don't pick the same
points that we picked in part a. Write your coordinates below.
d) Calculate the slope of the line using your two points (no calculators!):
change in y − coordinate
slope = m = = = =
change in x − coordinate
38
e) Hopefully you got -200 as the slope. It turns out it doesn't matter what two points you pick on a line…you should get the
same slope regardless.
600 feet feet

f) What does the slope mean in this situation? Let's first write down the units: = −200 . With the units
− 3 minutes minute
written down, it's usually fairly straightforward to write a sentence (in plain English!) explaining the significance of the slope.
Good: The balloon's altitude was changing at -200 feet per minute.
Better: The balloon's altitude was decreasing at 200 feet per minute.
(Note that -200 became 200 when we brought in the word decreasing.)
4) There are a couple of common pitfalls you'll want to avoid when calculating slope.
a) The slope is the change in y over the change in x, not the other way around. y is always on top!
b) You need to be consistent in the order that you subtract in the numerator and in the denominator.
800 − 200 200 − 800 800 − 200

For the points (0,800) and (3,200), we can calculate slope like this or this , but not like this .
0−3 3−0 3−0
39
Activities
Do not use your calculator on any of these problems.
1) A new company had 40 workers when it was 3 years old and 60 workers when it was 7 years old.
a) What is the amount by which the number of workers changed in that time? ____________
b) What is the amount by which the number of years changed?___________________
c) Let y be the number of workers in the company and x be the number of years the company has been in business. Then Δy is
the amount by which the number of workers have changed and Δx is the amount by which the number of years have changed.
Find Δy and Δx.
Δy = _______________________ Δx = __________________
y y
d) Find (as an unreduced fraction and then as a reduced fraction): = =
x x
Describe what your answer to the above means in the context of this problem. Write a complete sentence. The answer to this
question is very important in helping you fill out the following table.
Be careful on
y these two!
e) Assuming that stays constant throughout the years, fill out the rest of this table.
x
x 0 1 2 3 4 5 6 7 8 10 20
y 40 60
f) Graph four or five of the data points and connect them with a straight line.
40
g) What is the y-intercept? What is its meaning in the context of this problem? Write a sentence in plain English! When you
write your sentence, you must be precise when discussing time. Here's a graphic to help you choose wording when discussing
time:
h) What is the slope of the line using the data from years 2 and 10? Show the calculations.
i) What is the slope you get when you use the data from years 5 and 8?
j) No matter which two points you choose, what will the slope be?
k) Write an equation that gives the number of employees, y, in terms of the number of years, x.
41
2) In the following graph, y gives the value of a car in dollars and x gives its age in years.
a) Pick two data points on the graph. Find the slope between those two points.
b) Pick two other data points and find the slope between them.
c) The answers to parts (a) and (b) should be the same. If they aren't, it may be because reading points from a graph often
involves estimating. What does the slope mean in the context of this problem? Write a sentence in plain English!
d) Why is the slope negative?
e) What is the y-intercept and what does it mean in the context of this problem? Write a sentence in plain English! When you
write your sentence, you must be precise when discussing time. Continue to use the graphic to help you choose wording when
discussing time:
f) Write an equation to express the value of the car, y (in dollars) in terms of the age of the car, x (in years).
42
3) The cost to rent a car, y (in dollars), is given by the equation y = 0.1x + 75 where x is the number of miles the car was driven.
a) If the car was driven 100 miles, what was the rental cost?
b) If the car was driven 300 miles, what was the rental cost?
c) Write your answers to parts (a) and (b) as ordered pairs.
d) Find the slope of the two points you wrote in part (c). Write your answer as a decimal. (Remember, slope is the change in
the y variable divided by the change in the x variable.
e) Find and circle the slope in the original equation: y = 0.1x + 75
f) What is the meaning of the slope in the context of the problem? Write a sentence in plain English!
g) What is the meaning of the 75 in the context of the problem? Write a sentence in plain English!

