Learning Competency 38: The learner solves problems involving

linear functions. (SSP_M8AL – IIe-4-f-1) Learning Competency 38: The learner solves problems involving
Learning Competency 39: The learner constructs function models* linear functions. (SSP_M8AL – IIe-4-f-1)
to illustrate linear relationship between two quantities. Learning Competency 39: The learner constructs function models*
(SSP_M8AL – IIf-2) to illustrate linear relationship between two quantities.
(SSP_M8AL – IIf-2)
*Function models are equation, table of values and graph.
f(x) = y *Function models are equation, table of values and graph.
f(x) means the function f at a given value of x f(x) = y
Linear Function is denoted by f(x)=mx + b f(x) means the function f at a given value of x
m is a rate. To get the slope given the table of values, get the Linear Function is denoted by f(x)=mx + b
common difference of the y-coordinates. Clue word: every, per m is a rate. To get the slope given the table of values, get the
b is a fixed value. The y-intercept is a value when x is equal to zero. common difference of the y-coordinates. Clue word: every, per
b is a fixed value. The y-intercept is a value when x is equal to zero.
Solve the problem algebraically, numerically (table of values), and
graphically. Let f is a function of x. Solve the problem algebraically, numerically (table of values), and
1. Susan sells barong Tagalog sets in the Filipiniana section of a graphically. Let f is a function of x.
boutique. She is paid a basic weekly salary of Php1,500 plus Php35 1. Susan sells barong Tagalog sets in the Filipiniana section of a
for every barong she sells. If Susan sells 5 barongs, how much will be boutique. She is paid a basic weekly salary of Php1,500 plus Php35
her salary for the week? for every barong she sells. If Susan sells 5 barongs, how much will be
Representation: The salary h is a function of t number of barong her salary for the week?
Tagalog sets sold Representation: The salary h is a function of t number of barong
Function Model: h(t) = 35t + 1500; where the rate Php35 for Tagalog sets sold
every barong sold is the slope m while the Php1500 is the y-intercept Function Model: h(t) = 35t + 1500; where the rate Php35 for
b. every barong sold is the slope m while the Php1500 is the y-intercept
Solutions: b.
A. Algebraically Solutions:
h(t)=35 t+ 1500 A. Algebraically
h(5)=35 (5 )+ 1500 h(t)=35 t+ 1500
h(5)=175+1500 h(5)=35 (5 )+ 1500
h(5)=1675 h(5)=175+1500
B. Table of Values h(5)=1675
t 1 2 3 4 5 B. Table of Values
h(t 1535 1570 1605 1640 1675 t 1 2 3 4 5
) h(t 1535 1570 1605 1640 1675
)
C. Graph
C. Graph

Conclusion:
The salary of Susan will be Php1,675 if she was able to sell 5 barongs Conclusion:
for the week. The salary of Susan will be Php1,675 if she was able to sell 5 barongs
for the week.
Solve the problem algebraically, numerically, and graphically. Let f is
a function of x. Solve the problem algebraically, numerically, and graphically. Let f is
1. Drane plumbing charges Php420 per hour plus 350 just to come a function of x.
listen to your problem. It took the plumber 6 hours to complete the 2. Amy works at Lee Jeans and has a salary of 6500 plus 250 for each
job. How much should the bill be? pair of jeans that she sells. Amy is saving money to go on her
Christmas break trip. How much will she have saved if she sells 6
**Write your answer in a one whole sheet of paper in the following pairs of jeans?
format:
Representation **Write your answer in a one whole sheet of paper in the following
Function Model (Equation) format:
Solutions: Representation
A. Algebraically Function Model (Equation)
B. Table of Values Solutions:
C. Graph (1/4 graphing paper glued on the paper) A. Algebraically
Conclusion B. Table of Values
C. Graph (1/4 graphing paper glued on the paper)
Conclusion

