Chapter 8

Resource Masters
 Consumable Workbooks
Many of the worksheets contained in the Chapter Resource Masters booklets are
available as consumable workbooks in both English and Spanish.

Study Guide and Intervention Workbook 0-07-827794-9

Study Guide and Intervention Workbook (Spanish) 0-07-827795-7
Skills Practice Workbook 0-07-827788-4
Skills Practice Workbook (Spanish) 0-07-827790-6
Practice Workbook 0-07-827789-2
Practice Workbook (Spanish) 0-07-827791-4

Answers for Workbooks The answers for Chapter 8 of these workbooks

can be found in the back of this Chapter Resource Masters booklet.

Spanish Assessment Masters Spanish versions of forms 2A and 2C

of the Chapter 8 Test are available in the Pre-Algebra Spanish Assessment
Masters (0-07-830412-1).

Copyright © by The McGraw-Hill Companies, Inc. All rights reserved.

Printed in the United States of America. Permission is granted to reproduce the
material contained herein on the condition that such material be reproduced only
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and be used solely in conjunction with Glencoe Pre-Algebra. Any other reproduc-
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ISBN: 0-07-827774-4

1 2 3 4 5 6 7 8 9 10 047 11 10 09 08 07 06 05 04 03 02 Pre-Algebra Chapter 8 Resource Masters

 CONTENTS
Vocabulary Builder............................vii Lesson 8-8
Lesson 8-1 Study Guide and Intervention ........................452
Skills Practice.................................................453
Study Guide and Intervention ........................417 Practice ..........................................................454
Skills Practice.................................................418 Reading to Learn Mathematics ......................455
Practice ..........................................................419 Enrichment .....................................................456
Reading to Learn Mathematics ......................420
Enrichment .....................................................421 Lesson 8-9
Lesson 8-2 Study Guide and Intervention ........................457
Skills Practice.................................................458
Study Guide and Intervention ........................422 Practice ..........................................................459
Skills Practice.................................................423 Reading to Learn Mathematics ......................460
Practice ..........................................................424 Enrichment .....................................................461
Reading to Learn Mathematics ......................425
Enrichment .....................................................426 Lesson 8-10
Lesson 8-3 Study Guide and Intervention ........................462
Study Guide and Intervention ........................427 Skills Practice.................................................463
Skills Practice.................................................428 Practice ..........................................................464
Practice ..........................................................429 Reading to Learn Mathematics ......................465
Reading to Learn Mathematics ......................430 Enrichment .....................................................466
Enrichment .....................................................431
Chapter 8 Assessment
Lesson 8-4
Chapter 8 Test, Form 1 ..........................467–468
Study Guide and Intervention ........................432 Chapter 8 Test, Form 2A ........................469–470
Skills Practice.................................................433 Chapter 8 Test, Form 2B ........................471–472
Practice ..........................................................434 Chapter 8 Test, Form 2C........................473–474
Reading to Learn Mathematics ......................435 Chapter 8 Test, Form 2D........................475–476
Enrichment .....................................................436 Chapter 8 Test, Form 3 ..........................477–478
Chapter 8 Open-Ended Assessment .............479
Lesson 8-5 Chapter 8 Vocabulary Test/Review ................480
Study Guide and Intervention ........................437 Chapter 8 Quizzes 1 & 2................................481
Skills Practice.................................................438 Chapter 8 Quizzes 3 & 4................................482
Practice ..........................................................439 Chapter 8 Mid-Chapter Test...........................483
Reading to Learn Mathematics ......................440 Chapter 8 Cumulative Review .......................484
Enrichment .....................................................441 Chapter 8 Standardized Test Practice....485–486
Unit 3 Test/Review (Ch 7–8) ..................487–488
Lesson 8-6
Study Guide and Intervention ........................442
Standardized Test Practice Student
Skills Practice.................................................443
Recording Sheet ..............................................A1
Practice ..........................................................444
ANSWERS ................................................A2–A37
Reading to Learn Mathematics ......................445
Enrichment .....................................................446

Lesson 8-7
Study Guide and Intervention ........................447
Skills Practice.................................................448
Practice ..........................................................449
Reading to Learn Mathematics ......................450
Enrichment .....................................................451

iii
 Teacher’s Guide to Using the
Chapter 8 Resource Masters
The Fast File Chapter Resource system allows you to conveniently file the resources you
use most often. The Chapter 8 Resource Masters includes the core materials needed for
Chapter 8. These materials include worksheets, extensions, and assessment options. The
answers for these pages appear at the back of this booklet.

All of the materials found in this booklet are included for viewing and printing in the
Pre-Algebra TeacherWorks CD-ROM.

Vocabulary Builder Pages vii-viii When to Use These provide additional

include a student study tool that presents practice options or may be used as home-
up to twenty of the key vocabulary terms work for second day teaching of the lesson.
from the chapter. Students are to record
definitions and/or examples for each term. Reading to Learn Mathematics
You may suggest that students highlight One master is included for each lesson. The
or star the terms with which they are first section of each master asks questions
not familiar. about the opening paragraph of the lesson in
the Student Edition. Additional questions
When to Use Give these pages to students ask students to interpret the context of and
before beginning Lesson 8-1. Encourage them relationships among terms in the lesson.
to add these pages to their Pre-Algebra Study Finally, students are asked to summarize
Notebook. Remind them to add definitions what they have learned using various repre-
and examples as they complete each lesson. sentation techniques.
Study Guide and Intervention When to Use This master can be used as
Each lesson in Pre-Algebra addresses one or a study tool when presenting the lesson or
two objectives. There is one Study Guide and as an informal reading assessment after
Intervention master for each lesson. presenting the lesson. It is also a helpful
tool for ELL (English Language Learner)
When to Use Use these masters as reteach- students.
ing activities for students who need addi-
tional reinforcement. These pages can also Enrichment There is one extension
be used in conjunction with the Student master for each lesson. These activities
Edition as an instructional tool for students may extend the concepts in the lesson, offer
who have been absent. an historical or multicultural look at the
concepts, or widen students’ perspectives
Skills Practice There is one master for on the mathematics they are learning.
each lesson. These provide computational These are not written exclusively for honors
practice at a basic level. students, but are accessible for use with all
When to Use These masters can be used levels of students.
with students who have weaker mathematics When to Use These may be used as extra
backgrounds or need additional reinforcement. credit, short-term projects, or as activities
for days when class periods are shortened.
Practice There is one master for each
lesson. These problems more closely follow
the structure of the Practice and Apply
section of the Student Edition exercises.
These exercises are of average difficulty.

iv
Assessment Options Intermediate Assessment
• Four free-response quizzes are included
The assessment masters in the Chapter 8
to offer assessment at appropriate inter-
Resource Masters offer a wide range of
vals in the chapter.
assessment tools for intermediate and final
• A Mid-Chapter Test provides an option
assessment. The following lists describe each
to assess the first half of the chapter. It is
assessment master and its intended use.
composed of both multiple-choice and
free-response questions.
Chapter Assessment
Chapter Tests Continuing Assessment
• Form 1 contains multiple-choice questions • The Cumulative Review provides
and is intended for use with basic level students an opportunity to reinforce and
students. retain skills as they proceed through
• Forms 2A and 2B contain multiple-choice their study of Pre-Algebra. It can also
questions aimed at the average level be used as a test. This master includes
student. These tests are similar in format free-response questions.
to offer comparable testing situations. • The Standardized Test Practice offers
• Forms 2C and 2D are composed of free- continuing review of pre-algebra concepts
response questions aimed at the average in various formats, which may appear on
level student. These tests are similar in the standardized tests that they may
format to offer comparable testing situa- encounter. This practice includes multiple-
tions. Grids with axes are provided for choice, grid-in, and open-ended questions.
questions assessing graphing skills. Bubble-in and grid-in answer sections are
• Form 3 is an advanced level test with provided on the master.
free-response questions. Grids without
axes are provided for questions assessing Answers
graphing skills. • Page A1 is an answer sheet for the
All of the above tests include a free- Standardized Test Practice questions
response Bonus question. that appear in the Student Edition on
pages 430–431. This improves students’
• The Open-Ended Assessment includes familiarity with the answer formats they
performance assessment tasks that are may encounter in test taking.
suitable for all students. A scoring rubric is • The answers for the lesson-by-lesson
included for evaluation guidelines. Sample masters are provided as reduced pages
answers are provided for assessment. with answers appearing in red.
• A Vocabulary Test, suitable for all stu- • Full-size answer keys are provided for the
dents, includes a list of the vocabulary assessment masters in this booklet.
words in the chapter and ten questions
assessing students’ knowledge of those
terms. This can also be used in conjunc-
tion with one of the chapter tests or as a
review worksheet.

v
 NAME ______________________________________________ DATE ____________ PERIOD _____

8 Reading to Learn Mathematics

Vocabulary Builder

Vocabulary Builder
This is an alphabetical list of key vocabulary terms you will learn in Chapter 8.
As you study this chapter, complete each term’s definition or description.
Remember to add the page number where you found the term. Add these pages to
your Pre-Algebra Study Notebook to review vocabulary at the end of the chapter.

Vocabulary Found
Definition/Description/Example
Term on Page
best-fit line

boundary

constant of
variation
VEHR-ee-AY-shuhn

direct variation

function

half plane

linear equation
LIHN-ee-uhr

vii
 NAME ______________________________________________ DATE ____________ PERIOD _____

8 Reading to Learn Mathematics

Vocabulary Builder (continued)

Vocabulary Found
Definition/Description/Example
Term on Page
rate of change

slope

slope-intercept form
IHNT-uhr-SEHPT

substitution

system of equations

vertical line test

x-intercept

y-intercept

viii
 NAME ______________________________________________ DATE ____________ PERIOD _____

8-1 Study Guide and Intervention

Functions

A special relation in which each member of the domain is paired with exactly one member
Function
in the range.

Move a pencil or straightedge from left to right across the graph of a relation.
• If it passes through no more than one point on the graph, the graph represents
Vertical
a function.
Line Test
• If it passes through more than one point on the graph, the graph does not represent
a function.

Lesson 8-1
Since functions are relations, they can be represented using ordered pairs, tables, or graphs.

Example Determine whether each relation is a function. Explain.

a. {(
10,
34), (0,
22), (10,
9), (20, 3)} b.
xx
10
10 10 20
Domain (x) Range (y)
yy
34
22
9 3
210 234
0 222 Domain (x) Range (y)
10 29
20 3 210 234
222
Because each element in the domain is 10 29
20 3
paired with only one value in the range,
this is a function. Because
10 in the domain is paired
with
34 and
22 in the range, this is
not a function.

Exercises
Determine whether each relation is a function. Explain.

1. {(
5, 2), (3,
3), (1, 7), (3, 0)} 2. {(2, 7), (
5, 20), (
10, 20), (
2, 10),
No; 3 in the domain is paired with (1, 20)}

3 and 0 in the range. Yes; each x value is paired with
only one y value.
3. 4.
xx 1
3 8
8 20 xx 8 1
5 1
10

yy 2 6 6 5 11 yy
2 3 7 7 13

Yes; each x value is paired with No; 1 in the domain is paired

only one y value. with 3 and 7 in the range.

© Glencoe/McGraw-Hill 417 Glencoe Pre-Algebra

 NAME ______________________________________________ DATE ____________ PERIOD _____

8-1 Skills Practice

Functions

Determine whether each relation is a function. Explain.

1. {(3,
8), (3, 2), (6,
1), (2, 2)} 2. {(0, 1), (
4,
3), (
3, 6), (3, 6)}

No; 3 in the domain is paired Yes; each x value is paired with

with
8 and 2 in the range. only one y value.
3. {(
6, 3), (2,
2), (0, 8), (1, 1)} 4. {(1, 8), (
6, 21), (
11, 21), (
3, 11), (0, 21)}

Yes; each x value is paired with Yes; each x value is paired with
only one y value. only one y value.
5. 6.
xx 1
3 8
8 20 xx 4 11 8
13
4

yy 2 6 6 5 11 yy 2
4 1 2 20

Yes; each x value is paired with Yes; each x value is paired with
only one y value. only one y value.
7. 8. xx
xx
1.2 1.1 1.7
1.2 1.0 7 0
6 1
11

yy 2.8 2.3
2.4 2.3 2.6 yy
1 4 8 8 14

No;
1.2 in the domain is paired Yes; each x value is paired with
with 2.8 and 2.3 in the range. only one y value.
9. y 10. y

O x O x

Yes; any vertical line passes No; a vertical line passes

through no more than one point through more than one point.
of the graph.
11. y 12. y

O x O x

No; a vertical line passes Yes; any vertical line passes through
through more than one point. no more than one point of the graph.
© Glencoe/McGraw-Hill 418 Glencoe Pre-Algebra
 NAME ______________________________________________ DATE ____________ PERIOD _____

8-1 Practice
Functions

Determine whether each relation is a function. Explain.

1. {(4,
5), (0,
9), (1, 0), (7, 0)} 2. {(5,
12), (
1,
2), (8,
5), (4,
2), (3,
5)}

Yes; each x value is paired with Yes; each x value is paired with
only one y value. only one y value.
3. {(
2,
3), (6,
8), (4, 2), (6,
5), (2,
5)} 4. {(5, 2), (
2, 15), (
7, 15), (1, 5), (4, 15), (
7, 2)}

Lesson 8-1
No; 6 in the domain is paired with No;
7 in the domain is paired

8 and
5 in the range. with 15 and 2 in the range.
5. xx 4
5 11
5 23
6. xx 7 14 11
10
1

yy
3 1 1 0 6 yy
3
9
4
3 15

No;
5 in the domain is paired Yes; each x value is paired with

with 1 and 0 in the range. only one y value.
7. xx
3.0 3.5 4.1
3.0 3.4
8. xx 11 4
2 4
7

yy 4.2 3.7
3.8 3.7 4.0 yy
7
2 2 2 6

No;
3.0 in the domain is paired No; 4 in the domain is paired with
with 4.2 and 3.7 in the range.
2 and 2 in the range.

EMPLOYMENT For Exercises 9–12, use the Employed Members of Labor Force
table, which shows the percent of employed
men and women in the U.S. labor force Men Women
every five years from 1980 to 2000. Year (% of male (% of female
9. Is the relation (year, percent of men) a population) population)
function? Explain. Yes; each year is 1980 77.4 51.5
paired with only one value for the
percent of employed men. 1985 76.3 54.5

10. Describe how the percent of employed 1990 76.4 57.5

men is related to the year. The number
1995 75.0 58.9
of employed men varies each year,
but is around 76 percent of the 2000 78.9 67.3
male population. Source: U.S. Census Bureau

11. Is the relation (year, percent of women) a function? Explain. Yes; each year is
paired with only one value for the percent of employed women.
12. Describe how the percent of employed women is related to the year. As the years
progress, the percent of employed women increases.

© Glencoe/McGraw-Hill 419 Glencoe Pre-Algebra

 NAME ______________________________________________ DATE ____________ PERIOD _____

8-1 Reading to Learn Mathematics

Functions

Pre-Activity How can the relationship between actual temperatures and

windchill temperatures be a function?
Do the activity at the top of page 369 in your textbook. Write
your answers below.
a. On grid paper, graph the temperatures as y
5
ordered pairs (actual, windchill). O
15 5 5 15 x
b. Describe the relationship between the two 5
10
temperature scales. Sample answer: 15
As the actual temperature increases, 20
the windchill temperature also 25
30
increases. 35

c. When the actual temperature is
20°F, which is the best estimate for
the windchill:
46°F,
28°F, or 0°F? Explain.
46°F; when the
actual temperature decreases, the windchill temperature
also decreases.

Reading the Lesson 1–2. See students’ work.

Write a definition and give an example of each new vocabulary word or phrase.

Vocabulary Definition Example

1. function

2. vertical line test

3. For a relation to be a function, each element in the domain must have

only one corresponding element in the range .

