Chapter 10 - Functions, Graphs and Inequalities

College Prep Essential Math Chapter 10: Functions, graphs & inequalities
CHAPTER 10: Introduction to Functions, Graphs, and Inequalities

Chapter Objectives
By the end of this chapter, students should be able to:
 Identify functions
 Graph ordered pairs, solutions, and linear equations
 Find the slope of a line
 Solve inequalities
Contents
CHAPTER 10: Introduction to Functions, Graphs, and Inequalities ................................ 1
SECTION 10.1 THE COORDINATE SYSTEM AND FUNCTIONS .............................. 2
A. POINTS .......................................................................................................... 3
B. INTERCEPTS ................................................................................................. 9
C. RELATIONS AND FUNCTIONS ................................................................... 11
D. VERTICAL LINE TEST ................................................................................. 13
EXERCISES........................................................................................................... 16
SECTION 10.2 LINES ............................................................................................... 22
A. LINEAR EQUATIONS AND SOLUTIONS ..................................................... 22
B. GRAPHING LINEAR EQUATIONS ............................................................... 25
C. GRAPH VERTICAL AND HORIZONTAL LINES ........................................... 30
D. GRAPH USING INTERCEPTS ..................................................................... 32
E. OBTAINING THE SLOPE OF A LINE FROM ITS GRAPH ........................... 35
F. THE SLOPE FORMULA ............................................................................... 39
EXERCISES........................................................................................................... 41
SECTION 10.3 LINEAR INEQUALITIES ................................................................... 46
A. GRAPHING INEQUALITIES ......................................................................... 46
B. SOLVING INEQUALITIES ............................................................................ 49
C. TRIPARTITE INEQUALITIES ....................................................................... 51
EXERCISES........................................................................................................... 53
1
SECTION 10.1 THE COORDINATE SYSTEM AND FUNCTIONS

Many maps, such as the Campus Map below, use a grid system to identify locations. Do
you see the numbers 1, 2, 3, and 4 across the bottom of the map and the letters A, B, C,
and D along the side? Every location on the map can be identified by a number and a
letter.
For example, the Student Center is in Section 2B. It is located in the grid section above
the number 2 and next to the letter B. In which section is the Stadium?
A
Parking Residence
Garage Halls
B
Student Engineering
Center Building
C
Taylor Hall Library Tiger Field
D
Administration Stadium
1 2 3 4
Just as maps use a grid system to identify location, a grid system is used in algebra to
show a relationship between two variables in a rectangular coordinate system. To create
a rectangular coordinate system we start with a horizontal number line. We call it the x-
axis.
We then add a vertical number line passing through the x-axis at 0. This is the y-axis.
They x-axis and y-axis meet at the origin where 𝑥 = 0 and 𝑦 = 0. Below is a rectangular
coordinate system.
2
The rectangular coordinate system is also called the x-y plane, the coordinate plane, or
the Cartesian coordinate system.
A. POINTS
In the rectangular coordinate system, every point is represented by an ordered pair.
The first number in the ordered pair is the x-coordinate of the point, and the second
number is the y-coordinate of the point.
In the following videos we will practice writing ordered pairs and plotting them.
Media Lesson
Introduction to the Cartesian plane (Duration 5:17)
View the video lesson, take notes and complete the problems below.
Example 1: Ordered pairs (input value, corresponding output value)
Input Output Ordered Pairs (input, output)
4 −3
5 8
(0, −4)
(−2,6)
(Input, Output)
(𝑥, 𝑦)
3
Example 2: The rectangular Coordinate System (Cartesian Coordinate System)

Output
(4, −3)
(5 , 8)
(0, −4)
Input
(−2, 6)
Ordered pairs give us directions to plot a point. A positive x-coordinate tells us to move
forward while a negative x-coordinate tells us to move backwards on the x-axis. A
positive y-coordinate tells us to move up while a negative y-coordinate tells us to move
down on the y-axis
4
Media Lesson
Introduction to the Cartesian plane – part 2 (Duration 6:14)
Plot and label the points.
A. (−4,2)
B. (3, 8)
C. (0, −5)
D. (−6, −4)
E. (5, 0)
F. (2, −8)
G. (0, 0)
(Input, Output)
(𝑥, 𝑦)
QUADRANTS
Quadrant Coordinates
I (+, +)
II (−, +)
III (−, −)
IV (+, −)
5
Media Lesson
Determine the Ordered Pairs for Points on the Coordinate Plane
(Duration 3:57)
Example 1: Determine the ordered pair for each point.
(𝑥, 𝑦)
A( )
B( )
C( )
D( )
E( )
Media Lesson
Working with scale on the Cartesian Plane (Duration 10:41)
Example 1: Give the coordinates of each of the points shown below.
A. ______________
B. ______________
C. ______________
D. ______________
E. ______________
6
Example 2: Plot the given points on the graph below.