y 20
1) a) 20 b) 4 c) Δy = 20, Δx = 4 d) = =5
x 4
Okay sentence: Over the course of 4 years, the number of workers increased by 20.
Better sentence: On average, the number of workers increased by 5 per year.
e)
x 0 1 2 3 4 5 6 7 8 10 20
y 25 30 35 40 45 50 55 60 65 75 125
f)
43
g) (0,25) or 25.
Okay sentence: When the company was 0 years old, there were 25 workers.
Better sentence: There were 25 workers when the company started.
y 75 − 35 40 y 65 − 50 15 y
h) = = =5 i) = = =5 j) =5 k) y = 5 x + 25
x 10 − 2 8 x 8−5 3 x
y
2) a) Answers vary depending on the points you pick but, regardless of which points you pick, you should get = −500 when
x
you reduce.
b) See answer to (a).
c) The value of the car decreases by $500 per year.
d) Because the value of the car is decreasing.
e) (0,10000 ) or 10,000. When the car is 0 years old, its value is $10,000. Better version: When the car is new, it's value is
$10,000.
f) y = −500 x + 10000
3) a) y = 0.1(100 ) + 75 = $85
b) y = 0.1(300 ) + 75 = $105
c) (100,85) (300,105)
y 105 − 85 20
d) = = = 0.1
x 300 − 100 200
e) You should have circled the 0.1 in front of the x
f) The costs to rent a car are increasing at $0.1 (or 10¢) per mile driven.
g) If the car is driven 0 miles, the cost to rent the car is $75. Putting this together with the interpretation of the slope above, we
see that the total cost to rent the car is $75 plus 10¢ per mile driven.
44
Even More Practice
Do not use your calculator on any of these problems.
4) Ian decides to binge on the TV show Lost which is about survivors of a plane crash and the mysterious island on which they
live. The equation y = 168 − 8 x relates the number of episodes Ian has left to watch, y, to the number of days, x, since Ian
started bingeing on the show.
a) How many shows does Ian have left to watch 5 days after he started bingeing on the show?
b) How many shows does Ian have left to watch 9 days after he started bingeing on the show?
c) Write your answers to parts a and b as ordered pairs.
d) Find the slope of the line connecting your two points from part c. Be sure to include units in your final answer!
e) Write a sentence in plain English that explains what the slope means in the context of this problem. Be sure that your
sentence includes the numerical value of the slope that you calculated in part d.
f) Find both coordinates of the x-intercept.
g) Write a sentence in plain English that explains what the x-intercept means in the context of this problem. Be sure that your
sentence includes the numerical value of the x-intercept.
h) Find both coordinates of the y-intercept.
i) Write a sentence in plain English that explains what the y-intercept means in the context of this problem. Be sure that your
sentence includes the numerical value of the y-intercept.
45
1
5) Jen has an enormous salad for lunch one day. The equation y = − x + 20 relates the number of ounces of salad remaining,
3
y, to the number of minutes, x, since started eating.
a) How many ounces of salad remain 12 minutes after Jen started eating?
b) How many ounces of salad remain 39 minutes after Jen started eating?
c) Write your answers to parts a and b as ordered pairs.
d) Find the slope of the line connecting your two points from part c. Be sure to include units in your final answer!
e) Write a sentence in plain English that explains what the slope means in the context of this problem. Be sure that your
sentence includes the numerical value of the slope that you calculated in part d.
f) Find both coordinates of the x-intercept.
g) Write a sentence in plain English that explains what the x-intercept means in the context of this problem. Be sure that your
sentence includes the numerical value of the x-intercept.
h) Find both coordinates of the y-intercept.
i) Write a sentence in plain English that explains what the y-intercept means in the context of this problem. Be sure that your
sentence includes the numerical value of the y-intercept.
46
128 − 96 32 episodes
4a) 128 b) 96 c) (5,128) and (9,96) d) m = = = −8
5−9 −4 day
e) Okay version: The number of episodes Ian has left to watch decreases by 8 episodes per day
Better version: Ian watches 8 episodes per day.
f) (21,0) g) It takes Ian 21 days to watch all the episodes of the show (since y = 0, there are no episodes left to watch).
h) (0,168)
i) At the moment Ian started bingeing on the show, there were 168 episodes left to watch…or…Lost ran for 168 episodes
altogether.
7 − 16 − 9
c) (12,16) (39,7)
1 ounces
5a) 16 b) 7 d) m = = =−
39 − 12 27 3 minute
1
e) Okay version: The number of ounces of salad that Jen has remaining decreases by of an ounce per minute (or by 1
3
ounce every three minutes).
1
Better version: Jen eats of an ounce per minute (or 1 ounce every three minutes).
3
f) (60,0) g) 60 minutes after Jen started eating, there is no salad remaining.
h) (0,20) i) When Jen started eating, there were 20 ounces of salad remaining.
Quick Check
Set-up and solve an appropriate proportion to answer this one. The ratio of the number of seconds it takes Ian to solve a Rubik's
Cube with two hands to the number of seconds it takes Ian to solve a Rubik's Cube with one hand is two to five. If Ian can solve
a Rubik's Cube in 47 seconds with 1 hand, how long does it take him with 2 hands? No calculators!
Let = in
47
Quick Check Answer: 18.8 seconds
a. Generate tables of values, graphs, and equations that model linear situations.
b. Learn the meaning of slope and learn the several ways to describe and symbolize slope.
c. Calculate slope from a graphed line.
d. Calculate slope given two data points.
e. Determine slope given an equation of a line.
f. Be able to describe the meaning of the slope in problems that have a meaningful context.
48
Lesson #6 Equations of Lines
Daily Summary: In this lesson we make extensive use of the slope-intercept form of a line.
Demo
1) Slope-Intercept Form: For a linear equation of the form y = mx + b , the slope of the line is m (the number touching x) and
the y-intercept of the line is b or (0, b) .
In our previous lesson, we saw a car depreciation problem where the car was originally worth $10,000 and it depreciated at a rate
of $500 per year. We then came up with this equation for the value of the car, y, after x years had passed since purchasing the
car: y = −500 x + 10000 . This is just and equation in the form y = mx + b
2
2) Write an equation, in slope-intercept form, of the line that has slope m = − and y-intercept (0,3).
5
3) Find an equation of the line that passes through the points (-1,4) and (2,-5) by following the process outlined below.
Here's the process for finding the equation of a line:
a) Circle both coordinates of a point on the line. If you have two points, pick either point and circle its coordinates.
y2 − y1
b) Write down the slope of the line (this may require some calculating on your part eg m = or perpendicular
x2 − x1
means slopes are opposite reciprocals, etc).
c) Write y = mx + b .
d) In the equation above, replace the m with the slope and write the equation y = some number  x + b .
e) Rewrite the equation from the previous step but replace the x and y in the equation with the coordinates of the point that
you circled in step a. Your new equation will look like this:
some number = some number  some number + b .
f) Solve the previous equation for b.
g) Finally, plug this value for b into the equation with the star so that you get an equation like this:
y = some number  x + some number . 49
OPTIONAL METHOD
4) We can also find an equation of a line using another method. Suppose a (nonvertical) line has slope m and contains the point
(x1 , y1 ) . Then an equation of the line is y − y1 = m(x − x1 ). We say that this linear equation is in point-slope form.
5) Let's find an equation of the line that passes through the points (-1,4) and (2,-5) by using the point-slope equation.
4 − −5 9
a) Find the slope of the line. a) We did this above: m = = = −3
−1 − 2 − 3
b) Rewrite this equation but replace m with the slope: y − y1 = m(x − x1 ) b) y − y1 = −3(x − x1 )
c) Rewrite the equation from the previous step by replacing x1 and y1 in the c) y − 4 = −3(x − −1)
equation with the coordinates of a point on the line (if you have two points
given to you, just pick either point – it doesn't matter which one you pick).
d) Solve the equation from the previous step for y. d) y − 4 = −3(x − −1)
y − 4 = −3(x + 1)
y − 4 = −3x − 3
y = −3x + 1
6) Note that our final answer ( y = −3x + 1) was the same regardless of whether we used y = mx + b or y − y1 = m(x − x1 ) .