4. Explain what is meant by the phrase “distance is a function of time.” Sample answer:
How far something travels depends on how much time elapses.
Helping You Remember
5. You have learned various ways to determine whether a relation is a function. Choose
which method is the easiest for you to use, then write a few sentences explaining how
that method relates to the other methods. Sample answer: Placing the range
values in a table with their corresponding domain values makes it easy
to see whether an element in the domain is paired with only one element
in the range. By graphing and connecting the points, the vertical line test
can be applied to arrive at the same answer.

© Glencoe/McGraw-Hill 420 Glencoe Pre-Algebra

 NAME ______________________________________________ DATE ____________ PERIOD _____

8-1 Enrichment

Emmy Noether
Emmy Noether (1882
1935) was a German mathematician and a leading figure in modern
abstract algebra. Her contributions helped change the role of women in German universities
and advanced the mathematical progress of the time. Noether fought and overcame rules
that once prevented her from becoming a faculty member. Her most notable work pertains
to linear transformations of non-commutative algebras and their structures.
A linear equation is an example of a transformation, unless it is the equation for a vertical
line. In a transformation, a given rule transforms each number in one set, the domain, into

Lesson 8-1
one and only one number in another set, the range. In graphing linear equations, the
domain is usually the set of real numbers and the range is either the set of real numbers or
a subset of the real numbers. Each value of x is transformed into some value of y.
Transformation f is shown in the diagram below. The transformation takes each element of
the domain {1, 2, 3} and adds 1 to produce the corresponding value in the range. Functional
notation is used to show the rule f (x)  x1.

x f (x )
f
1 2
2 3 f (x ) x 1
3 4

Use functional notation to write the rule for each transformation.

1. x g (x ) 2. x h (x )

g h
1 3 5
2 5 3 5
3 7 3

g(x)  2x  1 h(x )  5

3. What do you think is a 4. Explain whether the diagram below

non-commutative algebra? shows a transformation.
a  b  b  a for some a, b  R
4 2
7 6
9

No, the number 4 corresponds to

more than one value in the range.

© Glencoe/McGraw-Hill 421 Glencoe Pre-Algebra

 NAME ______________________________________________ DATE ____________ PERIOD _____

8-2 Study Guide and Intervention

Linear Equations in Two Variables

A function can be represented with an equation. An equation such as y  1.50x is called a linear
equation. A linear equation in two variables is an equation in which the variables appear in separate
terms and neither variable contains an exponent other than 1.
1
Linear Equations y  x  1, y 
2x, y  x
3

3
Nonlinear Equations y  x 2  1, y 
2x 3, y  , xy  4
x
Solutions of a linear equation are ordered pairs that make the equation true. One way to find solutions
is to make a table.

Example 1 Complete the table. Example 2 A linear equation can

Use the results to write four solutions also be represented by a graph. The
of y  4x
10. Write the solution as coordinates of all points on a line are
ordered pairs. solutions to the equation. Graph
y  4x
10 by plotting ordered pairs.
x y  4x
10 y (x, y) Plot the points found in Example 1. Connect
the points using a straight line.

1 y  4(
1)
10
14 (
1,
14)
y
0 y  4(0)
10
10 (0,
10) 2
O
8 6 4 2 2 4 6 8x
1 y  4(1)
10
6 (1,
6) 2
(2, 2)
4
6
2 y  4(2)
10
2 (2,
2) (1, 6)
8
10 (0, 10)
12
14

Exercises
Find four solutions of each equation. Write the solutions as ordered pairs.
1–3. Sample answers are given.
1. y  2x  4 2. y 
3x
7 3. 4x  y  5
(
1, 2), (0, 4), (
1,
4), (0,
7), (
1, 9), (0, 5),
(1, 6), (2, 8) (1,
10), (2,
13) (1, 1), (2,
3)
Graph each equation by plotting ordered pairs.
4. y 
4x 5. y  x  6 6.
2x  y  8
y y y
8 16
y x 6
y 4x 6 12
4 8
y 2x 8
2 4
O O
O x 8 6 4 2 2 4 6 8x 16 8 4 8 12 16x
2 4
4 8
6 12
8 16

© Glencoe/McGraw-Hill 422 Glencoe Pre-Algebra

 NAME ______________________________________________ DATE ____________ PERIOD _____

8-2 Skills Practice

Linear Equations in Two Variables

Find four solutions of each equation. Write the solutions as ordered pairs.
1–9. Sample answers are given.
1. y = 8x
4 2. y 
x  12 3. 4x
4y  24
(
1,
12), (0,
4), (
1, 13), (0, 12), (
1,
7), (0,
6),
(1, 4), (2, 12) (1, 11), (2, 10) (1,
5), (2,
4)
4. x
y 
15 5. y  7x
6 6. y 
3x  8
(
1, 14), (0, 15), (
1,
13), (0,
6), (
1, 11), (0, 8),
(1, 16), (2, 17) (1, 1), (2, 8) (1, 5), (2, 2)
7. y  12 8. 4x
2y  0 9. 4x
y  4
(
1, 12), (0, 12), (
1,
2), (0, 0), (
1,
8), (0,
4),
(1, 12), (2, 12) (1, 2), (2, 4) (1, 0), (2, 4)

Graph each equation by plotting ordered pairs.

Lesson 8-2
1 3
10. y  3x
2 11. y 
x  3 12. y 
x  
2 2
y y y
y x+3
1
y x+ 3
2 2

x
O x O x O

y 3x 2

2
13. y 
2x
5 14. y  4x
8 15. y  x
2
3
y y y
6
4
2
2 y x–2
O 3
O x 8 6 4 2 2 4 6 8x
2
O x
4
6
y 2x 5 8
y 4x 8
10

16. y 
5x 17. y 
2x  6 18. y  5x  1

y y y
8
y 2x + 6
y 5x 6 y 5x + 1
4
2 O x
O
O x 8 6 4 2 2 4 6 8x
2
4
6
8

© Glencoe/McGraw-Hill 423 Glencoe Pre-Algebra

 NAME ______________________________________________ DATE ____________ PERIOD _____

8-2 Practice
Linear Equations in Two Variables

Find four solutions of each equation. Write the solutions as ordered pairs.
1–6. Sample answers are given.
1. y  x
5 2. y 
7 3. y 
3x  1
(
1,
6), (0,
5), (
1,
7), (0,
7), (
1, 4), (0, 1),
(1,
4), (2,
3) (1,
7), (2,
7) (1,
2), (2,
5)
4. x
y  6 5. y  2x  4 6. 7x
y  14
(
1,
7), (0,
6), (
1, 2), (0, 4), (
1,
21), (0,
14),
(1,
5), (2,
4) (1, 6), (2, 8) (1,
7), (2, 0)

Graph each equation by plotting ordered pairs.

7. y  2x
1 8. y 
6x  2 9. y  x  4
y y y
6 y 6x + 2 y x +4
4
2
O
8 6 4 2 2 4 6 8x
2
O x
4
y 2x – 1 O x
6
8
10

1
10. y  7 11. y  3x
9 12. y  x
6
2
y y y
10 6 8
8 4 6
6 2 4
y 7 O
4 2
8 6 4 2 2 4 6 8x O x
2 2
O 8 6 4 2 2 4 6 8
4 2
8 6 4 2 2 4 6 8x 4
2 6 y 3x – 9
4 8 6 1
8 y x–6
6 10 2

COOKING For Exercises 13–15, use the following information.

Kirsten is making gingerbread cookies using her grandmother’s recipe and needs to convert
grams to ounces. The equation y  0.04x describes the approximate
number of ounces y in x grams.
y
13. Find three ordered pairs of values that satisfy this equation. 8
Sample answer: (100, 4), (200, 8), (300, 12) 7
6
Ounces

14. Draw the graph that contains these points. 5

4
15. Do negative values of x make sense in this case? Explain. 3
2
No; a recipe cannot contain a negative number 1
of grams of an ingredient. O 100 200 300 400 x
Grams

© Glencoe/McGraw-Hill 424 Glencoe Pre-Algebra

 NAME ______________________________________________ DATE ____________ PERIOD _____

8-2 Reading to Learn Mathematics

Linear Equations in Two Variables

Pre-Activity How can linear equations represent a function?

Do the activity at the top of page 375 in your textbook. Write
your answers below.

a. Complete the table to find the cost b. On grid paper, graph the
of 2, 3, and 4 cans of peaches. ordered pairs (number,
cost). Then draw a line
Number of
1.50x Cost (y) through the points.
Cans (x)
y
1 1.50(1) 1.50

Cost ($)
2 1.50(2) 3.00
3 1.50(3) 4.50
4 1.50(4) 6.00 x
0 Number of Cans

Lesson 8-2
c. Write an equation representing the relationship between number of
cans x and cost y. y  1.5x or 1.50x

Reading the Lesson

Write a definition and give an example of the new vocabulary phrase.
Vocabulary Definition Example
1. linear See students’ work.
equation

2. Determine whether each equation below is linear or nonlinear and explain why.
a. y  x  1 Linear; the variables appear in separate terms, and neither
variable contains an exponent other than 1.
b. y  x2  1 Nonlinear; the variable x has an exponent of 2.
c. xy  4 Nonlinear; the variables appear in the same term.

3. Solutions of a linear equation are ordered pairs that make the equation true.

Helping You Remember

4. Work with one of your classmates translating linear equations into English. First, each
of you should write a linear equation. Then trade equations and take turns reading the
equations in everyday words. Second, each of you should describe a line in terms of its
x and y values. Trade sentences and translate them into linear equations. Sample
answer: x
y  10; The value of y subtracted from the value of x is 10.

© Glencoe/McGraw-Hill 425 Glencoe Pre-Algebra

 NAME ______________________________________________ DATE ____________ PERIOD _____

8-2 Enrichment

Equations with Two Variables

Complete the table for each equation.
1. y  7  x 2. y  2x  4 3. y  x
9

x y x y x y

4 3 6 16 3
6

2 5 4 12 5
4

8 1
1 2 0
9

x
4. y  3x
2 5. y   6. y 
6x  1
4

x y x y x y

2 4 8 2 1
5

1
5 16 4 2
11

3 7
24
6
2 13

x5 x
7. y  9
2x 8. y  3 9. y  2  5

x y x y x y

3 3 4 3 8 9
1 7 7 4 6 8

4 1
8
1 10 10

10. y  x2 11. y  x2
3 12. y  1
2x

x y x y x y

2 4 3 6
1 3
1 1 5 22
3 7

4 16 0
3
5 11

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8-3 Study Guide and Intervention

Graphing Linear Equations Using Intercepts

Finding Intercepts

The x-intercept is the x-coordinate of a point where a graph To find the x-intercept, let y  0 in the
crosses the x-axis. The y-coordinate of this point is 0. equation and solve for x.

The y-intercept is the y-coordinate of a point where a graph To find the y-intercept, let x  0 in the
crosses the y-axis. The x-coordinate of this point is 0. equation and solve for y.

Example 1 Find the x-intercept Example 2 Graph 2x  5y  10.

and the y-intercept for the graph of y
2x  5y  10.
(0, 2) 2x 5y 10
To find the x-intercept, let y  0.
(5, 0)
2x  5y  10 Write the equation.
O x
2x  5(0)  10 Replace y with 0.

x5 Simplify.

To find the y-intercept, let x  0.

2x  5y  10 Write the equation.

2(0)  5y  10 Replace x with 0.

y2 Simplify.

Lesson 8-3
Exercises

Find the x-intercept and the y-intercept for the graph of each equation.

1. y  x
5 2. y
1  0 3. 3x
2y  12

5;
5 none; 1 4;
6
Graph each equation using the x- and y-intercepts.

4. y 
3x
3 5. y  x  5 6. y 
x  9
y y y
12
( )
9 0, 9
6
(0, 5)
( 1, 0) 3 (9, 0)
O
O x 12 9 6 3 3 6 9 12x
3
6 ( 5, 0)
(0, 3) 9
O x
12

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8-3 Skills Practice

Graphing Linear Equations Using Intercepts

State the x-intercept and the y-intercept of each line.

1. y 2. y 3. y
10
8
6

O x O
O x 8 6 4 2 4 6 8x
2
4
6

3;
2 none; 4
2; 6

Find the x-intercept and the y-intercept for the graph of each equation.

4. y  2x  6 5. 3x
5y  30 6. y 
4x  8
9;
18 10;
6 2; 8
7. y  7x
14 8. y  12x  6 9. y  7
1
2;
14
; 6 none; 7
2
Graph each equation using the x- and y-intercepts.

10. y 
2x  6 11. y 
2 12. y 
4x  2

y y y
8 (0, 6)
6
y 2x + 6 (0, 2) y 4x + 2
4
2
O (3, 0)
8 6 4 2 2 4 6 8x O x O ( 1 , 0) x
2 (0, 2) 2
4
6
y 2
8

2
13. y  x
2 14. x  4 15. y 
x  3
5
y y y
y –x 3
x 4 (0, 3)

(5, 0) (4, 0)
O x O x O (3, 0) x
(0, 2)
2
y x 2
5

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8-3 Practice
Graphing Linear Equations Using Intercepts

Find the x-intercept and the y-intercept for the graph of each equation.

1. y  2x
2 2. y  4  0 3. y  3x  9

1,
2 none,
4
3, 9
4. 6x  12y  24 5. 5x
3y  15 6.
x
7  0

4, 2 3,
5
7, none

Graph each equation using the x- and y-intercepts.

7. y  x
7 8. y 
x  5 9. y  2x
4
y y y
8 8
6
(0, 5) 6 y x+ 5
4 y x 7 4
2 2
O (7, 0) O (5, 0) (2, 0)
8 6 4 2 2 4 6 8x 8 6 4 2 2 4 6 8x O x
2 2
4 4
6 6
(0, 7) (0, 4) y 2x – 4
8 8

1
10. y 
x
1 11. 5x  2y  10 12. x  2
7
y y y
8 8
y – 5x + 5

Lesson 8-3
6 (0, 5) 6 2
x 2
4 4
( 7, 0) 2 2
O O (2, 0) (2, 0)
8 6 4 2 2 4 6 8x 8 6 4 2 2 4 6 8x O x
2 2
(0, 1) 4
4 y – 1x – 1
6 7 6
8 8

13. SAVINGS Rashid’s grandparents started a savings y

18
account for him, contributing $1000. He deposits $430 16
each month into the account. The equation y  430x 
$ (thousand)

14
y 430x 1000
1000 represents how much money is in the savings 12
10
account after x number of months. Graph the equation 8
and explain what the y-intercept means. 6
4
The y-intercept 1000 shows how much money 2
was in the savings account before Rashid made O 5 10 15 20
x
any deposits. Months

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 NAME ______________________________________________ DATE ____________ PERIOD _____

8-3 Reading to Learn Mathematics

Graphing Linear Equations Using Intercepts

Pre-Activity How can intercepts be used to represent real-life information?

Do the activity at the top of page 381 in your textbook. Write
your answers below.

a. Write the ordered pair for the point where the graph intersects the
y-axis. What does this point represent? (0, 32); a temperature of
0°C equals 32°F.
b. Write the ordered pair for the point where the graph intersects the
x-axis. What does this point represent? (
18, 0); a temperature
of approximately
18°C equals 0°F.

Reading the Lesson 1–2. See students’ work.

Write a definition and give an example of each new vocabulary word.

Vocabulary Definition Example

1. x-intercept

2. y-intercept

3. The y-coordinate of the x-intercept is 0.

The x-coordinate of the y-intercept is 0.

