Edmentum Algebra 1 Student Book (Updated 28.7)

Expressions
Glossary
TERM DEFINITION
order of operations
expression a collection of numbers, variables, or symbols that express a quantity

numerical expression
evaluate
algebraic expressions
variables
term a single number, a single variable, or a product of numbers and variables; in an expression,
terms are related by addition or subtraction
constant
coefficient
factor a part of a term that is being multiplied by another part or other parts of a term
like terms
simplify to reduce something to a less complicated form by dividing out common factors, regrouping
terms with the same variable or base, and making sure fractions are in simplest form and
there are no negative or zero exponents
distributive property the property stating that multiplication can be distributed over terms being added;
a(b + c) = ab + ac
absolute value
Objective
In this lesson, you will
Numerical Expressions
-2 + 5(9 − 12) is an example of a numerical expression. A numerical expression can have only one value.
The order of operations is used to ________________ numerical expressions.
Copyright © 2019 Edmentum Inc. All Rights Reserved.
1
𝟐
Evaluate the expression: -3[(-7)2 – 16] + 4 ÷
𝟓
Simplify within the parentheses. 2
-3[(-7)2 – 16] + 4 ÷
5
2
= -3[ _____– 16] + 4 ÷
5
2
= -3[ _____ ] + 4 ÷
5
Perform multiplication and division from left to right.

2
= _____ + 4 ÷
5
= _____ + _____
Perform addition and subtraction from left to right.
= _____
Algebraic Expressions
Examples:
Algebraic expressions describe a ________________. They can be as
3x
simple as a number, or they can include a ________________ of numbers,
ab2 + 14
variables, and symbols. 1
m – (n – 1)3
2
4−𝑧
𝑤
Parts of an Algebraic Expression

Term: A term can consist of a single Constant: A constant is a number
number or the product of some numbers
that has a __________ value.
and variables. Terms are separated by
addition or subtraction signs placed
Example:
outside of grouping symbols such as
parentheses, brackets, and braces.
Example: 4n , 7 Factor: Factors are parts of an
expression that are ______________.
Coefficients, _______________, and
Coefficient: A coefficient is a number that is quantities in grouping symbols can be
_______________ by a ______________ or factors.
an expression.
Example:
Example:
2
Like Terms
→ Like terms are terms that have the same variables raised to the same power.
→ Like terms can have different coefficients.
→ All constants are like terms.
Examples of Like Terms Examples of Unlike Terms

-2x, 5x 7a, -a2
The Distributive Property

We can rewrite algebraic expressions by using the distributive property and combining like terms.
𝟏
Simplify this expression: −𝟏𝟖 − 𝟗 ( 𝒏 + 𝟕 ) + 𝟒𝒏
𝟐
To simplify the expression, apply the ________________ property and then combine like terms:
1
−18 − 9 ( 𝑛 + 7 ) + 4𝑛
2
1
= −18 + ( · 𝑛)+( · 7) + 4𝑛
2
9
= −18 + (− 𝑛 ) + ( −63) + 4𝑛
2
9
= −18 − 𝑛 − +4𝑛
2
9
= − 𝑛 + 4𝑛 − 18 −
2
1
=− 𝑛−
2
Evaluating Algebraic Expressions

The value of an algebraic expression depends on the value of each variable in the expression. In other words,
the value of an algebraic expression ________________ for different values of the ________________.
3
Jocelyn writes an expression to represent the total number of hours it will take her to complete p problems:
𝟓+𝟒𝒑
𝟔𝟎
How long will it take Jocelyn to complete 22 math problems?
To evaluate an expression, replace, or substitute, each ___________ with its given
value. Place parentheses around each substitution. Now the expression is a
5 + 4(_____)
________________ expression, and we can simplify it using the __________ of =
60
______________________.
5 + _____
=
For a fractional expression like this one, complete all operations in the numerator and 60
denominator separately before dividing.
It will take Jocelyn about _____ hours to complete 22 homework problems.
𝟐
What is the value of the expression, 𝟔𝒂 − 𝟒(𝟐 + 𝒂𝟐 ) + 𝒃𝟑 when a = − and b = -2?
𝟑
Substitute the given values of a and b into the

2 2 2
expression. = 6 (− ) − 4 [2 + (− ) ] + (−2)3
3 3
2
2
= 6 (− ) − 4[2 + ] + (−2)3
3
1. parentheses or brackets from the inside out

2
= 6 (− ) − 4 + (−2)3
3
2
2. exponents = 6 (− ) − 4 + (−8)
3
3. multiplication and division from left to right = −4 − +(−8)
4
= − + (−8)
4. addition and subtraction from left to right = − + (−8)
= −
Algebraic Expressions with Absolute Value

Absolute value represents a value’s distance from _____ on the number line. It is expressed using a pair of
________________ bars.
In the order of operations, absolute value signs are considered like ________________ and other grouping
symbols. We complete the operations inside the absolute value signs _______ to get a single number. Then
we take the absolute value of the number at the same time we evaluate ________________ in the expression.
Evaluate the algebraic expression -3|n – 0.5| + 43 for n = -4 using the order of operations.
Substitute the given value of n into the expression, -3|n – 0.5| + 43
placing it in parentheses.
= -3|(_____) – 0.5| + 43
1) grouping symbols from the inside out = -3|_____| + 43
2) exponents and absolute value = -3(_____) + 43
= -3(_____) + _____
3) multiplication and division from left to right = _____+ _____
4) addition and subtraction from left to right = _____
Summary
What is the difference between numerical and algebraic expressions? How is the order of operations used to
evaluate these expressions?
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
Linear Equations
Glossary
TERM DEFINITION
equation a statement that the values of two expressions are equal
solution
one-step equation an equation in which just one operation is done to the variable
Objective
One-Step Equations
Solving an equation is the process of finding the value of the ________________ that makes the equation
true. This value is called the ________________.
Properties of Equality
We can use opposite operations, or _______________ operations, to solve equations. We need to do the
same operation to each side of the equation to keep the equation ________________. This idea is
summarized by the ______________________________.
Addition Property of Equality Subtraction Property of Equality
For all real numbers a, b, and c, if a = b, then For all real numbers a, b, and c, if a = b, then
a + c = b + c. a − c = b – c.
Example: Solve for x: Example: Solve for x:
x – 4 = -3 x + 5 = -1
x–4+ = -3 + x+5– = -1 –
28
x= x=
Multiplication Property of Equality Division Property of Equality
For all real numbers a, b, and c, if a = b, then For all real numbers a, b, and c, if a = b and c ≠ 0,
a • c = b • c. 𝑎 𝑏
then = .
𝑐 𝑐
Example: Solve for x: Example: Solve for x:
−𝑥
= 10 −4𝑥 = 12
2
−𝑥 4𝑥 12
( )( ) = (−10)( ) =
2
𝑥=
𝑥=
Jasmine is redecorating her bedroom and wants to paint one wall with an accent color. She has 1 quart of
accent color paint and is trying to figure out how much of the wall the quart will cover. The walls in
Jasmine’s room are 8 feet tall. The area of the rectangular wall can be represented by the expression 8b,
where b is the length of the base.
The paint container says that each quart will cover an area of 100 square feet, so Jasmine uses the equation
__________ = __________b the area of wall that the quart of paint will cover.
In this equation, the variable b is _________________ by ___________. Because division is the opposite of
multiplication, we’ll divide by ___________ to get the variable by itself on one side of the equation. In other
words, we’ll _________________ the variable.
8𝑏
100 =
Remember that the _______________ property of equality states that we must _________________ both
sides of the equation by _______ to keep a balanced equation.
100 8𝑏
=
29
12.5 = 𝑏
So, the value of b is 12.5. One quart of paint will cover _______ feet along Jasmine’s 8-foot-high accent wall.
Two families are going to the zoo together. The first family buys 7 tickets, which is 3 more tickets than
the second family buys. How many tickets does the second family buy?
Solution:
1. Assign a ___________ to represent the unknown quantity. Use t to represent the unknown number of
tickets.
So, t is: ____________________________________________________________.
2. Use the variable to write an equation that represents the information given in the problem. Here, we
know that ___________ tickets are ________ more tickets than the second family buys.
So, ________ = t + _________
3. Solve the equation using opposite operations and the properties of equality. In this equation, _______
is added to the variable t. So, to isolate t, we __________________ 3 from both sides of the equation.
__________ – __________ = t + ___________ – __________
So, __________ = t
4. Check the solution by substituting it into the original equation.
________ = _______ + _______
________ = _______
So, the second family buys __________ tickets.
Two-Step Equations
Just as we do with a one-step equation, we use _______________________________ and the
________________________________ to solve equations with multiple steps.
Jasmine wants to center one of her pictures between

the corner and the window. The width of the picture
is 16.5 inches and the total distance between the
corner and the window is 54 inches. Jasmine
uses x to represent the unknown distance on each
side of the picture.
30
The distance between the corner and the window can be represented in two different ways: as _________
and as the sum of the lengths _________, _________, and _________, which equals ____________________.
Because __________ and _______________ both represent the same distance, Jasmine can use the
equation ______x + ________ = ________ to solve her problem.
First apply the subtraction property of equality to subtract __________ from both sides of the equation:
______x + _________ - __________= _________ - _________
______x = _________
Then we apply the division property of equality to divide both sides of the equation by __________.
𝑥
=
_ _____
x = _____________
When Jasmine hangs up her picture, there should be _____________ inches on either side of it.
3
Solve this equation for n: − 𝑛 + 11 = 5
4
3 3
Begin by isolating the variable term, − 𝑛. So, − 𝑛 + 11 − ________ = 5 − ________
4
4
subtract ___________ from both sides of the 3
− 𝑛 = ___________
4
equation and simplify.
Next, to isolate the variable, _______, multiply each 3
(− 𝑛)( ) = (−6) ( )
4
side of the equation by the __________________
3
𝑛 = ___________
of − , which is, ______________and simplify.
4
Finally, check the solution by substituting it back into 3

− (8) + 11 = 5
4
the _____________ equation. Because it results in a
−6 + 11 = 5
________________ statement, the solution is
5=5
________________.
31
Summary
What are the properties of equality, and the steps, used in solving one- and two-step equations?
32
33
34
35
36
37
38
39
40
41
42
43
44
45
46
47
48
Radical Expressions
Glossary
TERM DEFINITION
radical sign the symbol used to represent roots, such as square roots and cube roots, drawn over the
radicand in radical notation
radicand
perfect square
Objective
Square Roots
The square root of a number is a value that, when multiplied by itself, equals the number. Numbers
that have integer square roots are called ________________ ________________.
________________ sign
ξ4 = 2
________________
square root
Square Roots of Non-Perfect Squares

Not all numbers are perfect squares, but we can represent non-perfect squares using perfect squares. Here’s
how we can use squares to model 18, a non-perfect square. The number 18 is a non-perfect square because
there is no ________________ that can be ________________ to get 18.
18 = 9 + 9
= 9 ∙ _____
49
So ξ18 = ξ9 ∙ _____ = ξ9 ∙ ξ_____
= _____ ξ_____
So, the number 18 can be modeled by ____________ squares, each with
____________ columns and ____________ rows, to total 18 squares.
Simplify Square Roots with Prime Factorization

We can also simplify a square root of a whole number by rewriting the ________________ using prime
factorization. We use prime factorization to break a number into only ________________ ________________
factors.
Using this method to find the square root of 96, we rewrite 96 as
2 ∙ 2 ∙ 2 ∙ 2 ∙ 2 ∙ 3
The above expression equals
∙ ∙ ∙
The number 96 equals _____ ∙ _____ ∙ 6,
Therefore ξ96 = ξ_____ ∙ _____ ∙ 6
= ξ_____ ∙ ξ_____ ∙ ξ_____
= _____ ∙ _____ ∙ ξ_____
=_____ ξ_____
50
Multiplication with Radicals
To multiply square root expressions, multiply the factors ____________ the radical signs together
and multiply the ____________ together. The ______________ stays the same.
To multiply a constant by a square root expression, multiply the ____________ by the factor outside
the radical expression and keep the ____________ the same.
Multiplying a Constant by a Square Root Expression
5 ⋅ (−2ξ2) = [_______ ⋅ (_______)](ξ_______ )
= −_______ ξ_______
Multiplying Square Root Expressions
−3ξ10 ⋅ 2ξ2 = (_______ ⋅ _______)(ξ_______ ⋅ ξ_______)
= _______ ξ_______
The resulting product is not in simplified form, so it must be simplified after multiplying.
−6 ξ20 = −6 ξ_______ ⋅ ______
= −6 ξ_______ ⋅ ξ_______
= −6 (_______) ⋅ ξ_______
= _______ ξ_______
51
To multiply more than two radical terms together, we use the same process:
• Multiply the factors outside the _______________ _______________.
• Multiply the ________________.
• Write the resulting product in simplified form.
•
Summary
In what cases do we say the product of two square root expressions is in simplified form, and in what cases do
we need to simplify the product?
52
53
54
55
56
57
58
59
60
61
62
63
64
65
66
67
68
69
70
71
72
73
74
75
76
77
78
79
Solving Linear Equations
Glossary
TERM DEFINITION
equations
linear a relationship in which any change in the independent variable results in a proportional
change in the dependent variable
solution
variable an unknown quantity, usually represented by a letter
like terms terms in which the same variable(s) are raised to the same exponent
simplify
coefficient
constant a number on its own or a letter that stands for a fixed number
Objective
Variables on One Side

When we use algebraic properties to solve an equation, it’s important to remember this rule:
Whatever we do to one side of an equation, we must do to the other side.
Addition Property of Equality Subtraction Property of Equality
For real numbers a, b, and c, if a = b, For real numbers a, b, and c, if a = b,
then a + c = _____________ then a – c = _____________
Multiplication Property of Equality Division Property of Equality

For real numbers a, b, and c, if a = b and For real numbers a, b, and c, if a = b and c ≠ 0,
c ≠ 0, then a • c = _____________
𝑎
then =
𝑐
80
Like Terms
Like terms are terms that have the same ______________ Examples of Examples of
raised to the same ________________. __________ Terms __________ Terms
• Like terms can have different ________________.
-2x, 5x -2x, 5y
• All ________________ are like terms.
To combine like terms, add or subtract the ______________ 7a, -a 7a, -a2
of the terms. The ______________ part of the term is
-24, 243 -24, 243x
unchanged.
Examine each step of the solution for the equation 1.2x – 7.2x + 5 = -7 toward identifying what property of
equality or reasoning it uses.
1.2x – 7.2x + 5 = -7 given
-6x + 5 = -7
-6x + 5 – 5 = -7 – 5 subtraction property of equality
-6x = -12
−1 −1
-6x • = -12 •
6 6
or or
−6𝑥 −12
=
−6 −6
x=2 simplification
Variables on Both Sides

Let's think of an equation as a scale that must remain _____________ when
the _____________ of the equation has a mystery mass. We can determine
the _____________ of that mass by solving the equation for the variable.
81
𝟑 𝟓 𝟕
Solve the equation for p: p – 7 + p = 5 + p
𝟐 𝟒 𝟒
We'll begin by combining the __________ terms

𝟓 𝟕
p–7+ p=5+ p
on the _____________ side. Because the 𝟒 𝟒
________________ of the variable terms are

fractions, we’ll need a common _____________
𝟕
before we can combine the terms. p–7=5+ p
𝟒
Now, we can move the constants to one side.