A. (−800, 1.8)
B. (550, 0.2)
C. (180, 0)
D. (0, −1.5)
E. (425, −0.4)
F. (−950, 1)
If you need more practice plotting points you may do the media practice below.
Media Practice
PRACTICE GRAPHING POINTS THROUGH THIS LINK
Coordinate Plane Summary
 The coordinate plane is divided into four quadrants by a horizontal real number
line, called the 𝒙-axis and a vertical real number line, called the 𝒚-axis.
 The two lines meet at the origin, where 𝑥 = 0 and 𝑦 = 0.
 The 𝒙-coordinate is the horizontal distance from the origin and the 𝒚-coordinate
is the vertical distance from the origin.
 An ordered-pair is where a point in the coordinate plane is located and denoted
by (𝑥, 𝑦).
 The quadrants are labeled in counter-clockwise starting at the top right.
7
YOU TRY:
Plot and label the points. Identify the quadrant each point is in.
a) (−4, 2)
b) (3, 8)
c) (0, −5)
d) (−6, −4)
e) (5, 0)
f) (2, −8)
g) (0, 0)
8
B. INTERCEPTS
When graphing, you may notice some points do not lie in a quadrant but are on the 𝑥-
axis or 𝑦-axis. These are called intercepts.
A point that lies on the 𝑥-axis is called an 𝒙-intercept. A point that lies on the 𝑦-axis is
called an 𝒚-intercept.
Media Lesson
State the x and y Intercept Given the Graph of a Line (Duration 1:35)
Example: Determine the Intercepts of a Line
9
YOU TRY:
Identify the intercepts of the lines below. Write the intercepts as an ordered pair.
h) i)
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C. RELATIONS AND FUNCTIONS

A relation is any set of ordered pairs. We don’t have to talk about numbers when we think
about relations. For example, we could be talking about names and favorite colors:
Names (Input) Favorite Color (Output)

Stella Blue
Bruno Brown
Victoria Green and Pink
Let us express each name and respective color as an ordered pair:
(𝑆𝑡𝑒𝑙𝑙𝑎, 𝐵𝑙𝑢𝑒) (𝐵𝑟𝑢𝑛𝑜, 𝐵𝑟𝑜𝑤𝑛) (𝑉𝑖𝑐𝑡𝑜𝑟𝑖𝑎, 𝐺𝑟𝑒𝑒𝑛) (𝑉𝑖𝑐𝑡𝑜𝑟𝑖𝑎, 𝑃𝑖𝑛𝑘)
The first coordinate (called the input) represents the name of the person and the second
coordinate (called the output) represents what color they like. The name Victoria is written
twice since she likes two colors.
A relation just compares two sets of information. Here it was names and favorite colors,
but it could have easily been anything else.
A function is a relation in which each input value is paired with exactly one unique output
value. The example above is a relation but not a function. Why? Stella and Bruno like one
color but Victoria likes two colors. In other words, one of the inputs (Victoria) has two
outputs (Green and Pink). A function may only have one unique output.
An example of a function can be a person and their respective birthday month.
Names (Input) Birthday (Output)

Luna June
Dante December
Clara February
Let us express each name and birthday month as an ordered pair:
(𝐿𝑢𝑛𝑎, 𝐽𝑢𝑛𝑒) (𝐷𝑎𝑛𝑡𝑒, 𝐷𝑒𝑐𝑒𝑚𝑏𝑒𝑟) (𝐶𝑙𝑎𝑟𝑎, 𝐹𝑒𝑏𝑟𝑢𝑎𝑟𝑦)
We can see that every person has only one birthday, hence this relationship is a function.
Now, it is possible that two people have the same birthday. An example is given below.
Names (Input) Birthday (Output)

Luna June
Dante December
Clara February
Spike June
Writing this information in ordered pairs:
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(𝐿𝑢𝑛𝑎, 𝐽𝑢𝑛𝑒) (𝐷𝑎𝑛𝑡𝑒, 𝐷𝑒𝑐𝑒𝑚𝑏𝑒𝑟) (𝐶𝑙𝑎𝑟𝑎, 𝐹𝑒𝑏𝑟𝑢𝑎𝑟𝑦) (𝑆𝑝𝑖𝑘𝑒, 𝐽𝑢𝑛𝑒)
We see that Luna and Spike both have a birthday in June. However, the inputs (names)
still have one unique output (birthday). Luna belongs to June, Dante belongs to
December, and so on. Not one input goes to two different outputs like in the first example
with Victoria. Hence, this is a function.
In general, we say the output depends on the input. We call the output variable the
dependent variable and the input variable the independent variable. If the relation is a
function, then we say that the output is a function of the input.
Media Lesson
Introduction to relations (Duration 11:01)
A _______________ is any set of ordered pairs.
A _______________ is a relation in which _______________ input value is paired with

_____________ output value.
 One way to represent the relationship between the input and output variables in a
relation or function is by means of a table of values.
Example 1: Which of the following tables represent functions?
a) b) c)
Input Output Input Output Input Output
1 5 1 8 2 4
2 5 2 −9 1 −5
3 5 3 7 4 10
4 5 3 12 −3 −87
Yes No Yes No Yes No
 Relations and functions can also be represented as a set of points or ordered

pairs.
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Example 2: Which of the following sets of ordered pairs represent a function?
A = {(0, − 2), (1, 4), (−3, 3), (5, 0)} Input Output
B = {(−4, 0), (2, −3), (2, −5)}
C = {(−5, 1), (2, 1), (−3, 1), (0, 1)}
D = {(3, −4), (3, −2), (0, 1), (2, −1)} Input Output
E = {(1, 3)}
Example 3: On the graphs below, plot the points for A, B, C, and D from example 2,
then circle the “problem points:
D. VERTICAL LINE TEST

One way to tell if our set of information represents a function is to look at its graph. If we
can draw vertical lines and the lines hit the graph only once, then we have a function. If
they hit more than once, then we do not have a function.
If all _______________ lines intersect the graph of a relation in __________________,

the relation is also a _______________.
_____________________________________output ________________ for
___________ input.
If any _______________ line intersects the graph of a relation at _________________,
the relation fails the test and is________ a function. __________________________
exists for ___________ (or all) inputs value (s).
Example 4: Use the Vertical Line Test to determine which of the following graphs are
functions.
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Behavior of Graphs
Increasing Decreasing Constant
YOU TRY:
Is it a function? Circle “yes” or “no” for each of the following.

j) Yes or No
k) Yes or No
Input Output
4 12
6 614
8 14
10 16
l) Yes or No
{(2, −3), (−5,2), (−3,1)}
14
Use the Vertical Line Test to determine if the graph is a function.

m) n)
5 5
3 3
1 1
-5 -3 -1
-1 1 3 5 -5 -3 -1
-1 1 3 5
-3 -3
-5 -5
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EXERCISES
In the following exercises, plot each point.