4. Draw a model on the coordinate grid that shows how to graph a line using the
x-intercept and the y-intercept of a line. Explain your model.
y Sample answer: The x-intercept is 5, which means
8
6 that one point of the graph is at (5, 0). The y-inter-
4 (0, 3)
2
cept is 3, which means that another point of the
O (5, 0)
graph is at (0, 3). Graph both points on the grid and
8 6 4 2 2 4 6 8x
2 draw a line through them.
4
6
8

5. Is a line with no x-intercept vertical or horizontal? Explain. Horizontal; if a line has

no x-intercept, the line will never cross the x-axis. Therefore, the line
must be parallel to the x-axis.
Helping You Remember
6. The word intercept has many synonyms in English. Look up intercept in a thesaurus and
find one or two synonyms that help you remember the mathematical meaning of the word.
Explain your selection. Sample answer: cut off; The y-intercept is where the
y-axis cuts off the line; the x-intercept is where the x-axis cuts off the line.
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8-3 Enrichment

Curves
Step 1 Make a table of ordered pairs If you know the graph is going to be a
that satisfy the equation. straight line, then you only need two points
(a third one as a check). But if the graph is
Step 2 Graph each point.
going to be a curved line, then you need
Step 3 Draw a smooth curve connecting enough points to be able to sketch a nice
the points. smooth curve. This may be 5 or more points.

Sketch a smooth curve through the points shown. The right side of the first curve
has been done for you.
1. y 2. y 3. y
O
x
y x2
1 2
y x
3

y x2

O x O x

Graph each equation.

4. y  2x2 5. y  x2  2 6. y  x2
1

Lesson 8-3
x
2
1.5
1 0 1
1.5 2 x
3
2
1 0 1 2 3 x
3
2
1 0 1 2 3
y 8 4.5 2 0 2 4.5 8 y 8 3 0
1 0 3 8 y 11 6 3 2 3 6 11
y y y

O
O x O x x

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8-4 Study Guide and Intervention

Slope

Slope describes the steepness of a line. Model

y
rise ← vertical change
slope = 
run (x 1 , y 1 )

Note that the slope is the same for any two points on a straight line. rise
(x 2 , y 2 )
y2
y1 run
Symbols m x2
x12 , where x 2  x1


O x

Example Find the slope of the line.

y 2
y1 y
m 
x2
x1
Definition of slope 8
6 (9, 4)
4
(5, 1)
4
1 2
m   (x1, y1)  (5, 1), O
9
5 8 6 4 2 4 6 8x
(x2, y2)  (9, 4) 2

3
m   6
4 8
3
The slope is .
4

Exercises

Find the slope of each line.

1. y 2. y 3. y

( 2, 3) (2, 2)
(0, 2)
O ( 1, 1)
O x ( 1, 1) x O x

(4, 3)

1 4

 3

4 5
Find the slope of the line that passes through each pair of points.

4. A(2, 2), B(
5, 4) 5. L(5, 5), M(4, 2) 6. R(7,
4), S(7, 3)

2

 3 undefined
7

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 NAME ______________________________________________ DATE ____________ PERIOD _____

8-4 Skills Practice

Slope

Find the slope of each line.

1. y 2. y 3. y
(4, 3)
(1, 4)
(0, 2)
(2, 1)
O x O x
O x
(0, 3) (0, 1)

1
 2 5
4
4. y 5. y 6. y
(0, 3) (1, 4)

(0, 1) (4, 1)
O
O x x O x
(0, 2)
(1, 3)

1

4
 6
2
Find the slope of the line that passes through each pair of points.
7. A(1,
5), B(6,
7) 8. C(7,
3), D(8, 1) 9. E(7, 2), F(12, 6)
2 4

 4 
5 5
10. G(8,
3), H(11,
2) 11. J(5,
9), K(0,
12) 12. L(
4, 6), M(5, 3)
1 3 1
 

3 5 3
13. P(2,
2), Q(7,
1) 14. R(
5,
2), S(
5, 3) 15. T(5,
6), U(8,
12)

Lesson 8-4
1
 undefined
2
5
16. P(10,
2), Q(3,
1) 17. R(6,
5), S(7, 3) 18. T(1, 8), U(7, 8)
1

 8 0
7
19. CAMPING A family camping in a national forest builds a temporary shelter with a
tarp and a 4-foot pole. The bottom of the pole is even with the ground, and one corner
is staked 5 feet from the bottom of the pole. What is the slope of the tarp from that
corner to the top of the pole? 4

5
20. ART A rectangular painting on a gallery wall measures 7 meters high and 4 meters
wide. What is the slope from the upper left corner to the lower right corner? 7


4

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 NAME ______________________________________________ DATE ____________ PERIOD _____

8-4 Practice
Slope

Find the slope of each line.

1. y 2. y 3. y

(1, 2) 4 (0, 4)
2
O
O x x 8 6 4 O 2 4 6 8x
(0, 2) (3, 1) 4
6 (2, 6)
(0, 3)
8

2
4 
5
3
Find the slope of the line that passes through each pair of points.

4. A(
10, 6), B(
5, 8) 5. C(7,
3), D(11,
4) 6. E(5, 2), F(12,
3)
2 1 5



5 4 7
7. G(
15, 7), H(
10, 6) 8. J(13, 0), K(
3,
12) 9. L(
5, 3), M(
4, 9)
1 3

  6
5 4
10. P(12, 2), Q(18,
2) 11. R(
2,
3), S(
2,
5) 12. T(
13, 8), U(21, 8)
2

 undefined 0
3
13. CAKES A wedding cake measures 2 feet high in the center and the diameter of the
bottom tier is 12 inches. What is the slope of the cake? 4

14. INSECTS One particularly large ant hill found in 1997 measured 40 inches wide at
the base and 18 inches high. What was the slope of the ant hill? 9

10
15. ARCHAEOLOGY Today, the Great Pyramid at Giza near Cairo, Egypt, stands 137
meters tall, coming to a point. Its base is a square with each side measuring 230 meters
wide. What is the slope of the pyramid? 137

115
16. BUSINESS One warehouse uses 8-foot long ramps to load its forklifts onto the flat
beds of trucks for hauling. If the bed of a truck is 2 feet above the ground and the ramp
is secured to the truck at its end, what is the slope of the ramp while in operation?
1

4

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 NAME ______________________________________________ DATE ____________ PERIOD _____

8-4 Reading to Learn Mathematics

Slope

Pre-Activity How is slope used to describe roller coasters?

Do the activity at the top of page 387 in your textbook. Write
your answers below.
height
a. Use the roller coaster to write the ratio  in simplest form.
length
4

3
b. Find the ratio of a hill that has the same length but is 14 feet
higher than the hill on page 387. Is this hill steeper or less steep
than the original? 5
; steeper
3

Reading the Lesson

Write a definition and give an example of the new vocabulary word.

Vocabulary Definition Example

1. slope See students’ work.

Complete each sentence.

2. Slope is the same for any two points on the line.

3. A line that slopes downward from left to right has a negative slope.

4. A line that slopes upward from left to right has a positive slope.

5. A horizontal line has a zero slope.

6. The slope of a vertical line is undefined .

Lesson 8-4
Helping You Remember
7. For each graph, draw a line with the given slope.

a. Positive b. Negative c. Zero d. Undefined

y y y y

O x O x O x O x

See students’ graphs.

© Glencoe/McGraw-Hill 435 Glencoe Pre-Algebra
 NAME ______________________________________________ DATE ____________ PERIOD _____

8-4 Enrichment

Investments
The graph below represents two different investments. Line A represents an initial
investment of $30,000 at a bank paying passbook-savings interest. Line B represents
an initial investment of $5000 in a profitable mutual fund with dividends reinvested
and capital gains accepted in shares. By deriving the equation, y  mx  b, for A and
B, a projection of the future can be made.
y
35
A
30
B
25

Dollars Invested 20
(thousands)
15

10

0 1 2 3 4 5 6 7 8 9 x
Years Invested

Solve.
1. The y-intercept, b, is the initial investment. Find b for each of the following.
a. line A 30,000 b. line B 5000
2. The slope of the line, m, is the rate of return. Find m for each of the following.
35,000
30,000 20,000
5000
a. line A 
8.5
0

588 b. line B 
5.5
0

2727
3. What are the equations of each of the following lines?
a. line A y  588x  30,000 b. line B y  2727x  5000

Answer each of the following, assuming that the growth of each investment
continues in the same pattern.
4. What will be the value of the mutual fund after the 11th year?
y  2727(11)  5000  $34,997
5. What will be the value of the bank account after the 11th year?
y  588(11)  30,000  $36,468
6. When will the mutual fund and the bank account be of equal value?
588x  30,000  2727x  5000 → x
11.7 years
7. In the long term, which investment has the greater payoff? mutual fund

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8-5 Study Guide and Intervention

Rate of Change

Rate of A change in one quantity with respect to another quantity change in y

slope 
Change change in x

A special type of linear equation that describes y  k x, where k  0

rate of change
y

x and y both increase or both decrease at the y 2x

Direct
Variation same rate—y varies directly with x.
O x
Slope, or rate of change, k, is called the
constant of variation.

Example 1 Find the rate of change for the linear function represented in the table.
rate of change  slope
Time (h) x 0 1 2 3
change in y
  Temperature
change in x y 0 2 4 6
2 For each time increase of 1h, the (˚C)
  or 2
1 temperature increases by 2°C.

Example 2 Write an equation relating x and y from Example 1.

Step 1 Find the value of k. Step 2 Use k to write an equation.
y  kx Direct variation y  kx Direct variation

2  k(1) Replace y with 2 and x with 1. y  2x Replace k with 2.

2k Simplify.

Exercises
1. Find the rate of change for the linear function. increase of 500 mph

Time (h) x 0 2 4 6

Distance
y 0 1000 2000 3000
Flown (mi)

Suppose y varies directly with x. Write an equation relating x and y.

2. y  14 when x  7 3. y  3 when x  5 4. y  2 when x 
4

Lesson 8-5

3 1
y  2x y  x y 
x
5 2

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8-5 Skills Practice

Rate of Change

Find the rate of change for each linear function.

1. 20 2.
18 Year Salary ($)
Amount of Milk (L)

16
14 x y
12
10 1 21,000
8
6 2 23,500
4
2 3 26,000
0 1 2 3 4 5 6 7 8 9 10 4 28,500
Week

increase of $2500/year
increase of 2 L/ wk
3. 100 4.
Number of
Month
80 Employees
Savings ($1000)

60 x y
40 0 0
20 2 22

0 5 10 1 5 20 25
4 44
Year
6 66

decrease of $4000/year increase of 11 employees/month

Suppose y varies directly with x. Write an equation relating x and y.

5. y  2 when x 
7 6. y  8 when x 
1 7. y  1 when x 
2

2 1
y 
x y 
8x y 
x
7 2
8. y  18 when x  6 9. y  5 when x  25 10. y  3 when x  12
1 1
y  3x y  x y  x
5 4
11. y  1.5 when x  5 12. y  9 when x 
3 13. y  1 when x 
5
1
y  0.3x y 
3x y 
x
5
14. y  21 when x  3 15. y  54 when x 
6 16. y  12 when x 
4

y  7x y 
9x y 
3x

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8-5 Practice
Rate of Change

Find the rate of change for each linear function.

1. 50 2.
Time Distance
40 (h) (km)
Air in Tires (psi)

30 x y
20 0 0
10
5 510

0 5 1 0 1 5 20 25 10 1020
Time (min)
15 1530

decrease of 2 psi/min increase of 102 km/h

Suppose y varies directly with x. Write an equation relating x and y.

3. y 
6 when x 
2 4. y 
27 when x  9 5. y  4 when x  16

1
y  3x y 
3x y  x
4
6. y  10 when x  2 7. y 
42 when x  7 8. y  3 when x  36
1
y  5x y 
6x y  x
12
9. y  4.5 when x 
9 10. y  11 when x  33 11. y  25 when x 
5
1
y 
0.5x y  x y 
5x
3
12. y  63 when x  7 13. y  48 when x 
4 14. y  26 when x  13
y  9x y 
12x y  2x
TRAFFIC MANAGEMENT For Exercises 15 and 16, use the following information.

San Diego reserves express lanes on the freeways for the use of
Toll Traffic Volume
carpoolers. In order to increase traffic flow during rush hours, other
($) (vehicles/h)
drivers may use the express lanes for a fee. The toll varies directly
with the number of cars on the road. The table shows a sample of 1.00 521
possible tolls.
2.00 1042
15. Write an equation that relates the toll x and traffic volume y.
3.00 1563
y  521x
4.00 2084
Lesson 8-5

16. Predict the number of vehicles at a peak time if the toll

increases to $6.00. 3126 vehicles/h

17. OFFICE SUPPLIES The cost of paper varies directly with the number of reams of
paper purchased. If 2 reams cost $9.60, find the cost of 41 reams. $196.80

© Glencoe/McGraw-Hill 439 Glencoe Pre-Algebra

 NAME ______________________________________________ DATE ____________ PERIOD _____

8-5 Reading to Learn Mathematics

Rate of Change

Pre-Activity How are slope and speed related?

Do the activity at the top of page 393 in your textbook. Write
your answers below.

a. For every 1-hour increase in time, what is the change in distance?

55 mi
b. Find the slope of the line. 55

c. Make a conjecture about the relationship between slope of the line

and speed of the car. Slope is equal to the speed of the car.

Reading the Lesson 1–3. See students’ work.

Write a definition and give an example of each new vocabulary phrase.

Vocabulary Definition Example

1. rate of
change

2. direct
variation

3. constant of
variation

Complete each sentence.

4. Rates of change can be described using slope .

5. Direct variation is a special type of linear equation.

Helping You Remember

6. The word ratio comes from the Latin word meaning rate and can also mean proportion
or relation. Direct variation is often called direct proportion. Look up ratio in the
dictionary. Then use this information to explain the relationship between rate of change
and direct variation. Sample answers: The rate of change is the ratio of the
change in one quantity to the change in another quantity. If the ratio is
direct, or proportional, then both quantities vary at the same,
or constant, rate. Either they both increase at the same rate or they both
decrease at the same rate.

© Glencoe/McGraw-Hill 440 Glencoe Pre-Algebra

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8-5 Enrichment

Fibonacci Sequence
The first fifteen terms of the Fibonacci sequence are shown below.
1, 1, 2, 3, 5, 8, 13, 21, 34, 55, 89, 144, 233, 377, 610
In addition to the fact that each term is the sum of the two previous terms,
there are other interesting relationships.

Complete.
1. Find the sum of the first four terms. 7
2. Find the sum of the first five terms. 12
3. Find the sum of the first six terms. 20
4. What is the relationship between the sums and terms in the sequence? The sum is
one less than the Fibonacci number after the next Fibonacci number.
5. Use your answer from Exercise 4 above to predict the sum of the first 10 terms, and of
the first 12 terms. Check your answers by finding the sums. 143, 376
6. Divide each of the first 15 terms by 4. Make a list of the remainders. What pattern do
you see in the remainder sequence? 1, 1, 2, 3, 1, 0, 1, 1, 2, 3, 1, 0, 1, 1, 2;
The six digits 1, 1, 2, 3, 1, 0 repeat.
7. The sums of the squares of consecutive terms of the Fibonacci sequence are shown below.
Complete the next three lines of this pattern.
12  12  1  2
12  12  22  2  3
12  12  22  32  3  5
12  12  22  32  52  5  8
12  12  22  32  52  82  8  13
12  12  22  32  52  82  132  13  21
12  12  22  32  52  82  132  212  21  34

Lesson 8-5

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8-6 Study Guide and Intervention

Slope-Intercept Form

The slope-intercept form of a line makes it easy to graph the line:

y  mx  b Example: y  3x  2
slope  m slope  3
y-intercept  b y-intercept  2

Example Graph y =
4x
3 using the slope and y-intercept.

Step 1 Find the slope and y-intercept.
y
slope 
4 y-intercept 
3 O
x
Step 2 Graph the y-intercept point at (0,
3).

4
Step 3 Write the slope
4 as . Use the slope (0, 3)
1
to locate a second point on the line.

4 change in y: down 4 units (1, 7)
m   change in x: right 1 unit
1
Step 4 Draw a line through the two points.
Step 5 Check by locating another point on the line and substituting the coordinates
into the original equation.