Add __________ to both sides using the 𝟕
p – 7 + _____= 5 + p + _____
𝟒
________________ property of equality.
𝟕
Simplify by combining the like constant terms. p = _____ + p
𝟒
Finally, we isolate the variable by using the

𝟕
p– p = _________+ p – p
_______________ property of equality. 𝟒
When we simplify by combining the like terms on

p = __________
each side, we’ve reached our solution for p.
Summary
Why is it possible to isolate the variable, x, in the equation 2x = 20 by using either the division property of
equality or the multiplication property of equality?
82
Solving Advanced Linear Equations
Glossary
TERM DEFINITION
a statement that the values of two expressions are equal
equation
distributive property
terms in which the same variable(s) are raised to the same exponent
like terms
ratio
proportion
cross multiplication
Objective
Algebraic Properties
Fill in the table and use it to write the equation that represents the number of points Jared and Zach scored.
Jared Zach
Two-point baskets x+7 Equation:
Three-point baskets x _________________________________
Points Scored
Complete the table of properties of equality.
Addition and Subtraction Multiplication and Division Reflexive
If a = b and c is a real number: If a = b and c is a real number: a = _______
• a + c = _____________ • ac = _____________
• a – c = _____________ •
𝑎
=
𝑏
𝑐
Substitution Transitive Symmetric

If a = b, then _______ can be If a = b and b = c, then If a = b, then __________.
substituted for b in any __________.
expression.
83
Complete the table of properties of real numbers.
Associative Property of Addition Associative Property of Commutative Property of

Multiplication Addition
(a + b) + c = _________________
(ab)c = _________________ a + b = _________________
Commutative Property of Identity Property of Addition Identity Property of

Multiplication Multiplication
a + 0 = _________________
ab = _________________ a ∙ 1 = _________________
Inverse Property of Addition Inverse Property of Distributive Property

Multiplication
a + (-a) = _________________ (a + b)c = _________________
1
a∙ = _________________
𝑎
Let’s solve the basketball equation: 2(𝑥 + 7) + 3𝑥 = 2(𝑥 + 10)
Begin by applying the ____________________ property 2(𝑥 + 7) + 3𝑥 = 2(𝑥 + 10)

to get rid of the parentheses on each side of the 2𝑥 + 2(7) + 3𝑥 = _______ + _______
equation. 2𝑥 + 14 + 3𝑥 = 2𝑥 + _______
Next, combine ____________________ terms on each

_______+ 14 = 2𝑥 + 20
side.
Use the ____________________ property of equality to 5𝑥 + 14 − _______ = 2𝑥 + 20 − _______

move the ____________________ terms to one side of _______ + 14 = 20
the equation and to isolate the variable term. 3𝑥 + 14 − _______ = 20 − _______
3𝑥 = 6
3𝑥 6
=
Finally, apply the ____________________ property of 3 3
equality to isolate x. So, x = ________. 𝑥 = _______
84
Now we can use our solution to determine the number of baskets and points each player scored.
Jared Zach
x+7 x + 10
Two-point baskets
_______ + 7 = _______ _______ + 10 = _______
x
Three-point baskets 0
_______
2(______) + 3(______)
Points Scored = 18 + _______ 2(______) = _______
= _______
Solve this equation for n: -5(4n – 2.4) + 2(1.3 + 6n) = -5.4
Use the ____________________ property to 5(4n) – (-5) (_______) + 2(1.3) + 2(6n) = -5.4
rewrite the equation without parentheses. -20n + 12 + 2.6 + 12n = -5.4
Combine ____________________ terms. -8n + _______ = -5.4
Subtract ________________ from each side -8n + 14.6 – _______ = -5.4 – 14.6
of the equation. -8n = -20
−8𝑛 −20
Divide each side of the equation by =
________________.
So, n = _______.
𝑛 = _______
85
Proportions
The ratio of losses to wins for Jared and Zach’s team this season is 2 to 3. The team has won 4 more games than it has
lost. Use the table to set up a proportion for this problem.
2
losses 2 Proportion: =
3
wins 3
To solve a proportion, use ____________________ multiplication, which multiplies the values in

the fractions in a ____________________ pattern.
From the above proportion, 2(_____) = 3x

2x + ____ = 3x
___= x
So, the team has lost ________ games and won ________ games this season.
Solving a Proportion
Solve the equation for n using steps that use the property.
2𝑛−7 𝑛+9
=
3 4
4(2n – 7) = 3(n + 9) • Cross multiplication
8n – 28 = 3n + 27 •
5n – 28 = 27 • Subtraction property of equality
5n = 55 •
n = 11 •
86
Number of Solutions
To determine the number of solutions, start by ____________ the equation normally. If you get to the point
where you can no longer simplify the equation, you know it’s a _____________ case.
3x + 4 = 3(x – 2) The variable terms cancel out, resulting in a
3x + 4 = _______ – 6 ________________ number on each side of the equal sign.

_________ value of x makes the equation true.
3x + 4 – 3x = 3x – 6 – _______
4 = _______ no solution one solution infinitely many solutions
3x = -3(x + 2)
The variable has only ___________ value that makes this
3x = _______ – 6
equation a true statement.
3x + _______= -3x – 6 + _______
6x = _______
no solution one solution infinitely many solutions
x = _______
3x + 6 = 3(x + 2) The variable terms ____________ __________ and the same
3x + 6 = 3x + _______ number is left on each side of the equal sign. Every value of x
makes the equation true.
3x + 6 – _______ = 3x + 6 – 3x
6 = ____ no solution one solution infinitely many solutions
Summary
How do you know if different systems of equations have no solution, one solution, or infinitely many
solutions?
87
88
89
90
91
92
93
94
95
96
97
98
99
100
101
Solving Literal Equations
Glossary
TERM DEFINITION
variable
formula an equation that models a relationship between variables that represent real values in a
situation or context
relationship the mapping of one variable with another that tracks how a change in one results in a
change in the other
quantity
unit
Objective
Literal Equations
Literal equations are equations that involve more than one letter, or variable, such as -ax + 6 = -21.
 We often need to solve a literal equation for a specific variable. To ________________ that variable
on one side of the equal sign, we can use the same properties of ________________ we use to solve
equations with one variable.
 Equations often have additional ________________ (besides x or y) that stand for unknown
coefficients or ________________. For example, the equation -ax + 6 = -21 uses the letter a as the
________________ of x.
o Sometimes we’ll want to solve for an unknown value like _______.
o Other times, we might solve for _______ but keep the letter a in the final equation to indicate
the unknown value.
102
Solve the equation -ax + 6 = -21 for x.
To isolate x, ____________________ 6 from each side of the -ax + 6 = -21
equation using the ________________ property of equality. -ax + 6 __________ = -21 _________
-ax = _______
Next, divide both sides of the equation by _______ using the −𝑎𝑥 −27
=
−𝑎 −𝑎
________________ property of equality. In an equation such
x= 27
as this one, we can solve for _______ and keep a as a
placeholder.
When the value of the coefficient is known, plug it in to find For a = 3:

27
the solution.
x=
For a = 3, x = _______.
= _______
Rewrite the equation for x, and express its value in terms of a.

3
x – 4 = 20
𝑎
3
x – 4 + _____ = 20 + _____ addition property of equality
𝑎
3
x = _____ simplification
𝑎
3
x • _____ = 24 • _____ multiplication property of equality
𝑎
3x = _____ simplification
division property of equality
=
3
x = _____ simplification
103
Formulas
❖ A formula is a specific type of equation that models a relationship
between ________________ that represent real values in a
situation, or context. Each variable represents a ________________
measured with a given ________________.
❖ For example, the formula A = b • h tells us that the area of a
rectangle is equal to the ________________ of the
________________ and the ________________.
❖ We can rewrite the area formula to make it easier to find the ________________ or the base when we
know the ________________ and one of the other two quantities.
Rewrite the formula for the area of a rectangle, A = b • h, to solve for the height by isolating h on one
side of the equal sign.
First, divide both sides by b. A=b•h

•
=
Simplify to get h alone on the right side of the equal

sign.
=h
Finally, flip the equation so h is on the left side of the

equal sign. This is the formula for height.
h=
104
Calculations with Units
To convert a measurement from one unit to another, we multiply by specific conversion fractions.
Fractions with the same value in the numerator and in the denominator are equal to _____.
Sometimes the numerator and the denominator may not look the same, such as in the case of the fraction
12 inches
. However, this fraction _______ _______ a value of 1 because 12 inches is equal to 1 _______. This
1 foot
1 foot
fraction and its reciprocal, , are ________________ fractions that we use to change from inches to
12 iches
feet or from feet to inches.
Let’s convert 3.42 centimeters to inches. Because 1 inch is

equal to 2.54 centimeters, we’ll multiply the
measurement by the conversion fraction . 3.42 cm ×
To visualize the multiplication, write the measurement as

3.42 cm
a fraction. Dividing any number by _____ doesn’t change ×
the value of the number.
Notice the units of ________________ in both the

numerator and the denominator. Since dividing anything 3.42
by itself equals ________, the ________________ cancel ×
out. This cancellation leaves us with ________________

as the unit in the numerator.
The product in the numerator is 3.42 inches, and the
product in the denominator is _________. We divide 3.42 3.42 in
≈ ________ in
by _________to get approximately __________. So, the
final answer is _________ inches.
105
The speed of a flying drone is 15 miles/hour. Express the speed in meters/second.
This type of problem requires two conversions. We need to

know the conversions from miles to _______________ and
from hours to _______________ .
First, we’ll convert miles to meters. We need to set up the conversion so the _______________ will cancel out
and we’re left with ________________. This cancellation gives us a value with ________________ as the unit.
15 miles 1609.34 meters 24,140.1 meters
× =
1 hour 1 mile 1 hour
For the second conversion, we need to convert from hours to seconds. Set up the conversion so the
________________ will cancel, and we’re left with ________________ for the time unit.
24,140.1 meters 1 hour 24,140.1 meters meters
× = ≈ 6.7
1 hour 3,600 seconds 3,600 seconds second
Now our value of 15 miles/hour is expressed as approximately ___________ meters/second.
Converting Quantities
Some measurements are rates, written as a ratio of two quantities. We can convert these quantities too.
𝟐𝟓 𝐦𝐞𝐭𝐞𝐫𝐬
For example, consider an elevated train that travels at a rate of 25 meters/second or .
𝟏 𝐬𝐞𝐜𝐨𝐧𝐝
Let’s say we want to know how far the train will travel in 10 seconds.
25 meters
Multiply the time taken by , so the units
1 second _______meters
10 seconds ×
of __________ cancel.
Likewise, we can find how long the train will take to travel a known distance—let’s say 100 meters. In this
case, we’ll use the rate with the numerator and denominator ________________.
1 second
Multiply the distance by , so the units of
25 meters _______ seconds
100 meters ×
__________ cancel
Summary
How are literal equations similar to and different from equations in one variable?
106
107
108
109
110
111
112
Solving Linear Inequalities
Glossary
TERM DEFINITION
inequality the relationship between two expressions that are not equal, represented by the
symbols < (less than), > (greater than), ≤ (less than or equal to), or ≥ (greater than or
equal to)
variable an unknown quantity, usually represented by a letter
strict inequalities
non-strict inequalities
solution set
ray a straight line that begins at one point and continues infinitely in one direction
endpoint
Objective
Solving Inequalities
Symbol Meaning
There are two types of inequalities.
< ________________________
→ _______________ inequalities compare values that
cannot be equal.
> ________________________
Example:____________________
→ _______________ inequalities compare values that can ≤ ________________________
be equal.
≥ ________________________
Example: ____________________
113
Satisfying an Inequality
The solutions of an inequality are values for the variable that result in a true statement.
Consider the inequality 2x − 3 < 75.
Test x-values Plug Test Values 2x − 3 < 75

2(40) − 3 < 75
40 ______ − ______ < ______ _____true _____false

______ < ______
2(5) – 3 < 75
5 _____true _____false
______ < ______
Values that satisfy an inequality are called a _______________________.
Properties of Real Numbers and Inequalities

Addition and subtraction properties of inequality Multiplication and division properties of inequality
We can add or subtract a number on both sides of an We can multiply or divide both sides of an inequality
inequality. by a number, c.
For example, if a < b and c is a real number: If c is ________________, the inequality symbol
• a+c<b+c
• a−c<b−c changes direction.
For example, if a ≥ b and c is a real number:
𝑎 𝑏
• If c is positive, ac ____ bc and ____ .
𝑐 𝑐
𝑎 𝑏
• If c is negative, ac ____ bc and ____ .
𝑐 𝑐
Substitution property Transitive property of inequality
When two inequalities have an expression in common,

they can be combined as a new inequality.
If a > b and b > c, then a > c.
114
Each row in the table shows a property being used while solving an inequality. Select the rows where the
property is being used correctly.
-3x – 4 < x + 4 -3x < x

2(x – 5) + 1 ≤ 5 2(x – 5) ≤ 4
-4x ≥ -24 x≤6
1
x<9 x > 27
3
x = 2y and 2x + 2y > 60 6y > 60

y + 2 ≤ 4 – x and 4 – x ≤ 3y y + 2 ≤ 3y
To solve an inequality, use the properties of inequalities until the variable is by itself.
Consider -3(x + 8) > 60:
• Divide by -3, and remember to change the symbol.
•
The solution is x _____ -28. So, every number _______________ ______________ -28 is in the solution
set.
Use the properties of equality to solve 4(3x – 2) > 28.
When solving inequalities, our goal is to