1) (3, 2) 2) (3, 4) 3) (3,4) and (4, 3)
4) (4, 1) 5) (4,1) and (1,4) 6) (1, 5)
7) (3, 2) and (2, 3)
In the following exercises, plot each pint and identify the quadrant in which the
point is located.
8) 9) 10) 11)
a. (−4, 2) a. (−2, −3) a. (−1, 1) a. (−11, 15)
b. (−1, −2) b. (3, −3) b. (−2, −1) b. (−20, −16)
c. (3, −5) c. (−4, 1) c. (1, −4) c. (14, −4)
5 3 7 d. (13, −21)
d. (2, 2) d.(1, 2) d. (3, 2)
In the following exercises, name the ordered pair of each point shown.
12) 13)
16
14) 15)
Which of the following relations are functions?
16) Input Output 17) Input Output 18) Input Output

3 12 1 8 2 4
7 12 2 -9 1 -5
4 12 3 7 4 10
2 12 3 12 -3 -87
Which of the following relations are functions?

19) {(1, −8), (5, 2), (1, 6), (7, −3)}
20) {(2, −4, ), (6, −4), (0, 0), (5, 0)}
21) {(1, 1), (2, 2), (3, 3), (4, 4)}
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Which of the following graphs are functions?

22) 23)
24) Mackenzie recorded her baby’s weight every two months. The baby’s age, in
months, and weight, in pounds, are listed in the table, and shown as an ordered
pair in the third column.
a) Plot the points on a coordinate grid.
Age Weight (𝒙, 𝒚)

0 7 (0, 7)
2 11 (2, 11)
4 15 (4, 15)
6 16 (6, 16)
8 19 (8, 19)
10 20 (10, 20)
12 21 (12, 21)
b) Why is only Quadrant I needed?
18
In the following exercises, find the 𝒙- and 𝒚- intercepts.

25) 26)
27) 28)
29) 30)
19
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Check your work with the answer key!
Online Quiz
Log on to Canvas to take the section quiz
Directions: It is very useful to save your math exercise work and use it as a chapter
test review when you study for your chapter test and final.
1) Write each question on the screen down to for your record
2) Solve the problem step by step below each question
3) Double check your work to see whether your answer make sense
4) Enter your answer in the answer box in Canvas. Make sure you click on the
“Preview” button to make sure you enter the right format before you submit your
answer. If you are not sure how to enter your answer with the correct format, ask
your instructor.
5) If you did not answer the question correctly, solve the question again from the
beginning below your 1st attempt. Sometimes, it is better to start a problem again
from the beginning and compare your steps with your 1st attempt to figure out your
mistake.
6) Insert your work at the end of each section in your workbook so that you can use it
to study for your chapter test later.
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SECTION 10.2 LINES

A. LINEAR EQUATIONS AND SOLUTIONS
The solution to an equation is the value, or values, that make the equation true. All the
equations we solved so far have been equations with one variable. Here is an example
of an equation with one variable and its one solution.
3𝑥 + 5 = 17
3𝑥 = 12
𝑥=4
But equations can have more than one variable. We will be working with linear
equations.
A linear equation is made up of two expressions that are equal to each other. A linear
equation may have one or two variables in it, where each variable is raised to the power
of 1. No variable in a linear equation can have a power greater than 1. The equation
above is a linear equation with one variable.
Linear equation: 3𝑥 + 5 = 17
2𝑦 = 3𝑥 + 1
(Each variable in the equation is raised to the power of 1)
Not a linear equation: 𝑦 2 = 3𝑥 + 1
(y is raised to the power of 2, therefore this is not linear)
Linear equations in two variables have infinitely many solutions. For every number that
is substituted for 𝑥, there is a corresponding 𝑦 value. This pair of values is a solution to
the linear equation and is represented by the ordered pair (𝑥, 𝑦).
MEDIA LESSON
Is it a solution? (Duration 5:00)
Example. Is 𝑎 = 3 the solution to 4𝑎 − 18 = 2𝑎? Explain your answer.
22
YOU TRY:
a) Verify that 𝑥 = −3 is a solution to the algebraic equation 5𝑥 − 2 = 8𝑥 + 7.
b) Is 𝑚 = −1 a solution to the algebraic equation 𝑚 + 9 = 3𝑚 + 5?
Substitution allows us to check if an ordered pair is the solution to a linear equation.