2
2) y = − x+3
5
50
Activities
1) Find an equation of the line that passes through the points (-1,3) and (2,-6).
2) Find an equation of the line that passes through the point (-5, -3) and has a slope of 2.
3) Consider the linear equation graphed.
a) What is the slope of the line?
b) What is the vertical intercept (y-intercept) of the

line?
c) Give the equation of the line.
d) Describe in words a real-world situation that could correspond to this equation. Be sure your explanation includes the
answers you found to parts (a) and (b).
51
4) Pediatric growth charts suggest a linear relationship between age (in years) and median height (in inches) for children
between 2 and 12 years. Two-year-olds have a median height of 35 inches, and 12 year olds have a median height of 60 inches.
Let x represent the age (in years) and y represent the median height (in inches).
a) Translate the information given into two points of the form (x, y ) .
b) Find the average rate of change of height with respect to age. In other words, find the slope. Be sure to include all relevant
units. Interpret your results in the context of the problem. Write a sentence in plain English!
c) Find an equation for the line that models this data. Make sure y is by itself in your final answer.
d) Use the equation to predict the median height of 8-year olds.
5) Write the linear equation 2 x + 5 y = 10 in slope-intercept form (by carefully solving for y). Identify the slope and the vertical
c−d c d
intercept (y-intercept). Hint: When you get to an answer in the form y = , rewrite that as y = − .
e e e
52
6) (calculator-active problem) In 1999, there were approximately 100 million Internet users in the United States, and this number
grew to about 200 million in 2005. Let x = 0 correspond to 1999, x = 1 correspond to 2000, and so on.
a) Translate the information given about 1999 and 2005 into two points of the form (x, y ) .
b) Find an equation for the line that models this data. Make sure y is by itself in your final answer.
c) Interpret m as a rate of change in the context of this problem. Be sure to state all relevant units. Write a sentence in plain
English!
d) Estimate the internet usage in 2008.
53
1) 𝑦 = −3𝑥
2) 𝑦 = 2𝑥 + 7
3a) -10
b) (0,200 ) or 200
c) y = −10 x + 200
d) Answers vary but the basic idea is that you start with 200 somethings and you lose 10 somethings every time period. For
example, at the start of the month you have $200 in your bank account and you spend $10 per day. Then y = −10 x + 200
relates the number of days since the start of the month, x, to the amount of money remaining in your bank account, y.
4a) (2,35) and (12,60)

25 5 5
b) = = 2.5 inches per year c) y = x + 30 or y = 2.5x + 30
10 2 2
d) y = 2.5(8) + 30 = 50 inches
2 2
5) y = − x+2 slope = − y-intercept = 2 or (0,2)
5 5
6a) (0 , 100,000,000 ) and ( 6 , 200,000,000 )
50,000,000
b) y = x + 100,000,000 or y  16,666,667 x + 100,000,000
3
c) On average, the number of internet users in the US grew by 50,000,000 people every 3 years. Better version: On average, the
number of internet users in the US grew by 16,666,667 people per year.
d) y =
50,000,000
(9) + 100,000,000 = 250,000,000 people
3
54
Even More Practice
5) No calculators on these! Find an equation of the line that satisfies the given conditions:
a) has slope of − 4 and y-intercept of 3
b) has slope of − 4 and passes through the point (0,3)
and passes through the point (− 10,7)

2
c) has slope of
5
d) passes through the points (4,−6) and (2,14 )
e) passes through the points (− 1,−2) and (3,−9)
55
2 7 15
5a) y = −4 x + 3 b) y = −4 x + 3 c) y = x + 11 d) y = −10 x + 34 e) y = − x−
5 4 4
Quick Check
Find the slope of the line containing the points (2,−1) and (− 4,7) . Reduce your answer. Moving from left to right along this
line, is this line rising or falling? Explain how you know.
4
Quick Check Answer: The slope is m = − . Since the slope is negative, the line is falling.
3
a. Understand and use the slope-intercept form of a line.

b. Understand and use the point-slope form of a line.
c. Understand that graphs represent all of the points (x,y) that make an equation true.
d. Continue to be able to explain the meaning of the slope and the y-intercept when the problem is in real life context.
56
Lesson #7 Additional Properties of Lines
Daily Summary: In this lesson we explore properties of horizontal, vertical, parallel, and perpendicular lines.
Demo
10
1) a) Consider the points (7, 2) (-4, 2) (0, 2) 9
8
Plot all three points. 7
6
5
b) What word describes the line connecting these points?
4
3
2
1
c) Write an equation for the line that passes through these points. -10 -9 -8 -7 -6 -5 -4 -3 -2 -1 1 2 3 4 5 6 7 8 9 10
-1
-2
-3
-4
-5
d) Calculate the slope of the line. -6
-7
-8
-9
-10
2) a) Consider the points (4, 2) (4, 5) (4,-3) 10