_______________ the variable on one side of the
inequality symbol. Let’s start by eliminating the 4(3x – 2) > 28
parentheses using the __________________
_________________.
Multiply both terms in the parentheses, 3x and -2,
by _______. Now, our simplified equivalent
_______ – _______ > 28
inequality is _______ minus _______ is
______________ than 28.
To isolate the _______ term, we’ll add _______ to _______ – _______ + _______ > 28 + _______
both sides of the inequality. ________ > ________
115
Adding _______ to both sides won’t change the
inequality. So, the new equivalent inequality is
_______ is greater than _______.
Now, we can divide both sides by _______.
_______ divided by _______ is x, and _______
divided by ________ is 3.
>
So, our solution to the inequality is x must be
_______ than 3.
x>3
Use the properties of equality to solve 13n ≤ 3n + 40.
Notice that the variable n shows up on both sides of

the inequality symbol. Because there is a positive 3n
on the right-hand side, we can subtract _______ 13n ≤ 3n + 40
from both sides of the inequality symbol. This 13n - ______ ____ 3n + 40 - _______
______will ______will not change the value of the _______n ___ 40
inequality. Our new equivalent inequality, _____n, is
__________ than or equal to 40.
Now, to isolate n, we can divide both sides by _____.
_____n divided by _____ is n, and 40 divided by
_____ is ____. _____
So, our solution to the inequality is n must be
_________ than or equal to ____.
n ___ ______
Graphing Solutions
The solution set to a linear inequality in one variable is represented by a _______________ on a number line.
The endpoint is either an ________________ or a ________________ circle, depending on the inequality
symbol.
116
→ For strict inequalities, an open circle means the
solution _____includes _____does not include the

endpoint.
→ For non-strict inequalities, a closed circle means the
solution _____includes _____does not include the

endpoint. Recall that the solution of an equation on a
number line is also a closed circle.
Inequality Solutions on a Number Line

x<c x>c
When the solution of an inequality reads “x is strictly When the solution of an inequality reads “x is strictly
less than a number,” plot a(n) _______open greater than a number,” plot a(n) _______open
_______closed circle for the endpoint and draw the _______closed circle as the endpoint and draw the
ray toward the _______left _______right of the ray toward the _______left _______right of the
number line. number line.
x≤c x≥c
When the solution of an inequality reads “x is less When the solution of an inequality reads “x is greater
than or equal to a number,” plot a(n) _______open than or equal to a number,” plot a(n) _______open
_______closed circle as the endpoint and draw the _______closed circle as the endpoint and draw the
ray toward the _______left _______right of the ray toward the _______left _______right of the
number line. number line.
Modeling with Inequalities

Certain keywords help identify inequality relationships in real-world problems.
❖ Less than (<)
117
Keywords: below, __________ __________, less than
❖ Greater than (>)
Keywords: greater than, more than, ________________
❖ Less than or equal to (≤)
Keywords: less than or equal to, at most, maximum of, __________ __________ __________
❖ Greater than or equal to (≥)
Keywords: greater than or equal to, __________ __________, minimum of, not less than
Setting up a Problem
Shailyn is ordering flower arrangements for a wedding. She has already ordered several big
arrangements for a total of $750, but she also needs some smaller arrangements that cost $60
each. She’s not sure how many small arrangements she should order, but she can’t spend more than
$1,830 in total.
Solution:
x = number of small arrangements

spending total ≤ ____________
___________________ + ___________________ ≤ ___________________
___________________ + ___________________x ≤ ___________________
Solving a Practical Problem

At a store, granola bars are sold in a pack of 4 for $2.50. Karl has $25, and he also wants to buy a small drink
for $1.75. How many granola bars can Karl buy?
Solution:
p = number of packs of granola bars
The inequality from the description is _____________p + ______________ ≤ ______________
Solving, _____________p ≤ _____________
So, _____________ ≤ _____________

Realistically, we can say that Karl can buy ___________ or fewer packs (a _______maximum
_______minimum of _________ bars).
118
Summary
What are the types of inequalities, and how do they differ when used to make comparisons?
119
120
121
122
123
124
125
126
127
128
129
130
131
132
133
134
135
136
137
138
139
140
141
142
143
144
145
146
147
148
149
150
151
152
153
154
155
156
157
158
159
160
Graphing Relations
Glossary
TERM DEFINITION
relation
rate of change the ratio of the change in the dependent variable to the change in the independent variable
of a relation
independent variable
dependent variable a quantity that changes in response to changes in another variable, most often the
domain
range
linear a relationship in which any change in the independent variable results in a proportional
change in the dependent variable; when graphed, a linear relationship forms a line
discrete
continuous
graph of a relation The graph of a relation (or equation) in two variables is the set of all its solutions plotted in
the coordinate plane, often forming a curve, which could be a line.
Objective
Linear Relationships Hours Earnings
Let’s look at an example of a relation. The table shows the relation between two 5 $60
quantities, or ________________: the time, in ________________, and Brianna’s 6 $72

7 $84
earnings, in ________________. Notice that the amount Brianna earns
8 $96
________________ with the number of hours she works. If she works fewer hours,
she earns __________ money. If she works __________ hours, she earns more money. So, the amount she
earns ________________ on the number of hours she works. The amount Brianna earns per hour, however,
stays the __________ no matter how many hours she babysits. So, the rate of change between the quantities
is ________________ for each pair of values. She earns $12 more for each additional hour she babysits.
161
❖ In a relation, the independent variable, usually represented by the variable _____, is the quantity that
changes ________________, or freely, from the other quantity.
❖ The dependent variable, usually represented by the variable _____, is the quantity that changes in
response to how the ________________ variable changes. The value of the dependent variable
________________ on the value of the independent variable.
❖ The ________________ is the set of all possible values of the independent variable.
❖ The ________________ is the set of all possible values of the dependent variable. In real-world situations,
the domain and range often include only ________________ numbers.
Relations that have a constant rate of change are ________________ relationships, which graph as a
________________.
Graphing Linear Relationships

Now let’s examine the graph of Brianna’s relation:
A: The ________________ variable of a relation is always
graphed on the vertical axis, or y-axis. The ______________
of this relation is 0 ≤ y ≤ _____, so a scale from 0 to 100 with
an interval of 10 works well.
B: The origin, (0,0), belongs to this __________ relationship.

If Brianna babysits for 0 hours, she will earn $_____.
C: The ________________ variable of a relation is always

graphed on the horizontal axis, or x-axis. The
________________ of this relation is 0 ≤ x ≤ _____, so a
scale from 0 to 10 with an interval of 1 is a good choice.
D: The entire line representing this real-
E: The graph of Brianna’s relation is plotted using the four
world relationship is in the first quadrant,
ordered pairs from the table. A line ____________ the
where the values of x and y are both
points, including all the points within the domain and range.
________________. We look only at the
The points are connected because it is possible for Brianna
_______________ values because Brianna
to babysit for _________ of an hour. The line also shows the
can’t babysit for a negative number of
_______ of change. Brianna’s earnings ________________
hours and she can’t earn a negative
by $_____ for every time increase of _____ hour.
number of dollars.
162
Continuous and Discrete
This table represents Brianna’s savings over the next six weeks.
Week 0 1 2 3 4 5 6
Savings $50 $65 $80 $95 $110 $125 $140
Brianna makes a graph using the seven ordered pairs

from the table and begins to draw a line connecting the
points. Drawing a line through the points means that
________________ ordered pair on the line belongs in
the relation. But Brianna ________________ save
continually. She puts $15 into her savings _______
_______ each week.
This type of relation is discrete because it only includes
________________ points. So, the graph of a discrete
relation is a set of ________________, like the graph of
Brianna’s savings.
On the contrary, the first relation we looked at, of Domain for the relation =
Brianna’s earnings, is ________________. Continuous {0, _____, _____, _____, 4, _____, 6}
relations include an ________________ number of points
and graph as a _______ or a curve. Range for the relation =
{50, _____, _____, _____, 110, _____, 140}
At a grocery store, bulk almonds sell for $3.80 per pound. The cost, y, in
dollars, of x pounds of almonds is shown in the table. Describe the relation
and find its range and domain.
➢ Any number of pounds of almonds can be purchased, including

________________ amounts, so the relation described in the table is ________________.
➢ Because x can be any ________________ number of pounds, the domain of the relation is x ≥ _____.
➢ Because y can be any ________________ dollar amount, the range of the relation is y ≥ _____.
163
Piecewise Linear Relationships
Sometimes, the relationship between the variables doesn’t stay the __________.
This type of relation is called a piecewise linear relationship. The graph of a
piecewise linear relationship is made of non-overlapping ________________ of
straight lines, like this one.
At a blueberry patch, the cost per pound of blueberries depends on the number of pounds picked.
B: 5 < x ≤ 10: In the second piece, for every 1 pound
of blueberries, the total cost increases by $2.00. So,
the second 5 pounds of blueberries cost $_______
per pound. This piece of the graph is more
___gradual steep than the first piece because
the rate of change is lower higher. However,
it is flatter steeper than the third piece
because it has a lower higher rate of change
than the third piece.
A: 0 ≤ x ≤ 5: In the first piece, for every 1 pound of C: x > 10: In the third piece, for every 1 pound of
blueberries, the total cost increases by $2.50. So, blueberries, the total cost increases by $1.50. So,
the first 5 pounds of blueberries cost $_______ per any amount of blueberries greater than 10 pounds
pound. This piece of the graph is the costs $_______ per pound. This piece of the graph is
________________. So, it has the the most ________________. So, it has the
________________ rate of change, or cost per ________________ rate of change.
pound.
164
D: What if the owners of the blueberry patch want to use their graph to emphasize the lower cost per pound
for larger amounts of berries?
One way to do this is to change the ___________ on the y-axis.

Information can be emphasized or deemphasized by changing
the ________________ on the axes. The information
presented in the graph is the same, but it ________________
different to the viewer.
Summary
What are some other examples of real world continuous, discrete, and piecewise linear relations? How do
their range and domain vary?
165
Functions
Glossary
TERM DEFINITION
relation
a quantity that changes freely and may determine the value of other variables
dependent variable
function
the set of values for which an independent variable is defined
domain
range
vertical line test

the mapping of one variable with another that tracks how a change in one results in a
relationship
change in the other
a function with a finite set of values in the domain
discrete function
continuous function
a point on a graph that isn’t filled in, and which represents a boundary value that isn’t
open point
included in a set
closed point
Objective
Relations and Functions

A relation is a connection between numbers in one set, called the domain, and numbers in another
set, called the range.
➢ The domain represents the values of the ________________ variable. The values of the
________________ variable are ________________ that result in an output in a relation. We commonly
use the variable _______ to represent domain values.
➢ The range represents the values of the ________________ variable. The values in the range are
________________ that correspond to inputs from the _______________ variable. We commonly use the
variable _______ to represent range values.
166
Representing Relations
Graph A relation can be displayed on a graph. The graph shows
how each value in the ________________, represented
on the _____-axis, relates to the values in the range, or
________________, represented on the
________________.
Mapping
The domain (________________) is drawn in an oval for
x, and the ________________ (output) is drawn in an
oval for y. Arrows from ________________ values to
________________ values show their
________________, or how they correspond.
Table The domain (input) and range (output) are listed next to
x -3 -5 1 6
each other in a table, showing which _______-value
y 0 7 9 3
corresponds to each _______-value in the relation.
List of Domain (input) and range (output) are paired together as
ordered
_________________ separated by commas. Inputs
pairs
{(2,3), (3,7), (7,9), (-5,3)}
(_____-values) go to the left of the comma, while outputs
(_____-values) go on the right: (_____,_____).
Equation A relation can be represented symbolically as an
equation. The equation uses ____________ to describe
y = -2x + 3
how each value in the domain (___________) is changed 2m = p - 7
to get a value in the range (___________).
Verbal A relation can also be displayed as a verbal description,
description The output of a relation is twice
explaining the relation between two quantities. The
the input.
output, _____, of a relation is twice the input, _______.
Identifying Functions
A function relates each value in the domain to one and only one value in the range.
167
In this relation, the input is the ____________ of _________ and
the output is the total _________ of the purchase. The relation
meets the criteria for a function because for x books where x is a
positive ________________ ________________, there is exactly
one cost, _______.
Each book costs $0.50, so the cost is found by _________________
the number of books by _______. The equation that represents
this relationship is ______________. Because it’s a function, every
value of _________ in this equation produces exactly one value of
________.
All functions are relations, but not all relations are functions. In a function, each value in the domain
must be paired with exactly one value in the range.
In this mapping diagram, each input maps to a In this mapping diagram, the last input maps to
________________ ________________, so this ________________ ________________, so this
relation is is not a function. relation is is not a function.
Vertical Line Test

When a relation is represented as a graph, we can use the vertical line test to determine if it’s a
function. To do this, drag a vertical line along the graph from left to right.
If the vertical line touches no more than one point at the same time along the whole graph of the
relation, the relation is a function.
In this graph, the In this graph, the vertical

vertical line touches line touches the graph at
the graph at only one two points, so this graph
point. So this graph _____is ___ is not a
______is ___ is not a function.
function.
168
Domain and Range
→ If a function is defined as the list of ordered pairs {(2,-3), (0,1), (3,5)}, the domain of this function is
D:{_____, _____, _____} and the range is R: {_____, _____, _____}.
→ The function {(2,-3), (0,1), (3,5)} has only a few values in its domain and range. Such functions are
called ____________________ functions because they include just a few specific points.
→ Functions that are graphed with a smooth line or curve are called ____________________ functions.
We can write a function as the equation y = -2x + 3, where y is the output that depends on the input, x. In this
example, the function has a discrete domain of D: {-3, 0, 1, 5}. Because the domain is discrete, we can
_________________ the domain values of _________ into the right side of the equation to find the
_________________ values of y. We find that the function has a discrete range of R: {_______, _______,
_______, _______).
Some functions have a continuous domain, which means there

are infinitely many inputs that correspond to infinitely many
outputs. So, the graph of a continuous function is a
__________________ _____________ or __________________.
For example, the graph of a continuous function y = 4x + 1 is a
straight line. We can choose any x-value and find its
corresponding __________________, so the domain of the
function is all ______________ numbers, −∞ < x < ∞.
The line graph extends infinitely upward and downward, so the
range of this function is also all _______________ numbers, or
−∞ < y < ∞ .
169
Look at the relation shown.
The relation passes the vertical As we move from left to right on Moving from bottom to top on the
line test, so it’s both a the x-axis, we see that the line has y-axis, the line has a ____________
____________________ and a an _______________ point at y = _________ and an
____________________. _______________ at x = ____________ point at y =
The function graphs as a _________ and a closed point at x ________. Therefore, the range
____________ line rather than = _________. Therefore, the includes values that are greater
as specific points, so the domain includes values that are than or equal to ________ but less
function is ____________. It has greater than _________ but less than ________.
distinct end points. than or equal to _________.
Summary
In which cases would you use a table, a set of ordered pairs, an equation, or a verbal statement to describe a
function?
170
171
172
173
174
175
176
177
178
179
180
181
182
183
184
185
186
Function Notation
Glossary
TERM DEFINITION
function
function notation
equation a statement that the values of two expressions are equal
Objective
Function Notation and Graphs

