Chapter09 - Graphing Linear Functions and Relations
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Ly ShanChapter09 - Graphing Linear Functions and Relations
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Ly ShanCHAPTER
GRAPHING
9
LINEAR CHAPTER
FUNCTIONS TABLE OF CONTENTS
9-1 Sets, Relations, and Functions
AND 9-2 Graphing Linear Functions
Using Their Solutions
9-3 Graphing a Line Parallel to
an Axis
RELATIONS 9-4 The Slope of a Line
9-5 The Slopes of Parallel and
The Tiny Tot Day Care Center charges $200 a Perpendicular Lines
week for children who stay at the center between 8:00 9-6 The Intercepts of a Line
A.M. and 5:00 P.M. If a child is not picked up by 5:00 P.M., 9-7 Graphing Linear Functions
the center charges an additional $4.00 per hour or any Using Their Slopes
part of an hour. 9-8 Graphing Direct Variation
Mr. Shubin often has to work late and is unable to 9-9 Graphing First-Degree
pick up his daughter on time. For Mr. Shubin, the weekly Inequalities in Two Variables
cost of day care is a function of time; that is, his total 9-10 Graphs Involving Absolute
Value
cost depends on the time he arrives at the center.
This function for the daily cost of day care can 9-11 Graphs Involving Exponential
Functions
be expressed in terms of an equation in two variables:
Chapter Summary
y 30 4x.The variable x represents the total time,
in hours, after 5:00 P.M., that a child remains at the cen- Vocabulary
ter, and the variable y represents the cost, in dollars, of Review Exercises
day care for the day. Cumulative Review
337
338 Graphing Linear Functions and Relations
9-1 SETS, RELATIONS, AND FUNCTIONS
Set-Builder Notation
In Chapters 1 and 2, we used roster form to describe sets. In roster form, the ele-
ments of a set are enclosed by braces and listed once. Repeated elements are
not allowed. For example,
{. . ., 3, 2, 1, 0, 1, 2, 3, . . .}
is the set of integers, in roster form.
A second way to specify a set is to use set-builder notation. Set-builder
notation is a mathematically concise way of describing a set without listing the
elements of the set. For instance, using set-builder notation, the set of counting
numbers from 1 to 100 is:
{x x is an integer and 1 x 100}
This reads as “the set of all x such that x is an integer and x is at least 1 and at
most 100.” The vertical bar “” represents the phrase “such that,” and the
description to the right of the bar is the rule which defines the set.
Here are some other examples of set-builder notation:
1. {x x is an integer and x 6 } {7, 8, 9, 10, . . .} the set of integers greater
than 6
2. {x 1 x 3} any real number in the interval [1, 3]
3. {2n 1 n is a whole number} {2(0) 1, 2(1) 1, 2(2) 1, 2(3) 1, . . .}
{1, 3, 5, 7, . . .}
the set of odd whole numbers
Frequently used with set-builder notation is the symbol , which means “is
an element of.” This symbol is used to indicate that an element is a member of
a set. The symbol means “is not an element of,” and is used to indicate that an
element is not a member of a set. For instance,
2 {x 1 x 3} since 2 is between 1 and 3.
2 {x 1 x 3} since 2 is not between 1 and 3.
EXAMPLE 1
List the elements of each set or indicate that the set is the empty set.
a. A {x x of the set of natural b. B {2n n of the set of whole
numbers and x 0} numbers}
c. C {x x 3 5} d. D {m m is a multiple of 5 and
m 25}
Sets, Relations, and Functions 339
Solution a. Since there are no natural numbers b. B {2(0), 2(1), 2(2), 2(3), . . .}
less than 0, {0, 2, 4, 6, . . . }
A5
c. C represents the solution set of the d. D consists of the set of multiples
equation x 3 5. Therefore, of 5 that are less than 25.
C {2} D {. . ., 45, 40, 35, 30}
Answers a. A 5 b. B {0, 2, 4, 6, . . .} c. C {2} d. D {. . ., 45, 40, 35, 30}
Relations That are Finite Sets
There are many instances in which one set of
information is related to another. For exam- 17 Debbie
ple, we may identify the persons of a group 18 Kurt
who are 17, 18, or 19 to determine who is old 19 Kim
enough to vote. This information can be Eddie
shown in a diagram such as the one at the
right, or as a set of ordered pairs.
{(17, Debbie), (17, Kurt), (18, Kim), (19, Eddie)}
DEFINITION
A relation is a set of ordered pairs.
The domain of a relation is the set of all first elements of the ordered pairs.
For example, in the relation shown above, the domain is {17, 18, 19}, the set of
ages.
The range of a relation is the set of all second elements of the ordered pairs.
In the relation above, the range is {Debbie, Kurt, Kim, Eddie}, the set of people.
Let us consider the relation “is greater than,” using the set {1, 2, 3, 4} as both
the domain and the range. Let (x, y) be an ordered pair of the relation. Then the
relation can be shown in any of the following ways.
1. A Rule
The relation can be described by the inequality x y.
2. Set of Ordered Pairs
The relation can be listed in set notation as shown below:
{(2, 1), (3, 1), (3, 2), (4, 1), (4, 2), (4, 3)}
340 Graphing Linear Functions and Relations
3. Table of Values
The ordered pairs shown in 2 can be displayed in a table.
x 2 3 3 4 4 4
y 1 1 2 1 2 3
4. Graph y
In the coordinate plane, the domain is a 4
subset of the numbers on the x-axis and the
range is a subset of the numbers on the 3
y-axis. The points that correspond to the 2
ordered pairs of numbers from the domain
and range are shown. Of the 16 ordered pairs 1
shown, only six are enclosed to indicate the
relation x y. 1 2 3 4 x
Relations That are Infinite Sets
Charita wants to enclose a rectangular garden. How much fencing will she need
if the width of the garden is to be 5 feet? The answer to this question depends
on the length of the garden. Therefore, we say that the length of the garden, x,
and the amount of fencing, y, form a set of ordered pairs or a relation. The for-
mula for the perimeter of a rectangle can be used to express y in terms of x:
P 2l 2w
y 2x 2(5)
y 2x 10
Some possible values for the amount of fencing can also be shown in a table. As
the length of the garden changes, the amount of fencing changes, as the follow-
ing table indicates.
x 2x 10 y (x, y)
1 2(1) 10 12 (1, 12)
3 2(3) 10 16 (3, 16)
4.5 2(4.5) 10 19 (4.5, 19)
7.2 2(7.2) 10 24.4 (7.2, 24.4)
9.1 2(9.1) 10 28.2 (9.1, 28.2)
Sets, Relations, and Functions 341
Each solution to y 2x 10 is a pair of numbers. In writing each pair, we
place the value of x first and the value of y second. For example, when x 1,
y 12, (1, 12) is a solution. When x 3, y 16, (3, 16) is another solution. It is
not possible to list all ordered pairs in the solution set of the equation because
the solution set is infinite. However, it is possible to determine whether a given
ordered pair is a member of the solution set. Replace x with the first element of
the pair (the x-coordinate) and y with the second element of the pair (the
y-coordinate). If the result is a true statement, the ordered pair is a solution of
the equation.
• (1.5, 13) {(x, y) y 2x 10} because 13 2(1.5) 10 is true.
• (4, 14) {(x, y) y 2x 10} because 14 2(4) 10 is false.
Since in the equation y 2x 10, x represents the length of a garden, only
positive numbers are acceptable replacements for x. Therefore, the domain of
this relation is the set of positive real numbers. For every positive number x,
2x 10 will also be a positive number. Therefore, the range of this relation is
the set of positive real numbers. Although a solution of y 2x 10 is (–2, 6), it
is not possible for 2 to be the length of a garden; (2, 6) is not a pair of the
relation.
When we choose a positive real number to be the value of x, there is one
and only one value of y that makes the equation true. Therefore, y 2x 10 is
a special kind of relation called a function.
DEFINITION
A function is a relation in which no two ordered pairs have the same first
element.
or
A function is a relation in which every element of the domain is paired with
one and only one element of the range.
Since a function is a special kind of relation, the domain of a function is
the set of all first elements of the ordered pairs of the function. Similarly, the
range of a function is the set of all second elements of the ordered pairs of
the function. The notation f(a) b or “f of a equals b,” signifies that the value
of the function, f, at a is equal to b.
The independent variable is the variable that represents the first element of
an ordered pair. The domain of a function is the set of all values that the inde-
pendent variable is allowed to take. The dependent variable is the variable that
represents the second element of an ordered pair. The range of a function is the
set of all values that the dependent variable is allowed to take.
342 Graphing Linear Functions and Relations
EXAMPLE 2
Find five members of the solution set of the sentence 3x y 7.
Solution How to Proceed
(1) Transform the equation into an 3x y 7
equivalent equation with y alone 3x 3x
as one member: y 3x 7
(2) Choose any five values for x. Since
no replacement set is given, any x 3x 7 y
real numbers can be used:
(3) For each selected value of x, 2 3(2) 7 13
determine y: 0 3(0) 7 7
1
3 23 A 13 B 1 7 6
3 3(3) 7 2
5 3(5) 7 8
Answer (–2, 13), (0, 7), A 13, 6 B , (3, –2), (5, –8)
Note that many other solutions are also possible, and for every real number
x, one and only one real number y will make the equation 3x y 7 true.
Therefore, 3x y 7 defines a function.
EXAMPLE 3
Determine whether each of the given ordered pairs is a solution of the inequal-
ity y 2x 4.
a. (4, 0) b. (–1, 2) c. (0, 6) d. (0, 7)
Solution a. y 2x 4 b. y 2x 4
? ?
0 2 2(4) $ 4 2 2 2(21) $ 4
08 4✘ 22 4✔
c. y 2x 4 d. y 2x 4
? ?
6 2 2(0) $ 4 7 2 2(0) $ 4
60 4✔ 70 4✔
Answers a. Not a solution b. A solution c. A solution d. A solution
Sets, Relations, and Functions 343
Note that for the inequality y 2x 4, the pairs (0, 6) and (0, 7) have the
same first element. Therefore y 2x 4 is a relation but not a function.
EXAMPLE 4
The cost of renting a car for 1 day is $64.00 plus $0.25 per mile. Let x represent
the number of miles the car was driven, and let y represent the rental cost, in
dollars, for a day.
a. Write an equation for the rental cost of the car in terms of the number of
miles driven.
b. Find the missing member of each of the following ordered pairs, which are
elements of the solution set of the equation written in part a, and explain
the meaning of the pair.
(1) (155, ?) (2) (?, 69)
Solution a. Rental cost is $64.00 plus $0.25 times the number of miles.
y 64.00 0.25x
b. (1) For the pair (155, ?), x 155 and y is to be determined. Then:
y 64.00 0.25x
64.00 0.25(155)
64.00 38.75
102.75
When the car was driven 155 miles, the rental cost was $102.75.
(2) For the pair (?, 69), y 69 and x is to be determined. Then:
y 64 0.25x
69 64 0.25x
64 64
5 0.25x
5
0.25 0.25x
0.25
20 x
When the rental cost was $69, the car was driven 20 miles.
Answers a. y 64.00 0.25x
b. (1) (155, 102.75) The car was driven 155 miles, and the cost was $102.75.
(2) (20, 69) The car was driven 20 miles, and the cost was $69.00.
344 Graphing Linear Functions and Relations
EXAMPLE 5
Determine whether or not each set is a relation. If it is a relation, determine
whether or not it is a function.
a. {x 0 x 10}
b. {(x, y) y 4 x}
c. {(a, b) a 2 and b is a real number}
d. {(x, y) y x2}
Solution a. The set is not a set of ordered pairs. It is not a relation. Answer
b. The set is a relation and a function. It is a set of ordered pairs in which
every first element is paired with one and only one second element. Answer
c. The set is a relation that is not a function. The same first element is paired
with every second element. Answer
d. The set is a relation and a function. Every first element is paired with one
and only one second element, its square. Answer
EXAMPLE 6
Jane would like to construct a rectangular pool having an area of 102 square
feet. If l represents the length of the pool and w its height, express the set of all
ordered pairs, (l, w), that represent the dimensions of the pool using set-builder
notation.
Solution Since the area must be 102 square units, the variables l and w are related by
the area formula: A lw. Therefore, the set of ordered pairs representing the
possible dimensions of the pool is:
{(l, w) 102 lw, where l and w are both positive} Answer
Note: Since the length and the width cannot be zero or negative, the rule must
specify that the dimensions, l and w, of the pool are both positive.
EXERCISES
Writing About Mathematics
1. A function is a set of ordered pairs in which no two different pairs have the same first ele-
ment. In Example 4, we can say that the cost of renting a car is a function of the number of
miles driven. Explain how this example illustrates the definition of a function.
Sets, Relations, and Functions 345
2. Usually when a car rental company charges for the number of miles driven, the number of
miles is expressed as a whole number. For example, if the car was driven 145.3 miles, the dri-
ver would be charged for 146 miles. In Example 4, what would be the domain of the func-
tion? (Recall that the domain is the set of numbers that can replace the variable x.)