Solve the problem algebraically, numerically, and graphically. Let f is

a function of x.
1. Drane plumbing charges Php420 per hour plus 350 just to come 2. Amy works at Lee Jeans and has a salary of 6500 plus 250 for each
listen to your problem. It took the plumber 6 hours to complete the pair of jeans that she sells. Amy is saving money to go on her
job. How much should the bill be? Christmas break trip. How much will she have saved if she sells 6
Representation: The bill f is a function of x number of hours to pairs of jeans?
complete the job Representation: The amount of money f is a function of x number
Function Model: f(x) = 420x + 350; where the rate/charge of pairs of jeans sold
Php420 per hour is the slope m while the Php350 is the y-intercept b. Function Model: f(x) = 250x + 6500; where the rate Php250 for
Solutions: each pair of jeans sold is the slope m while the Php6500 is the y-
A. Algebraically intercept b.
f (x)=420 x+ 350 Solutions:
A. Algebraically
f ( 6 )=420 ( 6 )+ 350
f ( x )=250 x +6500
f (6)=2520+350
f ( 6 )=250 ( 6 ) +6500
f (6)=2870
B. Table of Values
f (6)=1500+6500
x 0 1 2 3 4 5 6 f (6)=8000
f(x 35 770 1190 1610 2030 2450 2870 B. Table of Values
) 0 x 0 1 2 3 4 5 6
f(x 650 6750 7000 7250 7500 775 8000
C. Graph ) 0 0

C. Graph

Conclusion:
The bill is Php2,870 if it took the plumber 6 hours to complete
Conclusion:
the job.
She will save Php8,000 if she sells 6 pairs of jeans.
Learning Competency 39: The learner constructs function models to illustrate linear relationship between two quantities.
Evidence Required: The student interprets the rate of change and the initial value of a linear function in terms of the
situation it models, its graph, or a table of values.
Recognize that slope is determined by the constant rate of change.
Recognize that the y--‐intercept is the initial value where x=0.
Determine the rate of change from two (x,y) values, a verbal description, values in a table, or graph.
Determine the initial value from two (x,y) values, a verbal description, values in a table, or graph.

Determine the rate of change and initial value of the function from a description of a relationship or from two (x,y)
values, including reading these from a table or from a graph.
Interpret the rate of change and initial value of a linear function in terms of a situation it models, and in terms of its
graph or a table of values.

Students identify that rate of change (slope) and y-intercept (initial value) from tables, graphs, equations, and verbal descriptions of linear relationships. The y-
intercept is the y value when the x value is 0. Interpretation of slope and the initial value of the functions is accomplished using real-world situations.
What a Teacher does:
 Present students with graphs of linear functions and focus a discussion on the y-intercept. From examples, lead students to discover that the y-intercept is the y
value when the x value is 0. Provide students with opportunities to identify the y-intercept on several graphs.
 Pose the following challenge: Show a table for each of the graphs recently presented and identify the y-intercept in the table. For the table below, the
y-intercept is (0,4).

Examples:
• The table below shows the cost of renting a car. The company charges $45 a day for the car as well as charging a
one-time $25 fee for the car’s navigation system (GPS). Write an expression for the cost in dollars, c, as a function
of the number of days, d.
Students might write the equation c = 45d + 25 using the verbal description or by first making a table.

Students should recognize that the rate of change is 45 (the cost of renting the car) and that initial cost (the first
day charge) also includes paying for the navigation system. Classroom discussion about one time fees vs. recurrent
fees will help students model contextual situations.
• When scuba divers come back to the surface of the water, they need to be careful not to ascend too quickly.
Divers should not come to the surface more quickly than a rate of 0.75 ft per second. If the divers start at a depth
of 100 feet, the equation d = 0.75t – 100 shows the relationship between the time of the ascent in seconds (t) and
the distance from the surface in feet (d).
o Will they be at the surface in 5 minutes? How long will it take the divers to surface from their dive?
• Make a table of values showing several times and the corresponding distance of the divers from the surface.
Explain what your table shows. How do the values in the table relate to your equation?