A function defines a rule that relates each value in the ________________ to one and only one value in
the ________________. That means each input from the domain corresponds to only _______ ___________.
Functions are named with italicized letters, such as f or g. For a function named f, the notation f(x) is read as
“_____ of _____.”
The value of f(x) is the output that corresponds to the ________________ of _____, which means the
value of f(x) depends on x. So, x is the ________________ variable and f(x) is the ________________
variable. In other words, the f(x) notation is another way of representing the _____-value, or the
________________ variable, in a function.
In the graph of a function, y equals the ________________ of the function. For example, the graph of f is the
graph of the equation _____ = _____(_____).
187
Look at the graphs of f, g, and h. In function
notation, f(x), g(x), and h(x) replace _____ in the
equations. So, the graphs of the equations are the
same with either notation. For example, the graph of
h(x) = 2x + 5 is the same as the graph of y = 2x + 5. In
other words, the graph of h is the graph of the
equation y = _______.
Fill in the blanks to write this function when x = 3. (Substitute 3 for x in the function and simplify.)
h(x) = -4x – 7, when x = 3:
h(_______) = _______
Interpreting Functions
Functions help model real-world situations for analysis and decision making.
Suppose you’re ordering T-shirts online. You pay $14.99 per shirt plus $12.95 for shipping and handling per
order. Suppose x is the number of shirts ordered and f(x) is the total cost of the T-shirts. Then:
f(x) = 14.99x + 12.95
To find the cost of ordering 19 shirts, substitute 19 for the variable _______ and simplify.
f(_______) = 14.99(_______) + 12.95
= 297.76
So, f(19) = _______, which means that 19 shirts will cost a total of $___________.
188
Scenario Function
The Perkins family spent $94 x = the number of _______ ____________
on supplies to be able to wash
75 cars. They charge $6 per The function p(x) = _____ x – _______ can be used
car. to model the total profit from the car wash.
Find:
❖ a function that models the
total profit
❖ the domain and range for
the function
Domain Range
Since they can’t wash a negative number of cars and Substitute the domain minimum and maximum
they won’t earn money for washing fractional parts into the equation of the profit function p to find
of a car, the domain consists of ____________. the minimum and maximum range values:
p(0) = _______
So, the domain is 0 ≤ _______ ≤ _______, where x is p(75) = _______
an ____________. So, the range is _____ ≤ _____ ≤ _____.
Summary
What are the differences between an equation, such as y = 3x, and the same equation expressed in function
notation as f(x) = 3x? In what cases would we use function notation for an equation?
189
190
191
192
193
194
195
196
197
198
199
Slope and Graphing
Glossary
TERM DEFINITION
slope
slope formula the formula to find the slope, m, of a line given the coordinates of any two points on the line
y-intercept
standard form the standard form of a linear equation is Ax + By = C, where A and B are coefficients and C
is a constant
x-intercept
Objective
Finding the Slope

The steepness of a line is defined as its slope. It represents the ratio of the vertical change to the
horizontal change. In other words, slope represents “rise over run.”
• A line with a positive slope rises from left to right.
• A line with a negative slope falls from left to right.
To find the slope of this line, begin by choosing two points on the
line. Because the slope of a line is ________________ along the
entire line, we can choose any two points.
Next, count to find the _______________ change between the
two points. Because we need to go ________________ from left
to right, the vertical change is ________________.
Then, count to find the horizontal change. Movement to the right
is ________________.
Finally, the slope is equal to the ________________ change over
the ________________ change. So, the slope of this line is -2.
200
Finding the Slope of a Line Using the Coordinates of Two Points on the Line
Since the line goes up
___down from left to vertical change
slope =
horizontal change
right, it has a
______________ slope.
First, subtract the y-
−
coordinates to find the slope = =
horizontal change horizontal change
____________ change.
Next, subtract the x-

−
coordinates to find the slope = =
−
____________ change.
So, the slope of this line is

slope formula:
y 2 - y1 , which reduces to
m=
x2 - x1
Types of Slope
Line A: Any line that goes up down from left to right on a
graph has a positive slope. m will be ________________.
Line B: Any line that goes up down from left to right on a
graph has a negative slope. m will be ________________.
Line C: Because every ordered pair on a horizontal line has the
same x-coordinate y-coordinate, the numerator of
the slope formula becomes _______. So, every horizontal line
has a slope of _______.
Line D: Because every ordered pair on a vertical line has the
same x-coordinate _y-coordinate, the denominator of
the slope formula becomes _______. So, every vertical line has
an ______________ slope.
201
Slope-Intercept Form
An equation written in a special form called slope-intercept form, or y = mx + b, reveals two
important pieces of information about the line represented by the equation. The value of m
represents the ________________ of the line, and the value of b represents the ________________.
Slope-intercept Form: y = mx + b
The line graphed to the left is a linear function represented by the
equation f(x) = 2x – 3. We can replace f(x) with the dependent variable, so
y = 2x – 3.
In this equation, the value of m is _____ and the value of b is _____. So,
the line has a slope, or rate of change, of _____, and a y-intercept of
_____. That means the line crosses the y-axis at y = _____ and goes up
_____ units for every 1 unit to the right.
Determining the slope and y-intercept for the equation 3x + 4y = 20
1. Let’s use algebra to rewrite the equation in slope- 3x + 4y = 20

intercept form, or y = mx + b.
2. Use subtraction to move the x-term to the other side of 3x – ______ + 4y = 20 – ______
the equation.
4y = ______ x + ______
3. Next, divide each term of the equation by _______ to
get the y-term by itself with a coefficient of _______. = +
4. Finally, simplify the equation.

y= x + _______
5. Now that the equation is in slope-intercept form, we can

identify the slope, m, and the y-intercept, b.
m= , and b = _______.
202
Graphing a Line
Graph the line represented by an equation in slope-intercept form, 3x + 4y = 20.
1. Get the equation in slope-intercept form.

m= and b = _______
3x + 4y = 20
−3
y= x+5
4
2. Begin with the y-intercept, b = _______. We know the line crosses the y-
axis at y = _______. So, plot a point at (______, _______).
−3
3. A slope of tells us that the line moves up down _______ units
4
for every _______ units to the right. So, starting at the y-intercept,
use the slope to plot a second point.
4. Now that we have two points, we can draw our line. The line goes
up down from left to right because the slope is negative.
Point-Slope Form
A linear equation in point-slope form is composed of a point and the slope. Such an equation can be
represented as y – y1 = m(x – x1), where the point is (x1, y1) and the slope is m.
1
For the equation above, the value of m is . The value of x1 is ______, and the
3
1 value of y1 is ______.
y – 2 = (x + 1)
3
Examine an equation in point-slope form closely to determine the signs of the
coordinates. Notice that the form includes subtraction signs.
So, the graph of this equation is a line that goes through (_______,_______)
1
and has a slope of .
3
To graph this line, start by graphing the known point. Then use the slope to
graph a second point.
203
Finally, connect the two points. The line goes up _down from left to right
because the slope is ________________.
Standard Form
The standard form of a linear equation is Ax + By = C, where A and B are coefficients and C is a constant. In the
example below, a real-world situation is represented by an equation in standard form.
At a book sale, Kyle bought x paperback books for $1.50 each and y hardcover books for $3.00 each. He
spent a total of $27.00. Graph the equation below, which represents this situation:
1.5x + 3y = 27
Since it takes only two points to Next, set x = _______ to find the So, the line representing this
graph a line, let’s find the y-intercept. equation goes through the points
x-intercept and the y-intercept. (_____, _____) and (_____, _____).
The x-intercept occurs when y = Plot the two intercepts on the graph
_______. Substitute this value and connect them to form the line
for y in the equation and solve that represents 1.5x + 3y = 27.
for x.
1.5x + 3y = 27 1.5x + 3y = 27
1.5x + 3(_____) = 27 1.5(_____) + 3y = 27
1.5x = _____ 3y = _____
x = _____ y = ____
x-intercept: (_____, _____) y-intercept: (_____, _____)
Summary
Think about some real-life situations that can be represented as linear equations. Are some situations better
suited to standard form? Point-slope form? Slope-intercept form?
204
205
206
207
208
209
210
211
212
213
214
215
216
217
218
219
220
221
222
223
224
225
226
227
228
229
230
231
232
233
234
235
236
237
238
239
240
241
242
243
Writing Linear Functions and
Equations
Glossary
TERM DEFINITION
rate
relationship
linear a relationship in which any change in the independent variable results in a proportional change
in the dependent variable; when graphed, a linear relationship forms a line
equation
dependent variable a quantity that changes in response to changes in another variable, most often the independent
variable
domain
range
x-intercept The x-intercept of an equation is called a zero of the function because it is located where y = 0.
Objective
Forms of Linear Equations

In linear equations, x usually represents the ________________ variable and y usually represents the
________________ variable.
Forms of Linear Equations and Their Uses

The slope-intercept form uses the ________________ of the line and its
Slope intercept ________________. When given the slope and the _____________ of a line, we can
form write the equation of that line as _______ = _______x + _______, where _______ is the
𝟑 slope and _______ is the y-intercept. Slope is the rate at which the _______-value
y = − x + 10
𝟐
increases or decreases with respect to _______.
Uses of slope-intercept form include speed versus distance graphs and temperature
graphs.
244
The standard form for linear equations in two variables is Ax + By = C, where A, B, and C
Standard form are ________________. We can convert a point-slope equation into ________________
3x + 2y = 20 by moving the variables to the left side of the equation. When an equation is given in
standard form, it is easy to find both the _______- and _______-intercepts. Standard
form is usually easier to use when we need to make ________________ calculations and
when we want to graph the line without finding the ________________.
The point-slope form of a line passing through a point (x1, y1) with a slope of m is
Point-slope y − y1 = _______(x − _______). We can find the equation of a line in point-slope form if
form we know the slope of the line and any ____________ ____________ the line passes
𝟑 through.
y – 7 = – (x – 2)
𝟐
A given line can have an ________________ number of equations in point-slope form.
Point-slope form makes it easy to graph the line when we know the line's
________________ and only a single ________________.
𝟏
The graph of a line goes through the point (6,5) and has a slope of - . Write the equation of this line in
𝟑
slope-intercept form.
➢ We already know the value of the slope, or 1
y=- x+b
3
m. Now we just need to find the value of b,
1
which is the y-intercept. _____ = - (____) + b
3
➢ The ordered pair (6,5) represents values of x _____ = _____ + b

and y that satisfy the equation of this line, so _____ + 2 = _____ + 2 + b
we can substitute these values into the
equation and then solve for b. _____ = b
➢ So, the y-intercept of this line is at y = _____. The equation of the line that goes through the point
Replace b in the slope-intercept equation 1
(6,5) and has a slope of - is
3
with the value we found. 1
y = - x + _____.
3
245
Write the equation for a line, in point-slope form, which goes through the points (3,3) and (-2,-7).
➢ Write the equation of the line in point-slope y − y1 = m (x − x1)
form. First, designate one point as (x1,y1) and (x1, y1) = (3,3)
the other point as (x2,y2). (x2, y2) = (-2,-7)
➢ Next, find the slope of the line using the slope
formula. y2 – y1
m= = = = ____
x2 – x1
➢ Finally, substitute the values of x1, y1, and m point-slope form: y − _____ = _____ (x − _____)
into the equation for point-slope form.
(x1,y1) = (3,3)
m = _____
➢ We can rewrite the equation in slope- point-slope form: y − ______ = _____ (x − _____)
intercept form by using the distributive
property and solving for y. y − _____ = _____ x − _____
y − 3 + _____ = _____x − _____ + _____
y = _____x − _____
Write a linear equation in standard form, Ax + By = C, for a line that goes through the points (-2,3) and (2,1).
➢ First, find the slope between
y2 – y1
these two points.
m= = = =-
x2 – x1
➢ Then, use the slope and one of point-slope form: y − y1 = m (x − x1)

the points to write the equation
for the line that passes through
y – ____ = - (x – (____)) y – ____ = - x – ____
these two points in point-slope
form.
y – ____ = - (x + ____) y=- x +____
1
x + y = _____
2
➢ Manipulate the equation into

standard form. Remember that 1
in standard form, all the _____ ( x + y) = _____ (2)
2
coefficients must be whole
numbers. Multiply both sides of x + _____y = _____
the equation by 2 to remove the
fraction.
246
Modeling with Linear Equations
Ethan is exactly 5 years older than Olivia. Represent this linear relationship with a two-variable equation.
Let x represent Olivia’s age. Then Ethan’s age, y, is 5 more than x. The equation that represents the
relationship between their ages is y = _____ + _____. This equation is in slope-intercept form, y = mx + b. We
can graph the equation using the values of m and b.
slope (m) = _____; y-intercept (b) = _____
On the coordinate plane, plot a
point at (0,5) for the y-intercept,
and use the slope to plot a second
It is impossible for Olivia to have a
point. Then, connect the points to The range represents the values
form the line. negative age, so the values of
of ___ that are defined for this
_____ must be ________________
relationship. Because the values
than or equal to 0. This restriction
of y depend on the values of
is called the ________________
___, y can’t be less than ____ (if
and represents all the values of x
it were, x would be less than 0).
that are defined in this
So, the range is y ≥ ____.
relationship.
Write an equation to represent the following situation:

Lisa bought 2 pounds of apples and 4 pounds of pears for $20. We don’t know the cost per pound of either
type of fruit.
x = cost per pound (apples); y = cost per pound (pears)
_______ = amount Lisa spent on apples; _______ = amount Lisa spent on pears
➢ Because she spent a total of $20, the equation is _______ + _______ = 20.
➢ If we know the value of one variable, we can use it to find the value of the other variable. For example,
suppose we know that apples cost $2.50 per pound. Substitute for x and solve to find y.
____ x + ____ y = ____
y=
____ (____) + ____ y = ____ So, if apples cost $2.50 per pound, then
____ + ____ y = ____ pears cost ______ per pound.
____ – 5 + ____ y = ____ – 5
y = ____
____ y = ____
247
Write an equation that represents the following situation:
Natalie opened a savings account and deposited a check she received for
her birthday. She’s also saving a certain amount of money from her
paycheck each week. The table represents the total amount she has in
her savings account at the end of each week.
➢ Each row in the table represents an ordered

pair, so we can pick any two rows and find the y2 – y1
m= = = = _____
slope. Let’s use (2,90) and (5,150) and
x2 – x1
substitute their values into the slope formula.
➢ Now, we can write an equation in point-slope point-slope form: y − y1 = m (x − x1)
form since we have the slope and can pick any y – _____ = _____ (x – _____)
point given in the table. Let’s use (8,210) to
y – _____ = _____ (x – _____)
write the equation.
Writing Linear Equations from a Graph:

Slope-intercept form Point-slope form Standard form
y = mx + b y – y1 = m (x – x1) Ax + By = C
Rewrite the equation of the line
in standard form by moving all
the variables to one side and
making sure all coefficients are
integers.
1
y= x–1
2
1
2(y) = 2( x – 1)
2
1 _____ y = x – _____
b = _____ 𝑚=
2
change in 𝑦 rise
𝑚= = = (x1,y1) = (_____,_____) _____ + _____ y = _____
change in 𝑥 run
1
1 y – _____ = (x – _____)
2
y = x + _____
2
Summary
Apart from the fact that they help us plot a line’s graph, why are the x- and y-intercepts significant?
248
249
250
251
252
253
254
255
256
257
258
Linear Function Transformations
Glossary
TERM DEFINITION
transformation a manipulation of an object or a curve by sliding, stretching, or compressing
translation
dilation a stretch or a compression of an object or a curve, expressed algebraically as

multiplication of all the x-coordinates or all the y-coordinates by a constant term
parent function
reflection
Objective
Types of Function Transformations

A transformation is a way to move, _______________, compress, or _______________ the shape of any
object. In this lesson, we’ll focus on two types of transformations: translations and dilations.
A _______________ is a type of transformation that shifts, or slides, an object horizontally or vertically.
A _______________ is a transformation that stretches or compresses an object by a scale factor. If the scale
factor is greater than 1, the object is _______stretched_______compressed. The object is
_______stretched_______compressed if the scale factor is between 0 and 1.
Translation
To perform a horizontal translation on a circle with a radius of 3 units and its center at (0,0), we adjust
the _______-coordinate of its center. To translate the circle 2 units to the right, the center shifts to the point
(_______,_______).
To perform a vertical translation on the circle, we adjust the _______-coordinate of its center. To translate the
circle 2 units upward, the center shifts to the point (_______,_______).
259
Dilation
An object is stretched when its parameters are scaled ____________ by the scale factor. So, when a circle with
a radius of 2 units and its center at (2,0) is stretched by a factor of 2 units, we get a stretched circle with a
radius of _______ unit(s) and its center at (______,0).
An object is compressed when its parameters are scaled ____________ by the scale factor. So, when the circle
1
is compressed by a factor of of a unit, we get a compressed circle with a radius of _______ unit(s) and its
2
center at (______,0).
→ In a vertical translation, f(x) + k, the graph shifts _______________ or _______________ depending

on the value of k.
→ In a horizontal translation, f(x + k), the graph shifts to the ____________ or the ____________,
depending on the value of k.
→ In the dilation kf(x), the graph is either _______________ or _______________ vertically,
depending on the absolute value of k.
→ In the dilation f(kx), the graph is either _______________ or _______________ horizontally,
depending on the absolute value of k.
Transformations of Linear Functions

Each function belongs to a family of functions with similarly defined characteristics. The simplest function with
these characteristics is called a _______________ function. Offspring of a parent function are generated when
we perform ____________________ on the parent function.
Linear Parent Function

Parent Function: f(x) = ____________ Child Function: g(x) = x + 4
• the slope is ____________ • the function is shifted 4 units up
• the y-intercept is at y = ____________ • the y-intercept is at y = ___________
• the x-intercept is at x = ____________ • zero (or x-intercept) is at x = ___________
• the slope is ___________
260
Consider the graph of f(x) = 2x and its vertical translation, g(x) = f(x) − 2. In this case, function f shifts 2 units
_____________.
The y-intercept changes from _______ to _______. In other words, we can perform a _____________
translation by changing the y-intercept, b, in a linear function. The x-intercept changes from
(_______,_______) to (_______,_______).
The function f also shifts 1 unit to the ______________. So, we could also describe this transformation as a
_______________ translation to the _______________ 1 unit, or f(x − 1).
Annie transforms the graph of y = 2x into the graph of y = 2x − 4. Check the boxes in front of the statements
that correctly describe this transformation.
_____It is the graph of y = 2x translated 4 units to the right.
_____It is the graph of y = 2x translated 4 units downward.
_____It is the graph of y = 2x translated 4 units upward.
_____It is the graph of y = 2x translated 2 units to the right.
_____It is the graph of y = 2x compressed horizontally 4 units to the left.
_____It is the graph of y = 2x stretched vertically 2 units upward.
Reflections
In dilations, the value of k in kf(x) and f(kx) determines whether the dilation is a compression or a stretch. If
the value of k is -1, a different type of dilation occurs: a reflection.
If k is -1 in kf(x), the function f(x) is reflected across the _______-axis. If k is -1 in f(kx), the function f(x) is
reflected across the _______-axis.
Consider the functions f(x) = x + 4, g(x) = -x – 4, and h(x) = -x + 4.
The graph of function g(x) is a reflection of function f(x) across the ___x___y-axis.
The graph of function h(x) is a reflection of function f(x) across the ___x___y-axis.
Summary
Write an equation of a function that represents a horizontal translation, a reflection over the y-axis, and a
vertical dilation of the parent function f(x) = x.
261
262
263
264
265
266
267
Special Lines
Glossary
TERM DEFINITION
lines that are equidistant from each other at every pair of corresponding points and will
parallel lines
never intersect
perpendicular lines
the measure of line’s steepness, found by the ratio of vertical rise to horizontal run
slope
opposite reciprocals
lines parallel to the x-axis and perpendicular to the y-axis
horizontal lines
vertical lines
Objective
Parallel Lines
Whenever lines have the same slope, they are ____________________, and any pair of parallel
lines will have the same ____________________.
When a linear equation is in slope-intercept form or in standard form, we can use the coefficient of terms to
determine the slope of the line.
Fill in the table by writing the slope of each of the two equations.
Slope-Intercept Form Standard Form
y = mx + b Ax + By = C
𝐴
slope: m slope: -
𝐵
2x + 5y = 4
y = 3x + 7
slope: _______ slope: -
The slopes of the lines are different, so the lines are not ________________.
268
Find the equation of a line that is parallel to y = 3x + 7 and which passes through the point (-4,1).
Because parallel lines have the same y = mx + b

________________, substitute _______ for m in the ________ = 3 (______) + b
equation y = mx + b. ________ = _______ + b
Substitute (-4,1) for x and y, and solve for b. ________ = b
y = mx + b
Write an equation in slope-intercept form using our
y = ______ x + ______
slope, _______, and the value of _______.
We can also write the equation for a line in point-slope form given a point along the line and its slope:
y − y1 = m(x − x1)
In the equation, x1 and y1 represent a point on the line, and m is the slope of the line.
Find the equation of the line that has a slope of 7 and passes through the point (2,5).
Substitute the values m = _______, x1 = _______, and y1 = _______ into the general form of the equation.
So, the equation y – _______ = _______ (x – _______) represents the line.
Which represents a line that is parallel to line JK and

passes through the point P(6,-2)?
269
𝑦2 − 𝑦1
slope =
𝑥2 − 𝑥1
=
2 – (-4)
To find the slope of line JK, substitute the coordinates of
points J(_______,_______) and K(_______,_______) into =
the slope formula and simplify. 2+4
=
6
y = mx + b
Next, substitute that slope and the coordinates of point _______ = 0.5(_______) + b
P into ________________ form and solve for _______. _______ = _______ + b
_______ = b
Finally, substitute _______ for b and 0.5 for m to find
y = 0.5x – _______
the equation of the line.
Perpendicular Lines
Perpendicular lines intersect to form four right angles. The slopes of all pairs of perpendicular lines
are ________________ reciprocals.
Let line FG be represented by the equation 8x + 3y = 10. What is the slope of a line perpendicular to line FG?
𝐴
Since line FG is represented by an equation in standard form, Ax + By = C, the slope of the line is equal to - .
𝐵
So, the slope of the line FG is . Perpendicular lines have ________________ reciprocal slopes. So, a
line perpendicular to line FG will have a slope equal to .
270
2
Find the equation of the line that is perpendicular to 𝑦 = − 𝑥 + 1 and passes through the point (6,-1).
3
Since the given equation is in slope-intercept form, we can see that it has a slope of .
Because the two lines are perpendicular, their slopes are opposite reciprocals. So, the slope of the
perpendicular line will be .
y = mx + b
Once we know the slope, we can substitute the slope of
_______ = 1.5(_______) + b
our line and the coordinates of the point it passes
_______ = _______ + b
through into slope-intercept form and solve for b.
_______ = b
Finally, use the slope and the value of b to write the y = mx + b

equation of the line in slope-intercept form. y = 1.5x – _______
Horizontal and Vertical Lines

Horizontal lines run left to right. Vertical lines run up and down. A horizontal line and a vertical line
intersect to form _____________ angles, so they are ______________.
→ A horizontal line doesn’t rise at all, so the ________________ of all its points is the same.
→ When we find the slope of horizontal line, the numerator is always y1 – y1 = 0. So, the slope of
every horizontal line is _______, and all horizontal lines are ________________.
→ Vertical lines have no horizontal change, so the points on the vertical line all have the same
________________.
→ When we find the slope of a vertical line, the denominator is x1 – x1 = 0. So, the slope of every
vertical line is ________________, and all vertical lines are ________________.
271
❖ Find the equation of a vertical line passing through (-3,6) and (-3,4).
The x-coordinate is _______ for all the points on the line. So, the equation of the line is
________________.
❖ Find the equation of a horizontal line passing through (-4,-7) and (5,-7).
The y-coordinate is _______ for all the points on the line. So, the equation of the line is
________________.
What are the equations of the vertical and horizontal lines passing through the point (-1,2)?
To find the equation of the vertical line passing through (-1,2), set _______ equal to the x-coordinate of
(-1,2). So, the equation of the line is ________________.
To find the equation of the horizontal line passing through (-1,2), set _______ equal to the y-coordinate of
(-1,2). So, the equation of the line is ________________.
What line is perpendicular to the y-axis and passes through the point (-4,7)?
Because the y-axis is represented by an equation where x is equal to a number (x = 0), it is a ____ horizontal
____ vertical line with an ________________ slope.
The line perpendicular to this line will be ____ horizontal ____ vertical with a slope of ________________.
To find the equation of the perpendicular line, set y equal to the y-coordinate of (-4,7).
So, the equation of the line is ________________.
Summary
Can two lines that are parallel to each other ever intersect, and can two lines that are perpendicular to each
other ever not intersect?
272
273
274
275
276
277
278
Direct Variation
Glossary
TERM DEFINITION
direct variation
constant rate of change the change in the y-value divided by the change in the x-value for two points on a
straight line
dependent variable
constant of the ratio of two proportional quantities, x and y, which have a constant value, k, and is
proportionality written as y = kx, where k is the constant of proportionality
interpolate
extrapolate
Objective
Direct Variation
Direct variation is a subset of the ________________ function family. The only difference between direct
variation relationships and other ________________ functions is the starting point: direct variation functions
must always pass through the ________________.
The constant of proportionality behaves in the same manner as _______________ for two ordered pairs (x1,y1)
and (x2,y2).
For two ordered pairs (x1, y1) and

(x2, y2) that satisfy a linear function,
the constant of proportionality is:
279
Direct variation functions are linear functions
that have a _______-intercept of 0. Direct
variation functions always pass through the
_______________.
The equation for a direct variation

relationship is y = __________. In this
relationship, we call __________ the constant
of proportionality to differentiate it from m.
Finding Direct Variation

To determine whether a relationship is a direct variation, we must determine both the ________________
and the ________________ of the given values.
Consider the set of ordered pairs {(-3,6), (-1,2), (2,-4), (3,-6)}. To find if this set corresponds to a direct
variation, find the slope, or rate of change, between each two ordered pairs in the set.
Slope between each of the ordered pairs:
𝑚= = = =
Because there is a
constant slope of
_______ between the
𝑚= = = = ordered pairs, this set
of values represents a
linear relationship.
𝑚= = = =
280
Check the y-intercept
We know the slope is _______. Let’s determine the y-intercept to see whether this is a direct variation. Write
the equation of this relationship in the form y = mx + b and try to prove that b has a value of 0. Substitute any
of the four ordered pairs, for example (_______,_______) into the equation:
y = _______x + b
_______ = _______(_______) + b
_______ = _______ + b
_______ = b
Since this set of ordered pairs represents a linear relationship and because the y-intercept is _______, it is a
direct variation relationship. The relationship is described by y = ________________. The constant of
proportionality is k = _______.
Determining Direct Variation

Functions can be displayed in a variety of forms, including tables, lists, and graphs. We can determine direct
variation for values given in each of these forms.
Table of Values Ordered Pairs Graph
x y
-7 35
-5 25 {(-8,-6), (-4,-3), (12,9)}

3 -15
6 -30
To determine direct variation: To determine direct variation: To determine direct variation:

First find the ___________ of First find and compare the Verify that a ____________
_____________ between each ____________ of ____________ ___________ can pass through each
pair of points to verify that it’s between pairs of points, then given point. Also check that the y-
________________, then find find the ________________ intercept is _______.
the y-intercept. using one of the ordered pairs.
281
Determine the constant of proportionality for each relationship.
x y
-5 -10
2 4
3 6
6 12
_________________ ___________________ ________________
For all three relationships, check for a constant rate of change and a y-intercept of _______________.
For the table of values, find the rate of change between each point.
The rate of change ______is ______is not a constant. The line has a slope of ______.
Now, determine the y-intercept. A y-intercept of ______ is needed for a direct variation. Since the slope
______is ______is not constant, choose any ordered pair from the table to find b. For example, find the y-
intercept using (2,4).
y = 2x – b ______ = b
So, there is direct variation, and the constant of proportionality is _______.
For the graph, first draw a line through the points. The line doesn’t go through the
origin, so this relationship is not a direct variation and has no constant of
proportionality.
For the ordered pairs, {(-2,-3), (2,3), (4,6)}, find the slope between points.
The slope is constant, so determine the y-intercept. A y-intercept of _________ is
needed for a direct variation. Since the slope is constant, choose any ordered pair to find _______. For
example, find the y-intercept using (2,3).
3
𝑦 = 𝑥+𝑏 _______ = b
2
So, there is direct variation and the constant of proportionality is ____________.
282
Real-World Examples
Drew is saving up for a new bicycle. He earns money by raking leaves

in his neighbor’s yards and saves all of his earnings. Drew earns $20
for each yard he rakes. After starting with no money, Drew now has
$80 after raking leaves in 4 yards.
To determine whether this is a direct variation, we first need to identify the ________________.
The number of yards that Drew rakes is the ________________ variable, x, and the money that he earns is the
________________ variable, y.
We know that Drew earns $20 per yard, starts with no money, and earns $80 for raking 4 yards. We can use
this information to create a table of values:
x y Since Drew starts without any money, this relationship goes through the
________________.
0 _____
Since he makes $20 per yard, this is a _______________ relationship where k =
_____ $20
_______.
2 _____ So, this relationship is a direct variation, with an equation of y = _______.
3 _____
_____ $80
Let’s extrapolate the data from the equation to find out how much money Drew earns if he rakes 5 lawns.
We’ll plug in a value of _______ for the variable _______ and solve for y.
y = _______x
= _______(_______)
= $_______
So, Drew will earn $_______ if he rakes 5 lawns.
Summary
How is the relationship between x and y different when k is positive vs. when k is negative?
283
284
285
286
287
288
289
290
291
292
Representing Data
Glossary
TERM DEFINITION
bivariate data data involving two variables
scatter plot
correlation
line of best fit the trend line that most accurately represents the data
causation an indication that one event is the result of or caused by the occurrence of another event
Objective
Scatter Plots
We can visually represent the relationship between two quantities with a scatter plot. To create a scatter plot,
we need a set of ________________ ________________. Once we have the ________________
________________, we graph them on a coordinate plane.
Data Points in a Table Scatter Plot
293
Types of Correlation
Positive Correlation Negative Correlation No Correlation
In this scatter plot, the y- In this scatter plot, the y- We can’t determine a pattern
values appear to increase values appear to increase from this scatter plot because the
__ decrease as the x-values __ decrease as the x-values values are ________________
__ increase decrease. The __ increase decrease, meaning scattered. There is a is no
data shows that the more a that as the price of the e-book correlation between the variables.
student studies for the test, the __ increases decreases, the The scatter plot shows that there
________________ the score the number of downloads is no ________________
student will receive on it. This __ increases decreases. This _______________ between doing
pattern indicates a _______________ indicates a a good deed and the number of
_______________ correlation _______________ correlation gifts received.
between the two variables. between the two variables.
Lines of Best Fit