Developing Skills
In 3–7, find the missing member in each ordered pair if the second member of the pair is twice the
first member.
3. (3, ?) 4. (0, ?) 5. (2, ?) 6. (?, 11) 7. (?, 8)
In 8–12, find the missing member in each ordered pair if the first member of the pair is 4 more than
the second member.
8. (?, 5) 9. A ?, 12 B 10. (?, 0) 11. A 914, ? B 12. (8, ?)
In 13–27, state whether each given ordered pair of numbers is a solution of the equation or
inequality.
13. y 5x; (3, 15) 14. y 4x; (16, 4) 15. y 3x 1; (7, 22)
16. 3x 2y 0; (3, 2) 17. y 4x; (2, 10) 18. y 2x 3; (0, 2)
19. 3y 2x l; (4, 3) 20. 2x 3y 9; (0, 3) 21. x y 8; (4, 5)
22. 4x 3y 2; A 14, 13 B 23. 3x y 4; (7, 1) 24. x 2y 15; (1, 7)
25. y 6x; (1, 2) 26. 3x 4y; (5, 2) 27. 5x 2y 19; (3, 2)
In 28–31, state which sets of ordered pairs represent functions. If the set is not a function, explain
why.
28. {(1, 2), (2, 3), (3, 4), (5, 6)} 29. {(1, 2), (2, 1), (3, 4), (4, 3)}
30. {(5, 5), (5, 5), (6, 6), (6, 6)} 31. {(81, 9), (81, 9), (25, 5), (25, 5)}
In 32–35, find the range of each function when the domain is:
a. A {x 10 x 13 and x of the set of integers} b. B {6x x of the set of whole numbers}
32. y 2x 3 33. y 5 x6 34. y x 2 35. y x 1
Applying Skills
In 36–39, in each case: a. Write an equation or an inequality that expresses the relationship between
x and y. b. Find two ordered pairs in the solution set of the equation that you wrote in part a.
c. Is the relation determined by the equation or inequality a function?
36. The cost, y, of renting a bicycle is $5.00 plus $2.50 times the number of hours, x, that the
bicycle is used. Assume that x can be a fractional part of an hour.
37. In an isosceles triangle whose perimeter is 54 centimeters, the length of the base in centime-
ters is x and the length of each leg in centimeters is y.
346 Graphing Linear Functions and Relations
38. Jules has $265 at the beginning of the month. What is the maximum amount, y, that he has
left after 30 days if he spends at least x dollars a day?
39. At the beginning of the day, the water in the swimming pool was 2 feet deep. Throughout
the day, water was added so that the depth increased by less than 0.4 foot per hour. What
was the depth, y, of the water in the pool after being filled for x hours?
40. A fence to enclose a rectangular space along a
Length (x) Width Area (A)
river is to be constructed using 176 feet of fenc-
ing. The two sides perpendicular to the river 1 176 2(1) 1[176 2(1)]
have length x. 174
a. Complete five more rows of the table shown 2 176 2(2) 2[176 2(2)]
on the right. 344
b. Is the area, A, a function of x? If so, write
the function and determine its domain.
41. (1) At the Riverside Amusement Park, rides are paid for with tokens purchased at a central
booth. Some rides require two tokens, and others one token. Tomas bought 10 tokens
and spent them all on x two-token rides and y one-token rides. On how many two-token
and how many one-token rides did Tomas go?
(2) Minnie used 10 feet of fence to enclose three sides of a rectangular pen whose fourth
side was the side of a garage. She used x feet of fence for each side perpendicular to the
garage and y feet of fence for the side parallel to the garage. What were the dimensions
of the pen that Minnie built?
a. Write an equation that can be used to solve both problems.
b. Write the six solutions for problem (1).
c. Which of the six solutions for problem (1) are not solutions for problem (2)?
d. Write two solutions for problem (2) that are not solutions for problem (1).
e. There are only six solutions for problem (1) but infinitely many solutions for problem
(2). Explain why.
42. A cylindrical wooden base for a trophy has radius r and height h. The volume of the base
will be 102 cubic inches. Using set-builder notation, describe the set of ordered pairs, (r, h),
that represent the possible dimensions of the base.
9-2 GRAPHING LINEAR FUNCTIONS USING THEIR SOLUTIONS
Think of two numbers that add up to 6. If x and y represent these numbers, then
x y 6 is an equation showing that their sum is 6. If the replacement set for
both x and y is the set of real numbers, we can find infinitely many solutions for
the equation x y 6. Some of the solutions are shown in the following table.
x 8 7 6 5 4.5 4 3 2.2 2 0 2
y 2 1 0 1 1.5 2 3 3.8 4 6 8
Graphing Linear Functions Using Their Solutions 347
Each ordered pair of numbers, such as y
(8, –2), locates a point in the coordinate
7
plane. When all the points that have the
coordinates associated with the number 6
5
pairs in the table are located, the points 4
appear to lie on a straight line, as shown 3
at the right. 2
In fact, if the replacement set for 1
both x and y is the set of real numbers, O
–2 –1 1 2 3 4 5 6 7 8 x
the following is true: –1
–2
All of the points whose coordinates
are solutions of x y 6 lie on this
same straight line, and all of the
points whose coordinates are not
solutions of x y 6 do not lie on
this line.
This line, which is the set of all the points and only the points whose coordinates
make the equation x y 6 true, is called the graph of x y 6.
DEFINITION
A first-degree equation in standard form is written as
Ax By C
where A, B, and C are real numbers, with A and B not both 0.
We call an equation that can be written in the form Ax + By C a linear
equation since its graph is a straight line that contains all points and only those
points whose coordinates make the equation true. The replacement set for both
variables is the set of real numbers unless otherwise indicated.
When we graph a linear equation, we can determine the line by plotting two
points whose coordinates satisfy that equation. However, we usually plot a third
point as a check on the first two. If the third point lies on the line determined by
the first two points, we have probably made no error.
Procedure
To graph a linear equation by means of its solutions:
1. Transform the equation into an equivalent equation that is solved for y in
terms of x.
2. Find three solutions of the equation by choosing values for x and finding
corresponding values for y.
3. In the coordinate plane, graph the ordered pairs of numbers found in Step 2.
4. Draw the line that passes through the points graphed in Step 3.
348 Graphing Linear Functions and Relations
EXAMPLE 1
Does the point (2, 3) lie on the graph of x 2y 4?
Solution The point (2, 3) lies on the graph of x 2y 4 if and only if it is a solu-
tion of x 2y 4.
x 2y 4
?
2 2 2(23) 5 4
?
2 1 6 5 4
8
4 ✘
Answer Since 8 4 is not true, the point (2, 3) does not lie on the line
x 2y 4.
EXAMPLE 2
What must be the value of d if (d, 4) lies on line 3x y 10?
Solution The coordinates (d, 4) must satisfy 3x y 10.
Let x d and y 4. Then:
3d 4 10
3d 6
d2
Answer The value of d is 2.
EXAMPLE 3
a. Write the following verbal sentence as an equation:
The sum of twice the x-coordinate of a point and the y-coordinate of that
point is 4.
b. Graph the equation written in part a.
Solution a. Let x the x-coordinate of the point, and y the y-coordinate of the point.
Then:
2x y 4 Answer
b. How to Proceed
(1) Transform the equation into an 2x y 4
equivalent equation that has
y alone as one member: y 2x 4
Graphing Linear Functions Using Their Solutions 349
(2) Choose three values of x and x 2x 4 y
find the corresponding values
of y: 0 2(0) 4 4
1 2(1) 4 2
2 2(2) 4 0
(3) Plot the points that are y
associated with the three
solutions: 4
3
2x
(4) Draw a line through the points
+y
2
that were plotted. Label the 1
=4
line with its equation: O
–3 –2 –1 1 2 3x
–1
–2
To display the graph of a function on a calculator, follow the steps below.
1. Solve the equation for y and enter it as Y1.
ENTER: Y (-) 2 X,T,,n 4 DISPLAY:
Plot1 Plot2 Plot3
ENTER
\ Y 1 =- 2 X + 4
2. Use the standard viewing window to view the graph. The standard viewing
window is a 20 by 20 graph centered at the origin.
ENTER: ZOOM 6 ENTER
DISPLAY:
Zoom M e m o r y
1 : ZBox
2 : Zoom In
3 : Zoom Out
4 : ZDecimal
5 : ZSquare
6 : ZStandard
7 Z Tr i g
350 Graphing Linear Functions and Relations
3. Display the coordinates of points on the graph.
ENTER: TRACE
In the viewing window, the equa-
Y1=-2X+4
tion appears at the top left of the
screen. The point at which the
graph intersects the y-axis is *
marked with a star and the coordi-
nates of that point appear at
the bottom of the screen. Press the
right and left arrow keys to move X=0 Y=4
the star along the line to display
other coordinates.
EXERCISES
Writing About Mathematics
1. The points whose coordinates are (3, 1), (5, 1) and (7, 3) all lie on the same line. What
could be the coordinates of another point that lies on that line? Explain how you found
your answer.
2. Of the points (0, 5), (2, 4), (3, 3), and (6, 2), which one does not lie on the same line as the
other three? Explain how you found your answer.
Developing Skills
In 3–5, state, in each case, whether the pair of values for x and y is a member of the solution set of
the equation 2x y 6.
3. x 4, y 2 4. x 0, y 6 5. x 4, y 2
For 6–9, state in each case whether the point whose coordinates are given is on the graph of the
given equation.
6. x y 7; (4, 3) 7. 2y x 7; (1, 3)
8. 3x 2y 8; (2, 1) 9. 2y 3x 5; (1, 4)
In 10–13, find in each case the number or numbers that can replace k so that the resulting ordered
number pair will be on the graph of the given equation.
10. x 2y 5; (k, 2) 11. 3x 2y 22; (k, 5)
12. x 3y 10; (13, k) 13. x y 0; (k, k)
In 14–17, find in each case a value that can replace k so that the graph of the resulting equation will
pass through the point whose coordinates are given.
Graphing Linear Functions Using Their Solutions 351
14. x y k; (2, 5) 15. x y k; (5, 3)
16. y 2x k; (2, 1) 17. y x k; (5, 0)
In 18–23, solve each equation for y in terms of x.
18. 3x y 1 19. 4x y 6 20. 2y 6x
21. 12x 32y 22. 4x 2y 8 23. 6x 3y 5
In 24–26: a. Find the missing values of the variable needed to complete each table. b. Plot the points
described by the pairs of values in each completed table; then, draw a line through the points.
24. y 4x 25. y 3x 1 26. x 2y 3
x y x y x y
0 ? 1 ? 1 ?
1 ? 0 ? 2 ?
2 ? 1 ? 5 ?
In 27–50, graph each equation.
27. y x 28. y 5x 29. y 3x 30. y x
31. x 2y 3 32. x 12y 1 1 33. y x 3 34. y 2x 1
35. y 3x 1 36. y 2x 4 37. x y 8 38. x y 5
39. y x 0 40. 3x y 12 41. x – 2y 0 42. y 3x –5
43. 2x y 6 44. 3x y 6 45. x 3y 12 46. 2x 3y 6
47. 3x 2y 4 48. x 3y 9 49. 2x y 4 50. 4x 3y
51. a. Through points (0, 2) and (4, 0), draw a straight line.
b. Write the coordinates of two other points on the line drawn in part a.
52. a. Through points (2, 3) and (1, 3), draw a straight line.
b. Does point (0, 1) lie on the line drawn in part a?
Applying Skills
In 53–60: a. Write an equation that can be used to represent each sentence. b. Graph the equation.
53. The length of a rectangle, y, is twice the width, x.
54. The distance to school, y, is 2 miles more than the distance to the library, x.
55. The cost of a loaf of bread, x, plus the cost of a pound of meat, y, is 6 dollars.
352 Graphing Linear Functions and Relations
56. The difference between Tim’s height, x, and Sarah’s height, y, is 1 foot.
57. The measure of each of three sides of the trapezoid is x, the measure of the remaining side
is y, and the perimeter is 6.
58. The measure of each of the legs of an isosceles triangle is x, the measure of the base is y,
and the perimeter is 9.
59. Bob’s age, y, is equal to five more than twice Alice’s present age, x.
60. The sum of the number of miles that Paul ran, x, and the number of miles that Sue ran, y, is
30 miles.
9-3 GRAPHING A LINE PARALLEL TO AN AXIS
Lines Parallel to the x-Axis
An equation such as y 2 can be graphed in y
the coordinate plane. Any pair of values whose 3 y=2
y-coordinate is 2, no matter what the x-coordi-
nate is, makes the equation y 2 true.Therefore, 1
O
(3, 2), (2, 2), (1, 2), (0, 2), (1, 2), –4 –3 –2 –1 1 2 3 4x
–1
or any other pair (a, 2) for all values of a, are –2
points on the graph of y 2. As shown at the –3
right, the graph of y 2 is a horizontal line par-
allel to the x-axis and 2 units above it.