Question Type 1 : The student is presented with a table of input and output values, a graph, or a verbal statement that
represents a linear function.
1. This table of values represents a linear function.

Enter an equation in the form y = mx +b that represents the function.

2. This graph represents a linear function.

Enter an equation in the form y = mx +b that represents the function.

3. A swimming pool with 1600 gallons of water is emptied at a constant rate of 300 gallons
every 2 hours.
Enter an equation in the form y = mx +b that represents the amount of water y, in gallons,
remaining in the pool after x hours.
Rubric: (1 point) Student enters the correct equat
Question Type 1 : The student is presented with a table of values or a graph and asked to
determine the rate of change or initial value.
1. In this table, y is a linear function of x.
Enter the rate of change of this function.
Rubric: (1 point) The student enters the correct rate of change (e.g., –5).
Response Type: Equation/Numeric
2. This table shows water level in a tank as a linear function of time.
Enter the rate of change of the water level, in feet per hour.

Rubric: (1 point) The student enters the correct rate of change (e.g., –5).
3. This graph shows water level in a tank as a linear function of time.
Enter the initial water level, in feet, of the water tank.
Rubric: (1 point) The student enters the correct initial value (e.g., 30). Note: Without other information that points to a
specific value on the graph, allow for a range of responses (e.g., 29.530.5).

Claim 1 8.F.B.4 DOK Level 2

Evidence Required
The student interprets the rate of change and the initial value of a linear function in terms of the situation it models, its
graph, or a table of values.
Question Type 1 : The student is presented with a graph, table, or verbal description of a linear function.
1. A swimming pool containing 1600 gallons of water is emptied at a constant rate of 300 gallons every 2 hours.
Determine whether each statement about the amount of water in the pool is true. Select True or
False for each statement.

Rubric: (1 point) Student determines each statement as being either true or false (e.g., T, T, F).

8.F.4 Students identify the rate of change (slope) and initial value (y-intercept) from tables, graphs, equations or
verbal descriptions to write a function (linear equation). Students understand that the equation represents the
relationship between the x-value and the y-value; what math operations are performed with the x-value to give the y-
value. Slopes could be undefined slopes or zero slopes.
Tables:
Students recognize that in a table the y-intercept is the y-value when x is equal to 0. The slope can be determined by
finding the ratio 𝑦𝑥 between the change in two y-values and the change between the two corresponding x-values.
Example 1:

Write an equation that models the linear relationship in the table below.

Solution: The y-intercept in the table above would be (0, 2). The distance between 8 and -1 is 9 in a negative direction 
-9; the distance between -2 and 1 is 3 in a positive direction. The slope is the ratio of rise to run or 𝑦𝑥 or −93=−3. The
equation would be y = -3x + 2.

Graphs:
Using graphs, students identify the y-intercept as the point where the line crosses the y-axis and the slope as the

Example 2:
Write an equation that models the linear relationship in the graph.
Solution: The y-intercept is 4. The slope is 14, found by moving up 1 and right 4 going from (0, 4) to (4, 5). The
linear equation would be y = 14 x + 4.

Equations:
In a linear equation the coefficient of x is the slope and the constant is the y-intercept. Students need to be given the
equations in formats other than y = mx + b, such as y = ax + b (format from graphing calculator), y = b + mx (often
the format from contextual situations), etc.

Point and Slope:

Students write equations to model lines that pass through a given point with the given slope.
Example 2:
A line has a zero slope and passes through the point (-5, 4). What is the equation of the line?
Solution: y = 4
Example 3:
Write an equation for the line that has a slope of 12 and passes though the point
(-2, 5).
Solution: y = 12x + 6
Students could multiply the slope 12 by the x-coordinate -2 to get -1. Six (6) would need to be added to get to 5,
which gives the linear equation.
Students also write equations given two ordered pairs. Note that point-slope form is not an expectation at this
level. Students use the slope and y-intercepts to write a linear function in the form y = mx +b.
Contextual Situations:
In contextual situations, the y-intercept is generally the starting value or the value in the situation when the
independent variable is 0. The slope is the rate of change that occurs in the problem. Rates of change can often occur
over years. In these situations it is helpful for the years to be “converted” to 0, 1, 2, etc. For example, the years of
1960, 1970, and 1980 could be represented as 0 (for 1960), 10 (for 1970) and 20 (for 1980).
Example 4:
The company charges $45 a day for the car as well as charging a one-time $25 fee for the car’s navigation system
(GPS). Write an expression for the cost in dollars, c, as a function of the number of days, d, the car was rented.
Solution: C = 45d + 25
Students interpret the rate of change and the y-intercept in the context of the problem. The rate of change is 45 (the
cost of renting the car) and that initial cost (the first day charge) also includes paying for the navigation system.
Classroom discussion about one-time fees vs. recurrent fees will help students model contextual situations.
In this lesson, we will learn about modeling linear relationships by converting domain and range values into ordered pairs and then constructing a graph.

Model a Linear Relationship Between Two Quantities

Do you text a lot? Maybe you've got a friend who texts a whole lot. I've got a friend named Zack who texts all of the time. I mean a whole lot! The other
night I sat and watched him for a little while and determined that he was sending about eight texts every five minutes! At that rate, it means he would
send 24 texts every 15 minutes. That would mean that he could send almost 100 texts an hour! That would be about 2,304 texts a day! That would be
16,128 texts a week! That's a whole lot of texts! But it's also a great model of a linear relationship.

Modeling a Linear Relationship

A linear relationship is a special type of function that produces a straight line when it is graphed. Linear relationships are relationships that involve a
constant rate of change. Therefore, in this example, we must assume that Zack is constantly sending texts at a constant rate. That means that he could
not type any faster or slower. He has reached his actualization as the Textmaster General of the world!
In the relationship, one element of the domain is entered, the function is performed and one element of the range is produced. The domain is the input,
and the range is the output. Let's look at the example of Zack and all of that texting.
In this case, the time (in minutes) is our domain, and the number of Zack's texts is our range. If you remember, I figured out that Zack sends eight texts
every five minutes. This value can be placed on a graph at the ordered pair (5, 8). If we think about it, that would mean that when we insert a ten into our
machine, it would produce a 16: (10, 16). This would mean that in ten minutes, Zack could send 16 texts. We could plot that point on our graph as well!
Likewise, if we continue to determine the number of Zack's texts, he would send 24 texts in 15 minutes and 32 texts in 20 minutes. Wait a minute! Zack's
gone and texted himself way off our graph! How could I show all future texts that Zack can make? Oh wait, I've got an idea!

Graph I: Ordered Pairs

I could use a ruler and connect the dots making a line - that would show all of the texts that Zack could send in any number of minutes. Would it? I think
we have to add something else. If we added an arrow on the end of the line, it would indicate that 

Introduction
Throughout this chapter we have examined different kinds of functions and their behavior, and we have used functions to represent
realistic situations. When we use a function to help us understand phenomena such as how to maximize the volume of a container or to
minimize its surface area, we are engaging in mathematical modeling. In reality, scientists and social scientists use mathematical
models to understand a wide variety of quantifiable phenomena, from the workings of subatomic particles, to how people will function in
the economy.

In this lesson we will revisit some of the examples we have seen in previous lessons, in an effort to categorize models according to
function families. We will look at several examples of models in depth, specifically in terms of how we can use a graphing calculator to
help us analyze models.

Linear models
The very first example of a function in this chapter was a linear model. The equation y=3x was used to represent how much money you
would bring in if you sold x boxes of cookies for $3 per box. Many situations can be modeled with linear functions. The key idea is that
some quantity in the situation has a constant rate of change. In the cookie-selling example, every box costs $3.00. Therefore the profits
increase at a constant rate.

The cookie-selling model is an equation of the form y=mx . The function necessarily contains the point (0,0) : if we don’t sell any
cookies, we don’t bring in any money!