When a scatter plot indicates a ________________ or a
________________ correlation, we can add a line that passes
through the data points to help see the ________________ or
________________ in the data. The line that best models the
________________ relationship between two variables is called the
line of best fit. To approximate the line of best fit, we draw a line
that’s roughly the same ________________ from all the data points.
We try to have the same number of ________________
________________ above and below the line.
294
Carmen drew line A and line B in the two scatter plots shown. What can be said about which line(s) is/are a
line of best fit?
A well-placed line of best fit will have roughly the same number of points ________________ and
________________ the line and be approximately the ________________ ________________ from each
point. Line A does not contain any of the points in the plot, but it passes through the ________________ of
the plotted points. This line is a well-placed line of best fit. Line B passes through a few points, but the
________________ of points are ________________ the line. Carmen drew this line too ________________
in the scatter plot.
Best Fit Equations

Once we’ve created the line of best fit, we can find the equation that models the relationship between the
two quantities.
The slope-intercept form for the equation of a line is y = _______ + _______, where _______ is the
slope of the line and _______ is the y-intercept.
We can find the slope of a line using the formula: slope =
295
In this graph, the slope, m, is .
The y-intercept is the x-coordinate y-coordinate when

the x-coordinate y-coordinate is 0. In the graph,
the y-intercept, _______, is _______. If we substitute the
values of m and b in y = mx + b, we get the equation of the
line in the graph:
y= x + _______.
Correlation and Causation

If the points in a scatter plot are _______________ placed, there’s no ________________. If the points don’t
appear to be random, then there is a ________________ between the
variables.
The scatter plot shows the number of bike rides and the total miles Jerry
biked in a month. The shape of the data indicates a ________________
correlation between the number of bike rides and the number of miles.
When Jerry goes on more bike rides, the number of miles he bikes for the
month is ________________.
For causation, a________________ between two variables is a requirement. However, we should judge the
situation carefully and investigate the ________________ in the situation. In other words, we must consider
that there might be other factors creating a ________________. We can’t assume there will be
________________ just because there’s a ________________ between the variables.
296
Determine whether each graph represents correlation with causation, correlation without causation, or
neither.
Summary
Think about some real-life situations where correlation does imply causation, and some where it doesn’t. Why
does correlation not always imply causation?
297
Using Models from Data
Glossary
TERM DEFINITION
scatter plot a graph that visually represents bivariate data plotted as data points
correlation
line of best fit
correlation coefficient
Objective
Modeling with Technology

The scatterplot shows the data along with the ____________ of
____________ ____________, which is a line that best
____________ the data. A line of best fit may pass through
____________, ____________, or ____________ of the data
points.
Because we know the equation of the line, y = 2x + 6, we can

____________ taxi fares for any distance a taxi might drive.
For example, if we want to predict the fare charged when a taxi

drives 30 miles, we can ____________ 30 into the equation and
solve for y.
298
Sara collected data about the number of days since she began reading a 350-page book and the number of
pages she had left to read.
Days (x) 3 5 8 10 11 13 15
Pages Left (y) 297 242 190 154 127 96 52
The equation of the line of best fit is y = _______x + _______.

As expected, the _______________ of the line of best fit is
close to the total number of pages in the book, _______, and
the ____________ of the line is _______________.
The graphing tool also gives the value of the correlation
coefficient. This value is a measure of the strength of the

_______________ between two _______________.
The correlation coefficient will have an absolute value between

_____ and _____. The closer it is to _____, the stronger the
relationship.
For example, a correlation coefficient of 0.991 tells us there is a ____________ _______________ between
two variables.
299
A strong, medium, or weak _______________ between variables reveals how ____________ the data points
are to the line of best fit:
• ____________ means the data points are very close to the line.
• ____________ means they’re fairly close.
• ____________ means the points aren’t close to the line.
Figure 1 Figure 2
If we were to calculate and compare the
_______________ _______________ of the correlation
coefficients, we would find that the value would be
closer to 1 for figure ____, reflecting the
_______________ _______________ between
variables.
Making Predictions
Earlier, we investigated the line of best fit for a scatter plot representing the pages remaining in Sara’s 350-
page book after reading for x days.
Let’s use that line of best fit to predict the number line of best fit: y = -19.802x + 349.3
of unread pages after 12 days.
|correlation coefficient| = 0.9981
To make this prediction, we substitute 12 for x and y = -19.802(_____) + 349.3

solve the equation of the line for y.
= ________ + 349.3
= ________
≈ ________
Sara will have approximately _______ pages left to read after 12 days. Because 0.9981 is so close to 1, we can
be ____________ _______________ in this prediction.
300
We can also use the line of best fit to predict when line of best fit: y = -19.802x + 349.3
Sara will finish the book and have no pages left to
read. |correlation coefficient| = 0.9981
To make this prediction, we substitute 0 for y and _____ = -19.802x + 349.3
solve the equation for x.
_____ = -19.802x
-349.3
= _____
-19.802
_____ ≈ x
So, the line of best fit indicates that Sara will finish the book after reading for approximately _____ days.
Summary
What does a correlation coefficient tell us about the relationship between variables?
301
302
303
304
305
306
307
308
309
310
311
312
313
314
315
316
317
318
319
Linear Inequalities
Glossary
TERM DEFINITION
variable
inequality the relationship between two expressions that are not equal, represented by the symbols
< (less than), > (greater than), ≤ (less than or equal to), or ≥ (greater than or equal to)
solution set
half plane the shaded solution set of a linear inequality in two variables in the coordinate plane
strict inequality an inequality represented by either the symbol < (less than) or the symbol > (greater than)
boundary line
non-strict inequality
intercept
slope
domain the set of values for which an independent variable is defined
range
Objective
Graphing Linear Inequalities

The graph of a two-variable equation is the set of all
points that ________________ the equation.
Look at the graph of y = -3x + 7. To find whether the
point (2,1) is a solution, substitute the coordinates into
the equation:
_____ = _____x + _____
_____ = _____ + _____
_____ = _____
The point is a solution because ____________ is true.
320
For a graph of a linear inequality in two variables, the
________________ set (a shaded ________________) is
made up of all the points that satisfy the inequality.
Look at the graph of y < -3x + 7. To find whether the
point (1,-3) is a solution, substitute the coordinates into
the equation:
_____ < _____x + _____
_____ < _____ + _____
_____ < _____
The point is a solution because ____________ is true.
Boundary Lines
Strict inequalities (< or >) have a
boundary line that is
________________. The points on the
line of a strict inequality are
_____are not solutions to the inequality.
Non-strict inequalities (≤ or ≥) have a
boundary line that is _______________.
The points on the line of a non-strict
inequality are are not solutions
to the inequality.
Determine whether the graph of each of the following inequalities will have a dashed or a solid boundary line.
Inequality Dashed Line Solid Line

𝑦 > 2𝑥 + 8
1
𝑥 + 𝑦 ≤ 12
2
−4𝑥 + 2𝑦 < 10
2
𝑦 ≥ 𝑥−6
3
321
Completing the Graph
To graph an inequality, start with the ________________

line. Treat it like an equation, using intercepts and
________________ to plot the line, making it either dashed
or solid. Next, choose a coordinate point on one side of the
line and substitute the values for the variables. If the result
is a ________________ statement, then the point is a
solution. Shade the region on that side of the line. If the
result is ________________, shade the region on the
opposite side of the line.
Graph the inequality y > -x + 3.
Plot the boundary line, y > -x + 3.

Test (0,0): Test (5,0):
Start at the y-intercept (_______,_______). 0 > -0 + 3 0 > -5 + 3
0>3 0 > -2
The slope is _______, so move ___________ false true
by one and ___________ by one.
The point (5,0) ________________ the
The inequality is ________________, so the
inequality, but the point (0,0) does not.
boundary line is ________________.
Shade the correct half plane, toward the
Next, choose a point on each side of the line
point __________, to show the solution.
to test in the inequality.
322
Modeling with Inequalities
Modeling a real-world situation usually starts with a ________________ description of how _______________
quantities (the variables) are related. Certain keywords help identify inequality relationships in real-world
problems.
Less than (<) Greater than (>)

Keywords: less than, ____________, lower than, Keywords: greater than, ____________________,
fewer than exceeds
Greater than or equal to (≥) Less than or equal to (≤)
Keywords: greater than or equal to, Keywords: less than or equal to, at most, maximum
____________________, minimum of, not less than of, ____________________
Represent this situation as a linear inequality: Andrew does yard work. He charges $20 to mow a lawn and
$25 to trim a hedge. He wants to earn a minimum of $600.
Variables:
Assign variables to the two unknown quantities, which
are the number of lawns he mows (m) and the number m = ________________
of hedges he trims (t). t = ________________
Total earned = ____________ +____________

Create an expression for how much money he earns by
multiplying each rate by its variable. = ______ ______ + ______ ______
Total earned ≥ ________________

To earn a minimum of $600, the total Andrew earns
should be greater than or equal to $600. So 20m + 25t ≥ ________________
Choose m for the horizontal axis and t for the vertical 20m + 25t ≥ 600
axis, and rewrite the inequality so that t is by itself. We 4
𝑡 ≥ − _______ + _______
can then plot the graph. 5
323
Real-World Limitations
The solution set extends infinitely in the direction of

the __________________, but not all values in the
solution are __________________. For example:
❖ ______________ values for m or t don’t make
sense because the variables represent lawns
and hedges.
❖ Extremely __________________ values for m
or t may not be reasonable.
In general, the domain and the range of the solution set may be limited to only values that make sense
in context, such as whole numbers for whole objects.
Kevin sells wallets for $20 each and hats for $15 each. He needs to earn a minimum of $450 per week to cover
his expenses. This situation is represented by the inequality 20x + 15y ≥ 450, graphed here, where x is the
number of wallets sold and y is the number of hats sold. Determine which points are valid solutions and which
are invalid. (Note that all the points lie within the shaded region, so they are all solutions to the inequality.)
Valid Invalid
Point
Solution Solution
(36, -8)
(32,12)
(20,20)
(15,22.5)
(-4,40)
(6,36)
Summary
Why is it useful to graph linear inequalities?
324
325
326
327
328
329
330
331
332
333
334
335
336
337
Stephanie is spending the day Write an equation based on the number of tickets
at the state fair. She can enjoy that Stephanie has to use at the fair. She has exactly
two types of activities— 35 tickets to use.
games and rides. Stephanie
has 35 tickets to use on games Let x represent the number of games she plays. Each
and rides, and she wants to
game requires _______ tickets.
use all her tickets. Each game
requires 5 tickets, and each Let y represent the number of rides she takes. Each
ride requires 7 tickets. Stephanie decides that she
ride requires _______ tickets.
should participate in 8 activities at the fair. Find the
two equations for this situation and determine the So, the equation becomes:
viability of the solution.
_______ x + _______ y = _______
Write the equation representing Stephanie’s To check the boundaries of this situation, we start
participation in x games and y rides. Stephanie wants
with the smallest number of tickets Stephanie would
to participate in 8 activities at the fair.
have to use. To participate in _______ activities
So, the equation becomes: using the smallest number of tickets, Stephanie
_______ + _______ = 8 would only play games. Each game requires _______
tickets, so the smallest number of tickets she could
use is _______ times _______, which is _______. But
this is _________ than _______, the number of
tickets she has.
Checking this boundary, we can see that Stephanie’s
plan has _______ viable solutions.
This means _______ numbers exist that satisfy both
equations.
Summary
Why do we need to use systems of linear equations to model real-world relationships, rather than a single
equation? What does each equation in such a system represent?
342
343
344
345
346
347
348
349
350
351
352
353
354
355
356
357
358
359
360
Writing and Solving Systems Using
Substitution
Glossary
TERM DEFINITION
system of equations
substitution method
solution If two equations are equivalent and graph as the same line, then the system has infinitely
(number of solutions) many solutions. If the two equations have the same slope and graph as parallel lines, then
the system has no solution. All other linear systems have exactly one solution.
equation The slope-intercept form of a linear equation is y = mx + b. The variable m represents the
(slope-intercept form) slope of the line, which is the vertical change divided by the horizontal change. The
variable b represents the y-intercept, or where the line crosses the y-axis.
slope and y-intercept The y-intercept of a linear function is the value of y when x equals 0. The slope of a linear
function is the ratio of the change in y-values to the change in x-values.
Objective
Solving by Substitution
A system of linear equations is two or more linear equations written using the same ___________. The
solution to a system of linear equations is the point on the graph where the lines ________________.
Sometimes, it’s impossible to see exactly where the lines intersect. For
example, in the system to the right, we can see that the lines cross
somewhere between where x and y equal _______ and _______. But,
we can’t determine that exact point just by looking at the graph.
We need an ________________ way to find the exact solution to this
system.
361
Writing from Graphs
Writing a System of Equations from a Given Graph
Looking at the graph, we can see that one of the lines is decreasing (has a ________________ slope), and one
of the lines is ________________ (has a positive slope).
The decreasing line has a y-intercept of _____. Also, the line goes down _____
unit(s) for every _____ unit(s) to the right.
So, the slope of the line is – . Therefore, the equation of the decreasing line is
y=– x + _____.
The increasing line has a y-intercept of _____. Also, the line goes up _____ unit(s)
for every _____ unit(s) to the right.
So, the slope of the line is ______. Therefore, the equation of the increasing line is y
= _____x + _____.
So, the graph represents this system of equations:
y=– x + _____
y = _____ x + _____
Solving a system of equations algebraically
To solve the system of equations, we use the substitution property, which 1

y=– x+1
2
tells us that if two expressions are ________________, then we can use one
y = 3x – 1
in place of the other.
1
– x + 1 = 3x – 1
2
When we solve the equation using opposite operations and the properties of
equality, we get the value of x-coordinate of the solution.
2= x
=x
362
To find the value of the y-coordinate, ________________ the value of the x-
coordinate into either of the system’s equations and simplify. y=3· –1
1
y=– x+1
2
y= –1
y = 3x – 1
So, the solution to the system is ( , ). y=
Writing from Tables