MEDIA LESSON
Determine if an ordered pair is a solution to a linear equation
(Duration 3:54)
Identifying Solutions
Graph the linear equation and plot the point given by the ordered pair. If the point
is on the line, the ordered pair Is a solution. If the point is not on the line, the
ordered pair is not a solution.
 Substitute the _________________________ given by the _________________

into the equation. If the statement is true, the ordered pair is a _______________.
If the statement is __________, the ordered pair _________________________.
Example 1: Determine whether (−3, 7) is a solution to the linear equation 5𝑥 + 2𝑦 = 1.
23
Example 2: Determine whether each ordered pair is a solution to the linear equation
5𝑥 + 2𝑦 = 1.
(3, −7) (5, −12)
YOU TRY:
Determine which ordered pairs are solutions to the equation 𝑥 + 4𝑦 = 8
c) (0, 2)
d) (2, −4)
e) (−4, 3)
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B. GRAPHING LINEAR EQUATIONS

How do we find ordered pairs if they are not given? One way is to choose a value for 𝑥
and the solve the equation for 𝑦.
These solutions can be written as ordered pairs. We can plot these solutions in the
rectangular coordinate system. When we connect the points with a straight line we get
the graph of the equation.
To form the line of the equation we usually solve for three points.
MEDIA LESSON
Graph linear equations by plotting points (Duration 7:39)
Graphing Linear Equations by Plotting Points

Step 1:
Step 2:
Step 3:
Step 4:
25
Graph the equation 𝑦 = 𝑥 + 1 using a table of values .

𝑥 𝑦 Ordered
Pair
−2 −1 (−2, −1)
0 1 (0, 1)
2 3 (2, 3)
𝑦 = (−2) + 1 = −1
𝑦 = (0) + 1
𝑦 = (2) + 1 = 3
Example 1: Graph the equation 𝑦 = 3𝑥 − 2

𝑥 𝑦 Ordered Pair
26
2
Example 2: Graph the equation 𝑦 = 3 𝑥 − 2
Media Lesson
Using a Table of Values to Graph Linear Equations (Duration 5:25)
Example 3: Graph the equation 4𝑥 + 2𝑦 = 10
27
YOU TRY:
f) Complete the table to find three solutions to the equation 𝑦 = 4𝑥 − 2. Then

graph the solutions.
0
-1
2
28
g) Complete the table to find three solutions to eh equation 5𝑥 − 4𝑦 = 20.
0
1
2
29
C. GRAPH VERTICAL AND HORIZONTAL LINES

Let’s consider the equation 𝑥 = −3. The equation says that 𝑥 is always equal to −3, so
its value does not depend on 𝑦. No matter what 𝑦 is, the value of 𝑥 is always −3.
To make our table of solutions, we write −3 for all the 𝑥 values. Then choose any values
for 𝑦. It is easy to choose 1, 2, and 3 for the y coordinate.
-3 1 (−3, 1)
-3 2 (−3, 2)
-3 3 (−3, 3)
When we graph these points we get a vertical line.
What if the equation has 𝑦 but no 𝑥? Let’s graph the equation 𝑦 = 4. This time the 𝑦-
value is a constant. To make a table of solutions, write 4 for all the 𝑦 values and then
choose any values for 𝑥. We’ll use 0, 2, and 4 for the 𝑥-values.
0 4 (0, 4)
2 4 (2, 4)
4 4 (4, 4)
This graph is a horizontal line passing through the 𝑦-axis at 4.
30
MEDIA LESSON
Vertical and Horizontal lines (Duration 2:17)
Vertical lines are always ______________equals the ___________________.
Horizontal lines are always _______________ equals the _______________.
Example 1: Graph 𝑦 = −2. Example 2: Find the equation of the

graph below.
31
YOU TRY:
h) Graph 𝑦 = 4. i) Graph 𝑥 = −3.
D. GRAPH USING INTERCEPTS

When two people graph a line, each person can choose any three points. The two people
graphing the line might use different sets of points.
At first glance, their two lines might appear different. If all the work was done correctly;
however, the lines will be the same line. One way to recognize that they are indeed the
same line is to focus on where the line crosses the axis. We look at their intercepts.
An easier way to graph a line is to graph its 𝑥- and 𝑦- intercepts.
Note, the 𝑥- and 𝑦- intercepts are sometimes referred to as horizontal and vertical
intercepts.
32
Media Lesson
Using Intercepts to Graph a Linear Equation (Start 3:00)
To find the vertical intercept: Set ___________ and solve for 𝑦.
To find the horizontal intercept: Set ___________ and solve for 𝑥.
Example 1: Determine the vertical and horizontal intercepts for 𝑦 = 3𝑥 − 2.

33
Example 2: Determine the vertical and horizontal intercepts for 4𝑥 − 2𝑦 = 10.

Media Lesson
Graph a Linear Equation Using the Intercepts (Duration 3:22)
Example: Determine the intercepts of a line and graph.
𝟐𝒙 − 𝟑𝒚 = 𝟏𝟐
34
YOU TRY:
Determine the intercepts of the line and use them to graph the line.
j) 2𝑥 + 3𝑦 = 6
E. OBTAINING THE SLOPE OF A LINE FROM ITS GRAPH