Other models will be of the form y=mx+b . The constant b is the y-intercept of the function, and represents the value of the function
when x is zero. For example, consider a situation in which you plan to save money at a constant rate of $20 per week. If you begin to
save money after receiving a gift of $100, you can express the amount you have saved as a function of time: S(t)=20t+100 ,
where t represents the number of weeks you have been saving. The function is linear because of the constant rate of change, that is,
the constant savings of $20 per week.

Notice that in both of these examples we will only consider these functions for x values ≥ 0. In the first example, x represents the
numbers of boxes of cookies, which cannot be negative. In the second example, xrepresents the number of weeks you have been
saving money. In theory we could extend this situation back in time, but the given information does not indicate that the model would
make sense. This is the case because you received $100 as a gift at a particular point in time. You didn’t save that $100 at $20 per
week.
Both of these examples also are linear functions with positive slope. In both situations, the function increases at a constant, or steady
rate. We could also use a linear function to model a situation of constant decrease.

In sum, linear functions are used to model a situation of constant change, either increase or decrease. Next we will consider functions
that can be used to model other kinds of situations. https://www.ck12.org/section/Functions-and-Mathematical-Models-of-Analyzing-
Functions/

High School: Functions » Introduction

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Functions describe situations where one quantity determines another. For example, the return on $10,000
invested at an annualized percentage rate of 4.25% is a function of the length of time the money is invested.
Because we continually make theories about dependencies between quantities in nature and society, functions
are important tools in the construction of mathematical models.

In school mathematics, functions usually have numerical inputs and outputs and are often defined by an
algebraic expression. For example, the time in hours it takes for a car to drive 100 miles is a function of the
car’s speed in miles per hour, v; the rule T(v) = 100/v expresses this relationship algebraically and defines a
function whose name is T.

The set of inputs to a function is called its domain. We often infer the domain to be all inputs for which the
expression defining a function has a value, or for which the function makes sense in a given context.

A function can be described in various ways, such as by a graph (e.g., the trace of a seismograph); by a verbal
rule, as in, “I’ll give you a state, you give me the capital city;” by an algebraic expression like f(x) = a + bx; or
by a recursive rule. The graph of a function is often a useful way of visualizing the relationship of the function
models, and manipulating a mathematical expression for a function can throw light on the function’s properties.

Functions presented as expressions can model many important phenomena. Two important families of functions
characterized by laws of growth are linear functions, which grow at a constant rate, and exponential functions,
which grow at a constant percent rate. Linear functions with a constant term of zero describe proportional
relationships.

A graphing utility or a computer algebra system can be used to experiment with properties of these functions
and their graphs and to build computational models of functions, including recursively defined functions.

Connections to Expressions, Equations, Modeling, and Coordinates.

Determining an output value for a particular input involves evaluating an expression; finding inputs that yield a
given output involves solving an equation. Questions about when two functions have the same value for the
same input lead to equations, whose solutions can be visualized from the intersection of their graphs. Because
functions describe relationships between quantities, they are frequently used in modeling. Sometimes functions
are defined by a recursive process, which can be displayed effectively using a spreadsheet or other technology.

Functions Overview

Interpreting Functions

 Understand the concept of a function and use function notation

 Interpret functions that arise in applications in terms of the context
 Analyze functions using different representations

Building Functions

 Build a function that models a relationship between two quantities

 Build new functions from existing functions
 Linear, Quadratic, and Exponential Models

 Construct and compare linear and exponential models and solve problems
 Interpret expressions for functions in terms of the situation they model

Trigonometric Functions

 Extend the domain of trigonometric functions using the unit circle

 Model periodic phenomena with trigonometric functions
 Prove and apply trigonometric identities

Mathematical Practices

1. Make sense of problems and persevere in solving them.

2. Reason abstractly and quantitatively.
3. Construct viable arguments and critique the reasoning of others.
4. Model with mathematics.
5. Use appropriate tools strategically.
6. Attend to precision.
7. Look for and make use of structure.
8. Look for and express regularity in repeated reasoning.
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