9
8
Plot all three points.
7
6
b) What word describes the line connecting these points? 5
4
3
2
1
c) Write an equation for the line that passes through these points.
-10 -9 -8 -7 -6 -5 -4 -3 -2 -1 1 2 3 4 5 6 7 8 9 10
-1
-2
-3
-4
-5
d) Calculate the slope of the line.
-6
-7
-8
-9
-10
3) Big conclusions:
The equation for every horizontal line has the form y = some number. The slope of every horizontal line is 0.
The equation for every vertical line has the form x = some number. The slope of every vertical line is undefined.
57
4) Here's the thought process for finding equations of horizontal and vertical lines:
To find the line that has undefined slope and passes through the point (5, -7), we first recognize that any line with undefined
slope is vertical. We know that vertical lines have equations of the form x = a number. To find what the number is, we just need
to identify what x equals at the point (5, -7). Since the x-coordinate at this point is 5, the equation of the desired line is x = 5.
5) Find the equation of the line that has m = 0 and passes through (3,2).
6) The three lines graphed at right appear to be parallel.
Looking at their equations, we see that they all have

the same slope.
7) Two lines are parallel if their slopes are equal.
8) Two perpendicular lines are graphed.
Find the slopes of the two lines and then find a relationship between the two slopes.
9) Slopes of Perpendicular Lines: If lines L1 and L2 are perpendicular

(non-vertical) lines, then the slope of one line is the opposite reciprocal
of the slope of the other line.
1b) horizontal c) y = 2 d) The slope is 0.
2b) vertical c) x = 4 d) The slope is undefined.
5) y = 2
1
8) The slopes are 5 and − .These two numbers have opposite signs and are reciprocals of each other.
5
58
Activities
I) Find the slope of each equation and find the coordinates of any point on the graph of each equation below.
a) x = −5
slope
any point ( , )
3
b) y = − x + 7
5
slope
any point ( , )
c) y − 2 = 4(x + 1)
slope
any point ( , )
d) 5 x − 3 y = 8
slope
any point ( , )
II) Find the equation of the line with each set of conditions. Write your final answers in slope-intercept form if possible. No
calculators here!
1) Slope -2; y-intercept 11
2) Through (3, 9) and (-1, -11)
3) Slope -4; through (-5, 0)
4) Vertical line; through (-2, -10)
59
9
5) Through (6, -4); parallel to the line y = −2 x +
2
6) Through (3, 4); perpendicular to the line y = 3x + 4
7) Through (-5, 9); perpendicular to the line x = −3
8) Slope 0, through (-9, 12)
9) Horizontal line; through (2, -4)
10) Parallel to the y-axis; including the point (-1, -2)
11) Through (-1, -1); perpendicular to the line 5 x − 6 y = 10 (Hint: Begin by getting the line 5 x − 6 y = 10 into y = mx + b
c−d c d
form. When you get to an answer in the form y = , rewrite that as y = − .)
e e e

I) a) slope = undefined, infinitely points are possible including (-5,0) and (-5,53) and (-5,-2)
3
b) slope = − , infinitely points are possible including (0,7)
5
c) slope = 4, infinitely points are possible including (0,6) and (-1,2)
5 8   8
d) slope = , infinitely points are possible including  ,0  and  0, − 
3 5   3
II)1) y = −2 x + 11 ; 2) y = 5 x − 6 ; 3) y = −4 x − 20 ; 4) x = −2 ;
1
5) y = −2 x + 8 ; 6) y = − x +5; 7) y = 9 8) y = 12 ;
3
6 11
9) y = −4 ; 10) x = −1 ; 11) y = − x −
5 5
60
Even More Practice
Find the equation of the line with each set of conditions. Write your final answers in slope-intercept form if possible. No
calculators here!
3
12) Slope − ; y-intercept 11
7
13) Through (0, 1) and (-2, -5)
14) Slope 6; through (3, 0)
15) Horizontal line; through (8, -8)
61
16) Through (-3, 2); parallel to the line − 8 x + 4 y = 5 (Hint: Begin by getting the line − 8 x + 4 y = 5 into y = mx + b form.)
17) The y-axis
18) Slope undefined, through (2, -3)
19) The x-axis
20) Vertical line; through (-7, -4)
21) Perpendicular to the y-axis; including the point (9, -7)

3
12) y = − x + 11 13) y = 3x + 1 14) y = 6 x − 18 15) y = −8 16) y = 2 x + 8
7
17) x = 0 18) x = 2 19) y = 0 20) x = −7 21) y = −7
62
Quick Check
Find the equation of the line pictured. Write your final answer in slope-intercept form if possible.
7
Quick Check Answer: y = x + 14
3
a. Know and use the form of the equation for a horizontal line.
b. Know and use the form of the equation for a vertical line.
c. Deduce what parallel lines have in common.
d. Recognize how slopes of perpendicular lines compare.
e. Throughout items a-d, understand that graphs represent all of the points (x,y) that make the equation true.
63
Lesson #8 Lines of Best Fit
Daily Summary: In this lesson we examine plots of real life data and explore how to use the line of best fit.
Demo
1) (calculator-active problem) The table below shows the height, in inches, for girls of various ages. This data came from a
growth chart for girls in the 50th percentile for height. Source: https://illuminations.nctm.org/lesson.aspx?id=2265
Age (years) Height (inches)