The equation y 2 defines a ENTER: Y 2 GRAPH
function and can be displayed on
a graphing calculator. If there are DISPLAY:
other equations entered in the
Y= menu, press CLEAR before
entering the new equation.
The equation of a line parallel to the x-axis and b units from the x-axis is
y b. If b is positive, the line is above the x-axis, and if b is negative, the line
is below the x-axis.
Graphing a Line Parallel to an Axis 353
Lines Parallel to the y-Axis
An equation such as x 3 can be graphed in y
the coordinate plane. Any pair of values whose 3
x-coordinate is 3, no matter what the y-coordi- 2
nate is, makes the equation x 3 true. 1
Therefore, O
–4 –2 –1 1 2 3 x
(3, 2), (–3, –1), (3, 0), (3, 1), (3, 2), –1
x = –3
–2
or any other pair (3, b) for all values of b, are
points on the graph of x 3. As shown at the –3
right, the graph of x 3 is a vertical line paral- –4
lel to the y-axis and 3 units to the left of it.
The equation x 3 defines a relation that is not a function because it
defines a set of ordered pairs but every ordered pair has the same first element.
The method used to draw the graph of a function on a graphing calculator can-
not be used to display this graph.
The equation of a line parallel to the y-axis and a units from the y-axis is
x a. If a is positive, the line is to the right of the y-axis, and if a is nega-
tive, the line is to the left of the x-axis.
EXERCISES
Writing About Mathematics
1. Mike said that the equation of the x-axis is x 0. Do you agree with Mike? Explain why or
why not.
2. Does the line whose equation is y 4 intersect the x-axis? Determine the coordinates of
the point of intersection if one exists or explain why a point of intersection does not exist.
Developing Skills
In 3–17, draw the graph of each equation.
3. x 6 4. x 4 5. x 0 6. x 3 7. x 5
8. y 4 9. y 5 10. y 0 11. y 4 12. y 7
13. x 5 12 14. y 5 112 15. y 2.5 16. x 5 2 32 17. y 3.5
18. Write an equation of the line that is parallel to the x-axis
a. 1 unit above the axis. b. 5 units above the axis. c. 4 units below the axis.
d. 8 units below the axis. e. 2.5 units above the axis. f. 3.5 units below the axis.
354 Graphing Linear Functions and Relations
19. Write an equation of the line that is parallel to the y-axis
a. 3 units to the right of the axis b. 10 units to the right of the axis
c. 412 units to the left of the axis d. 6 units to the left of the axis.
e. 2.5 units to the right of the axis. f. 5.2 units to the left of the axis.
20. Which statement is true about the graph of the equation y 6?
(1) It is parallel to the y-axis (3) It is not parallel to either axis.
(2) It is parallel to the x-axis. (4) It goes through the origin.
21. Which statement is not true about the graph of the equation x 5?
(1) It goes through (5, 0). (3) It is a function.
(2) It is a vertical line. (4) It is parallel to the y-axis.
22. Which statement is true about the graph of the equation y x?
(1) It is parallel to the y-axis. (3) It goes through (2, 2).
(2) It is parallel to the x-axis. (4) It goes through the origin.
Applying Skills
23. The cost of admission to an amusement park on Family Night is $25.00 for a family of any
size.
a. What is the cost of admission for the Gauger family of six persons?
b. Write an equation for the cost of admission, y, for a family of x persons.
24. The coordinates of the vertices of rectangle ABCD are A(2, 1), B(4, 1), C(4, 5), and
D(2, 5).
a. Draw ABCD on graph paper.
g g g g
b. Write the equations of the lines AB, BC, CD, and DA.
c. Draw a horizontal line and a vertical line that separate ABCD into four congruent
rectangles.
d. Write the equations of the lines drawn in part c.
25. During the years 2004, 2005, and 2006, there were 5,432 AnyClothes stores.
a. Write a linear equation that gives the number of stores, y.
b. Predict the number of stores for the years 2007 and 2008.
26. During the years 1999 through 2006, SmallTown News’ circulation was 74,000 each year.
a. Write a linear equation that gives the circulation, y.
b. Predict the circulation of SmallTown News in the years 2007 and 2008.
The Slope of a Line 355
9-4 THE SLOPE OF A LINE
Meaning of the Slope of a Line
Easy Hill Tough Hill
E
B 40 m
20 m
A C D F
80 m 80 m
It is more difficult to hike up Tough Hill, shown above, than to hike up Easy
Hill. Tough Hill rises 40 meters vertically over a horizontal distance of 80
meters, whereas Easy Hill rises only 20 meters vertically over the same hori-
zontal distance of 80 meters. Therefore, Tough Hill is steeper than Easy Hill. To
compare the steepness of roads AB and DE, which lead up the two hills, we
compare their slopes.
The slope of road AB is the ratio of the change in vertical distance, CB, to
the change in horizontal distance, AC:
change in vertical distance, CB
slope of road AB 5 change in horizontal distance, AC 5 20 m 1
80 m 5 4
Also:
change in vertical distance, FE
slope of road DE 5 change in horizontal distance, DF 5 40 m 1
80 m 5 2
Note that the steeper hill has the larger slope.
Finding the Slope of a Line
To find the slope of the line determined by y
the two points (2, 3) and (5, 8), as shown at 9
the right, we write the ratio of the difference (5, 8)
8
in y-values to the difference in x-values as
7
follows:
8–3=5
6
difference in y-values
slope 5 difference in x-values 5 85 –– 32 5 53 5
4
Suppose we change the order of the points (2, 3)
3
(2, 3) and (5, 8) in performing the computa- 5–2=3
tion. We then have: 2
1
difference in y-values O
slope 5 difference in x-values 5 32 2 8 25 5
2 5 5 23 5 3 –1 1 2 3 4 5 6 7 x
The result of both computations is the same. –1
356 Graphing Linear Functions and Relations
When we compute the slope of a line that is determined by two points, it does
not matter which point is considered as the first point and which the second.
Also, when we find the slope of a line using two points on the line, it does
not matter which two points on the line we use because all segments of a line
have the same slope as the line.
Procedure
To find the slope of a line:
1. Select any two points on the line.
2. Find the vertical change, that is, the change in y-values by subtracting the
y-coordinates in any order.
3. Find the horizontal change, that is, the change in x-values, by subtracting the
x-coordinates in the same order as the y-coordinates.
4. Write the ratio of the vertical change to the horizontal change.
We can use this procedure to find the y
g g
slopes of LM and RS , the lines shown in the 8
7 M
graph at the right. 2
6 (3, 6)
g vertical change
slope of LM 5 horizontal change 5
4
5 63 –– 21 5 42 5 21 or 2
4
3
g vertical change 2 (1, 2)
slope of RS 5 horizontal change L
1
24 2 (22) O
5 4–1 5 22
3 5 23
2
–2 –1 1 2 3 4 5 6 x
Slope is a rate of change. It is a measure of the R
(1, –2)
rate at which y changes compared to x. For –2
–2
g –3
LM whose slope is 2 or 21, y increases 2 units –4
(4, –4)
when x increases 1 unit. When the second 3 S
element of a rate is 1, the rate is a unit rate of
change. If x is the independent variable and y is the dependent variable, then the
slope is the rate of change in the dependent variable compared to the indepen-
dent variable.
g
For RS whose slope is 22
3 , y decreases 2 units when x increases 3 units. We
2
could also write this rate as 13 to write the slope as a unit rate of change, that
is, y decreases 23 of a unit when x increases 1 unit.
The Slope of a Line 357
In general:
The slope, m, of a line that passes through any two points P1(x1, y1) and
P2(x2, y2), where x1 x2, is the ratio of the change or difference of the
y-values of these points to the change or difference of the corresponding
x-values.
Thus: y
difference iny-values
x 2 – x1
slope of a line difference in x-values
P2 (x2 , y2)
y 2 – y1
Therefore:
g y 2y
slope of P1 P2 m x2 2 x1 P1 (x1 , y1)
2 1
O
The difference in x-values, x2 x1, can x
be represented by x, read as “delta x.”
Similarly, the difference in y-values,
y2 y1, can be represented by y, read
as “delta y.” Therefore, we write:
Dy
slope of a line m Dx
Positive Slopes
g
Examining AB from left to right and observ- y
ing the path of a point, from C to D for example,
we see that the line is rising. As the x-values B
increase, the y-values also increase. Between 2
point C and point D, the change in y is 1, and the 1 D(3, 3)
change in x is 2. Since both y and x are posi- A C(1, 2)
g 1
tive, the slope of AB must be positive. Thus: O
g Dy –1 1 x
slope of AB m Dx 5 12 –1
Principle 1. As a point moves from left to right along a line that is rising, y
increases as x increases and the slope of the line is positive.
358 Graphing Linear Functions and Relations
Negative Slopes
g
Now, examining EF from left to right and y
observing the path of a point from C to D, we
E
see that the line is falling. As the x-values
C (2, 3)
increase, the y-values decrease. Between point
C and point D, the change in y is 2, and the –2
change in x is 3. Since y is negative and x is D(5, 1)
g 1 F
positive, the slope of EF must be negative. O 3
–1 1 x
g Dy –1
slope of EF m Dx 5 22 2
3 5 23
Principle 2. As a point moves from left to right along a line that is falling, y
decreases as x increases and the slope of the line is negative.
Zero Slope
g
On the graph, GH is parallel to the x-axis. We consider y
g
a point moving along GH from left to right, for exam- 1
O
ple from C to D. As the x-values increase, the –1 x
y-values are unchanged. Between point C and point D, –1
G H
the change in y is 0 and the change in x is 3. Since y
g C (–2, –2) D(1, –2)
is 0 and x is 3, the slope of GH must be 0. Thus:
g Dy
slope of GH m Dx 5 03 5 0
Principle 3. If a line is parallel to the x-axis, its slope is 0.
Note: The slope of the x-axis is also 0.
No Slope
g
On the graph, LM is parallel to the y-axis. We consider y
g
a point moving upward along LM, for example from M
C to D. The x-values are unchanged, but the
y-values increase. Between point C and point D, the 1 D(2, 1)
change in y is 3, and the change in x is 0. Since the slope O
g –1 x
of LM is the change in y divided by the change in x and –1
g
a number cannot be divided by 0, LM has no defined C(2, –2)
slope. L
The Slope of a Line 359
g Dy 1 2 (22)
slope of MC m Dx 5 0 5 undefined
Principle 4. If a line is parallel to the y-axis, it has no defined slope.
Note: The y-axis itself has no defined slope.
EXAMPLE 1
Find the slope of the line that is determined by points (2, 4) and (4, 2).
Solution Plot points (2, 4) and (4, 2). Let point (2, 4) be P1(x1, y1), and let point
(4, 2) be P2(x2, y2). Then, x1 2, y1 4, x2 4, and y2 2.
g Dy y 2y
slope of P1P2 5 Dx 5 x2 2 x1 y
2 1
224
5 42 (22) P1(–2, 4)
224
5 412 –2
22 P2(4, 2)
5 6 6
1
5 213 Answer O
–1 1 x
–1
EXAMPLE 2
Through point (2, 1), draw the line whose slope is 23.
Solution How to Proceed
(1) Graph point A(2, 1): y
Dy 2
(2) Note that since slope 5 32,
Dx C
when y changes by 3, then x changes
by 2. Start at point A(2, 21) and 3
move 3 units upward and 2 units 2
B
to the right to locate point B: 1
O 3
(3) Start at B and repeat these x
–1–1 1
movements to locate point C: A(2, –1)
(4) Draw a line that passes through
points A, B, and C:
360 Graphing Linear Functions and Relations
KEEP IN MIND A fundamental property of a straight line is that its slope is
constant. Therefore, any two points on a line may be used to compute the slope
of the line.
Applications of Slope
In real-world contexts, the slope is either a ratio or a rate. When both the x and
y variables have the same unit of measure, slope represents a ratio since it will
have no unit of measure. However, when the x and y variables have different
units of measure, slope represents a rate since it will have a unit of measure. In
both cases, the slope represents a constant ratio or rate of change.
EXAMPLE 3
The following are slopes of lines representing the daily sales, y, over time, x, for
various sales representatives during the course of a year:
(1) m 20 (2) m 45
(3) m 39 (4) m 7
a. Interpret the meaning of the slopes if sales are given in thousands of dollars
and time is given in months.
b. Which sales representative had the greatest monthly increase in sales?
c. Is it possible to determine which sales representative had the greatest total
sales at the end of the year?
Solution a. The slopes represent the increase in sales per month:
(1) $20,000 increase each month (2) $45,000 increase each month
(3) $39,000 increase each month (4) $7,000 decrease each month
b. At $45,000, (2) has the greatest monthly increase in sales.
c. The slopes give the increase in sales each month, not the total monthly sales.
With the given information, it is not possible to determine which sales rep-
resentative had the greatest total sales at the end of the year.