Examine each table separately to look for information about the slope and y-
intercept.
For the first table, the slope is _____, and the y-intercept is _____. So, the equation y
= _____ − _____ represents this relationship.
For the second table, the slope is , and the y-intercept is _____.
So, the equation y = x represents this relationship.
This is the system of equations represented by the tables.

y = _____ – _____
y= x
We have three ways to solve this system of linear equations.
Solving Algebraically
1
x − _____ = x
2
Because y is equal to both _____ − _____ and x, write an
1
x = _____
2
equation setting the two expressions equal. Then, solve the equation and x = _____
substitute the value of the _____-coordinate into one of the original equations to y = x − _____
find the value of the _____-coordinate. y = ____ − ____
y = _____
The solution is (_____,_____).
363
Extending the Tables
The solution to a system of equations is the ________________
_______________ that satisfies ________________ equations.
So, extend each table, following the equation rule, and look for the
ordered pair that the tables have in common. For both tables, when
x = _____, y = _____, so the ordered pair (_____,_____) is the solution to
the system.
Solving Graphically
When the two equations are graphed on the same coordinate
plane, the lines ________________ at (_____,_____). So, the
solution of the system is (_____,_____).
Solving a Real-World System

Tara and Marta are both saving money each week for their upcoming
vacation. The tables show the amount they’ve saved each week so far.
They plan to continue saving in the same patterns. Write a system of
linear equations to represent this situation, then solve the system to
determine the week in which they will have saved the same amount.
Tara started with $40 in savings and then added $_____ each week. Marta started with $0 in savings and
then added $_____ each week.
Therefore, this is the system of Set up an equation and Substitute this value of x into one of
equations represented by the solve: the original equations and solve for y.
tables: _____x + _____ = _____x y = _____x
y = _____x + _____ _____ = _____x y = _____(_____)
y = _____x _____ = x y = _____
The solution is (_____,_____), which means that in week _____, each of them will have saved $_____.
364
Rewriting to Solve Solve the following system of equations:
2y – x = 7
3
x+ y=0
2
If we rewrite the second Now we have an equation in Substitute for y in the equation
one variable which we can −3
equation in this system as x= y to find the value of
solve. 2
the x-coordinate.
3
x= y, 2y + y=7 x=– y
2
3
x = – (_____)
we can substitute for x in the 2
first equation, 2y – x = 7: y=7 x = _____
2y – (– y) = 7 So, on the graph of this system, the lines

y = _____ will intersect at the point (_____,_____).
Writing from Descriptions

In last night’s game, Matt scored a total of 24 points. He made 2 more two-point baskets than three-point
baskets. How many two-point and three-point baskets did he make in the game?
Begin by assigning variables to represent the two x: _____-point baskets

unknowns.
y: _____-point baskets
Next, write a system of two equations to represent the _____x + _____y = _____
two relationships given in the problem.
_____ = _____ + 2
Substitute _____ – _____ for x in the first equation, 2 (_____ + _____) + _____y = 24 x=y+2
and solve for y.
_____y + _____ + _____y = 24 = _____ + 2
Finally, substitute the value of y in one of the original _____y + _____ = 24 = _____
equations and solve for x.
_____y = _____
y = _____
So, Matt made _____ two-point baskets and _____ three-point baskets.
Summary
Why is the substitution method a better method than graphing for revealing the solution to a system of
equations in some cases? What is an example of one of these cases?
365
366
367
368
369
370
371
372
373
Writing and Solving Systems Using
Elimination
Glossary
TERM DEFINITION
elimination method
additive inverse
solution The values of the variables that make both equations in the system true.
equivalent expressions or equations that are equal to each other and represent the same
relationship
Objective
Elimination Method
When we use the elimination method, we add the two equations together to eliminate one of the
variables. The sum of the two equations is a single equation with only one variable, which we can
solve using the properties of equality.
The elimination method involves ________________ the equations in a system to eliminate one of the
variables. This method works well for solving a system of equations in which both equations are represented
in _____________ ________________, Ax + By = C. Sometimes, however, one of the variables doesn’t
automatically cancel. We must first multiply one or both of the equations by a _______________ to make the
coefficients ________________ ______________.
Consider the system of equations 2x + y = 12; 3x – 5y = 5.

In this system, the coefficients of the y terms are _______ and
_______. If we multiply both sides of the first equation by _______, 2x + y = 12 → 5 (2x + y) = 5(12)
3x - 5y = 5
the coefficients of the y terms become _______ and _______, which
are _____________ ________________.
374
10x + 5y = 60
Now when we add the two equations, the _______ terms cancel, 3x – 5y = 5
13x + 0y = 65
and we can solve for _______.
13x = 65
x=5
2x + y = 12
To find y, substitute __________ for x in one of the original
2(5) + y = 12
equations. The solution to this system is (__________, _________) 10 + y = 12
y=2
The elimination method works because it uses algebraic properties of equality and the substitution property
to create equivalent equations.
Solution Justification
x + 4y = 18 Given
3x – y = 2
x + 4y = 18
12x – 4y = 8 _________________________________________________________
x + 4y + 8 = 18 + 8 _________________________________________________________
x + 4y + (12x – 4y) = 18 + 8
_________________________________________________________
13x = 26 Simplification
x=2 __________________________________________________________
Solution: ( ________, ________ )
Consider this system of equations:

3x + 2y = 5
4x + 5y = 16
Sometimes we have to multiply both equations by a 3x + 2y = 5

________________ to get coefficients that are additive inverses. 4x + 5y = 16
4(3x + 2y) = _____(_____)

To eliminate the _____ terms, multiply the first equation by 4 and
_____(4x + 2y) = _____ (16)
the second equation by _____.
375
Multiplying by these values will give us the additive inverses ______x + 8y = 20
_______ and _______. ______ x – 15y = -48
______ x + 8y = 20
Add one equation to the other by ________________ the like terms.
______ x – 15y = -48
So, add the _____ term to the x term, add the y term to the _____
0x - ______ y = ______
term, and add the ________________ to the ________________.
y=
Solve for the remaining variable.
= ______
Substitute the value of the ________________ variable into one of 3x + 2y = 5

3x + 2(_____) = 5
the original equations.
3x + _____ = 5
Solve for the other variable after the ________________. 3x = _____

x = _____
Write the solution clearly as the values of x and y or as a(n)
(x, y) = (_____, ____)
________________ ________________.
Solving Problems with Systems of Equations

The _________________ ____________________ can be used to solve real-world problems that are
modeled by system of equations.
A small restaurant offers an all-you-can-eat buffet. The buffet costs $20 for adults and $15 for children.
One day, 120 people opted for the buffet, and the restaurant received $2,300 from buffet sales. But the
manager didn’t count how many children and adults ordered the buffet. The manager wants to know
how many children selected the buffet that day.
• This problem has two unknowns:

o __________________________________________________________
o ___________________________________________________________
• Let x represent ___________________________ and y represent ___________________________.
376
• Because 120 people chose the buffet, the first equation is ________________.
• It costs $20 for an adult to have a buffet, so the total amount paid for adults’ meals is
________________.
• Likewise, since it costs $15 for a child to have a buffet, the total money paid for children’s meals is
________________.
• The sum of these two amounts will equal the total amount collected for buffet meals, $2,300. So, the
second equation is ________________.
• Place the two equations together as a system, and solve them using ________________.
• Solving for y will tell us how many children ate at the buffet.
• To solve for y, multiply both sides of the first equation by _______ so the coefficients of x terms
become additive inverses.
(_____)(x + y) = (_____)(120) Add the equations and solve _____x – _____y = -2,400
_____x – ____y = -2,400 the resulting equation for y. 20x + 15y = 2,300
___________________
_____y = _____
• So, _____ children selected the buffet that day.
y = _____
Number of Solutions
When we solve a system algebraically, we usually get a solution as (a,b), This indicates that there is/are
where a and b are real numbers. __ one infinite no
solution(s).
Sometimes, when we solve a system, we may end up with 0 = 0 or a = a, This indicates there is/are
where a is real number. Such a statement will remain true false __ one infinite no
no matter what value the variable assumes. solution(s).
Finally, when solving some systems, we may end up with a = b, where a This indicates there is/are
and b are real numbers with different numerical values. Such a statement __ one infinite no
remains true false no matter what value the variable assumes. solution(s).
377
Indicate the number of solutions of each of the following system of equations.
One Solution Infinitely Many Solutions No Solution
x + 2y = 1
3x + 6y = 3
x + 10y = 50
2x + 10y = 90
2 3
𝑦 − 𝑥=1
5 5
2y – 3x = 5
4x + 10y = 40
2x – 5y = 40
2y – x = 12
2y – 2x = 10
2x – 8y = 17
x – 4y = 7
Summary
Compared with “regular” systems of equations that have exactly one solution, what is different about systems
that have no solutions? Infinitely many solutions?
378
379
380
381
382
383
384
385
386
387
388
389
390
391
392
393
394
Solving Systems of Linear
Inequalities
Glossary
TERM DEFINITION
inequality
variable
systems of inequalities a group of inequalities that use the same variables
solution set
the part of the solution graph of a linear inequality in two variables that shows where the
boundary line shaded region begins; the line is solid or dashed to represent a non-strict or a strict
inequality, respectively
half-plane the shaded solution set of a linear inequality in two variables in the coordinate plane
an inequality represented by either the symbol < (less than) or the symbol > (greater
strict inequality
than)
non-strict inequality
intercept
slope the measure of a line’s steepness, found by the ratio of vertical rise to horizontal run
domain the set of values for which an independent variable is defined
range the set of values of a dependent variable for which the dependent variable is defined
Objective
Solving Systems of Inequalities

The solutions to equations and inequalities are the values of the variables that make the statement true or
satisfy it.
The solutions of systems of equations are the points that satisfy both equations. The solutions to systems of
inequalities work the same way. A point is a solution to a system of inequalities when it is in both solution
sets.
395
The graph of a single inequality in two variables consists of
• a boundary line
• _____________________
Select the correct type of boundary line for each type of
inequality.
 Strict (< and >) solid dashed
 Non-strict (≤ and ≥) solid dashed
Any point in the shaded region or on a solid line is a ________________ to the inequality.
_____________ set
To solve a system of inequalities:

• ____________ each inequality in the same coordinate plane.
• Check where the solution sets ____________ or ____________.
(Systems that don’t have a region of overlap have no solution.)
Let’s find the solution set for the following system of inequalities.
𝑦 ≤ 3𝑥 − 10
1
𝑦 >− 𝑥+6
2
First, graph the boundary lines using either the intercept or slope or graphing technology.
𝑦 = 3𝑥 − 10 (____________ because ≤ is non-strict)
1
𝑦 = − 𝑥 + 6 ( ____________ because > is strict)
2
Use the inequality symbols to shade the solution region for each inequality:
𝑦 ≤ 3𝑥 − 10 (shaded ____________ the line)
1
𝑦 > − 𝑥 + 6 (shaded ____________ the line)
2
The solution set to the system of inequalities is the region of ____________, including points on the
____________ boundary line of the overlapped region.
396
_____________ set
Testing Solutions
A point can be tested to determine whether it is a solution to a system of linear inequalities. To be a

solution, a point must satisfy both inequalities in the system.
Consider this system of inequalities:

𝑥−𝑦 >5
1
𝑦 ≤ 𝑥+4
2
We need to check whether (20, 10) and (24, 16) are the solutions for the given system of inequalities.
We will test these points by ____________ the x-values and y-values into the inequalities. If the result is
____________, the point is a solution.
Let’s substitute the coordinates of each point into the system, starting with (20, 100), and complete the table
below.
𝑥−𝑦 > 5
1
𝑦 ≤ 𝑥+4
2
397
Inequality x y Test True or False
_______ – _______ > 5
𝑥−𝑦 > 5 20 10 _______
_______ > 5
1
1 _______ ≤ _______ + 4
𝑦≤ 𝑥+4 20 10 2 True
2
______ ≤ _______
24 – _______ > 5
𝑥−𝑦 > 5 24 16 _______
_______ > 5
1
1 _______ ≤ _______ + 4
𝑦 ≤ 𝑥+4 24 16 2 _______
2
_______ ≤ _______
We can substitute many more points, but only the points that satisfy ____________ inequalities are solutions
to the system.
Which two points are solutions to this system of inequalities?

y > 2x + 3
y + 3x ≤ 1
This is the graph of the system and points.
• Because it lies within the overlapping shaded region,

____________ is a solution.
• Because it lies on a solid boundary of the overlapping
region, ____________ is a solution.
• Because they lie in the shaded region of only one
inequality, not both, ____________ and ____________
are not solutions.
• Because it lies on a dashed boundary of the overlapping
region, ____________ is a solution.
398
Modeling with Systems of Inequalities
We can model a real-world situation that includes limitations by:
• Creating a ____________ of inequalities for the problem.
• Solving by ____________.
• Interpreting what the ____________ mean in context.
Suppose a farmer is selling fresh produce at a local farmers market. She sells a quart of strawberries for $3.50
and a head of lettuce for $1.25. She thinks she’ll sell 75 items at most, but she hopes to make at least $150.
How many quarts of strawberries and heads of lettuce can she sell to meet her goal?
Start by defining the variables. Let x be the number of quarts of strawberries sold and let y be the number of
heads of lettuce.
Variables: x = ____________, and y = ____________

The farmer thinks she’ll sell 75 items at most, so this is one inequality: ________________
The total amount she hopes to make is at least $150, so this is the next inequality: ________________
System of inequalities: ________________ and ________________
After graphing both inequalities, we have two solid boundary lines. The ____________ shading represents all
the quantities that reflect what the farmer thinks she’ll sell and will also meet her sales goal. We can test any
of the points in the solution set with ____________, and they should satisfy both inequalities.
Solution Set Restrictions