2 31
3 37
5 42
6 47
10 50
12 59
14 63
16 64
To display the data in the table we use a scatterplot. Let h represent the height (in inches) of a girl whose age is a (in years).
a) Label the coordinates of Points A and B. Don't estimate for point B…use the table to get the exact coordinates!
b) Does the scatterplot show any relationship, pattern or trend between the two variables? That is, does the data appear to be
increasing, decreasing, or neither?
c) On the scatterplot, sketch a line that you think "fits" the data the best.
64
4) Since the data in the scatterplot appear to be roughly linear, we can sketch a line that comes close to the data points. We say
that a and h are approximately linearly related or linearly associated.
a) Of all the lines that we could draw near the points, the best line (which is graphed above) has a name. We call the line
graphed above the "line of best fit" for the data or "the least-squares regression line" or more simply "the regression line".
Important note: Finding the actual "line of best fit" is something that calculators and computers can do (and you can too if you
take a statistics course!). When we draw a line of best fit, keep in mind that we are just trying to draw a line that is close to all of
the points. We are only going to be approximating the actual "line of best fit".
b) We can use this line to make predictions about the data. Use the line of best fit to predict the height of an 8 year old girl.
c) Using the graph of the line, let's pick two points on the line that have "nice" coordinates. Note that we are picking points on
the line, even though these points will likely not be any of the original data points. There are many choices for the two points.
Let's pick these two:
( a, h ) = ( 3,35) ( a, h ) = (11,55)
d) Using the points we picked, let's find the equation of the regression line as follows:
Step 1: Find the slope of the line. Write your final answer as a decimal. Include units! Then interpret the meaning of
the slope in this context. Write a sentence in plain English!
y 
m= = = = =
x 
Interpretation:
Step 2: Find the equation of our line. We'll be sure to use the letters a and h instead of the letters x and y!
65
Rewrite the regression equation here:
Step 3: In this case, we can figure out how accurate we were when we picked "nice" points on the line. The equation of
the actual line graphed above (according to Geogebra) is h = 2.42a + 28.11 . How far "off" were our slope and y-
intercept from the actual line that's graphed?
e) Use your regression equation to predict the height of an 8 year old girl. Is this close to your estimate from 4b?
Since we are using the regression equation to estimate or predict between known data points (the data table goes from 2 year olds
to 16 year olds and 8 is between 2 and 16) this process is called interpolation.
f) Use your regression equation to predict the height of a 45 year old girl.
Since we are using the regression equation to estimate or predict beyond the known data points (45 is not between 2 and 16) this
process is called extrapolation.
g) How much confidence do you have in your answer to part f?
The moral of the story is that extrapolation is far more prone to error than interpolation.
h) Use your regression equation to predict the age of a girl who is 56 inches tall.
66
1a) A: (10,50 ) B: (14,63)
b) It appears that the trend is increasing. That is, as a girl gets older, her height increases.
c) Answers vary but hopefully you drew something that looks like the graph in problem 4 in the demo.
4b) Answers vary but you should get around 47 or 48 inches. Here's how: On the a-axis (which is normally the x-axis), go to
a = 8 (which corresponds to an 8 year old), and then go straight up until you hit the line of best fit (the diagonal line). From that
point, go straight left until you hit the h-axis (which is normally the y-axis) and estimate the h-coordinate (y-coordinate) at that
point. It looks like it's about 47 or 48.
y h 55 − 35 20 inches
d) Step 1: m = = = = = 2.5 .
x a 11 − 3 8 year
This means that a girl’s height is increasing at 2.5 inches per year.
Step 2: y = mx + b → h = ma + b → 35 = 2.5  3 + b → 35 = 7.5 + b → b = 27.5
So the equation of the regression line is h = 2.5a + 27.5 .
Step 3: Our slope was off by 0.08 and our y-intercept was off by 0.61.
e) Plug a = 8 into our equation: h = 2.5 (8 ) + 27.5 = 47.5 inches. Our estimate from 4b should have been about 47 or 48 which
is quite close to the exact value of 47.5.
f) Plug a = 45 into our equation: h = 2.5 ( 45) + 27.5 = 140 inches or 11 feet, 8 inches.
g) We should have no confidence in our answer to part f! Even though we did the math correctly, the regression equation clearly
breaks down at some point as girls don’t grow 2.5 inches per year for every year of their life.
h) Plug h = 56 into our equation and solve for a: 56 = 2.5a + 27.5 → 28.5 = 2.5a → 11.4 = a . So we predict an 11.4 year old
girl will be 56 inches tall.
67
Activities
These problems are all calculator-active.
1) This problem is from Yoshiwara & Yoshiwara's Intermediate Algebra book:
High-frequency radiation is harmful to living things because it can cause changes in their genetic material. The following data,
collected by C.P. Oliver in 1930, show the frequency of genetic changes observed in fruit flies following doses of x-rays,
measured in roentgens.
dosage ( in roentgens) 285 570 1640 3280 6560

percent of mutated genes 1.18 2.99 4.56 9.63 15.85
a) Plot the data on the grid.
b) Draw a line of best fit through the data points.
c) Find the equation of your regression line. Begin by picking two points that are on your regression line. Do not pick points
from the data table! In your final answer, round all numbers to the nearest ten thousandth.
d) Use the regression equation to predict the percent of mutations that might result from exposure to 5000 roentgens of radiation.
68
2) This problem uses data which is in Blitzer's Intermediate Algebra for College Students. The table shows the percentage of US
men who are married, by age.
a) Using the grid below, make a scatterplot of the data. Age Percent
18 2
b) Using the grid below, draw a line of best fit. In drawing your line, do not simply connect two
of the data points. Instead, draw a line that you think best fits all of the data points. 20 7
25 36
c) Write the equation of your line of best fit. Since you didn't connect two of the data points when 30 61
you drew your line, you should not be using any of the numbers in the table as you come up with the 35 75
equation of your line of best fit. In your final answer, round all numbers to the nearest tenth.
d) Write a sentence in plain English which interprets the slope of your line of best fit. Be sure your sentence includes the
numerical value of the slope of the line.
e) By using algebra, find the x-intercept of your line of best fit. Round your answer to the nearest tenth.
f) Write a sentence in plain English which interprets the x-intercept of your line of best fit. Be sure your sentence includes the
numerical value of the x-intercept of the line.
g) Use the equation of your line of best fit to predict what percentage of US men will be married at the age of 28. Round your
answer to the nearest tenth.
h) Use the equation of your line of best fit to predict by what age all US men will be married. Round your answer to the nearest
tenth. Assuming you did the math correctly, how confident are you in the validity of your answer to this problem? Explain.
69
1a and b) See graph:
c) Answers vary but it should be