EXERCISES
Writing About Mathematics
1. Regina said that in Example 1, the answer would be the same if the formula for slope had
y 2y y 2y
been written as x11 2 x22. Do you agree with Regina? Explain why or why not. Use x11 2 x22 to
find the answer to Example 1 to justify your response.
The Slope of a Line 361
2. Explain why any two points that have the same x-coordinate lie on a line that has
no slope.
Developing Skills
In 3–8: a. Tell whether each line has a positive slope, a negative slope, a slope of zero, or no slope.
b. Find the slope of each line that has a slope.
3. y 4. y
1 1
–1 1 x –1 1 x
5. y 6. y
1 1
–1 1 x –1 1 x
–1 –1
7. y 8. y
1 1
–1 1 x –1 1 x
–1 –1
362 Graphing Linear Functions and Relations
In 9–17, in each case: a. Plot both points, and draw the line that they determine.
b. Find the slope of this line.
9. (0, 0) and (4, 4) 10. (0, 0) and (4, 8) 11. (0, 0) and (3, 6)
12. (1, 5) and (3, 9) 13. (7, 3) and (1, 1) 14. (2, 4) and (0, 2)
15. (5, 2) and (7, 8) 16. (4, 2) and (8, 2) 17. (1, 3) and (2, 3)
In 18–29, in each case, draw a line with the given slope, m, through the given point.
18. (0, 0); m 2 19. (1, 3); m 3 20. (2, 5); m 4
2
21. (4, 5); m 5 3 22. (3, 1); m 0 23. (3, 4); m 2
24. (1, 5); m 1 25. (2, 4); m 232 26. (2, 3); m 213
27. (1, 0); m 254 28. (0, 2); m 223 29. (2, 0); m 12
Applying Skills
30. Points A(2, 4), B(8, 4), and C(5, 1) are the vertices of ABC. Find the slope of each side of
ABC.
31. Points A(3, 2), B(9, 2), C(7, 4), and D(1, 4) are the vertices of a quadrilateral.
a. Graph the points and draw quadrilateral ABCD.
b. What type of quadrilateral does ABCD appear to be?
g g
c. Compute the slope of BC and the slope of AD.
g g
d. What is true of the slope of BC and the slope of AD?
g g
e. If two segments such as AD and BC, or two lines such as AD and BC, are parallel,
what appears to be true of their slopes?
f. Since AB and CD are parallel, what might be true of their slopes?
g. Compute the slope of AB and the slope of CD.
h. Is the slope of AB equal to the slope of CD?
32. A path over a hill rises 100 feet vertically in a horizontal B
distance of 200 feet and then descends 100 feet vertically
in a horizontal distance of 150 feet. 100'
a. Find the slope of the path up the hill when walking A C
from point A to point B. 200' 150'
b. Find the slope of the path down the hill when walking from point B to point C.
c. What is the unit rate of change from point A to point B?
d. What is the unit rate of change from point B to point C?
The Slopes of Parallel and Perpendicular Lines 363
33. The amount that a certain internet phone company charges for international phone calls
is represented by the equation C $0.02t $1.00, where C represents the total cost of
the call and t represents time in minutes. Explain the meaning of the slope in terms of the
information provided.
34. The monthly utility bill for a certain school can be represented by the equation
C $0.075g $100, where C is the monthly bill and g is the amount of gas used by
the hundred cubic feet (CCF). Explain the meaning of the slope in terms of the information
provided.
35. A road that has an 8% grade rises 8 feet vertically for every 100 feet horizontally.
a. Find the slope of the road.
b. Explain the meaning of the slope in terms of the information provided.
c. If you travel a horizontal distance of 200 feet on this road, what will be the amount of
vertical change in your position?
9-5 THE SLOPES OF PARALLEL AND PERPENDICULAR LINES
Parallel Lines
In the diagram, lines /1 and /2 are par-
allel. Right triangle 1 has been drawn y
with one leg coinciding with the x-axis
and with its hypotenuse coinciding
with /1. Similarly, right triangle 2
has been drawn with one leg co- oppa oppb
inciding with the x-axis and with its a b
x
hypotenuse coinciding with /2. adja adjb
Since triangles 1 and 2 are right Triangle 1 Triangle 2
triangles, ,1 ,2
oppa opp
tan a adj tan b adj b
a b
The x-axis is a transversal that intersects parallel lines /1 and /2. The corre-
sponding angles, a and b, are congruent. Therefore,
oppa oppb
adja adj b
oppa oppb
Since adj is the slope of /1 and adj is the slope of /2, we have shown that
a b
two parallel lines have the same slope.
If the slope of <1 is m1, the slope of <2 is m2, and <1 7 <2, then m1 m2.
The following statement is also true:
If the slope of <1 is m1, the slope of <2 is m2, and m1 m2, then <1 7 <2.
364 Graphing Linear Functions and Relations
Perpendicular Lines
In the diagram, lines /1 and /2 are perpen-
dicular. Right triangle ABC has been drawn y
,2 ,1
with one leg parallel to the x-axis, the other
leg parallel to the y-axis, and the hypotenuse
coinciding with /1. The slope of /1 is ba since y C' a B' C
increases by a units as x increases by b units.
Triangle ABC is then rotated 90° counter- b a
clockwise about A so that the hypotenuse of
AB C coincides with /2. A b B
Notice that since each leg has been x
rotated by 90°, the two legs are still parallel
to the axes. However, they are now parallel
to different axes. Also, in the rotated trian-
gle, the change in y is an increase of b units
and the change in x is a decrease of a units, that is, a. Therefore, the slope
b
of /2 is 2a or 2ba. In other words, the slope of /2 is the negative reciprocal of the
slope of /1. We have thus shown that perpendicular lines have slopes that are
negative reciprocals of each other.
In general:
If the slope of <1 is m1, the slope of <2 is m2, and <1 ' <2, then m1 2m12 or
m 1 ? m 2 5 21.
The following statement is also true:
If the slope of <1 is m1, the slope of <2 is m2, and m1 2m1 or m 1 ? m 2 5 21,
2
then <1 ' <2.
EXAMPLE 1
g
The equation of AB is y 2x 1.
g
a. Find the coordinates of any two points on AB.
g
b. What is the slope of AB?
g
c. What is the slope of a line that is parallel to AB?
g
d. What is the slope of a line that is perpendicular to AB?
Solution a. If x 0, y 2(0) 1 1. One point is (0, 1).
If x 1, y 2(1) 1 1. Another point is (1, 1).
g 1 2 (21) 2
b. Slope of AB 0 2 1 5 21 5 22.
The Slopes of Parallel and Perpendicular Lines 365
g g
c. The slope of a line parallel to AB is equal to the slope of AB, –2.
g 1
d. The slope of a line perpendicular to AB is 222 5 12.
Answers a. (0, 1) and (1, 1) but many other answers are possible.
b. 2 c. 2 d. 12
EXERCISES
Writing About Mathematics
1. a. What is the slope of a line that is perpendicular to a line whose slope is 0? Explain your
answer.
b. What is the slope of a line that is perpendicular to a line that has no slope? Explain
your answer.
2. What is the unit rate of change of y with respect to x if the slope of the graph of the equa-
tion for y in terms of x is 14?
Developing Skills
In 3–11: a. Write the coordinates of two points on each line whose equation is given. b. Use the
coordinates of the points found in part a to find the slope of the line. c. What is the slope of a line
that is parallel to each line whose equation is given? d. What is the slope of a line that is perpen-
dicular to the line whose equation is given?
3. y 2x 6 4. y x 2 5. y 3x 7
6. 3y x 7. x y 4 8. 2x 3y 6
9. x 2y 1 10. x 4 11. y 5
Applying Skills
12. A taxi driver charges $3.00 plus $0.75 per mile.
a. What is the cost of a trip of 4 miles?
b. What is the cost of a trip of 8 miles?
c. Use the information from parts a and b to draw the graph of a linear function
described by the taxi fares.
d. Write an equation for y, the cost of a taxi ride, in terms of x, the length of the ride in
miles.
e. What is the change in the cost of a taxi ride when the length of the ride changes by
4 miles?
f. What is the unit rate of change of the cost with respect to the length of the ride in dol-
lars per mile?
366 Graphing Linear Functions and Relations
13. Mrs. Boyko is waiting for her oven to heat to the required temperature. When she first turns
the oven on, the temperature registers 100°. She knows that the temperature will increase
by 10° every 5 seconds.
a. What is the temperature of the oven after 10 seconds?
b. What is the temperature of the oven after 15 seconds?
c. Use the information from parts a and b to draw the graph of the linear function
described by the oven temperatures.
d. Write an equation for y, the temperature of the oven, in terms of x, the number of sec-
onds that it has been heating.
e. What is the unit rate in degrees per second at which the oven heats?
9-6 THE INTERCEPTS OF A LINE
The graph of any linear equation that is not parallel to an axis intersects
both axes. The point at which the graph intersects the y-axis is a point whose
x-coordinate is 0. The y-coordinate of this point is called the y-intercept of the
equation. For example, for the equation 2x y 6, let x 0:
2x y 6
2(0) y 6
0y6
y 6
y 6
The graph of 2x y 6 intersects the y-axis at (0, 6) and the y-intercept is 6.
The point at which the graph intersects the x-axis is a point whose y-coor-
dinate is 0. The x-coordinate of this point is called the x-intercept of the equa-
tion. For example, for the equation 2x y 6, let y 0:
2x y 6
2x 0 6
2x 6
x3
The graph of 2x y 6 intersects the x-axis at (3, 0) and the x-intercept is 3.
Divide each term of the equation 2x y 6 by the constant term, 6
2x y
6 2 6 5 66
x y
3 26 51
Note that x is divided by the x-intercept, 3, and y is divided by the y-intercept,
–6.
The Intercepts of a Line 367
In general, if a linear equation is written in x y
x y a1b 51
the form a1b 5 1, the x-intercept is a and the Q a
y-intercept is b. x-intercept y-intercept
x y
An equation of the form a 1 b 5 1 is called the intercept form of a linear
y
equation. Two points on the graph of xa 1 b 5 1 are (a, 0) and (0, b). We can use
these two points to find the slope of the line.
slope 0a 2 b 2b b
2 0 5 a 5 2a
Slope and y-Intercept
Consider the equation 2x y 6 from another point of view. Solve the equa-
tion for y:
2x y 6
y 2x 6
y 2x 6
There are two numbers in the equation that has been solved for y: the coeffi-
cient of x, 2, and the constant term, 6. Each of these numbers gives us impor-
tant information about the graph.
The y-intercept of a graph is the y-coordinate of the point at which the
graph intersects the y-axis. For every point on the y-axis, x 0. When x 0,
y 2(0) 6
06
6
Therefore, –6 is the y-intercept of the graph of the equation y 2x 6 and
(0, 6) is a point on its graph. The y-intercept is the constant term of the equa-
tion when the equation is solved for y.
Another point on the graph of y 2x 6 is (1, 4). Use the two points,
(0, 6) and (1, 4), to find the slope of the line.
26 2 (24)
slope of y 2x 6 021
22
5 21
52
The slope is the coefficient of x when the equation is solved for y.
For any equation in the form y mx b:
1. The coefficient of x is the slope of the line.
2. The constant term is the y-intercept.
368 Graphing Linear Functions and Relations
The equation we have been studying can be compared to a general equation
of the same type:
y 2x 3 y mx b
Q a Q a
slope y-intercept slope y-intercept
The following statement is true for the general equation:
If the equation of a line is written in the form y mx b, then the slope of
the line is m and the y-intercept is b.
An equation of the form y mx b is called the slope-intercept form of a
linear equation.
EXAMPLE 1
Find the intercepts of the graph of the equation 5x 2y 6.
Solution To find the x intercept, let y 0: To find the y intercept, let x 0:
5x 2y 6 5x 2y 6
5x 2(0) 6 5(0) 2y 6
5x 0 6 0 2y 6
5x 6 2y 6
x 56 y3
Answer The x intercept is 65 and the y intercept is 3.
EXAMPLE 2
Find the slope and the y-intercept of the line that is the graph of the equation
4x + 2y 10.
Solution How to Proceed
(1) Solve the given equation for y to obtain 4x 2y 10
an equivalent equation of the form 2y 4x 10
y mx b:
y 2x 5
(2) The coefficient of x is the slope: slope 2
(3) The constant term is the y-intercept: y-intercept 5
Answer slope 2, y-intercept 5
The Intercepts of a Line 369
EXERCISES
Writing About Mathematics
1. Amanda said that the y-intercept of the line whose equation is 2y 3x 8 is 8 because the
y-intercept is the constant term. Do you agree with Amanda? Explain why or why not.
2. Roberto said that the line whose equation is y x has no slope because x has no coefficient
and no y-intercept because there is no constant term. Do you agree with Roberto? Explain
why or why not.
Developing Skills
In 3–18, in each case, find the slope, y-intercept, and x-intercept of the line that is the graph of the
equation.