Exercises
Given the slope and y-intercept, graph each line.
1
1. slope  4, 2. slope  6, 3. slope 
,
4
y-intercept 
1 y-intercept  4 y-intercept  5
y y y

1
y 6x 4 y x+5
4
y 4x 1

O x O x

O x

Graph each equation using the slope and y-intercept.

2
4. y  3x
2 5. y  x  3 6. y  5x
3
3
y y y

y 3x 2

O x 2 O x
y x+3
3
y 5x 3
O x

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 NAME ______________________________________________ DATE ____________ PERIOD _____

8-6 Skills Practice

Slope-Intercept Form

Lesson 8-6
State the slope and the y-intercept for the graph of each equation.
1
1. y  12x
4 2. y  x  3 3. 3x
y  6
4
1
12;
4 ; 3 3;
6
4
Given the slope and y-intercept, graph each line.
1 2
4. slope 
2, 5. slope  , 6. slope  ,
2 3
y-intercept  2
y-intercept  4 y-intercept 
3
y y y

y 2x 2 1
y x+4
2

O x O x O x

2
y x 3
3

Graph each equation using the slope and y-intercept.

1
7. y  5x
1 8. y  x  4 9. y 
x  2
2
y y y

1
y x+4 y x 2
2

O x O x O x

y 5x 1

10. y  2x  2 11. y 
4x  2 12. y  x
3

y y y

y 2x 2 y 4x 2 y x 3

O x O x O x

© Glencoe/McGraw-Hill 443 Glencoe Pre-Algebra

 NAME ______________________________________________ DATE ____________ PERIOD _____

8-6 Practice
Slope-Intercept Form

Given the slope and y-intercept, graph each line.

3 5
1. slope  , 2. slope  , 3. slope  1,
4 6
y-intercept 
3 y-intercept  1 y-intercept  5

y y y
8
6
y 5
x+1 4 y x 5
6 2
O
O x 8 6 4 2 2 4 6 8x
2
4 O x
3 6
y x 3
4 8

Graph each equation using the slope and y-intercept.

1
4. y 
x
4 5. y  x
4 6. y 
6x  3
2
y y y
y 6x 3

O x O x O x

1
y x 4
2
y x 4

EXERCISE For Exercises 7 and 8, use the following information.

A person weighing 150 pounds burns about 320 Calories per hour walking at a moderate
pace. Suppose that the same person burns an average of 1500 Calories per day through
basic activities. The total Calories y burned by that person can be represented by the
equation y  320x  1500, where x represents the number of hours spent walking.
7. Graph the equation using the 8. State the slope and y-intercept of the
slope and y-intercept. graph of the equation and describe what
5 they represent. The y-intercept
4 1500 represents the number of
Calories Burned

Calories burned without exercis-

(thousands)

3
ing. The slope 320 represents the
2 number of Calories burned per
y 320x 1500 hour when walking.
1

O 1 2 3 4 5 6 7 8 9 10
Time Walking (h)

© Glencoe/McGraw-Hill 444 Glencoe Pre-Algebra

 NAME ______________________________________________ DATE ____________ PERIOD _____

8-6 Reading to Learn Mathematics

Slope-Intercept Form

Lesson 8-6
Pre-Activity How can knowing the slope and y-intercept help you graph
an equation?
Do the activity at the top of page 398 in your textbook. Write
your answers below.

a. On the same coordinate plane, b. Find the slope and the

use ordered pairs or intercepts y-intercept of each line.
to graph each equation in a Complete the table.
different color.
y
Equation Slope y-Intercept

y  2x  1 2 1
1
1
y  x
3 
3
O x 3 3
y 
2x  1
2 1

c. Compare each equation with the value of its slope and y-intercept.
What do you notice? The slope is the coefficient of x, the
y-intercept is the constant.

Reading the Lesson

Write a definition and give an example of the new vocabulary phrase.

Vocabulary Definition Example

1. slope-intercept form See students’ work.

2. Sometimes you must solve an equation for y before you can write the equation
in slope-intercept form.

The form y  mx  b
3. Explain why y  mx  b is called the slope-intercept form.
describes a line according to its slope, m, and its y-intercept, b.

Helping You Remember

4. Mathematicians debate the origin of the slope-intercept form of a line, particularly the
use of m to represent slope. Make up a mnemonic phrase to help you remember the
slope-intercept form. Sample answer: y is the m(ountain slope) times x plus
the b(all intercepted on the y-yardline).

© Glencoe/McGraw-Hill 445 Glencoe Pre-Algebra

 NAME ______________________________________________ DATE ____________ PERIOD _____

8-6 Enrichment

Translations and Reflections y

The lines on graph paper can help you draw

slide images of figures.
1. Graph
ABC with vertices A(1, 1), B(
3, 4),
and C(
3,
4). Draw
A
B
C
, the translation image O x
of
ABC, where the slide is 3 units to the right.
Name the coordinates of the image of each vertex.
A(4, 1), B(0, 4), C(0,
4)
2. Draw
JKL with vertices J(
4, 3), K(0, 2), and
L(
2, 0). Let
J
K
L
be the image of
JKL under a
slide of 4 units to the right and then a slide of 3 y
units up. Graph
J
K
L
. Name the coordinates of
the vertices of
J
K
L
.
J(0, 6), K(4, 5), L(2, 3)

O x

3. Draw A

B


, the image formed by 4. Draw P

Q


, the reflection image of P
Q


reflecting A
B
over the y-axis. Then draw over the y-axis. Draw P

Q


, the reflection


B
A

, the image formed by reflecting image of P

Q


over the x-axis. Find the


B
A

over the x-axis. What are the slopes of P
Q
, P

Q


, and P


Q


. What is the
coordinates of A and B? What is the relationship between the slopes of P
Q


relationship between the coordinates of and P

Q


?
the endpoints of A
B

and those of A

B


?
y y
B Q Q′

A P P′

O x O x
P′′

Q ′′

A″(6,
1), B″(2,
5); The Slope of P
Q

 2; slope of
coordinates of A″ and B″ have P ′

′

2; slope of


Q
the opposite signs of A and B.
″
Q
P

″  2; They are the same.

© Glencoe/McGraw-Hill 446 Glencoe Pre-Algebra

 NAME ______________________________________________ DATE ____________ PERIOD _____

8-7 Study Guide and Intervention

Writing Linear Functions

If you know the slope and y-intercept, you can write the equation of a line by substituting these
values in y  mx  b.

Example 1
Write an equation in slope-intercept form for each line.
1
a. slope 
, y-intercept 
3 b. slope  0, y-intercept 
9
4

Lesson 8-7
y  mx  b Slope-intercept form y  mx  b Slope-intercept form

1
y 
x  (
3) 1
Replace m with
 and b with
3. y  0x  (
9) Replace m with 0 and b with
9.
4 4

1 y 
9 Simplify.
y 
x
3 Simplify.
4

Example 2
Write an equation in slope-intercept form for the line passing
through (–4, 4) and (2, 7).
Step 1 Find the slope m.
y
y
m
2
1
Definition of slope
x2
x1
7
4 1 (x1, y1)  (
4, 4),
m   or 
2
(
4) 2 (x2, y2)  (2, 7)

Step 2 Find the y-intercept b. Use the slope and the coordinates of either point.
y  mx  b Slope-intercept form

1
4  (
4)  b 1
Replace (x, y) with (
4, 4) and m with .
2 2

6b Simplify.
1
An equation is y  x  6.
2

Exercises
Write an equation in slope-intercept form for each line.
3
1. slope  1, 2. slope 
, 3. slope  0,
4
y-intercept  2 y-intercept 
3
y-intercept 
5
3
yx2 y 
x
5 y 
3
4
Write an equation in slope-intercept form for the line passing through each pair of points.
4. (6, 2) and (3, 1) 5. (8, 8) and (
4, 5) 6. (7,
3) and (
5,
3)
1 1
y  x y  x  6 y 
3
3 4

© Glencoe/McGraw-Hill 447 Glencoe Pre-Algebra

 NAME ______________________________________________ DATE ____________ PERIOD _____

8-7 Skills Practice

Writing Linear Functions

Write an equation in slope-intercept form for each line.

3
1. slope  7, 2. slope 
5, 3. slope  ,
5
y-intercept  2 y-intercept 
3 y-intercept  6
3
y  7x  2 y 
5x
3 y  x  6
5
2 4
4. slope 
6, 5. slope  , 6. slope  ,
7 3
y-intercept  7 y-intercept  1 y-intercept 
4
2 4
y 
6x  7 y  x  1 y  x
4
7 3
7. y 8. y 9. y

O
O x O x x

y3 y 
x y  2x  1
10. y 11. y 12. y

O x O x O x

1
y 
3x  2 y  x
4 yx
3
2
Write an equation in slope-intercept form for the line passing through each pair
of points.
13. (9,
1) and (6,
2) 14. (12, 5) and (
4, 1) 15. (10,
6) and (
2,
6)
1 1
y  x
4 y  x  2 y 
6
3 4
16. (4, 6) and (1, 3) 17. (6, 3) and (
6, 9) 18. (8,
4) and (
4,
1)
1 1
yx2 y 
x  6 y 
 x
2
2 4
19. (5, 0) and (2,
3) 20. (12,
2) and (6, 2) 21. (
5, 10) and (3,
6)
2
yx
5 y 
x  6 y 
2x
3

© Glencoe/McGraw-Hill 448 Glencoe Pre-Algebra

 NAME ______________________________________________ DATE ____________ PERIOD _____

8-7 Practice
Writing Linear Functions

Write an equation in slope-intercept form for each line.

1. slope  3, 2. slope  0,
y-intercept 
2 y  3x
2 y-intercept  7 y  7

3. y 4. y

Lesson 8-7
O x y 
x  3 O
x y  3x
3

Write an equation in slope-intercept form for the line passing through each
pair of points.

5. (9, 0) and (6,
1) 6. (8, 6) and (
8, 2) 7. (7,
5) and (
4,
5)
1 1
y  x
3 y  x  4 y 
5
3 4

8. (2, 7) and (
1, 4) 9. (4, 4) and (
8, 10) 10. (0, 2) and (
3, 14)
1
yx5 y 
  x  6 y 
4x  2
2
BUSINESS For Exercises 11 and 12, use the following information.
Flourishing Flowers charges $125 plus $60 for each standard floral arrangement to deliver
and set up flowers for a banquet.

11. Write an equation in slope-intercept form that shows the cost y for flowers for x number
of arrangements. y  60x  125

12. Find the cost of providing 20 floral arrangements. $1325

INSULATION For Exercises 13 and 14, use the following information.

Renata González wants to increase the energy efficiency of her Thickness
house by adding to the insulation previously installed. The better R-value
(in.)
a material protects against heat loss, the higher its R-value, or
resistance to heat flow. The table shows the R-value of fiberglass 0.0 0
blanket insulation per inch of thickness. The existing insulation
in Renata’s attic has an R-value of 10. 3.2 1

13. Write an equation in slope-intercept form that shows the 6.4 2

total R-value y in the attic if she adds x number of inches 9.6 3
of additional insulation. y  3.2x  10
Source: Oak Ridge National Laboratory

14. Estimate the total R-value in the attic if she adds 6 inches of insulation. 29.2

© Glencoe/McGraw-Hill 449 Glencoe Pre-Algebra

 NAME ______________________________________________ DATE ____________ PERIOD _____

8-7 Reading to Learn Mathematics

Writing Linear Functions

Pre-Activity How can you model data with a linear equation?

Do the activity at the top of page 404 in your textbook. Write
your answers below.

a. Graph the ordered pairs (chirps, temperature). Draw a line through

the points.

y
70
Temperature (˚F)

60
50
40
30
20
10

x
0 5 10 15 20 25 30 35
Number of Chirps

b. Find the slope and the y-intercept of the line. What do these values
represent? Slope  1 represents the rate of change, 1
degree for every 1 chirp; y-intercept  40 represents the
temperature at which the crickets are not chirping.
c. Write an equation in the form y  mx  b for the line then translate
the equation into a sentence. y  x  40; The temperature
equals the number of chirps in 15 seconds plus 40.

Reading the Lesson

1. Explain how you can use the following information to write the slope-intercept form of a line.
a. graph of a line Find the y-intercept. From that point, count how many
units up or down and how many units left or right to another point. The
slope is the ratio of the rise over the run. Then substitute the slope
and the y-intercept into the slope-intercept form.
b. two points on a line Substitute the coordinates of two points on the
line into the definition of slope. Then use the slope and one of the
points to find the y-intercept. Substitute the slope and the point’s
coordinates into slope-intercept form. Then substitute the slope and
the y-intercept into the slope-intercept form.
c. a table of values Use the table to identify the coordinates of two points
on the line. Then substitute the coordinates of the two points on the
line into the definition of slope. Then use the slope and one of the
points to find the y-intercept. Substitute the slope and the point’s
coordinates into slope-intercept form. Then substitute the slope and
the y-intercept into the slope-intercept form.

© Glencoe/McGraw-Hill 450 Glencoe Pre-Algebra

 NAME ______________________________________________ DATE ____________ PERIOD _____

8-7 Enrichment

Problem Solving: Gathering Data

When investors decide to buy or sell stock, they usually base their decisions on data.
They read stock market reports, investigate companies they are interested in, and look
at economic trends. This activity focuses on reading stock market reports.
To read a stock market report, you need to become familiar with the terms that are used,
the facts and figures that are published in the newspaper, and the methods used to keep
track of the stocks.

Lesson 8-7
Many newspapers print stock reports such as the New York Stock Exchange (NYSE) report.
The final entry for each stock is a fraction or mixed number that is positive (indicating a
gain in value) or negative (indicating a loss).

Find the New York Stock Exchange (NYSE) report in the business section of your
local Sunday newspaper. Using just those stocks that begin with A, B, or C, tally
the number of stocks that had each of the gains and losses listed below.

2 points 1.00
.12
1.12

or more
.87
.25
1.25
1.87
.75
.37
1.37
1.75
.62
.50
1.50
1.62
.50
.62
1.62
1.50
.37
.75
1.75
1.37
.25
.87
1.87
1.25
.12
1.00
2 points
1.12 or more
No change

1–5. Answers will vary.

1. Did more stocks gain in value or lose value?
2. How did the market do as a whole?
3. How did the newspapers describe the trading this week?
4. Make a scatterplot that shows how two specific stocks change over the period of one
week. Use their daily closing prices.
5. Is there any relationship between the two stocks you chose? Explain why or why not.

© Glencoe/McGraw-Hill 451 Glencoe Pre-Algebra

 NAME ______________________________________________ DATE ____________ PERIOD _____

8-8 Study Guide and Intervention

Best-Fit Lines

A best-fit line is a line that is very close to most of the data points. You can use best-fit lines to make
predictions from real-world data.

Example 1 Make a scatter plot and draw a best-fit line for the data in the table.

U.S. Civilian Labor Force

Percent of Percent of
Year Year
Population Population 70
69
1970 60.4 1995 66.6 68

Percent of Population
67
1980 63.8 1997 67.1 66
65
1985 64.8 1998 67.1 64
63
1999 67.1 62
1990 66.5
61
Source: U.S. Census Bureau 60
O 1970 1980 1990 2000 2010
Year
Source: U.S. Census Bureau

Example 2 Use the best-fit line in example 1 to predict the percent of the
population in the U.S. labor force in 2010.
Use the extended line to find the y value for an x value of 2010—about 70. A prediction for
the percent of the U.S. population in the labor force in 2010 is approximately 70 percent.