In the previous example, we restricted the ____________ and range to realistic values, which is often
necessary in ____________ modeling. In this case, negative amounts of strawberries and lettuce are not
possible.
399
Sometimes realistic values are limited by more than the domain and the range. Because strawberries and
heads of lettuce are sold as whole quantities, any _______ or _______ values within the solution set are not
valid.
Solution Set Interpretation

We can interpret any valid solution from the graph, such as ____________:
Selling ____________ of strawberries and ____________ of lettuce is within the farmer’s sales expectation
and will earn enough to meet her sales goal of $150.
Summary
How do we find the solution set for a system of linear inequalities, and how is the process different for non-
real-world situations and real-world situations?
400
401
402
403
404
405
406
407
408
409
410
411
412
413
414
415
416
417
418
419
420
421
422
423
424
425
426
427
428
429
430
431
432
433
434
435
436
437
438
439
440
441
442
443
7/28/2020 Glossary For PLATO Course Algebra 1, Semester A v7.0
Glossary For PLATO Course Algebra 1, Semester A v7.0
Term Definition
absolute value a number’s distance from zero
additive two numbers with opposite signs that have a sum

inverse of zero
algebraic a mathematical expression that includes at least

expression one variable
association the measure of the strength of the relationship

between two or more variables or categories
bivariate data data involving two variables
boundary line the part of the solution graph of a linear inequality

in two variables that shows where the shaded
region begins; the line is solid or dashed to
represent a non-strict or a strict inequality,
respectively
box plot a graph that clearly identifies the minimum value,

lower (first) quartile, median, upper (third) quartile,
and maximum value of a large amount of data
https://f2.app.edmentum.com/courseware-delivery/glossary/45470470 444 1/15

Term Definition
causation an indication that one event is the result of or

caused by the occurrence of another event
central the tendency of samples of a given measurement

tendency to cluster around the mean, median, or mode
closure a set is closed under an operation if and only if the

property operation on two elements of the set produces
another element of the same set
coefficient a number that is multiplied by a variable in a term
conditional the ratio of a joint frequency to a marginal

relative frequency
frequency
constant a fixed value; a number on its own or a letter that

stands for a fixed number
constant of the ratio of two proportional quantities, x and y,

proportionality which have a constant value, k, and is written as y
= kx, where k is the constant of proportionality
constant rate the change in the y-value divided by the change in

of change the x-value for two points on a straight line

Term Definition
constraint a condition, represented as an equation or an

inequality, that the solution must satisfy
continuous a relation with an infinite set of values in the

domain
continuous a function with an infinite set of values in the

function domain
correlation a relationship between two random variables
correlation a measure of the strength and direction of the

coefficient linear relationship between two variables
cross the process of solving a proportion in which the

multiplication cross products in the proportion are set equal to
each other
dependent a quantity that changes in response to changes in

variable another variable, most often the independent
variable
dilation a stretch or a compression of an object or a curve,

expressed algebraically as multiplication of all the
x-coordinates or all the y-coordinates by a
constant term

Term Definition
direct variation a relationship between two variables in which one

variable changes in proportion to the other
discrete a relation with a finite set of values in the domain
discrete a function with a finite set of values in the domain

function
distributive the property stating that multiplication can be

property distributed over terms being added;
a(b + c) = ab + ac
domain the set of values for which an independent

variable is defined
dot plot a graph that uses dots to represent single

observations from a data set
elimination a method of solving a system of equations by

method adding or subtracting an equation by a scalar
multiple of the other to eliminate a variable.
endpoint a point on a graph that marks the beginning or

end of a segment or ray
equation a statement that the values of two expressions are

equal

Term Definition
equivalent expressions or equations that are equal to each

other and represent the same relationship
evaluate to find the value of an expression
expression a collection of numbers, variables, or symbols that

express a quantity
extrapolate to extend a set of values given in an equation,

table, or graph by continuing trends in the known
data
factor (noun) a part of a term that is being multiplied by

another part or other parts of a term
first quartile the median of the lower half of a data set
formula an equation that models a relationship between

variables that represent real values in a situation
or context
function a relation between two variables in which each

value of the independent variable (x) maps to one,
and only one, value of the dependent variable (y)
function a rule for a function in which y is replaced by f(x)

notation

Term Definition
half-plane the shaded solution set of a linear inequality in

two variables in the coordinate plane
histogram a graph composed of bins, or equal-width columns

that represent a quantitative variable, where the
height of each column represents the frequency of
the quantitative variable
hypotenuse the longest side of a right triangle, which is also

the side opposite the right angle
independent a quantity that changes freely and may determine

variable the value of other variables
inequality the relationship between two expressions that are

not equal, represented by the symbols < (less
than), > (greater than), ≤ (less than or equal to), or
≥ (greater than or equal to)
intercept the point where the graph of an equation crosses

either the x- or y-axis
interpolate to determine new data points within the set of

values of known data points
interquartile the difference of the third and first quartiles

range (IQR)

Term Definition
inverse a function that reverses, or undoes, the action of

function another function; in an inverse function, the x- and
y-coordinates of all solutions are reversed
irrational a number that cannot be written as a ratio , where

number p and q are integers
joint frequency the number of responses for a combination of two

variables in a two-way table; the numbers in the
body of a two-way table
leg (of a right one of two sides that meet to form the right angle
triangle) of a right triangle
like terms terms in which the same variable(s) are raised to

the same exponent
line of best fit the trend line that most accurately represents the
data
linear a relationship in which any change in the

independent variable results in a proportional
change in the dependent variable; when graphed,
a linear relationship forms a line
marginal the total value of the joint frequencies in a row or

frequency column of a two-way table

Term Definition
mean the sum of all the values in a data set divided by

the total number of data values
mean absolute the mean of the differences of the values in the

deviation data set from the mean; a measure of variability
median the value in a data set that has exactly half the
data above it and half the data below it
non-strict an inequality represented by either the symbol

inequality ≤ (less than or equal to) or the symbol
≥ (greater than or equal to)
nonviable a solution that is not capable of working

solution successfully within the parameters of the situation
normal a data distribution that is symmetric and has a

distribution bell-shaped curve
numerical a mathematical expression that includes numbers

expression and symbols only
order of the order in which the operations of a

operations mathematical expression are completed
outlier a data value that is far removed from the rest of

the data set

Term Definition
parallel lines lines that are equidistant from each other at every
pair of corresponding points and will never
intersect
parent the simplest function of the same degree; the

function parent function for a linear function is f(x) = x, the
parent function for an exponential function is f(x) =
bx (where b is the same base as the original
function), and the parent function for a quadratic
function is f(x) = x2
perfect square a number that can be written as the product of

two equal integers
perpendicular lines that intersect to form right angles

lines
proof by a method for proving an argument is true by

contradiction assuming the opposite and then finding a problem
in the logic
proportion an equation stating that two ratios or rational

expressions are equal
Pythagorean a theorem that states that in a right triangle, the

theorem sum of the squares of the leg lengths equals the
square of the hypotenuse length; a2 + b2 = c2

Term Definition
qualitative data that cannot be measured, such as a color or

some other item or condition that people might
prefer
quantitative data that can be measured and expressed with

numbers, such as height, age, or hours
quantity the number or amount of something that is

countable or measurable
radical sign the symbol used to represent roots, such as

square roots and cube roots, drawn over the
radicand in radical notation
radicand the number under the radical symbol; used when

taking the root of a number in radical notation
range the set of values of a dependent variable for which

the dependent variable is defined
range (of a the difference of the maximum and minimum

data set) values of a data set
range (of an the set of values for which a dependent variable is

equation) defined

Term Definition
rate the ratio between two quantities measured in

different units
rate of change the ratio of the change in the dependent variable

to the change in the independent variable of a
relation
ratio a comparison of two quantities where a

multiplicative relationship exists
rational a number that can be written as a ratio , where p

number and q are integers and q is not equal to zero
ray a straight line that begins at one point and

continues infinitely in one direction
reflection a transformation in which an object or curve is

reflected across a line, creating a mirror image but
not changing the shape of the object or curve
relation a relationship between two sets of values, such as

the domain and the range
relationship the mapping of one variable with another that

tracks how a change in one results in a change in
the other

Term Definition
relative the proportion of the frequency of data in a cell to

frequency the total
right triangle a triangle in which one of the interior angles

measures 90 degrees
scatter plot a graph that visually represents bivariate data

plotted as data points
simplify to reduce something to a less complicated form by

dividing out common factors, regrouping terms
with the same variable or base, and making sure
fractions are in simplest form and there are no
negative or zero exponents
skewed left having the majority of the data points on the right
side of the graph
skewed right having the majority of the data points on the left
side of the graph
slope the measure of a line’s steepness, found by the

ratio of vertical rise to horizontal run
solution the value(s) that satisfy an equation
solution set the set of all solutions to an equation or inequality

Term Definition
standard a measure of variability in a data set that describes

deviation how far away each data point is from the mean
strict an inequality represented by either the symbol

inequality < (less than) or the symbol > (greater than)
substitution a method of solving a system of equations by

method replacing one variable with an equivalent
expression containing another variable.
symmetric having a data set where the values on the left and
right sides of the distribution are roughly equally
balanced around the center
system of two or more equations that use the same variables

equations
system of a group of inequalities that use the same variables

inequalities
term a single number, a single variable, or a product of

numbers and variables; in an expression, terms
are related by addition or subtraction
third quartile the median of the upper half of a data set

Term Definition
transformation a manipulation of an object or a curve by sliding,

stretching, or compressing
translation a vertical or horizontal shift of an object or a curve

that doesn't change the shape of the object or
curve
two-way table a table that shows the relationship between two

variables
unit a predetermined quantity that serves as a

standard of measurement
variable an unknown quantity, usually represented by a

letter
vertical line a visual method for determining whether a

test relation is a function: if no vertical line intersects
the graph at more than one point, the relation is a
function
viable solution a solution that is capable of working successfully

within the parameters of the situation
x-intercept the value of the independent variable that results

in a function or dependent variable being equal to
0 and its graph intersecting the x-axis

Term Definition
y-intercept the value of a function or dependent variable

when the independent variable is equal to 0 and
its graph intersects the y-axis

Edmentum Algebra 1 Student Book (Updated 28.7)

Uploaded by

Copyright:

Available Formats

You might also like

Edmentum Algebra 1 Student Book (Updated 28.7)

Uploaded by

Document Information

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Edmentum Algebra 1 Student Book (Updated 28.7)

Uploaded by

Copyright:

Available Formats

Expressions

expression a collection of numbers, variables, or symbols that express a quantity

The order of operations is used to ________________ numerical expressions.

Copyright © 2019 Edmentum Inc. All Rights Reserved.

Perform multiplication and division from left to right.

Parts of an Algebraic Expression

Copyright © 2019 Edmentum Inc. All Rights Reserved.

Examples of Like Terms Examples of Unlike Terms

The Distributive Property

Evaluating Algebraic Expressions

Copyright © 2019 Edmentum Inc. All Rights Reserved.

It will take Jocelyn about _____ hours to complete 22 homework problems.

Substitute the given values of a and b into the

1. parentheses or brackets from the inside out

3. multiplication and division from left to right = −4 − +(−8)

Copyright © 2019 Edmentum Inc. All Rights Reserved.

4. addition and subtraction from left to right = − + (−8)

Algebraic Expressions with Absolute Value

Copyright © 2019 Edmentum Inc. All Rights Reserved.

Copyright © 2019 Edmentum Inc. All Rights Reserved.

Copyright © 2019 Edmentum Inc. All Rights Reserved.

Jasmine wants to center one of her pictures between

Copyright © 2019 Edmentum Inc. All Rights Reserved.

Finally, check the solution by substituting it back into 3

Copyright © 2019 Edmentum Inc. All Rights Reserved.

Copyright © 2019 Edmentum Inc. All Rights Reserved.

Square Roots of Non-Perfect Squares

Simplify Square Roots with Prime Factorization

Therefore ξ96 = ξ_____ ∙ _____ ∙ 6

= ξ_____ ∙ ξ_____ ∙ ξ_____

= _____ ∙ _____ ∙ ξ_____

Multiplying a Constant by a Square Root Expression

5 ⋅ (−2ξ2) = [_______ ⋅ (_______)](ξ_______ )

Multiplying Square Root Expressions

−3ξ10 ⋅ 2ξ2 = (_______ ⋅ _______)(ξ_______ ⋅ ξ_______)

−6 ξ20 = −6 ξ_______ ⋅ ______

Copyright © 2019 Edmentum Inc. All Rights Reserved.

Copyright © 2019 Edmentum Inc. All Rights Reserved.

variable an unknown quantity, usually represented by a letter

Variables on One Side

Multiplication Property of Equality Division Property of Equality

Copyright © 2019 Edmentum Inc. All Rights Reserved.

1.2x – 7.2x + 5 = -7 given

-6x + 5 – 5 = -7 – 5 subtraction property of equality

Variables on Both Sides

Copyright © 2019 Edmentum Inc. All Rights Reserved.

We'll begin by combining the __________ terms

________________ of the variable terms are

Now, we can move the constants to one side.

Finally, we isolate the variable by using the

When we simplify by combining the like terms on

Copyright © 2019 Edmentum Inc. All Rights Reserved.

Three-point baskets x _________________________________

Substitution Transitive Symmetric

Copyright © 2019 Edmentum Inc. All Rights Reserved.

Associative Property of Addition Associative Property of Commutative Property of

Commutative Property of Identity Property of Addition Identity Property of

Inverse Property of Addition Inverse Property of Distributive Property

Let’s solve the basketball equation: 2(𝑥 + 7) + 3𝑥 = 2(𝑥 + 10)

Therefore ξ96 = ξ_ ∙ _ ∙ 6

= ξ___ ∙ ξ_ ∙ ξ___

= ___ ∙ _ ∙ ξ___

5 ⋅ (−2ξ2) = [___ ⋅ (_)](ξ_____ )

−3ξ10 ⋅ 2ξ2 = (___ ⋅ _)(ξ_ ⋅ ξ___)

−6 ξ20 = −6 ξ_ ⋅

Use the ________________ property of equality to 5𝑥 + 14 − _ = 2𝑥 + 20 − _____

equality to isolate x. So, x = __. 𝑥 = _

Combine ______________ terms. -8n + _ = -5.4

3x + 4 = _ – 6 __________ number on each side of the equal sign.

3x + 6 = 3(x + 2) The variable terms __ and the same

40 − < _true ___false

solution _includes _does not include the

solution _includes _does not include the

Solving, _p ≤ _

So, _ ≤ _

quantities, or : the time, in , and Brianna’s 6 $72