3. y 3x 1 4. y 3 x 5. y 2x 6. y x
7. x 3 8. y 2 9. y 223x 1 4 10. y 3x 7
11. 2x y 5 12. 3y 6x 9 13. 2y 5x 4 14. 12x 1 34 5 13y
y
15. 4x 3y 0 16. 2x 5y 10 17. x2 1 3 5 1 18. 4x
5 2 2y 5 1
19. What do the graphs of the equations y 4x, y 4x 2, and y 4x 2 all have in
common?
20. What do the lines that are the graphs of the equations y 2x + 1, y 3x + 1, and
y 5 24x 1 1 all have in common?
21. If two lines are parallel, how are their slopes related?
22. What is true of two lines whose slopes are equal?
In 23–26, state in each case whether the lines are parallel, perpendicular, or neither.
23. y 3x 2, y 3x 5 24. y 2x 6, y 2x 6
25. y 4x 8, 4y x 3 26. y 2x, x 2y
27. Which of the following statements is true of the graph of y 3x?
(1) It is parallel to the x-axis.
(2) It is parallel to the y-axis.
(3) Its slope is 3.
(4) It does not have a y-intercept.
28. Which of the following statements is true of the graph of y 8?
(1) It is parallel to the x-axis.
(2) It is parallel to the y-axis.
(3) It has no slope.
(4) It goes through the origin.
370 Graphing Linear Functions and Relations
9-7 GRAPHING LINEAR FUNCTIONS USING THEIR SLOPES
The slope and any one point can be used to draw the graph of a linear function.
One convenient point is the point of intersection with the y-axis, that is, the
point whose x-coordinate is 0 and whose y-coordinate is the y-intercept.
EXAMPLE 1
Draw the graph of 2x 3y 9 using the slope and the y-intercept.
Solution How to Proceed
(1) Transform the equation into 2x 3y 9
the form y 5 mx 1 b: 3y 2x 9
y 22
3 x13
(2) Find the slope of the line slope 22
3
(the coefficient of x):
(3) Find the y-intercept of the y-intercept 3
line (the constant):
(4) On the y-axis, graph point A, y
whose y-coordinate is the y-intercept:
A(0, 3)
(5) Use the slope to find two more
points on the line. Since
Dy 1 B
slope Dx 5 22 3 , when y changes
by 2, x changes by 3. Therefore, O 1 x
start at point A and move 2 units C
down and 3 units to the right to
locate point B. Then start at
point B and repeat the procedure
to locate point C:
(6) Draw the line that passes through y
the three points:
A(0, 3)
This line is the graph of 2x 3y 9.
1 B
Check To check a graph, select two or more
points on the line drawn and substitute
O 1 x
their coordinates in the original
equation. For example, check this C
graph using points (4.5, 0), (3, 1),
and (6, 1).
Graphing Linear Functions Using Their Slopes 371
2x 3y 9 2x 3y 9 2x 3y 9
? ? ?
2(4.5) 1 3(0) 5 9 2(3) 1 3(1) 5 9 2(6) 1 3(21) 5 9
? ? ?
91059 61359 12 2 3 5 9
99✔ 99✔ 99✔
In this example, we used the slope and the y-intercept to draw the graph. We
could use any point on the graph of the equation as a starting point.
EXAMPLE 2
Draw the graph of 3x 2y 9 using the slope and any point.
Solution How to Proceed
(1) Solve the equation for y. The slope 3x 2 2y 5 9
3
is and the y-intercept is
2 292: 22y 5 23x 1 9
9
y 5 23x
22 1 22
y 5 32x 2 92
(2) Since A 0, 2 92 B is not a convenient y 5 32 (1) 2 92
point to graph, choose another point. y 5 32 2 92
Let x 1. A convenient point on y 5 262
the graph is A(1, 3): y 5 23
(3) Graph point A whose coordinates y
are (1,23) :
C
(4) Use the slope to find two more points
Dy
on the line. Since slope Dx 5 32, 1
when y changes by 3, x changes by 2. O B x
Therefore, start at point A and move
3 units up and 2 units to the right to
A(1, –3)
locate point B. Then start at point B
and repeat the procedure to locate
point C:
(5) Draw the line the passes through
the three points. This is the graph of
3x 2y 9:
Note that the graph intersects the x-axis at B(3, 0). The x-intercept is 3.
372 Graphing Linear Functions and Relations
Translating, Reflecting, and Scaling
Graphs of Linear Functions
An alternative way of looking at the effects of changing the values of the
y-intercept and slope is that of translating, reflecting, or scaling the graph of
the linear function y x.
For instance, the graph of y x 3 can be thought of as the graph of
y x shifted 3 units up. Similarly, the graph of y x can be thought of the
graph of y x reflected in the x-axis. On the other hand, the graph of
y 4x can be thought of as the graph of y 5 x stretched vertically by a factor
of 4, while the graph of y 5 14x is the graph of y x compressed vertically by a
factor of 14.
y y y
y = 4x y=x
y=x+3
y=x y=x y = 14 x
1 1 1
1 x 1 x 1 x
y=–x
Translation Rules for Linear Functions
If c is positive:
The graph of y x c is the graph of y x shifted c units up.
The graph of y x c is the graph of y x shifted c units down.
Reflection Rule for Linear Functions
The graph of y x is the graph of y x reflected in the x-axis.
Scaling Rules for Linear Functions
When c 1, the graph of y cx is the graph of y x stretched vertically by
a factor of c.
When 0 c 1, the graph of y cx is the graph of y x compressed ver-
tically by a factor of c.
Graphing Linear Functions Using Their Slopes 373
EXAMPLE 3
In a–d, write an equation for the resulting function if the graph of y 5 x is:
a. shifted 6 units down
b. reflected in the x-axis and shifted 3 units up
1
c. compressed vertically by a factor of 10 and shifted 1 unit up
d. stretched vertically by a factor of 4 and shifted 1 unit down
Solution a. y x 6 Answer
b. First, reflect in the x-axis: y x
Then, translate the resulting y x 3 Answer
function 3 units up:
1 1
c. First, compress vertically by a factor of 10 : y 10 x
1
Then, translate the resulting y 10 x 1 1 Answer
function 1 unit up:
d. First, stretch vertically by a factor of 4: y 4x
Then, translate the resulting y 4x 1 Answer
function 1 unit down:
EXERCISES
Writing About Mathematics
1. Explain why (0, b) is always a point on the graph of y mx b.
2. Gunther said that in the first example in this section, since the slope of the line, 223, could
2
have been written as 23 , points on the line could have been located by moving up 2 units
and to the left 3 units from the point (0, 3). Do you agree with Gunther? Explain why or
why not.
3. Hypatia said that, for linear functions, vertical translations have the same effect as horizon-
tal translations and that reflecting across the x-axis has the same effect as reflecting across
the y-axis. Do you agree with Hypatia? Explain why or why not.
Developing Skills
In 4–15, graph each equation using the slope and the y-intercept.
4. y 2x 3 5. y 2x 6. y 2x 7. y 3x 2
374 Graphing Linear Functions and Relations
8. y 23x 1 2 9. y 12x 2 1 10. y 213x 11. y 234x 1 6
y
12. y 2x 8 13. 3x y 4 14. x2 1 3 5 1 15. 4x 2y
In 16–21, graph the equation using the slope and any point.
16. 3y 4x + 9 17. 5x 2y 3 18. 3x + 4y 7
19. 2x 3y 1 20. 3y x 5 21. 2x 3y 6 0
In 22–25, describe the translation, reflection, and/or scaling that must be applied to y x to obtain
the graph of each given function.
22. y x 2 23. y 213x 2 2 24. y 2x 1.5 25. y (x 2) 2
Applying Skills
26. a. Draw the line through (2, 3) whose slope is 2.
b. What appears to be the y-intercept of this line?
c. Use the slope of the line and the answer to part b to write an equation of the line.
d. Do the coordinates of point (2, 3) satisfy the equation written in part c?
27. a. Draw the line through (3, 5) whose slope is 23.
b. What appears to be the y-intercept of this line?
c. Use the slope of the line and the answer to part b to write an equation of the line.
d. Do the coordinates of point (3, 5) satisfy the equation written in part c?
28. a. Is (1, 1) a point on the graph of 3x 2y 1?
b. What is the slope of 3x 2y 1?
c. Draw the graph of 3x 2y 1 using point (1, 1) and the slope of the line.
d. Why is it easier to use point (1, 1) rather than the y-intercept to draw this graph?
9-8 GRAPHING DIRECT VARIATION
Recall that, when two variables represent quantities that are directly propor-
tional or that vary directly, the ratio of the two variables is a constant. For exam-
ple, when lemonade is made from a frozen concentrate, the amount of
lemonade, y, that is obtained varies directly as the amount of concentrate, x, that
is used. If we can make 3 cups of lemonade by using 1 cup of concentrate, the
relationship can be expressed as
y 3
x 51 or y 3x
Graphing Direct Variation 375
The constant of variation is 3.
The equation y 3x can be represented by a line in the coordinate plane,
as shown in the graph below.
y
x 3x y
0 3(0) 0
1 3(1) 3 5
2 3(2) 6
3 3(3) 9
O
–5 5 x
–5
Here, the replacement set for x and y is the set of positive numbers and 0.
Thus, the graph includes only points in the first quadrant.
In our example, if 0 cups of frozen concentrate are used, 0 cups of lemonade
can be made. Thus, the ordered pair (0, 0) is a member of the solution set of
y 3x. Using any two points from the table above, for example. (0, 0) and (1, 3),
we can write:
Dy
Dx 5 31 2 0 3
20 5 1 5 3
Thus, we see that the slope of the line is also the constant of variation. An
equation of a direct variation is a special case of an equation written in slope-
intercept form; that is, b 5 0 and m the constant of variation, k. A direct vari-
ation indicates that y is a multiple of x. Note that the graph of a direct variation
is always a line through the origin.
The unit of measure for the lemonade and for the frozen concentrate is the
same, namely, cups. Therefore, no unit of measure is associated with the ratio
which, in this case, is 13 or 3.
lemonade 3 cups 6 cups 9 cups
concentrate
lemonade
5 1 cup 5 31 or concentrate lemonade
5 2 cups 5 31 or concentrate 5 3 cups 5 31
There are many applications of direct variation in business and science, and
it is important to recognize how the choice of unit can affect the constant of
variation. For example, if a machine is used to pack boxes of cereal in cartons,
the rate at which the machine works can be expressed in cartons per minute or
in cartons per second. If the machine fills a carton every 6 seconds, it will fill 10
cartons in 1 minute. The rate can be expressed as:
1 carton 10 cartons
6 seconds 5 16 carton/second or 1 minute 10 cartons/minute
Here each rate has been written as a unit rate.
376 Graphing Linear Functions and Relations
As shown at right, each of y y
these rates can be represented 10 10
by a graph, where the rate, or 9 9
No. of cartons
No. of cartons
constant of variation, is the 8 8
7 7
slope of the line. 6 6
The legend of the graph, 5 5
4 4
that is, the units in which the rate 3 3
is expressed, must be clearly 2 2
stated if the graph is to be 1 1
meaningful. 1 2 34 5 6 x 1 2 34 5 6 x
Seconds Minutes
Cartons per second Cartons per minute
EXAMPLE 1
The amount of flour needed to make a white sauce varies directly as the amount
of milk used. To make a white sauce, a chef used 2 cups of flour and 8 cups of
milk. Write an equation and draw the graph of the relationship.
Solution Let x the number of cups of milk,
and y the number of cups of flour.
Then:
1
y
y 2 x
58 4x y 3
Flour
x
1 1 2 1 x
8y 2x 2 4 (2) 2 y= 4
1
y 28x 4 1
4 (4) 1
1 1 2 3 4 5 6 7x
y 4x
1 3
6 4 (6) 2 Milk
EXERCISES
Writing About Mathematics
1. A chef made the white sauce described in Example 1, measuring the flour and milk in
ounces. Explain why the ratio of flour to milk should still be 1 : 4.
2. When Eduardo made white sauce, he used 1 cup of flour and 1 quart of milk. Is the ratio of
flour to milk in Eduardo’s recipe the same as in the recipe used by the chef in the example?
Explain why or why not.
Developing Skills
In 3–12, y varies directly as x. In each case: a. What is the constant of variation? b. Write an equa-
tion for y in terms of x. c. Using an appropriate scale, draw the graph of the equation written in
part b. d. What is the slope of the line drawn in part c?
3. The perimeter of a square (y) is 12 centimeters when the length of a side of the square (x) is
3 centimeters.
Graphing Direct Variation 377
4. Jeanne can type 90 words (y) in 2 minutes (x).
5. A printer can type 160 characters (y) in 10 seconds (x).
6. A cake recipe uses 2 cups of flour (y) to 112 cups of sugar (x).
7. The length of a photograph (y) is 12 centimeters when the length of the negative from
which it is developed (x) is 1.2 centimeters.