Exercises
Use the table that shows the number of girls who participated in high school
athletic programs in the United States from 1973 to 1998.
1. Make a scatter plot and draw a best-fit line.
3500 Year 1973 1978 1983 1988 1993 1998
Number of Participants

3000
(thousands)

2500 Number of
2000
1500
Participants 817 2083 1780 1850 1997 2570
1000 (thousands)
500
O 1970 1980 1990 2000 2010
Source: U.S. Census Bureau
Year

2. Use the best-fit line to predict the number of female participants in 2008. Sample
answer: about 3,000,000 female participants

© Glencoe/McGraw-Hill 452 Glencoe Pre-Algebra

 NAME ______________________________________________ DATE ____________ PERIOD _____

8-8 Skills Practice

Best-Fit Lines

CONSTRUCTION For Exercises 1 and 2, use the table that

Average Hourly
shows the average hourly wage of U.S. construction Year
Earnings ($)
workers from 1980 to 1999.
1980 9.94
1. Make a scatter plot and draw a best-fit line.
1985 12.32
30
25 1990 13.77
Average Hourly

20
Wage ($)

1995 15.09
15
10 1999 17.13
5 Source: U.S. Census Bureau
0
1980 1990 2000 2010

2. Use the best-fit line to predict the average hourly wage of construction workers in 2010.
Sample answer: about $21

Lesson 8-8
MINING For Exercises 3 and 4, use the table that shows the
Employees
number of persons employed in mining from 1980 to 1999. Year
(thousands)
3. Make a scatter plot and draw a best-fit line.
1980 1027
1400
1985 927
1200
1000 1990 709
(thousands)
Employees

800
1995 581
600
400 1999 535
200 Source: U.S. Census Bureau
0
1980 1985 1990 1995 2000 2005 2010
Year
Source: U.S. Census Bureau

4. Write an equation for the best-fit line and use it to predict the number of persons
employed in mining in 2010.

Sample answer: y 
28x  56,507; approximately 227,000

employed persons

© Glencoe/McGraw-Hill 453 Glencoe Pre-Algebra

 NAME ______________________________________________ DATE ____________ PERIOD _____

8-8 Practice
Best-Fit Lines

BEVERAGES For Exercises 1 and 2, use the table that shows

Gallons per
the amount of whole milk consumed per person in the Year
Person
United States from 1993 to 1997.
1993 9.4
1. Make a scatter plot and draw a best-fit line.
1994 10.7
22
20 1995 11.6
18
1996 12.5
16
Gallons per Person

14 1997 13.1
12
Source: U.S. Census Bureau
10
8
6
4
2
0
1993 1994 1995 1996 1997 1998 1999 2000 2001 2002

2. Use the best-fit line to predict the amount of whole milk consumed per person in 2002.

Sample answer: about 18 gallons of whole milk per person

EDUCATION For Exercises 3 and 4, use the table that shows

Year Graduates
the number of students graduating from medical school in
the United States from 1980 to 2000. 1980 15,113

3. Make a scatter plot and draw a best-fit line. 1985 16,318

1990 15,398
18,000
1995 15,888
Number of Graduates

17,500
17,000 2000 16,112
16,500 Source: U.S. Census Bureau
16,000
15,500
15,000
14,500
0
1980 1985 1990 1995 2000 2005 2010
Year
Source: U.S. Census Bureau

4. Write an equation for the best-fit line and use it to predict the number of medical
school graduates in 2010. Sample answer: y  44.8x
73,488;
approximately 16,560 medical school graduates

© Glencoe/McGraw-Hill 454 Glencoe Pre-Algebra

 NAME ______________________________________________ DATE ____________ PERIOD _____

8-8 Reading to Learn Mathematics

Best-Fit Lines

Pre-Activity How can a line be used to predict life expectancy for

future generations?
Do the activity at the top of page 409 in your textbook. Write
your answers below.

a. Use the line drawn through the points to predict the life expectancy of
a person born in 2010. 83

b. What are some limitations in using a line to predict life expectancy?

Sample answer: Medical improvements could change the
accuracy of the model. Also, the line continues to go up,
but people’s ages will not increase forever.

Reading the Lesson

Lesson 8-8
Write a definition and give an example of the new vocabulary phrase.

Vocabulary Definition Example

1. slope intercept form See students’ work.

2. A best-fit line can be used when the data points approximate a linear relationship.

3. Explain what a prediction equation is. A prediction equation is an equation

of a best-fit line used to tell what course the data will likely take in the
future.
Helping You Remember
4. Complete the following concept map showing the steps needed to find a prediction
equation and make a prediction.

Step 3
Step 2
• Write the equation
Step 1 • Find the
of the ____________.
• Select _________ ____________.
• Replace _____ in the
____________ • Write the equation with the x-
on the line. value of a
____________
• Find the _______________
in ____________ on the line.
____________.
____________. • _____________
to find y.

© Glencoe/McGraw-Hill 455 Glencoe Pre-Algebra

 NAME ______________________________________________ DATE ____________ PERIOD _____

8-8 Enrichment

Line of Best Fit

Each point on the graph shows the Attendance and Parking
relation between the number of people 150
attending the Roxy Cinema and the 125

Number of Cars
number of cars in the parking lot.
100
A line is drawn that appears to lie 75
close to most of the points. This is 50
called the line of best fit. Here is
25
how to find the equation of this line.
The line passes through (100, 40) and 0 50 100 150 200 250 300 350
(300, 120). Use the slope intercept form. Cinema Attendance

2 y
y
1
m 
x2
x1
Definition of slope y  mx  b Slope-intercept form

120
40 (x1, y1)  (100,40) 2 Replace (x, y) with (100, 40)

m   40  (100)  b 2
300
100 (x2, y2)  (300,120) 5 and m with  .
5

80 2
  or  Simplify. 0b Simplify.
200 5
2 2
So an equation for the line is y   x  0 or y   x.
5 5

Solve each problem.

1. Suppose the owner of the Roxy decides to increase the seating capacity of the theater to
1000. How many cars should the parking lot be prepared to accommodate? 400 cars

2. The points (240, 60) and (340, 120) lie on the scatter plot. Write an equation for the line
through these points. 3
y  x
84
5
3. Do you think the equation in Exercise 2 is a good representation of the relationship in
this problem? Explain. No; The graph of the equation does not appear to go
through the center of the data points.
4. Suppose the equation for the relationship between attendance at the theater and cars
in the parking lot is y  2x  20. What might you suspect about the users of the parking
lot? Many people are parking in the lot who are not going to the Roxy.

© Glencoe/McGraw-Hill 456 Glencoe Pre-Algebra

 NAME ______________________________________________ DATE ____________ PERIOD _____

8-9 Study Guide and Intervention

Solving Systems of Equations
Two linear equations together are called a system of equations. One method for solving a system of
equations is to graph the equations on the same coordinate plane. Another way to solve a system of
equations is by using substitution.

Example 1 Solve the system of equations by graphing.

y 
2x  1 y

yx
2
y 2x 1
The graphs appear to intersect at (1,
1). Check this estimate
by substituting the coordinates into each equation. O x
(1, 1)
CHECK: y 
2x  1 yx
2
y x 2

1 
2(1)  1
1  1
2

1 
1

1 
1

Example 2 Solve the system of equations by substitution.

y 
3x  1
y 
2
Since y must have the same value in both equations, you can replace y with
2 in the first
equation.
y 
3x  1 Write the first equation.

2 
3x  1 Replace y with
2.

Lesson 8-9
1x Solve for x.
The solution of this system of equations is (1,
2). Check by graphing.

Exercises
Solve each system of equations by graphing.
y y
1. y  3x
6 2. x
y  4
y x 2
y 
x  2 (2, 0) x  2y 
2 x 2y 2
O x
(2, 0) (2,
2) O
x
(2, 2)
x y 4
y 3x 6

Solve each system of equations by substitution.

3. y 
x  4 4. 2x
y  1 5. 7x  2y  11
y2 x1 y 
5
(2, 2) (1, 1) (3,
5)

© Glencoe/McGraw-Hill 457 Glencoe Pre-Algebra

 NAME ______________________________________________ DATE ____________ PERIOD _____

8-9 Skills Practice

Solving Systems of Equations

Solve each system of equations by graphing.

1. y  4x
2 2. y 
2x  3 3. y 
3x
2
y 
x  3 4x  2y 
8 yx
2
y y y
y 2x 3
x 3 (1, 2)
3x 2
O
O x O x x

y 4x 2 y x 2 (0, 2)
2y 8

(1, 2) no solution (0,
2)

4. x  y  4 5. 3x  4y  12 6. y 
2x
4
y  2x  1 3 yx2
y 
 x  3
4
y y y
3x 4y
(1, 3) 3
x y 4 x 3
4
y x 2
O x x ( 2, 0)
O O x
2x 1
y 2x 4

(1, 3) infinitely many (
2, 0)

Solve each system of equations by substitution.

1
7. y  3x
9 8. y 
x  4 9. y  x
2
2
y3 x2
y4

(4, 3) (2, 2) (12, 4)

10. y  6x 11. 2x  y  8 12. x
y  10

1
x   y2 y3
2

 
1
, 3 (3, 2) (13, 3)
2

© Glencoe/McGraw-Hill 458 Glencoe Pre-Algebra

 NAME ______________________________________________ DATE ____________ PERIOD _____

8-9 Practice
Solving Systems of Equations

Solve each system of equations by graphing.

2
1. y  x
7 2. y 
x  2 3. y 
3x  6
3
2x
3y  21 y  3x
2 3x
y  6

y y y
4 8
2 6
3x 6
4
4 O 2 4 6 8 10 12x x 2 (1, 1)
2 (2, 0)
4
O x 8 6 4 O 2 4 6 8x
6 2
y x 7
8 3 4
y 3x 2 3x y 6
10 6
2x 3y 21
12 8

infinitely many (1, 1) (2, 0)

Solve each system of equations by substitution.

4. y  5x  2 5. y 
4x  3 6. 4x  y  2
x3 y 
5 y 
2
(3, 17) (2,
5) (1,
2)
7. x
5y  15 8. y  3x
9 9. 5x
2y  7
y 
3 x1 y4

Lesson 8-9
(0,
3) (1,
6) (3, 4)

SHOPPING For Exercises 10–12, use the following information and the table.

At-Home Dry Cleaning

Brand Price per Kit Price per Refill

A $8.00 $1.00

B $9.00 $0.50

Two brands of at-home dry cleaning products sell both start-up kits and refill packets. Each
start-up kit does five loads of dry cleaning. Each refill does one load.
10. Write a system of equations that represents the cost y for x number of loads.
y  8  x and y  9  0.5x
11. Solve the system of equations. Explain what the solution means.
(2, 10); The cost of a kit and 2 refills is the same for both brands.
12. If you do nine loads of dry cleaning, which brand would be less expensive? Explain.
Brand B; $12  $11

© Glencoe/McGraw-Hill 459 Glencoe Pre-Algebra

 NAME ______________________________________________ DATE ____________ PERIOD _____

8-9 Reading to Learn Mathematics

Solving Systems of Equations
Pre-Activity How can a system of equations be used to compare data?
Do the activity at the top of page 414 in your textbook. Write your
answers below.
a. Write an equation to represent the income from each job. Let y equal
the salary and let x equal the number of hours worked.
(Hint: Income  hourly rate number of hours worked  bonus.)
y  10x  50 and y  15x y
210
b. Graph both equations on the same 180
coordinate plane. 150

Salary ($)
120
c. What are the coordinates of the point where 90
the two lines meet? What does this point 60
represent? (10, 150); In 10 hours, 30
the salary will be the same for x
0 2 4 6 8 10 12 14
both jobs, $150. Number of Hours

Reading the Lesson 1–2. See students’ work.

Write a definition and give an example of each new vocabulary word or phrase.

Vocabulary Definition Example

1. system of equations

2. substitution

3. The solution of a system of equations is the coordinates of the point where the
graphs of the equations intersect .

4. If two equations have the same graph, there are infinitely many solutions to that
system of equations.

Helping You Remember

5. Review the Study Tip on page 415 in your textbook. Complete each section of the chart
with the number of solutions and an explanation, model, or logical proof for the situation.
Sample answers are given.
Same Slope, Different Same Slope, Same
Different Slopes
y-Intercepts y-Intercept
Exactly one solution; if two No solution; if two lines Infinitely many solutions; if
lines have different slopes, have the same slope but two lines have the same
they will meet at one point different y-intercepts, they slope and the same
even if that point is far beyond are parallel lines. By definition, y-intercept, then they have
the scope of the graph. Because the two lines will never meet the same graph. Any point on
both lines are straight, they the graph satisfies both
will only meet once. equations.

© Glencoe/McGraw-Hill 460 Glencoe Pre-Algebra

 NAME ______________________________________________ DATE ____________ PERIOD _____

8-9 Enrichment

Graphing Systems of Equations

Because checking accounts vary from one financial institution to another, educated
consumers should carefully weigh the options offered by various institutions when
choosing a checking account.
The four equations below describe the cost of four different checking accounts. In each
equation, C represents the monthly cost in dollars, and n represents the number of
checks written. Find the cost for the number of checks written in each account.

Account 1 Account 2 Account 3 Account 4

C  0.1n  1.50 C  0.2n  1.00 C  0.25n  0.75 C  0.05n  1.75

n C n C n C n C

0 $1.50 0 $1.00 0 $0.75 0 $1.75

2 $1.70 2 $1.40 3 $1.50 2 $1.85
5 $2.00 4 $1.80 5 $2.00 5 $2.00
8 $2.30 5 $2.00 6 $2.25 9 $2.20
12 $2.70 8 $2.60 8 $2.75 14 $2.45
15 $3.00 10 $3.00 9 $3.00 20 $2.75

Graph and label each account on the grid.

Lesson 8-9
C
3.00
2.75
2.50
Cost in Dollars

2.25
2.00
1.75
1.50
1.25
1.00
0.75

O 5 10 15 20 N
Number of Checks

1. The break-even point of the graph is the point at which the costs of the accounts are the
same. What is the break-even point for these accounts? five checks, a cost of $2.00

2. Which account should be chosen by a consumer who writes fewer than five checks per
month? Account 3

3. Which account should be chosen by a consumer who writes more than five checks per
month? Account 4
© Glencoe/McGraw-Hill 461 Glencoe Pre-Algebra
 NAME ______________________________________________ DATE ____________ PERIOD _____

8-10 Study Guide and Intervention

Graphing Inequalities
To graph a linear inequality, first graph the boundary. Test any point to determine which region is the
solution, or half plane. Shade this region. You can also use inequalities to solve real-world problems.

Example
GARDENING Marisol has 10 square feet in her garden for planting squash and
peppers. How many square feet can she plant of each? y
Squash plus peppers is at most 10 square feet. 10
9
8
x + y 10

Peppers (sq ft)

7
6
xy 10 Write the inequality. 5
4
y
x  10 Subtract x from each side.
3
2
Graph y
x  10 as a solid line since the boundary is part of the 1
graph. The origin is part of the graph since 0
0  10. Thus, the O 1 2 3 4 5 6 7 8 9 10 x
coordinates of all points in the shaded region are possible solutions. Squash (sq ft)

(7, 3)  7 square feet of squash, 3 square feet of peppers

(4, 6)  4 square feet of squash, 6 square feet of peppers
(2, 7)  2 square feet of squash, 7 square feet of peppers

Exercises

LEISURE Use the following information for Exercises 1–3.

Fred and Roya have $500 to spend on ballroom dancing classes. Each foxtrot class costs $16
per couple and each salsa lesson costs $20 per couple.

1. Write an inequality to represent this situation. 16x  20y 500

2. Graph the inequality.
y
30
Salsa Classes

25
20
15
10
5
x
0 5 10 15 20 25 30
Foxtrot Classes

3. Use the graph to determine how many of each type of dance class Fred and Roya
can take. Sample answers: (5 foxtrot, 21 salsa) (10 foxtrot, 17 salsa),
(15 foxtrot, 10 salsa)

© Glencoe/McGraw-Hill 462 Glencoe Pre-Algebra

 NAME ______________________________________________ DATE ____________ PERIOD _____

8-10 Skills Practice

Graphing Inequalities

Graph each inequality.