We have seen that some lines slant up as they go from left to right and some lines slant
down. Some lines are very steep, and some lines are flatter. The steepness or slant of a
line is called the slope of the line.
The concept of slope has many applications in the real world. The pitch of a roof and the
grade of a highway or wheelchair ramp are just some examples in which you literally see
slopes. When you ride a bicycle, you feel the slope as you pump uphill or coast downhill.
To find the slope, or steepness, of a line we compare the change in y to the change in x
between two points. We write it as the ratio
𝑐ℎ𝑎𝑛𝑔𝑒 𝑖𝑛 𝑦 𝑟𝑖𝑠𝑒
𝑠𝑙𝑜𝑝𝑒 = =
𝑐ℎ𝑎𝑛𝑔𝑒 𝑖𝑛 𝑥 𝑟𝑢𝑛
Rise measures the vertical change and the run measures the horizontal change.
It helps to think of the images below.
RISE RUN
It goes straight up, A jogger runs straight
as if along the y-axis. across, as if along the
x-axis.
35
We use the variable 𝑚 to represent slope.
Media Lesson
Find a slope from a graph (Duration 3:39)
View the video lesson, take notes an Slope:
Slope:_________________________________________________________________
“ ______________________________________________________”
𝑚= =
Example 1: Find the slope of the graph.
Example 2: Find the slope of the graph.
If the slope is positive, then the line goes uphill. If the slope is negative, then the graph
goes downhill.
36
SPECIAL CASES: VERTICAL AND HORIZONTAL LINES
 A vertical line has no slope.  A horizontal line has zero slope.
Example: Example:
Find the slope of the vertical line 𝑥 = 3. Find the slope of the horizontal line 𝑦 = 2.
 Pick two well-defined points (−3, 2)

 Pick two well-defined points (3, 4) and (2, 2)
and (3, −4)  The rise is 0 since we do not move up
 The rise is 8 units. or down.
 The run is 0 since we do not move to  The run is 5 units
the right or left.  Thus,
 Thus, 𝑟𝑖𝑠𝑒 0
𝑟𝑖𝑠𝑒 8 𝑚= = =0
𝑚= = = 𝑑𝑜𝑒𝑠 𝑛𝑜𝑡 𝑒𝑥𝑖𝑠𝑡 𝑟𝑢𝑛 5
𝑟𝑢𝑛 0
Since 0 divided by anything is 0, our
Since we can’t divide by 0, the slope of slope does exist and is 0.
the line does not exist.
As you can see there is a big difference between having a zero slope and having
undefined slope. Use the image below to help you visualize positive, negative, zero, and
undefined slope.
37
YOU TRY:
Find the slope of each line below.
k) l)
m) n)
38
F. THE SLOPE FORMULA

Sometimes we need to find the slope of a line between two points and we might not
have a graph to count the rise and the run. We could plot the points on graph paper,
then count the rise and the run, but there is a way to find the slope without graphing.
When we work with slopes, we use two points. We will use (𝑥1 , 𝑦1 ) to identify the first
point and (𝑥2 , 𝑦2 ) to identify the second point.
Slope Formula
Slope, 𝑚, is the change of 𝑦 divided by the change in 𝑥, i.e.,
𝑦2 − 𝑦1
𝑚=
𝑥2 − 𝑥1
Media Lesson
Find the slope from two points using the slope formula (Duration 5:00)
Slope: ________________________________________________________________
Example 1: Find the slope between (7, 2) and (11, 4).
Example 2: Find the slope between (−2, −5) and (−17, 4).
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Media Lesson
Find the slope of a Horizontal and Vertical line (Duration 3:24)
Example: Determine slope.
𝑚= = =
YOU TRY:
Find the slope between the given two points.

o) (−4, 3) and (2, −9) p) (−4, −1) and (−4, 5)
q) (4, 6) and (2, −1) r) (3, 1) and (−2, 1)
40
EXERCISES
In the following exercises, determine which ordered pairs are solutions to the
equations.
1) 2𝑥 + 𝑦 = 6 2) 𝑥 + 3𝑦 = 9 3) 4𝑥 − 2𝑦 = 8
a. (1, 4) a. (0, 3) a. (3, 2)
b. (3, 0) b. (6, 1) b. (1, 4)
c. (2, 3) c. (−3, −3) c. (0, −4)
4) 3𝑥 − 2𝑦 = 12 5) 𝑦 = 4𝑥 + 3 6) 𝑦 = 2𝑥 − 5
a. (4, 0) a. (4, 3) a. (0, −5)
b. (2, −3) b. (−1, −1) b. (2, 1)
c. (1, 6) 1 1
c. (2 , 5) c. (2 , −4)
In the following exercises, use a table to find three solution to each linear equation.
Graph the line of the equation.
7) 𝑦 = 2𝑥 − 4 8) 𝑦 = 3𝑥 − 1 9) 𝑦 = −𝑥 + 5
1 3
10) 𝑦 = 3 𝑥 + 1 11) 𝑦 = − 2 𝑥 − 2 12) 𝑥 + 2𝑦 = 8
1
13) 𝑦 = 2 𝑥 + 2 14) 4𝑥 + 𝑦 = −5 15) 𝑦 = 2𝑥
16) 𝑥 − 𝑦 = 2 17) 3𝑥 − 4𝑦 = 12 18) −𝑥 + 𝑦 = 3
41
Graph the vertical and horizontal lines.

1
19) 𝑥 = 4 20) 𝑥 = 3 2 21) 𝑥 = −2
1
22) 𝑦 = 3 23) 𝑦 = −5 24) 𝑦 = 3
In the following exercises, find the intercepts and use these to graph the line.
25) 𝑥 + 𝑦 = 4 26) 𝑥 − 𝑦 = 5
27) 𝑥 + 2𝑦 = 8 28) 3𝑥 + 𝑦 = 9
29) −𝑥 + 5𝑦 = 10 30) −𝑥 + 4𝑦 = 8
31) 3𝑥 + 2𝑦 = 12 32) 2𝑥 − 𝑦 = −8
In the following exercises, find the slope of each line shown.