something like y = 0.0023 x + 1.18 .
d) Answers vary but it should be about 13%.
2) Answers to this problem will vary but your answers shouldn't be too far from the answers below.
a and b) See graph below.
c) y = 4.6 x − 80.3 d) 4.6 percent of US men get married per year.
e) 17.5 or (17.5,0) f) No 17.5 year-old US men are married.
g) y = 4.6(28) − 80.3 = 48.5
h) 100 = 4.6 x − 80.3 → x = 39.2
Not confident since there is not an age by which every US man is married. The model must break down before 100%.
70
Even More Practice
1) This dataset is from www.theartofstat.com, This data show observations on the average longevity, L, (in years) and
average gestational period, g, (in days) for 21 animals. Source: Wildlife Conservation Society)
b) Draw a line of best fit through the data points.
c) Find the equation of your regression line. Begin by picking two points that are on your regression line. Do not pick points
from the data! In your final answer, round all numbers to the nearest ten thousandth. Use the variables L and g (not x and y).
d) Use the regression equation to predict the longevity of an animal with an average gestation of 300 days.
e) Use the regression equation to predict the gestation of an animal with an average longevity of 10 years.
f) Write a sentence in plain English which interprets the slope of your line of best fit. Be sure your sentence includes the
numerical value of the slope of the line.
71
1c) 𝐿 = 6.293 + .045𝑔 d) 19.8 years e) 82.56 days

f) A species average longevity increases .045 years for every one day increase in average gestation.
Quick Check
Find the equation of the line passing through the point (2,−1) and which is perpendicular to the line y =
7
x + 14 . Write your
3
final answer in slope-intercept form if possible. No calculators!
3 1
Quick Check Answer: y = − x −
7 7
a. Generate an equation of a line of best fit given data points that graph in a way that is almost linear. This process is called
linear regression.
b. Use the equation of the line of best fit to interpolate (come up with estimates within the range of data points that were given)
and extrapolate (come up with estimates beyond the range of data points that were given).
c. Reading problems in context, extract data points from the reading, define variables, find the slope and vertical intercept, and
find a linear equation that models the problem.
d. From the information obtained in c, interpret the meaning in context of the slope and intercepts and use the equation to
interpolate and extrapolate.
72
Lesson #9 In–Context Linear Problems
Daily Summary: In this lesson we use real world data to find equations of lines. We then use our equations to solve problems.
Demo
1) (calculator-active problem) According to a report in USA Today, sales for personal breathalyzers have spiked in recent years.
The CEO of WinterGreen Research reported that the 2009 personal breathalyzer market was valued at $215 million, up from $28
million in 2005. We will assume that sales are growing at a constant rate.
(Source: http://www.usatoday.com/news/nation/2009-12-22-personal-breathalyzers-sales-increase_N.htm)
a) Define the two variables for this situation. Identify which is the independent and which is the dependent variable, including
units.
Independent variable: Let = in

Dependent variable: Let = in

b) The breathalyzer sales information provides us with two ordered pairs that fit our variables. What are they?
c) Write the equation of the line that contains these points. Hint: Begin by finding the slope!
d) Interpret the meaning of the slope in this context. Write a sentence in plain English!
e) Predict the value of personal breathalyzers that will be sold in 2028 and interpret your solution by writing a complete
sentence.
73
1a) Independent variable: Let t = time in years since 2000. (You are welcome to just let t = time in years, but the numbers will be
much bigger.)
Dependent variable: Let p = value of the personal breathalyzer market in millions of dollars.
b) (9,215 ) and (5,28)

y p 215 − 28 187
c) m = = = = = 46.75
x t 9−5 4
y = mx + b → p = mt + b → 28 = 46.75  5 + b → 28 = 233 .75 + b →

b = −205 .75 → p = 46.75t − 205 .75
p millions of dollars
d) Begin by writing the units for the slope: is measured in .
t year
The personal breathalyzer market is growing at 46.75 millions of dollars per year.
e) Plug t = 28 into our equation. p = 46.75t − 205.75 → p = 46.75  28 − 205.75 = 1103.25 .
We predict that, in 2028, the personal breathalyzer market will have a value of $1103.25 million.
74
Activities
All three problems are from Paul Foerster's Algebra and Trigonometry.
1) (calculator-active problem) Feel free to use fractions or decimals on this problem. If you use decimals, round your answers
to the nearest hundredth.
As you drive home from a football game, the number of kilometers you are away from home depends on the number of minutes
you have been driving. Assume that the distance varies linearly with time. Suppose you are 11 km from home when you have
been driving for 10 minutes and 8 km from home when you have been driving for 15 minutes.
units.