8. There are 20 slices (y) in 12 ounces of bread (x).
9. Three pounds of meat (y) will serve 15 people (x).
10. Twelve slices of cheese (y) weigh 8 ounces (x).
11. Willie averages 3 hits (y) for every 12 times at bat (x).
12. There are about 20 calories (y) in three crackers (x).
Applying Skills
13. If a car travels at a constant rate of speed, the distance that it travels varies directly as time.
If a car travels 75 miles in 2.5 hours, it will travel 110 feet in 2.5 seconds.
a. Find the constant of variation in miles per hour.
b. Draw a graph that compares the distance that the car travels in miles to the number of
hours traveled. Let the horizontal axis represent hours and the vertical axis represent
distance.
c. Find the constant of variation in feet per second.
d. Draw a graph that compares the distance the car travels in feet to the number of sec-
onds traveled.
14. In typing class, Russ completed a speed test in which he typed 420 characters in 2 minutes.
His teacher told him to let 5 characters equal 1 word.
a. Find Russ’s rate on the test in characters per second.
b. Draw a graph that compares the number of characters Russ typed to the number of
minutes that he typed. (Let the horizontal axis represent minutes and the vertical axis
represent characters.)
c. Find Russ’s rate on the test in words per minute.
d. Draw a graph that compares the number of words Russ typed to the number of min-
utes that he typed. (Let the horizontal axis represent minutes and the vertical axis rep-
resent words.)
In 15–20, determine if the two variables are directly proportional. If so, write the equation of variation.
15. Perimeter of a square (P) and the length of a side (s).
16. Volume of a sphere (V) and radius (r).
17. The total amount tucked away in a piggy bank (s) and weekly savings (w), starting with an
initial balance of $50.
378 Graphing Linear Functions and Relations
18. Simple interest on an investment (I) in one year and the amount invested (P), at a rate
of 2.5%.
19. Length measured in centimeters (c) and length measured in inches (i).
20. Total distance traveled (d) in one hour and average speed (s).
9-9 GRAPHING FIRST-DEGREE INEQUALITIES IN TWO VARIABLES
When a line is graphed in the coordinate plane, the line is a plane divider
because it separates the plane into two regions called half-planes. One of these
regions is a half-plane on one side of the line; the other is a half-plane on the
other side of the line.
Let us consider, for example, the horizontal line y 3 as a plane divider. As
shown in the graph below, the line y 3 and the two half-planes that it forms
determine three sets of points:
1. The half-plane above the line y
y 3 is the set of all points whose
y-coordinates are greater than 3,
A(3, 5)
that is, y 3. For example, at
point A, y 5; at point B, y 4. (–2, 4)B
y=3
2. The line y 3 is the set of all C(–4, 3) D(0, 3) (6, 3)G
points whose y-coordinates are
equal to 3. For example, y 3 at (–3, 1)E 1
each point C(4, 3), D(0, 3), and O
G(6, 3). –1 1 x
–1
3. The half-plane below the line F(0, –2)
y 3 is the set of all points
whose y-coordinates are less
than 3, that is, y 3. For example,
at point E, y 1; at point
F, y 2.
Together, the three sets of points form the entire plane.
To graph an inequality in the coordinate plane, we proceed as follows:
1. On the plane, represent the plane y
divider, for example, y 3, by a
dashed line to show that this divider y=3
does not belong to the graph of the 3
half-plane.
1
O
–1 1 x
–1
Graphing First-Degree Inequalities in Two Variables 379
2. Shade the region of the half-plane y
whose points satisfy the inequality. y>3
To graph y 3, shade the region
3
above the plane divider.
y=3
1O
–1 1 x
–1
Graph of y > 3
3. To graph y 3, shade the region y
below the plane divider.
y=3
3
y<3
1
O
–1 1 x
–1
Graph of y < 3
Let us consider another example, where the plane divider is not a horizon-
tal line. To graph the inequality y 2x or the inequality y 2x, we use a dashed
line to indicate that the line y 2x is not a part of the graph. This dashed line
acts as a boundary line for the half-plane being graphed.
y y
(1, 4)B
2x
y=
2x
y > 2x
y=
y < 2x
O O
x x
C (1, –1)
Graph of y > 2x Graph of y < 2x
The graph of y 2x is the shaded The graph of y 2x is the shaded
half-plane above the line y 2x. It half-plane below the line y 2x. It
is the set of all points in which the is the set of all points in which the
y-coordinate is greater than twice y-coordinate is less than twice
the x-coordinate. the x-coordinate.
380 Graphing Linear Functions and Relations
An open sentence such as y 2x means y
y 2x or y 2x. The graph of y 2x is the
2x
union of two disjoint sets. It includes all of the y > 2x
y=
points in the solution set of the inequality
y 2x and all of the points in the solution set O
of the equality y 2x. To indicate that y 2x x
is part of the graph of y 2x, we draw the
graph of y 2x as a solid line. Then we shade
the region above the line to include the points
for which y 2x. Graph of y > 2x
When the equation of a line is written in the form y mx b, the half-
plane above the line is the graph of y mx b and the half-plane below
the line is the graph of y , mx 1 b.
To check whether the correct half-plane has been chosen as the graph of a
linear inequality, we select any point in that half-plane. If the selected point sat-
isfies the inequality, every point in that half-plane satisfies the inequality. On the
other hand, if the point chosen does not satisfy the inequality, then the other
half-plane is the graph of the inequality.
EXAMPLE 1
Graph the inequality y 2x 2.
Solution How to Proceed
(1) Transform the inequality into one y 2x 2
having y as the left member: y 2x 2
(2) Graph the plane divider, y 2x 2, y
2
by using the y-intercept, 2, to locate the
=
2x
first point (0, 2) on the y-axis. Then use
2
y–
the slope, 2 or 21, to find other points
by moving up 2 and to the right 1: O
–2 2 x
–2
(3) Shade the half-plane above the line: y
2=
This region and the line are the required y – 2x > 2
2x
graph. The half-plane is the graph of 2
y–
y 2 2x . 2, and the line is the graph of
y 2 2x 5 2. Note that the line is now O
drawn solid to show that it is part of –2 2 x
the graph.
–2
Graphing First-Degree Inequalities in Two Variables 381
(4) Check the solution. Choose any point in Select point (0, 5) which
the half-plane selected as the solution is in the shaded region.
to see whether it satisfies the original
inequality, y 2x 2: y 2x 2
?
5 2 2(0) $ 2
5 2✔
The above graph is the
graph of y 2 2x $ 2.
EXAMPLE 2
Graph each of the following inequalities in the coordinate plane.
a. x 1 b. x 1 c. y 1 d. y 1
Answers y y y y
2 2 2
x=1
2
x=1
x>1 x<1 y>1 y=1
y=1
–2 O 2x –2 O 2x –2 O 2x –2 O 2x
y<1
–2 –2 –2 –2
a. x > 1 b. x < 1 c. y > 1 d. y < 1
EXERCISES
Writing About Mathematics
1. Brittany said that the graph of 2x y 5 is the region above the line that is the graph of
2x y 5. Do you agree with Brittany? Explain why or why not.
2. Brian said that the union of the graph of x 2 and the graph of x 2 consists of every
point in the coordinate plane. Do you agree with Brian? Explain why or why not.
Developing Skills
In 3–8, transform each sentence into one whose left member is y.
3. y 2x 0 4. 5x 2y 5. y x 3
6. 2x y 0 7. 3x y 4 8. 4y 3x 12
382 Graphing Linear Functions and Relations
In 9–23, graph each sentence in the coordinate plane.
9. x 4 10. x 2 11. y 5
12. y 3 13. y x 2 14. y $ 12x 1 3
15. x y 3 16. x y 1 17. x – 2y 4
18. 2y 6x 0 19. 2x 3y 6 20. 12y . 13x 1 1
y
21. 9 x 3y 22. x2 1 5 # 1 23. 2x 2y 6 0
In 24–26: a. Write each verbal sentence as an open sentence. b. Graph each open sentence in the
coordinate plane.
24. The y-coordinate of a point is equal to or greater than 3 more than the x-coordinate.
25. The sum of the x-coordinate and the y-coordinate of a point is less than or equal to 5.
26. The y-coordinate of a point decreased by 3 times the x-coordinate is greater than or equal
to 2.
Applying Skills
In 27–31: a. Write each verbal sentence as an open sentence. b. Graph each open sentence in the
coordinate plane. c. Choose one pair of coordinates that could be reasonable values for x and y.
27. The length of Mrs. Gauger’s garden (y) is greater than the width (x).
28. The cost of a shirt (y) is less than half the cost of a pair of shoes (x).
29. The distance to school (y) is at least 2 miles more than the distance to the library (x).
30. The height of the flagpole (y) is at most 4 feet more than the height of the oak tree (x)
nearby.
31. At the water park, the cost of a hamburger (x) plus the cost of a can of soda (y) is greater
than 5 dollars.
9-10 GRAPHS INVOLVING ABSOLUTE VALUE
To draw the graph of the equation y |x|, we can choose values of x and then
find the corresponding values of y.
Let us consider the possible choices for x and the resulting y-values:
1. Choose x 0. Since the absolute value of 0 is 0, y will be 0.
2. Choose x as any positive number. Since the absolute value of any positive
number is that positive number, y will have the same value as x. For exam-
ple, if x 5, then y 5 5.
Graphs Involving Absolute Value 383
3. Choose x as any negative number. Since the absolute value of any nega-
tive number is positive, y will be the opposite of x. For example, if x 3,
then y 3 3.
Thus, we conclude that x can be 0, positive, or negative, but y will be only 0
or positive.
Here is a table of values and the corresponding graph:
x |x| y y
5 5 5
3 3 3 (–5, 5) (5, 5)
1 1 1
0 0 0 (–3, 3) (3, 3)
1 1 1
(–1, 1) (1, 1)
3 3 3
–1 O1 x
5 5 5 –1
Notice that for positive values of x, the graph of y x is the same as the graph
of y x. For negative values of x, the graph of y x is the same as the graph
of y x.
y y y
1 1 1
–1 O 1 x –1 O 1 x –1 O 1 x
–1 –1 –1
y=x y = –x y= x
x>0 x<0 x<0 x>0
It should be noted that for all values of x, y = x results in a negative value
for y. Therefore, for positive values of x, the graph of y = x is the same as the
graph of y x. For negative values of x, the graph of y x is the same as
the graph of y x.
384 Graphing Linear Functions and Relations
EXAMPLE 1
Draw the graph of y x 2.
Solution (1) Make a table of values: (2) Plot the points and draw rays to con-
nect the points that were graphed:
x x 2 y y
4 4 2 6
2 –2 2 4 (5, 7)
(–4, 6)
1 –1 2 3 y= x +2
0 0 2 2 (3, 5)
(–2, 4)
1 1 2 3
3 3 2 5 (–1, 3) (1, 3)
5 5 2 7 (0, 2)
Calculator (1) Enter the equation into Y1: (2) Graph to the standard window:
Solution
ENTER: Y MATH 佡 ENTER ENTER: ZOOM 6
X,T,,n ) 2
DISPLAY: DISPLAY:
Plot1 Plot2 Plot3
\Y1 =abs (X) +2
EXAMPLE 2
Draw the graph of x y 3.
Graphs Involving Absolute Value 385
Solution By the definition of absolute value, y
x x and y y.
• Since (1, 2) is a solution, (1, 2),
(1, 2) and (1, 2) are solutions.
• Since (2, 1) is a solution, (2, 1), 1
O
(2, 1) and (2, 1) are solutions. –1 x
1
• Since (0, 3) is a solution, (0, 3) is a –1
solution.
• Since (3, 0) is a solution, (3, 0) is a
solution.
Plot the points that are solutions, and draw x +y =3
the line segments joining them.
Translating, Reflecting, and Scaling Graphs of
Absolute Value Functions
Just as linear functions can be translated, reflected, or scaled, graphs of absolute
value functions can also be manipulated by working with the graph of the
absolute value function y 5 ZxZ .
For instance, the graph of y x 5 is the graph of y x shifted 5 units
down. The graph of y –x is the graph of y x reflected in the x-axis.
The graph of y 2x is the graph of y x stretched vertically by a factor of 2,
while the graph of y 5 12 ZxZ is the graph of y x compressed vertically by a fac-
tor of 12.
y y y
y=2x y= x
y= x y= x
y = 12 x
x x x
y=–x
y= x –3
Translation Rules for Absolute Value Functions
If c is positive:
The graph of y x c is the graph of y x shifted c units up.
The graph of y x c is the graph of y x shifted c units down.
386 Graphing Linear Functions and Relations
For absolute value functions, there are two additional translations that can
be done to the graph of y x, horizontal shifting to left or to the right.
If c is positive:
The graph of y x c is the graph of y x shifted c units to the left.
The graph of y x c is the graph of y x shifted c units to the right.
Reflection Rule for Absolute Value Functions
The graph of y x is the graph of y x reflected across the x-axis.
Scaling Rules for Absolute Value Functions
When c 1, the graph of y cx is the graph of y x stretched vertically
by a factor of c.
When 0 c 1, the graph of y cx is the graph of y x compressed
vertically by a factor of c.