33) 34)
42
35) 36)
37) 38)
39) 40)
43
In the following exercises, find the slope of each line.

41) (1,4), (3, 9) 42) (2, 3), (5, 7) 43) (0, 3), (4, 6)
44) (0, 1), (5, 4) 45) (2, 5), (4, 0) 46) (3, 6), (8, 0)
47) (−3, 3), (2, 3) 48) (4, −5), (1, −2) 49) (3, −6), (3, 9)
50) A local road has a grade 6%. The grade of a road is its slope as expressed as a
percent. Find the slope of the road as a fraction and then simplify the fraction.
51) Explain how you would choose three x-values to make a table to graph the line
1
𝑦 = 5 𝑥 − 2.
52) At the art gallery where he works, Salvador gets paid $200 per week plus 15% of
the sales he makes. The equation 𝑦 = 200 + 0.15𝑥 gives the amount 𝑦 he earns
for selling 𝑥 dollars of artwork. Calculate the amount Salvador earns for selling
$900, $1,600 and $2,000. Then graph the line.
44
Online Quiz
your instructor.
mistake.
45
SECTION 10.3 LINEAR INEQUALITIES
A. GRAPHING INEQUALITIES
An inequality is used in algebra to compare two quantities that may have different
values. Below is a table of inequalities we will be using.
Symbol In Words Examples
< Less than 1 < 2 “1 is less than 2”
> Greater than 4 > 3 “4 is greater than 3”
≤ Less than or equal to 0 ≤ 5 “0 is less than 5”
≥ Greater than or equal to −1 ≥ −1 “−1 is equal to −1”
≠ Not equal 3 ≠ 4 “3 is not equal to 4”
A solution to an inequality is a value that makes the inequality true. For example, a
solution to the inequality
𝑥<1
is 0 since 0 is less than 1. However, 2 cannot be a solution since 2 is not less than 1.
The inequality symbols < and > can be quite easy to interpret. However, the inequalities
symbols ≤ and ≥ can be tricky. For example,
𝑥 ≤1
is read as “𝑥 is less than or equal to 1.” The keyword here is the word “or.” The word “or”
tells us that our solution can be less than 1 or equal to 1. So 0 is a solution to this
inequality since 0 is less than 1. As it turns out, 1 is also a solution to this inequality. The
solution 1 is not less than 1 but it is equal to 1.
We will look at how to represent all solutions to an inequality on a number line.
Let us look at 𝑥 < 1. We first draw a number line that has the number 1 on the line.
-2 -1 0 1 2
We then draw an open circle on the number line on the number 1. The open circle means
𝑥 cannot equal 1.
-2 -1 0 1 2
46
The final step is to draw a line in the direction of the solutions.
-2 -1 0 1 2
To represent 𝑥 ≤ 1 ( 𝑥 is less than or equal to 1) we use a closed circle. The closed

circle represents 𝑥 can equal 1.
-2 -1 0 1 2
Media Lesson
Inequalities- Graphing (Duration 3:04)
Graphing on a number line-
Use ________ for less/greater than and use ________ when it is “or equal to.”
Example: Graph 𝑥 ≥ −3
Example: Give the inequality.
Remember: We use an open circle ∘ with the symbols < and >, and a closed circle ∙
with the symbols ≤ or ≥.
47
Media Lesson
How to plot inequalities on a number line (Duration 6:13)
𝑐 = # 𝑜𝑓 𝑐𝑎𝑙𝑜𝑟𝑖𝑒𝑠 𝑖𝑛 𝑎 𝑑𝑎𝑦
𝑐 ≤ 1,500 𝑐 < 1,500
𝑤 = # 𝑜𝑓 𝑜𝑢𝑛𝑐𝑒𝑠 𝑜𝑓 𝑤𝑎𝑡𝑒𝑟 𝐼 𝑐𝑜𝑛𝑠𝑢𝑚𝑒 𝑝𝑒𝑟 𝑑𝑎𝑦

𝑤 > 64 𝑤 ≥ 64
YOU TRY:
a) Determine whether the number 4 is a solution to the following inequalities.
𝑥>1 𝑥<1
𝑥≤9 𝑥≥4
b) Graph the following inequalities in the box below.
Inequality Graph
𝑥>2
𝑥≥2
𝑥 < −2
𝑥 ≤ −2
48
B. SOLVING INEQUALITIES
Let us now look at the inequality 2𝑥 + 3 < 7. It is not as clear what solutions make the
equation true. We can solve this inequality following many of the rules we use for
equalities.
We want to isolate our variable:
2𝑥 + 3 < 7 𝑊𝑒 𝑓𝑖𝑟𝑠𝑡 𝑠𝑢𝑏𝑡𝑟𝑎𝑐𝑡 3 𝑓𝑟𝑜𝑚 𝑏𝑜𝑡ℎ 𝑠𝑖𝑑𝑒𝑠 𝑜𝑓 𝑡ℎ𝑒 𝑖𝑛𝑒𝑞𝑢𝑎𝑙𝑖𝑡𝑦.