1
1. y x2 2. y x
4 3. y x
2
y y y
1
y x
2
y x 2

O
O x O x x

y x 4

1
4. y 2x
3 5. y
x  3 6. y 3x
3
y y y
1
y x
3

y 3x

O x O x O x

y 2x 3

PACKING For Exercises 7–9, use the following information.

The Gelbs are moving to a new home and want to pack efficiently. The boxes they are using
can hold 10 pounds each. Suppose that each book weighs 1 pound and every sweater weighs
2 pounds. Assume that the boxes are large enough to hold any combination of books and
sweaters weighing 10 pounds or less.

7. Write an inequality to represent this situation. x  2y 10

Lesson 8-10
8. Graph the inequality. y
9
8
Sweaters (lb)

7
6
5
4
3
2
1 x
O 1 2 3 4 5 6 7 8 9
Books (lb)

9. Use the graph to determine how many books and how many sweaters each box can hold.
Sample answers: (5 books, 2 sweaters), (10 books, 0 sweaters),
(4 books, 3 sweaters)

© Glencoe/McGraw-Hill 463 Glencoe Pre-Algebra

 NAME ______________________________________________ DATE ____________ PERIOD _____

8-10 Practice
Graphing Inequalities

Graph each inequality.

1. y
x
5 2. y 2 3. y x6
y y y
y x 5 y x 6

O x
O x O x

y 2

DRIVING For Exercises 4–6, use the following information.

Sarah needs to spend at least 90 hours driving in order to qualify to take a driver’s test.
She can either drive with a licensed instructor or her parent or guardian.

4. Write an inequality to represent this situation. x  y

y
90 90
80
x y 90
5. Graph the inequality. 70

Parent (h)
60
6. Use the graph to determine how many hours Sarah can 50
40
drive with an instructor or a parent. Sample answers: 30
(10 instructor, 90 parent), (20 instructor, 80 parent), 20
10
(30 instructor, 90 parent)
x
O 20 40 60 80
Instructor (h)
READING For Exercises 7–9, use the following information.

Jai joined a reading club for the summer. He pledged to read more than 200 points worth of
reading material. Books count 10 points each while other materials such as magazines,
poems, or short stories count 2 points each.

7. Write an inequality to represent this situation.

10x  2y  200 90
x

80
Other Materials

8. Graph the inequality. 70

60
9. Use the graph to determine how many books and how many 50
pieces of other material Jai needs to read to meet his 40
30 10x 2y 200
commitment. Sample answers: (30 books, 0 other), 20
(10 books, 70 other), (20 books, 10 other) 10 y

O 20 40 60 80
Books

© Glencoe/McGraw-Hill 464 Glencoe Pre-Algebra

 NAME ______________________________________________ DATE ____________ PERIOD _____

8-10 Reading to Learn Mathematics

Graphing Inequalities

Pre-Activity How can shaded regions on a graph model inequalities?

Do the activity at the top of page 419 in your textbook. Write
your answers below.

a. Substitute (
4, 2) and (3, 1) in y 2x  1. Which ordered pair makes

the inequality true? (
4, 2)

b. Substitute (
4, 2) and (3, 1) in y 2x  1. Which ordered pair makes

the inequality true? (3, 1)

c. Which area represents the solution of y 2x  1? shaded area

Reading the Lesson 1–2. See students’ work.

Write a definition and give an example of each new vocabulary word or phrase.

Vocabulary Definition Example

1. boundary

2. half plane

3. If an inequality contains or , then use a solid line to indicate that the

boundary is included in the graph.

4. If an inequality contains or , then use a dashed line to indicate that the

boundary is not included in the graph.
y
8
Helping You Remember 7
6
Oranges

Lesson 8-10
5
5. Suppose that for the next seven days, you can have either 4
an apple or an orange with your lunch. Graph all possible 3
solutions on a coordinate grid. Assume that each day you 2
1
have exactly one whole fruit. x
O 1 2 3 4 5 6 7 8 9
Then suppose that you have a total of 3.5 apples and 2.5 Apples
oranges during the seven days. Plot this solution point on
the grid and shade the region containing this point. What advantages does graphing the
inequality have over graphing just the points? Graphing the inequality makes it
possible to show a more complex situation, including the possibility of
having part of a fruit or no fruit at all on some days.

© Glencoe/McGraw-Hill 465 Glencoe Pre-Algebra

 NAME ______________________________________________ DATE ____________ PERIOD _____

8-10 Enrichment

Graphing Systems of Inequalities

Suppose you are given the following system y
of inequalities. 8

y x2 6

y
2x
1 4 y x 2
The solution of this system is the set of all 2
ordered pairs that satisfy both inequalities.
O
To find the solution, graph each inequality.
8 6 4 2 2 4 6 8x
The intersection of the graphs represents
the solution. 2
y 2x 1
The graphs of the equations y  x  2 and 4
y 
2x
1 are the boundaries of each
region. The solution of the system is the 6
region that contains ordered pairs that are 8
solution of both inequalities.
For example, (
6, 2) is a solution of the
system. Check by substituting the
coordinates into each inequality.

Solve each system by graphing. State one solution of each system.

1–6. Sample solutions are given.
1. y 2x  1 2. y
2 3. y x
3
y
x  1 y
x 1 y
x
1
y y y
4 4 4

2 2 2
O
4 2 O 2 4x 4 2 O 2 4x 4 2 2 4x
2 2 2

4 4 4

(
1, 1) (
5,
3) (0, 3)

4. 2y  x 4 5. y x1 6. x 1
3x
y 6 y x3 yx 3
y y y
4 4 4

2 2 2

4 2 O 2 4x 4 2 O 2 4x 4 2 O 2 4x
2 2 2

4 4 4

(3,
4) (1, 3) (2,
1)

© Glencoe/McGraw-Hill 466 Glencoe Pre-Algebra
 NAME DATE PERIOD

8 Chapter 8 Test, Form 1 SCORE

Write the letter for the correct answer in the blank at the right of each question.
1. Determine which relation is a function.
A. {(3, 0), (0, 3), (5, 4), (0,1)} B. {(0, 0), (0, 3), (0, 4), (0,1)}
C. {(
1, 0), (0, 3), (
1, 4), (5, 2)} D. {(3, 0), (2, 3), (5, 4), (6, 1)} 1.

2. The relation {(5, 0), (1, 9), (2, 4)} is not a function when which ordered
pair is added to the set?
A. (3, 0) B. (9, 1) C. (
6,
8) D. (2, 7) 2.

3. The table shows the projected ratio of males to females at various

ages in the year 2025. Determine whether this relation is a function
and describe the relationship between the age of the population and
the ratio of males to females.
Age 14 24 44 64 74
Ratio 1.05 1.042 98.0 94.0 83.0
Source: www.infoplease.com

A. Function; as the age increases, the ratio increases.

B. Function; as the age increases, the ratio decreases.
C. Not a function; as the age increases, the ratio increases.
D. Not a function; as the age increases, the ratio decreases. 3.

4. Which of the following is not a solution of the equation y  3x
4?

A. (2, 2) B. (4, 8) C. (0,
4) D. (
1,
1) 4.

5. Which set of ordered pairs can be used to graph y  x
2.

A. (
1,
3), (1,
1), (3, 1) B. (
1, 3), (1,
1), (3,
1)
C. (
3,
1), (1,
1), (1, 3) D. (
1,
3), (1, 1), (
3,
1) 5.

6. Find the x-intercept and the y-intercept for the graph of y  3x
4.

A.
4; 4 B. 4;
4 C. 4;
4 D.
4; 4 6.
3 3 3 3

7. Draw a graph of the equation with intercepts (0, 4) and (
4, 0) to

determine which other point the line passes through.
A. (1, 3) B. (3,
1) C. (
1, 3) D. (3, 1) 7.

8. Find the slope of the line that passes through the points A(0, 2) and
B(5, 0).
5 2 5
A. 2 B.  C.
 D.
 8.
2 5 2
Assessment

9. The slope of a horizontal line is ______?_______ .

A. undefined B. 0 C. positive D. negative 9.

10. Suppose y varies directly with x and y  12 when x  6. Write an equation

relating x and y.
1
A. y  12x B. y  6x C. y  x D. y  2x 10.
2

© Glencoe/McGraw-Hill 467 Glencoe Pre-Algebra

 NAME DATE PERIOD

8 Chapter 8 Test, Form 1 (continued)

11. The table shows the temperature of a potato placed in a 300° oven. What
is the rate of change of temperature of the potato in the first 20 minutes?
t (minutes) 0 10 20 30 40
T (temperature) 70 95 130 200 270

13
A. 130° B.  C. 3° per minute D. 5° per minute 11.
7
12. State the slope and the y-intercept for the graph of y 
4x.
A.
4; none B. 1;
4 C. 4;
1 D.
4; 0 12.
13. Write an equation in slope-intercept form to represent the table of values.
x 2 3 5 6
y
3
4
6
7
3 2
A. y 
x
1 B. y  x
1 C. y  x
2 D. y 
x  2 13.
2 5
14. The graph of a line goes through the point at (0, 2) and has slope 2. Which
point is also on the graph of the line?
A. (1, 4) B. (2, 2) C. (1, 2) D. (2, 4) 14.
For Questions 15 and 16, the scatter plot at the y
(hundreds of dollars)

right shows the relationship between the age 20

18
and value of a used car in each of four years. 16
Value

14
15. Which of the following is the best estimate 12
for the slope of the best-fit line for the data? 10
8
A. 5000 B.
5
O 1 2 3 4 5x
C. 5 D.
250 Age (years)
15.
16. Use a best-fit line to predict the value of the car after five years.
A. $4,700 B. $2,100 C. $8,300 D. $10,000 16.
17. Find the solution of the system of equations graphed. y

A. (
2, 2) B. (0, 2) and (
2, 0)

C. (2,
2) D. (0,
1) and (1, 0) 17.
O x
18. Solve the system of equations 2x  y  2
at the right by substitution. y0
1 2
A. (
4,
3) B. (0, 1) C. ,
 D. (1, 0) 18.
3 3
19. The graph of y  2x is the region ______?_______ the graph of y  2x.
A. below B. above C. on or below D. on or above 19.
20. Determine which ordered pair is a solution of the inequality y 
4x  7.
A. (
1, 11) B. (0, 8) C. (1, 2) D. (2, 0) 20.
Bonus The price of buying gasoline varies directly with the B:
number of gallons bought. If five gallons of gas cost
$7.50, what is the rate of change of this linear function?

© Glencoe/McGraw-Hill 468 Glencoe Pre-Algebra

 NAME DATE PERIOD

8 Chapter 8 Test, Form 2A SCORE

Write the letter for the correct answer in the blank at the right of each question.
1. Determine which relation is not a function.
A. {(3, 2), (2,
3), (
1, 4), (
6,
5)} B. {(0, 4), (2, 2), (
2,
2), (0, 8)}
C. {(
3.5, 2), (
3, 3), (
4, 4), (4, 4)} D. {(1, 1), (0.5,
2), (5, 4), (
1, 1)} 1.
2. Which of the following values of c makes the relation {(0, 1), (1, 2), (2, 2), (c, 4)}
a function?
A. 1 B.
2 C. 0 D. None of these 2.
3. The table shows the median years that workers of various ages had worked
for their current employer. Determine whether this relation is a function,
and describe the relationship between age and length of time with the
current employer. Source: www.infoplease.com
Age 24 34 44 54 64
Years with Employer 1.2 2.8 5.3 8.3 10.2

A. Function; as the worker gets older, the median years of work increases.
B. Function; as the worker gets older, the median years of work decreases.
C. Not a function; as the worker gets older, the median years of work
increases.
D. Not a function; as the worker gets older, the median years of work
decreases. 3.
4. Which of the following is a solution of 3x
2y  6?
A. (2, 3) B. (0, 3) C. (3, 0) D. (4, 3) 4.
5. Which set of ordered pairs can be used to graph y 
x  1?
A. (
1,
2), (0, 1), (1, 0) B. (
1, 2), (0, 1), (1, 0)
C. (
1, 2), (0, 0), (1, 2) D. (
1,
2), (0,
1), (
1, 0) 5.
6. Find the x-intercept and the y-intercept of the graph of 2x  4y  6.
A. 3; 6 B. 3; 3 C.
3; 3 D. 2; 4 6.
2
7. Draw a graph of the equation with intercepts (0,
2) and (1, 0) to determine
which other point the line passes through.
A. (
1,
4) B. (
2,
5) C. (3, 2) D. (1, 1) 7.
8. Find the slope of the line that passes through the points A(
6, 2) and
B(5,
1).
3 11 3
A.
1 B.  C.
 D.
 8.
11 3 11
9. What is the slope of the line x 
3?
Assessment

A.
3 B. 0 C. undefined D. 1 9.
10. In 1996, the number of visitors to water parks was 5.1 million, while in
1999, the number of visitors dropped to 4.7 million. What was the rate
of change? Source: Amusement Business
A. 200 B. 7.8% decrease
C. 0.4 million people D. 133,333 fewer people per year 10.

© Glencoe/McGraw-Hill 469 Glencoe Pre-Algebra

 NAME DATE PERIOD

8 Chapter 8 Test, Form 2A (continued)

11. The number of yards y varies directly as the number of feet x. Write an
equation converting x feet to y yards, using the fact that there are three feet
in a yard.
A. y  3x B. y  13x C. y  36x D. y  316x 11.

12. Find the slope and the y-intercept for the graph of y 
4.
A.
4; none B. 1;
4 C. 0;
4 D.
4; 0 12.
13. Write an equation in slope-intercept form to represent the table of values.
x
4 8 12 16
y
6 9 14 19

4 4 5
A. y  x
1 B. y  x
1 C. y   D. y  x
1 13.
5 5 4
1
14. The graph of a line goes through the point at (0, 3) and has slope . Which
2
point is also on the graph of the line?
A. (1, 5) B. (
2, 4) C. (1, 2) D. (2, 4) 14.
Drop vs Speed
For Questions 15 and 16, the scatter plot at y
the right shows the relationship between 320
305
height of the hill and speed of a roller coaster. 290
Drop (feet)

275
15. Which of the following could be the slope 260
of the best-fit line for the data? 245
230
A. 5 B.
5 215
x
1 200
C. 50 D.  78 80 82 84 86 88 90 92 94 96 98 15.
5 Speed (mph)
16. Predict the height of a hill for a roller coaster that has a speed of 90 mph.
A. 330 ft B. 270 ft C. 320 ft D. 210 ft 16.
17. Solve the system of equations x  2y  0
at the right by graphing . y 
0.5x
A. (0, 0) B. no solution
C. infinitely many solutions D. (
0.5, 2) 17.

18. Solve the system of equations 2x  2y  2

at the right by substitution. x1

4 
3 1
A. (
4,
3) B. (0,
1) C. ,
 D. (1, 0) 18.
4
19. The graph of y 
2x  5 is the region ? the line y 
2x  5.
A. below B. above C. on or below D. on or above 19.
20. Determine which ordered pair is not a solution of the inequality y 
3x  4.
A. (
1, 6) B. (0, 4) C. (1,
7) D. (1, 0) 20.

Bonus In a certain linear equation, the rate of change of y with B:

respect to x is two. Write the equation if the (0, 1) is a
solution.