EXAMPLE 3
In a–e, write an equation for the resulting function if the graph of y 5 ZxZ is:
a. shifted 2.5 units down
b. shifted 6 units to the right
c. stretched vertically by a factor of 3 and shifted 5 units up
d. compressed vertically by a factor of 13 and reflected in the x-axis
e. reflected in the x-axis, shifted 1 unit up, and shifted 1 unit to the left
Solution a. y x 2.5 Answer
b. y x 6 Answer
c. First, stretch vertically by a factor of 3: y 3x
Then, translate the resulting function 5 units up: y 3x 5 Answer
d. First, compress vertically by a factor of 13: y 13 ZxZ
Then, reflect in the x-axis: y 213 ZxZ Answer
e. First, reflect in the x-axis: y x
Then, translate the resulting function 1 unit up: y x 1
Finally, translate the resulting function 1 unit y x 1 1
to the left: Answer
Graphs Involving Exponential Functions 387
EXERCISES
Writing About Mathematics
1. Charity said that the graph of y 2x 1 is the graph of y 2x 1 for x 0 and the
graph of 2x 1 for x 0. Do you agree with Charity? Explain why or why not.
2. April said that x y 5 is a function. Do you agree with April? Explain why or why not.
3. Euclid said that, for positive values of c, the graph of y cx is the same as the graph of
y cx. Do you agree with Euclid? If so, prove Euclid’s statement.
Developing Skills
In 4–15, graph each equation.
4. y x 1 5. y x 3 6. y x 1 7. y x 3
8. y 2x 9. y 2x 1 10. x y 5 11. x 2y 7
Zx Z Zy Z
12. y x 13. x y 4 14. 2 1 4 5 1 15. 2x 4y 6 0
In 16–19, describe the translation, reflection, and/or scaling that must be applied to y x to obtain
the graph of each given function.
16. y –x 4 17. y 22ZxZ 1 2 18. y x 2 3 19. y x 1.5 4
9-11 GRAPHS INVOLVING EXPONENTIAL FUNCTIONS
A piece of paper is one layer thick. If we place another piece of paper on top of
it, the stack is two layers thick. If we place another piece of paper on top, the
stack is now three layers thick.
As the process continues, we can describe the number of layers, y, in terms
of the number of sheets added, x, by the linear function y 1 x. For example,
after we have added seven pieces of paper, the stack is eight layers thick. This is
an example of linear growth because the change can be described by a linear
function.
Now consider another experiment. A piece of paper is one layer thick. If the
paper is folded in half, the stack is two layers thick. If the stack is folded again,
the stack is four layers thick. If the stack is folded a third time, it is eight layers
thick.
388 Graphing Linear Functions and Relations
0 folds 1 fold 2 folds 3 folds
1 layer 2 layers 4 layers 8 layers
Although we will reach a point at which it is
x 2x y 2x
impossible to fold the paper, imagine that this process
can continue. We can describe the number of layers of 0 20 1
paper, y, in terms of the number of folds, x, by an 1
1 2 2
exponential function, y 2x. The table at the right
2
shows some values for this function. Such functions 2 2 4
are said to be nonlinear. 3 23
8
After five folds, the stack is 32 layers thick. After 4
4 2 16
ten folds, the stack would be 210 or 1,024 layers thick.
5
In other words, it would be thinker than this book. 5 2 32
This is an example of exponential growth because
the growth is described by an exponential function
y bx. When the base b is a positive number greater
than 1 (b 1), y increases as x increases.
We can draw the graph of the exponential function, adding zero and nega-
tive integral values to those given above. Locate the points on the coordinate
plane and draw a smooth curve through them. When we draw the curve, we are
assuming that the domain of the independent variable, x, is the set of real num-
bers. You will learn about powers that have exponents that are not integers in
more advanced math courses.
x 2x y 2x y
0 20 1
1
1 21 2 5
1
2 22 4 4
1 (2, 4)
3 23 8 3
2
1 (1, 2)
(–1, 2)
1 1
(–3, 8) (–2, 4) 1
(0, 1)
–3 –2 –1 O 1 2 3
x
There are many examples of exponential growth in the world around us.
Over an interval, certain populations—for example of bacteria, or rabbits, or
people—grow exponentially.
Graphs Involving Exponential Functions 389
Compound interest is also an example of exponential growth. If a sum of
money, called the principal, P, is invested at 4% interest, then after one year the
value of the investment, A, is the principal plus the interest. Recall that I Prt.
In this case, r 0.04 and t 5 1.
A P I = P Prt P(1 rt) P(1+ 0.04(1)) P(1.04)
After 2 years, the new principal is (1.04)2P. Replace P by 1.04P in the formula
A P(1.04):
A 1.04P(1.04) = P(1.04)2
After 3 years, the new principal is (1.04)3P. Replace P by P(1.04)2 in the formula
A 5 P(1.04) :
A (1.04)2P(1.04) = P(1.04)3
In general, after n years, the value of an investment for which the rate of
interest is r can be found by using the formula
A P(1 r)n.
Note that in this formula for exponential growth, P is the amount present at the
beginning; r, a positive number, is the rate of growth; and n is the number of
intervals of time during which the growth has been taking place. Since r is a pos-
itive number, the base, 1 r, is a number greater than 1.
Compare the formula A P(1 r)n with the exponential function y 2x
used to determine the number of layers in a stack after x folds. P 1 since we
started with 1 layer. The base, (1 r) 2, so r 1 or 100%. Doubling the num-
ber of layers in the stack is an increase equal to the size of the stack, that is, an
increase of 100%.
A 12 B
An exponential change can be a decrease as well x
as an increase. Consider this example. Start with a x y
A 12 B
large piece of paper. If we cut the paper into two 0
0 1
equal parts, each part is one-half of the original piece.
A 12 B
1
Now if we cut one of these pieces into two equal 1 1
2
parts, each of the parts is one-fourth of the original
A 12 B
2 1
piece. As this process continues, we can describe the 2 4
A2B
part of the original piece that results from each cut in
terms of the number of cuts. The function y 5 A 12 B
1 3 1
x 3 8
A2B1 4 1
gives the part of the original piece, y, that is the result 4 16
of x cuts. This is an example of exponential decay. For
A 12 B
5 1
the exponential function y bx, when the base b is a 5 32
positive number less than 1 (0 b 1), y decreases
as x increases.
Some examples of exponential decay include a decrease in population, a
fund, or the value of a machine when that decrease can be represented by a con-
stant rate at regular intervals. The radioactive decay of a chemical element such
as carbon is also an example of exponential decay.
390 Graphing Linear Functions and Relations
Problems of exponential decay can be solved using the same formula as that
for exponential growth. In exponential decay, the rate of change is a negative
number between 1 and 0 so that the base is a number between 0 and 1. This is
illustrated in Example 3.
EXAMPLE 1
Draw the graph of y 5 A 23 B .
x
Solution Make a table of values from x 3 to x 3. Plot the points and draw a
smooth curve through them.
A 23 B
x y
x y
A 23 B 5 A 32 B
23 3 27
3 8
A 23 B 5 A 32 B
22 2 9
2 4 5
A 23 B A 32 B
21 1 3
1 5 2 27 4
(–3, 8 )
A 23 B
0
0 1 3
A 23 B
1 2
1 9
(–2, 4 ) 2
3 (0, 1) 2
A 23 B (–1, 2) 1 (1, 3) (2, 4) (3, 8 )
3
2 4
2 9 9 27
A 23 B
3 8
3 27 –3 –2 –1 O 1 2 3
x
Calculator (1) Enter the equation into Y1: (2) Graph to the standard window:
Solution
ENTER: Y ( 2 3 ) ENTER: ZOOM 6
^ X,T,,n
DISPLAY: DISPLAY:
Plot1 Plot2 Plot3
\Y1 = (2/3)^X
Graphs Involving Exponential Functions 391
EXAMPLE 2
A bank is advertising a rate of 5% interest compounded annually. If $2,000 is
invested in an account at that rate, find the amount of money in the account
after 10 years.
Solution This is an example of exponential growth. Use the formula A P (1 r)n
with r 0.05, P the initial investment, and n 10 years.
A 2,000(1 0.05)10 2,000(1.05)10 3,257.78954
Answer The value of the investment is $3,257.79 after 10 years.
EXAMPLE 3
The population of a town is decreasing at the rate of 2.5% per year. If the pop-
ulation in the year 2000 was 28,000, what will be the expected population in 2015
if this rate of decrease continues? Give your answer to the nearest thousand.
Solution Use the formula for exponential growth or decay. The rate of decrease is
entered as a negative number so that the base is a number between 0 and 1.
r 0.025
P the initial population
n 15 years (x 0 corresponds to the year 2000)
A P(1 r)n 28,000(1 (–0.025))15 28,000(0.975)15 19,152.5792
Answer The population will be about 19,000 in 2015.
EXERCISES
Writing About Mathematics
1. The equation y bx is an exponential function. If the graph of the function is a smooth
curve, explain why the value of b cannot be negative.
2. The equation A P(1 r)n can be used for both exponential growth and exponential
decay when r represents the percent of increase or decrease.
a. How does the value of r that is used in this equation for exponential growth differ
from that of exponential decay?
b. If the equation represents exponential growth, can the rate be greater than 100%?
Explain why or why not.
c. If the equation represents exponential decay, can the rate be greater than 100%?
Explain why or why not.
392 Graphing Linear Functions and Relations
3. Euler says that the graph of y 3x2 is the graph of y 3x shifted 2 units to the left and
that the graph of y 3x 2 is the graph of y 3x shifted 2 units up. Do you agree with
Euler? Explain why or why not.
Developing Skills
In 4–9, sketch each graph using as values of x the integers in the given interval.
4. y 3x, [3, 3] 5. y 4x, [2, 2] 6. y 1.5x, [4, 4]
7. y A 25 B , [3, 3] 8. y A 13 B , [2, 2]
x x
9. y 5 1.25x, [0, 10]
10. Compare each of the exponential graphs drawn in exercises 4 through 9.
a. What point is common to all of the graphs?
b. If the value of the base is greater than 1, in what direction does the graph curve?
c. If the value of the base is between 0 and 1, in what direction does the graph curve?
11. a. Sketch the graph of y A 12 B in the interval [3, 3].
x
b. Sketch the graph of y 5 22x in the interval [3, 3].
c. What do you observe about the graphs drawn in a and b?
Applying Skills
12. In 2005, the population of a city was 25,000. The population increased by 20% in each of the
next three years. If this rate of increase continues, what will be the population of the city in
2012?
13. Alberto invested $5,000 at 6% interest compounded annually. What will be the value of
Alberto’s investment after 8 years?
14. Mrs. Boyko has a trust fund from which she withdraws 5% each year. If the fund has a value
of $50,000 this year, what will be the value of the fund after 10 years?
15. Hailey has begun a fitness program. The first week she ran 1 mile every day. Each week she
increases the amount that she runs each day by 20%. In week 10, how many miles does she
run each day? Give your answer to the nearest mile.
16. Alex received $75 for his birthday. In the first week after his birthday, he spent one-third of
the money. In the second week and each of the following weeks, he spent one-third of the
money he had left. How much money will Alex have left after 5 weeks?
17. During your summer vacation, you are offered a job at which you can work as many days as
you choose. If you work 1 day, you will be paid $0.01. If your work 2 days you will be paid a
total of $0.02. If your work 3 days you will be paid a total of $0.04. If you continue to work,
your total pay will continue to double each day.
a. Would you accept this job if you planned to work 10 days? Explain why or why not.
b. Would you accept this job if you planned to work 25 days? Explain why or why not.
Chapter Summary 393
CHAPTER SUMMARY
The solutions of equations or inequalities in two variables are ordered pairs
of numbers. The set of points whose coordinates make an equation or inequal-
ity true is the graph of that equation or inequality. The graph of a linear func-
tion of the form Ax By C is a straight line.
The domain of a function is the set of all values the independent variable,
the x-coordinate, is allowed to take. This determines the range of a function, that
is, the set of all values the dependent variable, the y-coordinate, will take.
Set-builder notation provides a mathematically concise method of describ-
ing the elements of a set. Roster form lists every element of a set exactly once.
A linear function can be written in the form y mx b, where m is the
slope and b is the y-intercept of the line that is the graph of the function. A line
parallel to the x-axis has a slope of 0, and a line parallel to the y-axis has no
slope. The slope of a line is the ratio of the change in the vertical direction to the
change in the horizontal direction. If (x1, y1) and (x2, y2) are two points on a line,
the slope of the line is
y2 2 y1
slope m x2 2 x2.
If y varies directly as x, the ratio of y to x is a constant. Direct variation can be
represented by a line through the origin whose slope is the constant of variation.
The graph of y mx b separates the plane into two half-planes. The half-
plane above the graph of y mx b is the graph of y mx b, and the half-
plane below the graph of y mx b is the graph of y mx b.
The graph of y x is the union of the graph of y x for x 0 and the
graph of y x for x 0.