b) Find the equation for distance in terms of time. Start by writing coordinates of two points!
c) Predict your distance from home when you have been driving for 20 minutes.
d) When are you 7 km from home?
e) Find the distance-intercept. Write a sentence, in plain English, that explains what the distance-intercept means. Include a
number in your sentence!
f) Find the time-intercept. Write a sentence, in plain English, that explains what the time-intercept means. Include a number in
your sentence!
g) What are the units for the slope? Based on these units, what do you suppose the slope represents in the context of this
situation? What is the significance of the fact that the slope is negative?
75
2) Note: This problem will involve lots of fractions. Keep your answers as fractions, and not as decimal approximations!
(calculator-active problem) The Fahrenheit temperature, F, and the Celsius temperature, C, of an object are related by a linear
equation. Water boils at 100°C or 212°F, and freezes at 0°C or 32°F.
a) Write an equation for F in terms of C. Start by writing coordinates of two points!
b) If the weather forecaster says it will be 40°C today, what is the corresponding temperature in Fahrenheit?
76
3) This problem is from the book Algebra for College Students by Jerome Kaufmann and Karen Schwitters.
Two cell phone companies have a fixed monthly charge plus a charge per minute of phone use.
a) Company A charges a monthly fee of $14 plus $0.06 per minute of phone use. For Company A, find an equation for the cost
(in dollars), y, in terms of x, the number of minutes of phone time used.
b) Company B charges $54.80 for 720 minutes of use and they charge $46.40 for 510 minutes of use. For Company B, find an
equation for the cost (in dollars), y, in terms of x, the number of minutes of phone time used.
c) Fill in the tables below.
Company A Company B
x y x y
100 100
800 800
d) Which plan is cheaper for someone who uses 100 minutes of phone time? By how many dollars is that plan cheaper?
e) Which plan is cheaper for someone who uses 800 minutes of phone time? By how many dollars is that plan cheaper?
f) Label the axes below and then graph the equations you found in parts a and b. Begin by plotting the points that you found in
the tables in part c.
g) Which line is steeper and what does that tell you about how the per minute costs of the two companies compare to each other?
77
4) (calculator-active problem) A copy machine is worth $8925 two years after it was purchased and $3825 six years after it was
purchased.
units.


b) Write the equation for the value of the copier in terms of age of the copier. Start by writing coordinates of two points!
c) Find the time-intercept (both coordinates).
d) What does the time-intercept represent in the real world? Include a specific number in your sentence and do not include the
word 'intercept'!
e) Find the value-intercept (both coordinates).
f) What does the value-intercept represent in the real world? Include a specific number in your sentence and do not include the
word 'intercept'!
g) What does the slope represent in the context of this situation? Include a specific number (the slope) in your sentence and also
include units. Do not include the word 'slope' in your sentence!
78
1) a) Independent variable: time you have been driving in minutes. Dependent variable: distance from home in kilometers.
3 2
b) d = − t + 17 c) 5 km d) 16 or about 16.67 min
5 3
e) (0,17 ) means the football game was 17 km from home
 1 
f)  28 ,0  or approximately (28.33,0) means it takes 28 min 20 sec to get home from the game
 3 
km
g) The units for the slope are or km per min. Slope represents your driving speed. It's negative since your distance from
min
home is decreasing.
9
2) a) F = C + 32 , b) 104F
5
3) a) y = 0.06 x + 14
b) y = 0.04 x + 26
c) Company A Company B
x y x y
100 20 100 30
800 62 800 58
d) Company A is cheaper by $10.
e) Company B is cheaper by $4.
f)
g) The line for Company A is steeper which means they charge more per minute than company B. In this case, company A
charges 6 cents per minute while Company B charges only 4 cents per minute.
79
4) a) Independent variable: age of the copier in years since purchase
Dependent variable: value of the copier in dollars
b) V = −1275t + 11475
c) (9,0)
d) Nine years after purchase, the copier is worth nothing.
e) (0,11475 )
f) At the moment of purchase, the copier is worth $11,475.
g) The copier is losing value at a rate of $1275 per year.
80
Even More Practice
4) (calculator-active problem) At the 1936 Olympics in Berlin, American Jesse Owens won the gold medal in the 100 meter dash
with a time of 10.3 seconds. In the Seoul Olympics in 1988, Carl Lewis took the gold with a time of 9.92 seconds (the initial
gold medalist, Canadian Ben Johnson, was disqualified two days after the race for testing positive for steroid use).
units.

b) Find the equation for winning time in terms of years since 1900. Start by writing coordinates of two points! Round your
numbers to the nearest ten-thousandth (four digits after the decimal point).
c) What does the slope of your line represent? Write a sentence in plain English. Include the numerical value of the slope in
your sentence.
d) Find the vertical-intercept (rounded to the nearest hundredth). What does it represent in this problem? Include its specific
numerical value in your answer.
e) Find the horizontal-intercept (rounded to the nearest hundredth). What does it represent in this problem? Include its specific
numerical value in your answer.
f) Use your equation to predict the winning time at the 2008 Olympics as well as at the 2012 Olympics. Round your answers to
the nearest hundredth. In answering this question, are you extrapolating or interpolating?
g) The gold medalist in both 2008 and 2012 was Jamaican Usain Bolt. His winning times were 9.72 seconds and 9.63 seconds,
respectively. Find the percent error between your predictions from part f and the actual winning times. Round your answers to
the nearest hundredth of a percent.
predicted value − actual value