© Glencoe/McGraw-Hill 470 Glencoe Pre-Algebra

 NAME DATE PERIOD

8 Chapter 8 Test, Form 2B SCORE

Write the letter for the correct answer in the blank at the right of each question.
1. Determine which relation is not a function.
A. {(
2, 3), (2,
3), (1, 5), (6,
3)} B. {(0,
4), (2, 2), (
2,
2), (3, 2)}
C. {(
3, 2), (
4, 4), (
3, 3), (4, 4)} D. {(1, 1), (2, 1), (3, 1), (
1, 1)} 1.
2. Which of the following values of d makes the relation
{(5, 0), (3, 1), (1, 1), (d, 4)} a function?
A.
1 B. 3 C. 5 D. None of these 2.
3. The table shows the percent of households of a given income that have
computers. Determine whether this relation is a function, and describe the
relationship between the household income and the percent of those
households that have computers. Source: www.census.gov
Household Income ($) 12,500 22,500 30,000 42,500 62,500 75,000
Percent with Computer 13 23 31.7 45.6 60.6 75.9

A. Function; as income rises, the number of computers in each household

increases.
B. Function; as income rises, the percent of homes with computers increases.
C. Not a function; as income rises, the number of computers in each
household increases.
D. Not a function; as income rises, the percent of homes with computers
increases. 3.
4. Which of the following is not a solution of 4x  3y  6?
A. (
3, 6) B. (0, 2) C. (1,
2) D. (3,
2) 4.
5. Which set of ordered pairs can be used to graph y 
2x
1?
A. (
5, 9), (1,
3), (4, 9) B. (
2,
5), (1,
1), (5, 9)
C. (
2,
5), (0,
1), (4,
3) D. (
5, 9), (
2, 3), (4,
9) 5.
6. Find the x-intercept and the y-intercept of the graph of x
3y  2.
2
A. 2;
 B.
3; 1 C. 5; 1 D. 1;
3 6.
3
7. Draw a graph of the equation with intercepts (5, 0) and (0, 2) to determine
which other point the line passes through.
A. (3, 1) B. (
5, 4) C. (
1, 2) D. (
3, 3) 7.
8. Find the slope of the line that passes through the points A(
3, 1) and
B(2,
5).
1 6 5
A.
6 B.
 C.
 D.
 8
6 5 6
Assessment

9. What is the slope of the line y 
3?

A.
3 B. 0 C. undefined D. 1 9.
10. College tuition and fees in the year 2000 averaged $3510 a year at four-
year public institutions compared to $3217 in 1998. What was the rate
of change?
A. $293 B. $146.50 per year C. $3363.50 D. 9.11% 10.
© Glencoe/McGraw-Hill 471 Glencoe Pre-Algebra
 NAME DATE PERIOD

8 Chapter 8 Test, Form 2B (continued)

11. The number of feet y varies directly as the number of inches x. Write a
direct variation equation that converts x inches to y feet, using the fact
that there are twelve inches in a foot.
A. y  3x B. y  1x C. y  12x D. y  1x 11.
3 12
12. State the slope and the y-intercept for the graph of y  3.
A. 0; 3 B. undefined; 3 C. 1; 0 D. 0; 0 12.
13. Write an equation in slope-intercept form to represent the table of values.
x
6 3 9 12
y 7 1
3
5

A. y 
x
3 B. y 
2x  3 C. y  3x D. y  1x  3 13.

3 2 3
1
14. The graph of a line goes through (0,
2) and has slope . What point is
3
also on the graph of the line?
A. (3, 3) B. (1, 1) C. (3,
1) D. (
1,
5) 14.
For Questions 15 and 16, the scatter plot at the Percent of US Cities
right shows the relationship between the year with Youth Curfews
and the percent of cities having youth curfews. y
90
15. Which of the following could be the slope 80
Percent of Cities

70
of the best-fit line for the data? 60
A. 7 B.
7 50
40
C. 70 D. 0.70 30 15.
20
16. Predict the percent of cities having youth 10
curfews in 1999. x
O '85'87'89'91'93'95'97'99
A. 95 B. 65 C. 70 D. 80 Year 16.
17. Solve the system of equations x  2y  0
at the right by graphing. x  2y  5
A. (0, 0) and (1, 2) B. no solution
C. infinitely many solutions D. (
0.5, 2) 17.
18. Solve the system of equations y3
at the right by substitution. 1x
y

5 5
A. 6, 1 B. (2,
3) C. (4, 3) D. no solutions 18.

19. The graph of y  3x
4 is the region ? the graph of y  3x
4.

A. on and above B. on and below C. above D. below 19.
20. Determine which ordered pair is a solution of the inequality y  2x
3.
A. (0,
5) B. (2, 3) C. (1,
1) D. (
1, 1) 20.

Bonus In a certain linear equation, the rate of change of y with B:

respect to x is 3. Write the equation if (0,
2) is a solution
of the equation.

© Glencoe/McGraw-Hill 472 Glencoe Pre-Algebra

 NAME DATE PERIOD

8 Chapter 8 Test, Form 2C SCORE

For Questions 1 and 2, determine whether each relation

is a function.
1. {(
2, 0), (0, 0), (2, 0), (3, 3)} 2. y 1.

2.

O x

3. The table shows the percent of people in the U.S. that are 3.
enrolled in post-secondary education for various ages. Is
this relation a function? Describe the relationship between
age and the percent of people enrolled in higher education.
Source: www.census.gov

Age 19 29 39 49 59 69
Percent Enrolled 51 15 9 6 3 1

4. Find four solutions of 5x  3y 
3. Write the solutions as 4.

ordered pairs.
y

5. Graph y  3x
4 by plotting ordered pairs. 5.

O x

6. Find the x-intercept and the y-intercept for the graph of

y  5x  10. 6.
y
7. Graph 3x
2y  6 using the x- and y- intercepts. 7.

O x

8. Use the graph at the right. y

Find the slope of the line.

O x 8.

9. Find the slope of the line that passes through the points 9.
A(3,
1) and B(3, 5).

10. The table shows the percent of adults who used computers 10.
from 1984–1993. What is the rate of change from 1984 to
Assessment

1993? Source: www.census.org

Year 1984 1989 1993
Percent of Adults 18 28 36

11. State the slope and the y-intercept of the graph of 11.
4x
3y  6.

© Glencoe/McGraw-Hill 473 Glencoe Pre-Algebra

 NAME DATE PERIOD

8 Chapter 8 Test, Form 2C (continued)

12. The number of kilometers y in a measure varies directly as 12.

the number of miles x. Write a direct variation equation that
could be used to convert miles to kilometers, if 5 miles is
about 8.045 kilometers.

13. State the slope and the y-intercept of a graph that 13.
represents the linear data in the table.
y
x
1 1 5 7
y 8 0
16
24
O x
14. Graph a line with slope
3 and y-intercept 1. 14.
2

For Questions 15 and 16, use the y 15. y

800
scatter plot at the right that 800

shows SAT scores and overall 600

SAT Scores

600

SAT Scores
math grades.
500 500
15. Draw a best-fit line for the data.
400 400

300 300
O 20 40 60 80 x
O 20 40 60 80 x
Math Grade Math Grade

16. Predict the SAT score of a student whose overall math 16.
grade is 55.
17. y
17. Solve the system of equations y  2x
3
at the right by graphing. y  3x
4
O x

18. Solve the system of equations x  5y  7 18.

at the right by substitution. x2

19. Graph y  2x  1. 19. y

O x
20. Punch is to be made using orange juice and ginger-ale.
Write an inequality showing how many gallons of each
could be used if the punch is made in a ten-gallon
container. 20.

Bonus Water is being pumped out of a pool. The number of B:

gallons of water W left in the pool at time t in minutes can
be modeled by W(t) 
7t  350. Find the y-intercept and
explain what it represents in this problem.

© Glencoe/McGraw-Hill 474 Glencoe Pre-Algebra

 NAME DATE PERIOD

8 Chapter 8 Test, Form 2D SCORE

For Questions 1 and 2, determine whether each relation is a function.

1. {(
2, 4), (0, 5), (2, 4), 2. y 1.
(3, 5), (
2, 1), (1, 4)}
2.

O x

3. The table shows the average commuting time for workers 3.

in cities. Is this relation a function? Describe the relationship
between the working population and the average time spent
commuting. Source: www.census.gov
Number of Workers (hundred thousands) 38 16 12 5 4
Time of Commute (minutes) 35.3 26.5 24.8 24.4 21.6

4. Find four solutions of 4x
3y  2. Write the solutions as 4.

ordered pairs. y

5. Graph y 
2x  3 by plotting ordered pairs. 5.

O x

6. Find the x-intercept and the y-intercept of the graph of 6.

y  4x
12. y

7. Graph 2x
3y 
6 using the x- and y-intercepts. 7.

O x
y
8. Use the graph at the right. Find the
slope of the line.
O x
9. Find the slope of the line that 8.
passes through the points A(5,
1)
and B(3,
1). 9.

10. The table shows the percent of adults who used computers 10.
from 1984 through 1993. What was the rate of change from
1989 to 1993? Source: www.census.org
Assessment

Year 1984 1989 1993

Percent of Adults 18 28 36

11. State the slope and the y-intercept of the graph of 11.
5x
2y  6.

© Glencoe/McGraw-Hill 475 Glencoe Pre-Algebra

 NAME DATE PERIOD

8 Chapter 8 Test, Form 2D (continued)

12. The number of miles y in a measure varies directly as the 12.

number of kilometers x. Write a direct variation equation
that could be used to convert kilometers to miles, if
5 kilometers is about 3.1075 miles.

13. State the slope and the y-intercept of a graph that 13.
represents the linear data in the table.
y
x
1 1 5 7
y
14
4 16 26
O x

3
14. Graph a line with slope  and y-intercept
1. 14.
2

For Questions 15 and 16, use the y 15. y

scatter plot at the right that 150 150

Blood Pressure
Blood Pressure

shows the relationship between

140 140
the blood pressure and ages of
different people. 130 130

15. Draw a best-fit line for the data. 120 120

O30 40 50 60 x O30 40 50 60 x
Age Age

16. Predict the blood pressure of a 20-year old. 16.

17. Solve the system of equations y  2x  1 17. y
at the right by graphing. 1
y  x  4
2

O x

18. Solve the system of equations x  2y  6 18.

at the right by substitution. x8
19. Graph y  3x
1. 19. y

O x
20. Garden soil is made by mixing sand and peat moss. Sand
costs $1 per pound and peat moss costs $2 per pound. Write
an inequality showing how many pounds of each could be
purchased for a maximum of $10. 20.

Bonus The profits P in dollars from a lemonade stand can be B:

modeled by the equation P(x)  0.25x
6.50, where
x represents the number of glasses sold. Find the
y-intercept and explain what it represents in this problem.

© Glencoe/McGraw-Hill 476 Glencoe Pre-Algebra

 NAME DATE PERIOD

8 Chapter 8 Test, Form 3 SCORE

For Questions 1 and 2, determine whether each relation is a function.

1. {(
2,
4), (0, 5), (2, 4), 2. y 1.
(3, 5), (
2, 1), (1, 4)}
2.
O x

3. The table shows a relationship between x and y. Is this 3.

relation a function? Describe the relationship between x and y.
x
5 4
2 7 14 9
y 27 20 22 24 17 18

4. Find four solutions of 16x
4y  32. Write the solutions as 4.

ordered pairs.

5. Graph 3y 
4x  9 by plotting ordered pairs. 5. y

O x

5 160
6. The equation y  x
 is used to convert x degrees 6.
9 9
Fahrenheit to y degrees Celsius. Name the x-intercept of
this line and describe what it means.
7. y
7. Graph 15x
5y  45 using the x- and y-intercepts.

O x

8. Find the slope of the line. y

O x

8.

9. Find the value of b so that the slope of the line passing 9.

through the points A(5,
8) and B(
1, b) is
2.

10. The table shows the percent of children aged 3 to 17 who 10.
used computers at school from 1984 through 1993. What
Assessment

was the rate of change from 1989 to 1993? Source: www.census.gov

Year 1984 1989 1993
Percent 28 46 61

11. State the slope and the y-intercept of the graph of 11.
6x
16y  48.

© Glencoe/McGraw-Hill 477 Glencoe Pre-Algebra

 NAME DATE PERIOD

8 Chapter 8 Test, Form 3 (continued)

12. The number of quarts y in a measure varies directly as the 12.

number of liters x. Write a direct variation equation that y
could be used to convert liters to quarts, if 2 liters is about 13.
2.114 quarts.

13. Graph a line with slope 1.2 and y-intercept
2. O x

14. Use the table of values to write an equation in

slope-intercept form.
x
3
1 3 5
y
16
2 26 40 14.
y 15.
For Questions 15 and 16, use the 310 y
295 310
scatter plot at the right that 280 295
shows the relationship between
Cost (dollars)

265 280

Cost (dollars)
the temperature rating and the 250 265
235 250
cost of different sleeping bags. 220 235
15. Draw the best-fit line for the 205 220
190 205
data and find the rate of 175 190
change. 160 x 175
160 x
O 8 16 24 32 36
Temperature Rating (°F) O 8 16 24 32 36
Temperature Rating (°F)

16. Predict the cost of a sleeping bag rated to 0°. 16.

17. y
17. Estimate the solution of the system of equations by
graphing. y  4x
3 and y  4x  3

18. Solve the system of equations by substitution. O x

3x
2y  0 and y 
3

Louis makes $30 for each yard he mows and $20 for
each lawn he weeds. He wants to make at least 18.
$150 each week.
19. Write an inequality to represent this situation. 19.

20. State one possible solution in which he earns $150 and one 20.
in which he earns more than $150.

Bonus Fine Fone charges a monthly fee of $30 plus $0.30 for B:
every minute called. Cell Service charges $15 each month
plus $0.60 per minute. How many minutes must be called
for the monthly bill to be the same for these competitors?
What will be the monthly bill?

© Glencoe/McGraw-Hill 478 Glencoe Pre-Algebra

 NAME DATE PERIOD

8 Chapter 8 Open-Ended Assessment SCORE

Demonstrate your knowledge by giving a clear, concise solution

to each problem. Be sure to include all relevant drawings and
justify your answers. You may show your solution in more than
one way or investigate beyond the requirements of the problems.

1. A corporation has a goal of increasing sales by $300,000 each

year. Sales for the first year were $925,000. Write an equation
in slope-intercept form that describes this situation. What is
the meaning of the slope and y-intercept of your equation?

2. A second goal of this corporation is to limit the increase in

expenses each year to less than $115,000. Expenses the first
year were $532,000. Write an inequality that describes this
situation. What is the goal for expenses in the 5th year?

3. The fee for renting a VCR for a business meeting is given by

y  4x  18, where x is the number of hours rented and y is
the total rental fee in dollars.
a. Find three solutions of the equation and draw the graph.
b. Choose the number of hours for a rental and use the graph
to determine the rental fee. Explain each step.
c. Find the y-intercept and explain what it represents.
d. Do negative values of x make sense? Why or why not?

4. Another company also provides VCR rentals. Their rental

equation is y  5x  15.
a. Graph the equation using the x- and y-intercepts.
b. Compare and contrast this graph with the graph in Question 3.
Use the words slope and intercept in your answer.
c. From which company would you rent a VCR? Explain your
reasoning.

5. The home office of a company has limited the number of sales

associates and clerical people in a branch office to 17 or fewer.
a. If x is the number of sales associates and y is the number of
clerical people, write and graph an inequality for this
situation.
b. Does (8, 5) satisfy the inequality? What does (8, 5) represent?
c. Name an ordered pair that does not satisfy the inequality.
What does your ordered pair represent?
Assessment

© Glencoe/McGraw-Hill 479 Glencoe Pre-Algebra

 NAME DATE PERIOD

8 Chapter 8 Vocabulary Test/Review SCORE

best-fit line function slope vertical line test

boundary half plane slope-intercept form x-intercept
constant of variation linear equation substitution y-intercept
direct variation rate of change system of equations

Write whether each sentence is true or false. If false, replace

the underlined word or number to make a true sentence.
1. In a relation, for each element of the domain, there is only 1.
one corresponding element in the range.

2. A linear equation in two variables is an equation in which 2.

the variables appear in separate terms, and neither variable
contains an exponent other than 1.

3. A(n) x-intercept is the y-coordinate of a point where a graph 3.

crosses the y-axis.