The equation y bx, b 0 and b
1, is an example of an exponential func-
tion. The exponential equation A P(1 r)n is a formula for exponential
growth or decay. A is the amount present after n intervals of time, P is the
amount present at time 0, and r is the rate of increase or decrease. In exponen-
tial growth, r is a positive number. In exponential decay, r is a negative number
in the interval (1, 0).
The function y x and y x can be translated, reflected, or scaled to graph
other linear and absolute value functions.
Linear Function Absolute Value
Vertical translations y x c (up) y x c (up)
(c 0) y x c (down) y x c (down)
Horizontal translations y x c (left) y x c (left)
(c 0) y x c (right) y x c (right)
Reflection across the x-axis y x y x
Vertical stretching (c 1) y cx y cx
Vertical compression (0 c 1) y cx y cx
394 Graphing Linear Functions and Relations
VOCABULARY
9-1 Roster form • Set-builder notation • Member of a set () • Not a mem-
ber of a set () • Relation • Domain of a relation • Range of a relation •
Function • Domain of a function • Range of a function • Independent
variable • Dependent variable
9-2 Graph • Standard form • Linear equation
9-4 Slope • Unit rate of change
9-6 y-intercept • x-intercept • Intercept form a linear equation •
Slope-intercept form of a linear equation
9-8 Equation of a direct variation
9-9 Plane divider • Half-plane
9-11 Linear growth • Exponential function • Nonlinear functions •
Exponential growth • Exponential decay
REVIEW EXERCISES
1. Determine a. the domain and y
b. the range of the relation
shown in the graph to the right.
c. Is the relation a function?
Explain why or why not. 1
O 1 x
2. Draw the graph of x y 5. Is the graph of x y 5 a square?
Prove your answer.
3. A function is a set of ordered pairs in which no two ordered pairs have the
same first element. Explain why {(x, y) y 2x 1} is not a function.
4. What is the slope of the graph of y 2x 5?
5. What is the slope of the line whose equation is 3x 2y 12?
6. What are the intercepts of the line whose equation is 3x 2y 12?
7. What is the slope of the line that passes through points (4, 5) and (6, 1)?
In 8–13, in each case: a. Graph the equation or inequality. b. Find the domain
and range of the equation or inequality.
8. y x 2 9. y 3 10. y 23x
Review Exercises 395
11. x 2y 8 12. y x 2 13. 2x y 4
In 14–22, refer to the coordinate graph to answer each y
question.
k
14. What is the slope of line k? m
1
15. What is the x-intercept of line k? O
1 x
16. What is the y-intercept of line k?
17. What is the slope of a line that is parallel to
line k?
18. What is the slope of a line that is perpendicular to line k?
19. What is the slope of line m?
20. What is the x-intercept of line m?
21. What is the y-intercept of line m?
22. What is the slope of a line that is perpendicular to line m?
23. If point (d, 3) lies on the graph of 3x y 9, what is the value of d?
In 24–33, in each case select the numeral preceding the correct answer.
24. Which set of ordered pairs represents a function?
(1) {(6, 1), (7, 1), (1, 7), (1, 6)}
(2) {(0, 13), (1, 13), (6, 13), (112, 13)}
(3) {(3, 3), (3, 4), (3, 4), (3, 3)}
(4) {(1, 12), (11, 1), (112, 11), (11, 112)}
25. Which point does not lie on the graph of 3x y 9?
(1) (1, 6) (2) (2, 3) (3) (3, 0) (4) (0, 9)
26. Which ordered pair is in the solution set of y 2x 4?
(1) (0, 5) (2) (2, 0) (3) (3, 3) (4) (0, 2)
27. Which equation has a graph parallel to the graph of y 5x 2?
(l) y 5x (2) y 5x + 3 (3) y 2x (4) y 2x 5
28. The graph of 2x y 8 intersects the x-axis at point
(1) (0, 8) (2) (8, 0) (3) (0, 4) (4) (4, 0)
29. What is the slope of the graph of the equation y 4?
(1) The line has no slope.
(2) 0 (3) 4 (4) 4
30. In which ordered pair is the x-coordinate 3 more than the y-coordinate?
(1) (1, 4) (2) (1, 3) (3) (3, 1) (4) (4, 1)
396 Graphing Linear Functions and Relations
31. Which of the following is not a graph of a function?
(1) (3)
y y
1
1
O 1 x
O 1
x
(2) (4)
y y
O 1 x 1
O 1 x
32. Using the domain D {4x x the set of integers and 10 4x 20},
what is the range of the function y 2 x 2?
(1) {10, 14, 18} (3) {10, 14, 16, 20}
(2) {12, 16, 20} (4) {4, 14, 24, 34}
33. Which equation best describes the graph of y |x| reflected across the
x-axis, shifted 9 units up, and shifted 2 units to the left?
(1) y x 2 9 (3) y x 2 9
(2) y = x + 2 9 (4) y x 2 9
34. a. Plot points A(5, 2), B(3, 3), C(3, 3), and D(5, 2).
b. Draw polygon ABCD.
c. What kind of polygon is ABCD?
d. Find DA and BC.
e. Find the length of the altitude from C to DA.
f. Find the area of ABCD.
Review Exercises 397
In 35–38, graph each equation.
35. y x 2 36. y x 2 37. x 2y 6 38. y 2.5x
39. Tiny Tot Day Care Center has changed its rates. It now charges $350 a
week for children who stay at the center between 8:00 A.M. and 5:00 P.M.
The center charges an additional $2.00 for each day that the child is not
picked up by 5:00 P.M.
a. Write an equation for the cost of day care for the week, y, in terms of x,
the number of days that the child stays beyond 5:00 P.M.
b. Define the slope of the equation found in part a in terms of the infor-
mation provided.
c. What is the charge for 1 week for a child who was picked up at the fol-
lowing times: Monday at 5:00, Tuesday at 5:10, Wednesday at 6:00,
Thursday at 5:00, and Friday at 5:25?
40. Each time Raphael put gasoline into his car, he recorded the number of
gallons of gas he needed to fill the tank and the number of miles driven
since the last fill-up. The chart below shows his record for one month.
Gallons of Gasoline 12 8.5 10 4.5 13
Number of Miles 370 260 310 140 420
a. Plot points on a graph to represent the information in the chart. Let the
horizontal axis represent the number of gallons of gasoline and the ver-
tical axis the number of miles driven.
b. Find the average number of gallons of gasoline per fill-up.
c. Find the average number of miles driven between fill-ups.
d. Locate a point on the graph whose x-coordinate represents the average
number of gallons of gasoline per fill-up and whose y-coordinate is the
average number of miles driven between fill-ups.
e. It is reasonable that (0, 0) is a point on the graph? Draw, through the
point that you plotted in d and the point (0, 0), a line that could repre-
sent the information in the chart.
f. Raphael drove 200 miles since his last fill-up. How many gallons of
gasoline should he expect to need to fill the tank based on the line
drawn in e?
41. Mandy and Jim are standing 20 feet apart. Each second, they decrease the
distance between each other by one-half.
a. Write an equation to show their distance apart, D, at s seconds.
b. How far apart will they be after 5 seconds?
c. According to your equation, will Mandy and Jim ever meet?
398 Graphing Linear Functions and Relations
42. According to the curator of zoology at the Rochester Museum and
Science Center, if you count the number of chirps of a tree cricket in 15
seconds and add 40, you will have a close approximation of the actual air
temperature in degrees Fahrenheit. To test this statement, Alexa recorded,
on several summer evenings, the temperature in degrees Fahrenheit and
the number of chirps of a tree cricket in 1 minute. She obtained the fol-
lowing results:
Chirps/minute 150 170 140 125 108 118 145 68 95 110
Temperature 80 85 76 71 65 70 76 56 63 67
a. Write an equation that states the relationship between the number of
chirps per minute of the tree cricket, c, to the temperature in degrees
Fahrenheit, F. (To change chirps per minute to chirps in 15 seconds,
divide c by 4.)
b. Draw a graph of the data given in the table. Record the number of
chirps per minute on the horizontal axis, and the temperature on the
vertical axis.
c. Draw the graph of the equation that you wrote in part a on the same
set of axes that you used for part b.
d. Can the data that Alexa recorded be represented by the equation that
you wrote for part a? Explain your answer.
43. In order to control the deer population in a local park, an environmental
group plans to reduce the number of deer by 5% each year. If the deer
population is now estimated to be 4,000, how many deer will there be after
8 years?
Exploration
STEP 1. Draw the graph of y x 2.
STEP 2. Let A be the point at which the graph intersects the x-axis, B be any
point on the line that has an x-coordinate greater than A, and C be the
point at which a vertical line from B intersects the x-axis.
STEP 3. Compare the slope of y x 2 with tan BAC.
STEP 4. Use a calculator to find mBAC.
STEP 5. Repeat Steps 2 through 4 for three other lines that have a positive slope.
STEP 6. Draw the graph of y x 2 and repeat Step 2. Let the measure of
an acute angle between the x-axis and a line that slants upward be pos-
itive and the measure of an acute angle between the x-axis and a line
that slants downward be negative.
STEP 7. Repeat Steps 3 and 4 for y x 2.
STEP 8. Repeat Steps 2 through 4 for three other lines that have a negative slope.
STEP 9. What conclusion can you draw?
Cumulative Review 399
CUMULATIVE REVIEW CHAPTERS 1–9
Part I
Answer all questions in this part. Each correct answer will receive 2 credits. No
partial credit will be allowed.
1. The product of 5a3 and 3a4 is
(1) 15a7 (2) 15a12 (3) 15a7 (4) 15a12
2. A basketball team won b games and lost 4. The ratio of games won to
games played is
(1) b4 b
(2) b 1 4 (3) b4 4
(4) b 1 4
3. In decimal notation, 8.72
10–2 is
(1) 87,200 (2) 872 (3) 0.0872 (4) 0.00872
4. Which equation is not an example of direct variation?
y
(1) y 2x (2) x 5 2 (3) y 5 x2 (4) y 5 x2
5. The graph of y 2x 4 is parallel to the graph of
(1) y 2x 5 (2) 2x y 7 (3) y 2x 3 (4) 2x y 0
6. The area of a triangle is 48.6 square centimeters. The length of the base of
the triangle is 3.00 centimeters. The length of the altitude of the triangle is
(1) 32.4 centimeters (3) 8.10 centimeters
(2) 16.2 centimeters (4) 3.24 centimeters
7. The measure of the larger acute angle of a right triangle is 15 more than
twice the measure of the smaller. What is the measure of the larger acute
angle?
(1) 25 (2) 37.5 (3) 55 (4) 65
8. Solve for x: 1 2(x 4) x.
(1) 212 (2) 2 (3) 3 (4) 4.5
9. The measure of one leg of a right triangle is 9 and the measure of the
hypotenuse is 41. The measure of the other leg is
(1) 32 (2) 40 (3) 41.98 (4) "1,762
10. Which of the following geometric figures does not always have a pair of
congruent angles?
(1) a parallelogram (3) a rhombus
(2) an isosceles triangle (4) a trapezoid
400 Graphing Linear Functions and Relations
Part II
Answer all questions in this part. Each correct answer will receive 2 credits.
Clearly indicate the necessary steps, including appropriate formula substitu-
tions, diagrams, graphs, charts, etc. For all questions in this part, a correct numer-
ical answer with no work shown will receive only 1 credit.
11. Cory has planted a rectangular garden. The ratio of the length to the width
of the garden is 5 : 7. Cory bought 100 feet of fencing. After enclosing the
garden with the fence, he still had 4 feet of fence left. What are the dimen-
sions of his garden?
12. A square, ABCD, has a vertex at A(4, 2). Side AB is parallel to the x-axis
and AB 7. What could be the coordinates of the other three vertices?
Explain how you know that for the coordinates you selected ABCD is a
square.
Part III
Answer all questions in this part. Each correct answer will receive 3 credits.
Clearly indicate the necessary steps, including appropriate formula substitu-
tions, diagrams, graphs, charts, etc. For all questions in this part, a correct numer-
ical answer with no work shown will receive only 1 credit.
13. A straight line with a slope of 2 contains the point (2, 4). Find the
y-coordinate of a point on this line whose x-coordinate is 5.
14. Mrs. Gantrish paid $42 for 8 boxes of file folders. She bought some on sale
for $4 a box and the rest at a later time for $6 a box. How many boxes of
file folders did she buy on sale?
Part IV
Answer all questions in this part. Each correct answer will receive 4 credits.
Clearly indicate the necessary steps, including appropriate formula substitu-
tions, diagrams, graphs, charts, etc. For all questions in this part, a correct numer-
ical answer with no work shown will receive only 1 credit.
15. Concentric circles (circles that have the same center) are used to divide
the circular face of a dartboard into 4 regions of equal area. If the radius
of the board is 12.0 inches, what is the radius of each of the concentric cir-
cles? Express your answers to the nearest tenth of an inch.
16. A ramp is to be built from the ground to a doorway that is 4.5 feet above
the ground. What will be the length of the ramp if it makes an angle of 22°
with the ground? Express your answer to the nearest foot.
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