−3 = −3
2𝑥 < 4 𝑊𝑒 𝑡ℎ𝑒𝑛 𝑑𝑖𝑣𝑖𝑑𝑒 𝑏𝑦 2.
𝑥<2
We can graph this solution on a number line.
-2 -1 0 1 2
Media Lesson
Inequalities Using Addition and Subtraction (Duration 7:47)
𝑥 − 5 < 35 𝑥 + 15 ≥ −60
𝑥−2≤1 𝑥 − 32 ≤ 0
49
Media Lesson
Solving Inequalities (Stop at 2:20)
Solving inequalities is just like ______________________________.
The only exception is if you ___________________ or___________________ by a
_______________, you must _______________________________________.
Example. Solve the inequality below using the video as a guide.
7 − 5𝑥 ≤ 17
YOU TRY:
Solve the inequality and graph the solution on a number line.
c) 3𝑥 > 𝑥 + 6
d) 3 − 5𝑎 ≤ 2𝑎 + 10
e) −5𝑥 − 10 ≥ −3𝑥 − 12
50
C. TRIPARTITE INEQUALITIES
We have been dealing with inequalities where the variable (or expression containing the
variable) is on the left or the right side of a number. We will now look at a special type of
inequality called a tripartite inequality, where the expression containing the variable is
between two numbers, for example
−1 < 𝑥 < 1
Graphing the solution we get
-2 -1 0 1 2
Below is another example.

−1 ≤ 𝑥 < 1
Graphing the solution we get
-2 -1 0 1 2
Media Lesson
Tripartite inequalities (Duration 5:00)
A tripartite inequality is a __________ part inequality. We use a tripartite inequality when
our variable is _______________ two numbers.
When solving these type of inequalities we will ________________________________.
When graphing, we will graph the inequality _______________________ the numbers.
Example. Solve in the inequality below.

5 < 5 − 4𝑥 ≤ 13
51
YOU TRY:
f) Which of the following values are in the solution set for −3 ≤ 𝑛 < 5?
𝑛 = −5 𝑛 = −3 𝑛=0 𝑛 = 4.9 𝑛=5 𝑛 = 12
g) Solve the inequality.

3 < 2𝑥 − 5 ≤ 17
52
EXERCISES
1) Which of the following values are in the solution set for 𝑥 < 3?
5
𝑥=0 𝑥 = −1 𝑥 = −5 𝑥=3 𝑥=5 𝑥=−
3
2) Which of the following values are in the solution set for 𝑥 ≥ −1?
5
𝑥=0 𝑥 = −1 𝑥 = −5 𝑥=3 𝑥=5 𝑥=−
3
3) Which of the following values are in the interval [−2, ∞)?
5
𝑥=0 𝑥 = −1 𝑥 = −5 𝑥=3 𝑥=5 𝑥=−
3
4) Which of the following values are in the interval (−∞, −1)?
5
𝑥=0 𝑥 = −1 𝑥 = −5 𝑥=3 𝑥=5 𝑥=−
3
5) Which of the following values are in the interval (−1, 5]?
5
𝑥=0 𝑥 = −1 𝑥 = −5 𝑥=3 𝑥=5 𝑥=−
3
6) Which of the following values are in the interval −5 < 𝑥 ≤ 3?
5
𝑥=0 𝑥 = −1 𝑥 = −5 𝑥=3 𝑥=5 𝑥=−
3
For questions 7-13, solve the inequality, check your answer, and graph the
solution on a number line. Give the solution in interval notation.
7) 7 − 4𝑥 ≥ −5
8) 4𝑥 ≤ 2𝑥 + 12
9) 14𝑚 + 8 > 6𝑚 − 8
10) 3 ≤ 9 + 𝑥 ≤ 7
𝑥
11) 5 ≥ 5 + 1
12) −4 < 8 − 3𝑚 ≤ 11
13) Translate the statement into a compound inequality.
A number 𝑛 is greater than 0 and less than or equal to 8
53
Online Quiz
your instructor.
mistake.
54
CHAPTER REVIEW
KEY TERMS AND CONCEPTS
Look for the following terms and concepts as you work through the workbook. In the
space below, explain the meaning of each of these concepts and terms in your own
words. Provide examples that are not identical to those in the text or in the media
lesson.
x-axis
y-axis
Origin
Ordered Pair
x-coordinate
y-coordinate
Intercepts
x-intercept
y-intercept
Relation
Function
Linear Equation
Solution
Vertical Line
Horizontal Line
55
Slope
Slope Formula
Inequality
Tripartite Inequality
Graph the following points.

1) Points:
a. (−𝟓, −𝟓)
b. (−𝟓, 𝟏)
c. (𝟎, 𝟎)
d. (𝟑, 𝟕)
e. (𝟑. 𝟓, 𝟏𝟎)
f. (−𝟗, 𝟎)
g. (𝟖, −𝟐)
h. (𝟎, 𝟔)
2) What point(s) from problem 1 is an x-intercept?
3) What point(s) from problem 1 is a y-intercept?
56
Find the slope of the line.

4) 5)
6) 7)
57
58
Find the slope of the line through each ordered pair.

8) (−2,10), (−2, −15) 9) (−18, −5), (14, −3)
10) (−5, −10), (−5,20) 11) (1,7), (5,7)
Graph the following lines using by either finding 3 points or the intercepts.
6
12) 𝑦 = 2𝑥 + 4 13) 𝑦 = 5 𝑥 − 4
14) 3𝑥 − 𝑦 = −3 15) 𝑥 = 5
Graph the inequalities.

16) 1 ≥ 𝑘 17) −5 < 𝑥 18) 𝑛 > −5
Solve the inequality. Graph the solution on a number line.