4. Slope describes the steepness of a line. 4.

5. The constant of variation is a special type of linear equation 5.

that describes rate of change.

6. In the equation y  kx, k is the direct variation. 6.

7. The equation y  mx  b is the constant of variation. 7.

8. A best-fit line can be used to show a linear relationship 8.

approximated by real-life data points.

9. The solution to a system of equations is the ordered pair that 9.

solves both equations.

10. The more accurate way to solve a system of equations is by 10.

graphing.

In your own words—

Define each term.
11. vertical line test

12. rate of change

© Glencoe/McGraw-Hill 480 Glencoe Pre-Algebra

 NAME DATE PERIOD

8
1 Chapter 8 Quiz SCORE

(Lessons 8–1 through 8–3)

1. The table shows how speed affects Speed Gas Mileage 1.

the gas mileage of one type of (mph) (mpg)
compact car. Is the relation a 40 36
function? Explain. Describe how 50 33
gas mileage is related to speed.
60 30

2. Find four solutions of y  3x  2. 70 26 2.

Write the solutions as ordered pairs.

3. Graph the equation y  x
1 by plotting ordered pairs. 3. y

O x

4. Find the x-intercept and y-intercept for the graph of 4.

y  7x
14.
5. y
5. Graph 6x
8y  24 using the x- and y-intercepts.
O x

NAME DATE PERIOD

8 Chapter 8 Quiz SCORE

(Lessons 8–4 and 8–5)

For Questions 1 and 2, find the slope of the line that

passes through each pair of points. 1.
1. A(4, 5) and B(
3, 5) 2. A(3,
6) and B(3,
9) 2.

3. Standardized Test Practice Two roller coasters are vying

for the title of “Steepest Drop.” The first ride has a hill that
drops 140 feet in a 40-foot run. The second ride’s highest hill
drops 105 feet in a 30-foot run. Which statement is true?
A. The first ride is the “Steepest Drop”.
B. The second ride is the “Steepest Drop”.
C. Both rides have the same slope
Assessment

D. There is not enough information to tell. 3.

4. The table shows the results of a science experiment. 4.

Find the rate of change.
x (minutes) 0 2 4 5
y (
F)
20
6 8 15
© Glencoe/McGraw-Hill 481 Glencoe Pre-Algebra
 NAME DATE PERIOD

8 Chapter 8 Quiz SCORE

(Lessons 8–6 through 8–8)

For Questions 1 and 2, use the equation 3x  6y  6.

1. State the slope and the y-intercept for the graph of the 1.
equation. 2. y

2. Graph the equation using the slope and y-intercept. O x

3. Write an equation in slope-intercept form to represent the

table values.
x
3
1 0 5 3.
y
8 6 13 48 4.
y

Number of Receivers
y 21
The relation between the
Number of Receivers

21 18
number of receivers (millions) 18 15
and the time after the 15 12
12 9
technology was introduced is 6
9
shown in the scatter plot. 6 3
3
4. Draw the best fit line and O 1 2 3 4 5x
estimate the rate of change. O 1 2 3 4 5x Years after Introduction
Years after Introduction

5. Predict the number of receivers 6 years after the technology

was introduced.
5.

NAME DATE PERIOD

8 Chapter 8 Quiz SCORE

(Lessons 8–9 and 8–10)

For Questions 1 and 2, solve each system of equations by

1.
substitution.
2.
1. y  3x 2. 4x
2y  2
y 
15 x3 3.

3. Use the graphs of y  2x  3 and y  2x
5 to explain why

the related system of equations has no solution.

1 4.
4. Graph y 
x
2. y
2
O x

5. Terika is buying drinks for a summer camp and she has

$75 to spend. Orange juice costs $2.50 per gallon and milk 5.
costs $3.00 per gallon. Write an inequality to represent this
situation. Identify the variables and describe what they
represent.
© Glencoe/McGraw-Hill 482 Glencoe Pre-Algebra
 NAME DATE PERIOD

8 Chapter 8 Mid-Chapter Test SCORE

(Lessons 8–1 through 8–5)

Part I Write the letter for the correct answer in the blank at the right of each question.
1. The relation {(2, 17), (
7,
4), (
4, 3), (0, 3)} is not a function
when which ordered pair is added to the set?
A. (
25, 20) B. (10, 25) C. (2, 6) D. (9, 5) 1.
2. Use the table shown to complete the sentence in the best way.
“Generally, as x increases, y _____?______ .”
x 9 7 5 3 1
y 2 6 10 9 15

A. increases B. decreases
C. remains constant D. increases, decreases, then decreases 2.
3. Find the slope of the line that passes through the points
A(
5, 3) and B(4, 0).
3 1 1
A.
 B.  C. 3 D.
 3.
5 3 3
4. The sun rises at 7:12 A.M. on December 1, 2001 in Dallas and
at 7:28 A.M. on December 27. What is the rate of change?
8 5
A.  minutes later each day C. 1 minutes later per day
13 8
B. 16 minutes D. 26 days 4.
5. Which of the following is a solution of 4x  3y 
12?
A. (0,
3) B. (3,
8) C. (
4, 0) D. (0, 4) 5.

Part II
6. Graph y 
x  3 by plotting ordered pairs. 6. y

O x

7. Graph y  1x
2 using the x- and y-intercepts. 7. y

2
O x

Use the graph shown at the right. y

Assessment

8. What is the slope of the line? 8.

9. Find the x- and y-intercepts of the line. 9.

O x
10. Write a direct variation equation
relating x and y. 10.

© Glencoe/McGraw-Hill 483 Glencoe Pre-Algebra

 NAME DATE PERIOD

8 Chapter 8 Cumulative Review

(Chapters 1–8)

1. Simplify 7(3x  5y)  5(2x  7y). (Lesson 1–4) 1.

2 3
2. What is 6 divided by 3? (Lesson 5–4) 2.
3 4

3. Find the LCM of 8x2y and 18x2y2z. (Lesson 5–6) 3.

4. Express 356 miles in 8 hours as a unit rate. (Lesson 6–1) 4.

5. If Marta bought 4 ounces of perfume for $116, how much 5.

would 6 ounces cost? (Lesson 6–2)

6. In a scale model of a boat, the tallest mast has a height of 6.

7 inches. If the actual height of the mast is 35 feet, what is
the scale of the model? (Lesson 6–3)

Solve each equation. (Lessons 7–1 and 7–2) 7.

7.
4(x  9) 
12x
4 8. 5n  6  7(n  3)
3n
8.
Solve each inequality. (Lessons 7–5 and 7–6) 9.
x
1
9.   3 10.
4t 
32 10.
4

11. Find two solutions to the equation 3x  5y  10.

Write the solutions as ordered pairs. (Lesson 8–2) 11.

12. Graph y  2x
2 by plotting ordered pairs. (Lesson 8–2) 12. y

O x

13. Find the slope of the line that passes through the points 13.
A(
4, 3) and B(2, 1). (Lesson 8–4)

14. State the slope and the y-intercept for the graph of 14.
3y
6x  9. (Lesson 8–6)

15. Find the rate of change for the linear function. x y 15.
(Lesson 8–5)
6 5

2 13
2 21

16. Solve the system of linear equations y  4x  7 16.

and y 
3x by substitution. (Lesson 8–9)

© Glencoe/McGraw-Hill 484 Glencoe Pre-Algebra

 NAME DATE PERIOD

8 Standardized Test Practice

(Chapters 1–8)

Part 1: Multiple Choice

Instructions: Fill in the appropriate oval for the best answer.

2x
1. Solve   z for x. (Lesson 3–4)
y
2 yz z
y
A. x   B. x  yz
2 C. x   D. x   1. A B C D
yz 2 2

2. Ron put all his math test scores in numerical order from least to
greatest and found the middle number. Which measure of central
tendency does this number represent? (Lesson 5–8)
E. mean F. median G. mode H. outlier 2. E F G H

1 1 1
3. Find the fifth term in the sequence , , , ... .
5 25 125
(Lesson 5–10)
1 1 1 1
A.  B.  C.  D.  3. A B C D
3125 625 225 255

7.6 2
4. What value of y makes    a proportion? (Lesson 6–2)
1.9 y
E. 5 F. 1.5 G. 0.5 H. 0.15 4. E F G H

5. In December, Morristown received 4.5 inches of rain. In January,

Morristown received 6.93 inches of rain. What was the percent of
change from December to January? (Lesson 6–8)
A. 38% B. 54% C. .38% D. 5.4% 5. A B C D

6. Three times a number is 180 less than seven times the number.
What is the number? (Lesson 7–1)
E. 10 F. 180 G. 18 H. 45 6. E F G H

7. Solve 8a
3  5(a  7)  3a. (Lesson 7–2)

A. 0 B. 38 C. all numbers D.  7. A B C D

8. Which inequality represents a number increased by 7 is at

most 19? (Lesson 7–3)
E. n  7 F. n  7 19 G. n  7  19 H. n  7  19 8. E F G H

9. Solve x  6  10. (Lesson 7–4)

A. x  4 B. x  4 C. x 4 D. x  4 9. A B C D

10. Solve
6x 
24. (Lesson 7–5)

Assessment

E. x 4 F. x  4 G. x 
4 H. x 
4 10. E F G H

11. Find the rate of change for x 0 2 3 5

the linear function. (Lesson 8–5)
y
51
17 0 34

1
A. 17 B.
51 C. 3 D.
 11. A B C D
17
© Glencoe/McGraw-Hill 485 Glencoe Pre-Algebra
 NAME DATE PERIOD

8 Standardized Test Practice (continued)

12. Suppose y varies directly with x. If y  24 when x is 3, what

is the direct variation equation? (Lesson 8–5)
E. y  3x F. y  3x  15 G. x  8y H. y  8x 12. E F G H

1
13. A linear function has slope  and goes through the point
4
(2,
3). What is the y-coordinate of the point on the line
whose x-coordinate is
6? (Lesson 8–7)
A.
1 B.
5 C.
4 D.
2 13. A B C D

14. Choose the inequality that describes y

the graph shown. (Lesson 8–10)

O x

E. y  x
2 F. y  x
2 G. y  x
2 H. y x
2 14. E F G H

15. Determine which ordered pair is a solution of y
4x  0. (Lesson 8–7)

A. (
1, 1) B. (1, 4) C. (1,
1) D. (2, 9) 15. A B C D

Part 2: Grid In
Instructions: Enter your answer by writing each digit of the answer in a column box
and then shading in the appropriate oval that corresponds to that entry.

16. 17.
16. Evaluate a2  b  5c if a  3, b  2,
and c  1. (Lesson 4–2) .
/
.
/
. . .
/
.
/
. .
0 0 0 0 0 0
17. Find the x-intercept for the graph of 1 1 1 1 1 1 1 1
2 2 2 2 2 2 2 2
y  6x
3. (Lesson 8–3) 3 3 3 3 3 3 3 3
4 4 4 4 4 4 4 4
5 5 5 5 5 5 5 5
6 6 6 6 6 6 6 6
7 7 7 7 7 7 7 7
8 8 8 8 8 8 8 8
9 9 9 9 9 9 9 9

Part 3: Short Response

Instructions: Write your answer in the blank at the right of each question.

18. Jan uses 1 gallon of paint to cover 200 square feet of ceiling.
Write a proportion that could be used to find how many gallons 18.
she will need to cover 700 square feet. Then solve. (Lesson 6–2)

19. Solve the system of linear equations 3x
y  2 and y  8x  3 19.

by substitution. (Lesson 8–9)

© Glencoe/McGraw-Hill 486 Glencoe Pre-Algebra

 NAME DATE PERIOD

Unit 3 Test SCORE

(Chapters 7–8)

1. Solve 3y
15  8y
5. 1.

2. Solve 3(8a  4)  6(4a  2). 2.

3. The perimeter of a rectangle is 42 inches. The length is 3.

3 inches less than twice the width. Find the dimensions
of the rectangle.

4. Write an inequality that represents the quotient when 4.

dividing a number by
9 is less than 93.

5. Write an inequality for the graph. 5.

33 32 31 30 29

6. An F-6 tornado has winds that are at least 319 miles per 6.
hour. Suppose a tornado has winds that are 275 miles per
hour. Write and solve an inequality to find out how much
the winds must increase before the tornado becomes an
F-6 tornado.
1 5
7. Solve q
2  . 7.
6 9
b
8. Solve  
3.7. 8.

5

9. Three more than the quotient of a number and 7 is at most 9.

92. Find the number.

10. Four times the sum of a number and 6 is at least six times 10.
the same number less 14. For what numbers is this true?
1 1
11. Solve (4
x)  . Graph your solution on a number line. 11.
3 2
4 3 2 1 0 1 2 3 4

12. The table represents the temperature y at x kilometers 12.

above sea level for a certain location. Describe the
relationship between the temperature and the altitude. Is
this relation a function?
Altitude (km) 0 1 2 3
Temperature (
C) 24.0 17.4 10.8 4.2

13. Find two solutions of 6x
12y  0. Write the solutions as 13.

ordered pairs.
Assessment

14. Find the x-intercept and y-intercept of x
y  2. Then 14.

graph the equation. y

O x

© Glencoe/McGraw-Hill 487 Glencoe Pre-Algebra

 NAME DATE PERIOD

Unit 3 Test (continued)

(Chapters 7–8)

15. Find the slope of the line that passes through A(
7, 2) and 15.
B(3,
3).

16. The table shows the Wind (mph) Temperature (
F) 16.
wind chill temperature x y
for different wind
10 15
speeds when the actual
15 13
temperature is 25 F.
State the rate of change. 20 11

17. Write an equation in slope-intercept y 17.

form for the line graphed.

O x

18. If (2, b) is on the graph of the line 18.

3
with slope
 and y-intercept 3, find the value of b. y
2
13
y
19. The scatter plot at the right 19. 12
shows a correlation between 13
x and y. Draw a best-fit line 11
12
for the data. Use the best-fit 10
line to predict the value of y 11 x
when x is 4. O 4 8 12 16 20 24 28 32 36
10
x
O 4 8 12 16 20 24 28 32 36

20. Solve the system of equations by graphing. y  2x
3 20. y

y  3x
4
O x

21. Solve the system of equations by substitution. 2x  5y  0 21.

x 
7y  9 y

22. Graph y  2x  1. 22.

O x

© Glencoe/McGraw-Hill 488 Glencoe Pre-Algebra

 NAME DATE PERIOD

8 Standardized Test Practice

Student Record Sheet (Use with pages 430–431 of the Student Edition.)

Part 1 Multiple Choice

Answers
Select the best answer from the choices given and fill in the corresponding oval.

1 A B C D 4 A B C D 7 A B C D 9 A B C D

2 A B C D 5 A B C D 8 A B C D 10 A B C D

3 A B C D 6 A B C D

Part 2 Short Response/Grid In

Solve the problem and write your answer in the blank.
For Questions 12, 15, and 19, also enter your answer by writing each number or
symbol in a box. Then fill in the corresponding oval for that number or symbol.

11 12 15 19
/ / / / / /
12 (grid in) . . . . . . . . . . . .
0 0 0 0 0 0 0 0 0
1 1 1 1 1 1 1 1 1 1 1 1
13 2 2 2 2 2 2 2 2 2 2 2 2
3 3 3 3 3 3 3 3 3 3 3 3
4 4 4 4 4 4 4 4 4 4 4 4
5 5 5 5 5 5 5 5 5 5 5 5
14 6 6 6 6 6 6 6 6 6 6 6 6
7 7 7 7 7 7 7 7 7 7 7 7
8 8 8 8 8 8 8 8 8 8 8 8
15 (grid in) 9 9 9 9 9 9 9 9 9 9 9 9

16

17

18

19 (grid in)

20

Part 3 Open Ended

Record your answers for Question 21 on the back of this paper.

© Glencoe/McGraw-Hill A1 Glencoe Pre-Algebra