Percent error is defined as: 100
actual value
h) Use your equation to predict the winning time at the 2016 Olympics. Round your answer to the nearest hundredth. Assuming
you did the math correctly, how confident are you in the predicted winning time? Explain.
81
5) This problem is from Yoshiwara & Yoshiwara's Intermediate Algebra book. No calculators!
The temperature in Delbert's apartment was 35o C at 1 PM when he turned on the air conditioning and by 5 PM it had dropped to
29 o C.
a) Find a linear equation for temperature, T, measured in degrees Celsius, in terms of h, which is the number of hours after noon.
Use the letters T and h, not x and y!
b) Use your equation to estimate the temperature at 2 PM and at 8 PM.
4a) independent: t = time in years (possibly from 1900) dependent: S = winning time in seconds
b) points: (36,10.3) , (88,9.92) S = −0.0073t + 10.5631
c) The winning time decreases by 0.0073 seconds per year. Note that this sentence is wrong: The winning time decreases by
-0.0073 seconds per year. What's wrong with the previous sentence?
d) (0,10.56) In the year 1900, the predicted winning time was 10.56 seconds.
e) (1447,0) In the year 3347, the predicted winning time is 0 seconds. Perhaps teleportation will be involved.
f) 9.77 seconds in 2008 and 9.75 seconds in 2012. These are examples of extrapolation since 2008 and 2012 are outside of the
given data points (1936 and 1992).
82
9.77 − 9.72 9.75 − 9.63
g) 2008:  100  0.51% 2012:  100  1.25%
9.72 9.63
h) The predicted winning time in 2016 is 9.72 seconds. I have little faith in this prediction since winning times typically get
faster as time passes and the winning times in 2012 was already quicker than the predicted 9.72 seconds.
5a) T = −1.5h + 36.5 b) 33.5o C, 24.5o C
Quick Check
(calculator-active problem) On the scatterplot below, draw in a line of best fit and find the equation of your line. Write your
final answer in slope-intercept form if possible. Round your slope and y-intercept to the nearest hundredth.
Quick Check Answer: Answers vary but your equation should be close to y = −0.48 x + 9.08 .
a. Be able to use linear equations to model a wide variety of problems in context.

b. Be able to use the linear equations you created to make predictions about the model.
83

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MAT 014: Class Packet

1 Solving Linear Equations Using Properties of Equality

2 Using Equations to Solve Problems & Algebraic Expressions

4 Dimensional Analysis & Ratio & Proportion

7 Additional Properties of Lines

8 Lines of Best Fit

9 In–Context Linear Problems

Daily Summary: In this lesson we review solving equations and graphing.

(B) Plot the four solutions (ordered pairs) on the grid.

(C) Connect the four points with a straight line (use a

3 y=3+4=7 (3,7) -10 -9 -8 -7 -6 -5 -4 -3 -2 -1

Linear Equation Linear Equation

c) −3a = −15 d) −5 + 3x = −35

(Don't touch your

r) 0.2(t + 20) = 0.4 + t

a) 5 = −2.9 + 0.315(5.1 − 2.6x) + 4.3 + 0.07 x

b) − 1 = −2.9 + 0.315(5.1 − 2.6 x) + 4.3 + 0.07 x

c) 3 = −2.9 + 0.315(5.1 − 2.6 x) + 4.3 + 0.07 x

d) 0 = −2.9 + 0.315(5.1 − 2.6 x) + 4.3 + 0.07 x

y = −2.9 + 0.315(5.1 − 2.6 x) + 4.3 + 0.07 x

Answer Key to the Activities:

g) 23x − (4x − 6) = 5(x − 6) h)

a) 7 = −5(2x − 3(4x + 7) + 6 − 9x) + 2(4x − 3) − 5x + 30.01 − 100(1 + x)

b) − 5(2 x − 3(4x + 7) + 6 − 9 x) + 2(4 x − 3) − 5x + 30.01 − 100(1 + x) = −3

c) − 5(2x − 3(4 x + 7) + 6 − 9 x) + 2(4 x − 3) − 5x + 30.01 − 100(1 + x) = 4

d) 0 = −5(2x − 3(4x + 7) + 6 − 9x) + 2(4x − 3) − 5x + 30.01 − 100(1 + x)

Answer Key to Even More Practice:

4a) x  −4 b) x  1 c) x  −2.5 d) x  −0.5

a. Develop an overview of the goals and expectations of the course.

f. How many of each of the following did Lee buy?

books: DVDs: books and DVDs total:

Keep this technique in mind as you work through the Activities.

Answer Key to the Demo:

2) Time is a quantity and hours is a unit.

4) a) 12 – x b) 10x c) 15(12 – x) d) 10x + 15(12 – x)

e) 155 = 10x + 15(12 – x), so x = 5 f) 5 books, 7 DVDs, 12 items total

If you get stuck, please remember to talk to me!

x = the number of DVDs Lee bought

a. In terms of x, write an expression for the number of books Lee bought:

f. How many of each of the following did Lee buy?

books: DVDs: books and DVDs total:

x = the price of one book in dollars

a. In terms of x, write an expression for the price of one DVD, in dollars:

x = the price of one DVD in dollars

a. In terms of x, write an expression for the price of one book, in dollars:

a) Fill in the blanks to define your variable. Let = in

d) Write an expression for the perimeter of the kennel, in feet.

a) Fill in the blanks to define your variable. Let x = of

1) a) 12 – x b) 15x c) 10(12 – x) d) 15x + 10(12 – x)

e) 155 = 15x + 10(12 – x), so x = 7 f) 5 books, 7 DVDs, 12 items total

2) a) x + 2 b) 10x c) 15(x + 2) d) 10x + 15(x + 2)

e) 155 = 10x + 15(x + 2), so x = 5 f) $5 per book, $7 per DVD

3) a) x – 2 b) 15x c) 10(x – 2) d) 15x + 10(x – 2)

e) 155 = 15x + 10(x – 2), so x = 7 f) $5 per book, $7 per DVD

4) 15.5 feet by 9.5 feet

5) a) Let x = number of people.

Let x be defined as follows:

a. In terms of x, express the number of words in the English language:

b. In terms of x, express the number of words in the Chinese language:

c. In terms of x, express the total number of words in the three languages:

Let x be defined as follows:

a. In terms of x, express the measure of the first angle, in degrees:

b. In terms of x, express the measure of the third angle, in degrees:

6) a) x + 767,000 b) x + 268,000 c) (x + 767,000) + (x + 268,000) + (x ) or 3x + 1,035,000