𝑥
19) ≥ 10 20) −6 − 2𝑘 < −44
11
𝑥
21) −5𝑣 − 5 < −20𝑣 − 5 22) 0 ≥ 9 ≥ −1
𝑥
23) 5 ≥ 5 + 1
24) −3 < 𝑥 − 1 < 1
𝑝
25) 3 ≤ 9 + 𝑥 ≤ 7 26) 0 ≤ ≤1
8
27) −4 < 8 − 3𝑚 ≤ 11 28) −11 ≤ 𝑛 − 9 ≤ −5
59

Chapter 10 - Functions, Graphs and Inequalities

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College Prep Essential Math Chapter 10: Functions, graphs & inequalities

CHAPTER 10: Introduction to Functions, Graphs, and Inequalities

SECTION 10.1 THE COORDINATE SYSTEM AND FUNCTIONS

Example 1: Ordered pairs (input value, corresponding output value)

Input Output Ordered Pairs (input, output)

Example 2: The rectangular Coordinate System (Cartesian Coordinate System)

Example 2: Plot the given points on the graph below.

Coordinate Plane Summary

C. RELATIONS AND FUNCTIONS

Names (Input) Favorite Color (Output)

Let us express each name and respective color as an ordered pair:

(𝑆𝑡𝑒𝑙𝑙𝑎, 𝐵𝑙𝑢𝑒) (𝐵𝑟𝑢𝑛𝑜, 𝐵𝑟𝑜𝑤𝑛) (𝑉𝑖𝑐𝑡𝑜𝑟𝑖𝑎, 𝐺𝑟𝑒𝑒𝑛) (𝑉𝑖𝑐𝑡𝑜𝑟𝑖𝑎, 𝑃𝑖𝑛𝑘)

An example of a function can be a person and their respective birthday month.

Names (Input) Birthday (Output)

Let us express each name and birthday month as an ordered pair:

(𝐿𝑢𝑛𝑎, 𝐽𝑢𝑛𝑒) (𝐷𝑎𝑛𝑡𝑒, 𝐷𝑒𝑐𝑒𝑚𝑏𝑒𝑟) (𝐶𝑙𝑎𝑟𝑎, 𝐹𝑒𝑏𝑟𝑢𝑎𝑟𝑦)

Names (Input) Birthday (Output)

(𝐿𝑢𝑛𝑎, 𝐽𝑢𝑛𝑒) (𝐷𝑎𝑛𝑡𝑒, 𝐷𝑒𝑐𝑒𝑚𝑏𝑒𝑟) (𝐶𝑙𝑎𝑟𝑎, 𝐹𝑒𝑏𝑟𝑢𝑎𝑟𝑦) (𝑆𝑝𝑖𝑘𝑒, 𝐽𝑢𝑛𝑒)

A _______________ is any set of ordered pairs.

A _______________ is a relation in which _______________ input value is paired with

Example 1: Which of the following tables represent functions?

 Relations and functions can also be represented as a set of points or ordered

Example 2: Which of the following sets of ordered pairs represent a function?

B = {(−4, 0), (2, −3), (2, −5)}

C = {(−5, 1), (2, 1), (−3, 1), (0, 1)}

D. VERTICAL LINE TEST

If all _______________ lines intersect the graph of a relation in __________________,

Is it a function? Circle “yes” or “no” for each of the following.

{(2, −3), (−5,2), (−3,1)}

Use the Vertical Line Test to determine if the graph is a function.

In the following exercises, plot each point.

Which of the following relations are functions?

16) Input Output 17) Input Output 18) Input Output

Which of the following relations are functions?

Which of the following graphs are functions?

a) Plot the points on a coordinate grid.

Age Weight (𝒙, 𝒚)

b) Why is only Quadrant I needed?

In the following exercises, find the 𝒙- and 𝒚- intercepts.

Check your work with the answer key!

Log on to Canvas to take the section quiz

2) Solve the problem step by step below each question

SECTION 10.2 LINES

a) Verify that 𝑥 = −3 is a solution to the algebraic equation 5𝑥 − 2 = 8𝑥 + 7.

b) Is 𝑚 = −1 a solution to the algebraic equation 𝑚 + 9 = 3𝑚 + 5?

Substitution allows us to check if an ordered pair is the solution to a linear equation.

 Substitute the _________________________ given by the _________________

Example 1: Determine whether (−3, 7) is a solution to the linear equation 5𝑥 + 2𝑦 = 1.

Determine which ordered pairs are solutions to the equation 𝑥 + 4𝑦 = 8

B. GRAPHING LINEAR EQUATIONS

Graphing Linear Equations by Plotting Points

Graph the equation 𝑦 = 𝑥 + 1 using a table of values .

Example 1: Graph the equation 𝑦 = 3𝑥 − 2

f) Complete the table to find three solutions to the equation 𝑦 = 4𝑥 − 2. Then

g) Complete the table to find three solutions to eh equation 5𝑥 − 4𝑦 = 20.

C. GRAPH VERTICAL AND HORIZONTAL LINES

When we graph these points we get a vertical line.

This graph is a horizontal line passing through the 𝑦-axis at 4.

Vertical lines are always ______________equals the ___________________.

Horizontal lines are always _______________ equals the _______________.

Example 1: Graph 𝑦 = −2. Example 2: Find the equation of the

h) Graph 𝑦 = 4. i) Graph 𝑥 = −3.

D. GRAPH USING INTERCEPTS

A _ is a relation in which _ input value is paired with

If all _ lines intersect the graph of a relation in ____,

 Substitute the _________ given by the _

Vertical lines are always equals the _____.

Horizontal lines are always _ equals the _.