5

Making a
Connection
Comparing Linear Functions in Different Forms

Warm Up Learning Goals

Determine whether each set of • Compare linear functions represented algebraically,
ordered pairs represents a function. graphically, in tables, or with verbal descriptions.
Explain your reasoning. • Choose and interpret appropriate units to
represent independent and dependent quantities
1. {(21, 21), (0, 0) (1, 1), (2, 2)}
in situations modeled by linear functions.
• Choose and interpret appropriate scales and
2. {(21, 22), (0, 0) (1, 2), (2, 4)}
origins for graphs of linear functions.

3. {(21, 21), (0, 21) (1, 21), (2, 21)}

4. {(21, 21), (21, 0) (21, 1), (21, 2)}

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You have represented linear functions in a variety of different ways. How does each linear
function representation compare with the others?

LESSON 5: Making a Connection • M2-73

 GETTING STARTED

Odd One Out

1. Choose the function that does not belong with the others and
justify your choice.

Function A Function B

During one year at Bellefield High

x y
School, the ratio of boys to girls was 1 : 1.
25 10
21.5 3
0 0
2.5 25

Function C Function D
1
c(x) 5 __
5x y

2
x
−8 −6 −4 −2 0 2 4 6 8
−2

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−4

−6

−8

M2-74 • TOPIC 1: Linear Functions

 AC T I V I T Y

Slopes of Linear Relationships

5.1
Consider the line that represents the equation y 5 4x 2 3.

1. Determine whether the graph of each linear relationship is

parallel, perpendicular, or neither parallel nor perpendicular to
the graph of y 5 4x 2 3.

a. b. An elevator descends
4 feet every second.
x y

22.5 26
0 4
0.5 6
3 16

1
c. y 5 __
4x 1 5 d. y

2
x
−8 −6 −4 −2 0 2 4 6 8
−2

−4

−6

−8
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e. f. For every hour Chiletso

bakes, she makes 4 dozen
x y
cookies.
24 3
0 2
2 1.5
8 0

LESSON 5: Making a Connection • M2-75

 AC T I V I T Y

Comparing Tables and Graphs

5.2
Large recycling centers pay out different amounts per ton of cardboard
recycled. Washington County Recycling Center lists its payout amounts in
a table, and Jackson County uses a graph to advertise its payout amounts.
The two centers’ payout amounts are close but not equal.

Washington County Recycling Jackson County Recycling

y

20

15

0.5 $7.50
10
1 $15
5
1.5 $22.50
x
2 $30 0 0.5 1 1.5 2 2.5 3 3.5 4

1. Each representation shows a functional relationship between

quantities. Label the quantities and their units in the table and
on the graph.

2. Let w(x) represent the function for Washington County, and let

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j(x) represent the function for Jackson County. Use >, <, or 5 to
complete each statement.

a. w(0.5) j(0.5) b. w(1) j(1) c. w(3) j(3)

3. Compare the y-intercepts of each relationship. What does

each y-intercept mean in terms of the relationship between
the quantities?

4. Which recycling center would you choose? Provide evidence

to justify your choice.

M2-76 • TOPIC 1: Linear Functions

 AC T I V I T Y
Comparing Equations
5.3 and Tables

Josh and Greg are friends who live in different countries. When they chat
online and talk about the weather, one of them always uses temperature
in degrees Celsius while the other talks about temperature using
degrees Fahrenheit.

Josh uses an equation to convert Greg’s temperatures, and Greg looks at

a table to convert Josh’s temperatures. The equation and part of the table
Remember:
are shown.

Greg’s Table Josh’s Equation 0°C 5 32°F

9
J(x) 5 __
5 x 1 32
10 212.2
30 21.1
50 10
75 23.9

1. Identify quantities in the table and equation. Who is converting

from °C to °F, and who is converting from °F to °C? Explain
your reasoning.
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2. Compare the given characteristics for each function in terms of

Think
the quantities. about:

a. slope b. y-intercept The units of the

quantities are
very important.

LESSON 5: Making a Connection • M2-77

 AC T I V I T Y
Comparing Descriptions
5.4 and Graphs

Michelle and D’Andre both opened bank accounts at the same time.
D’Andre’s account balance is shown in the graph. He started with $0 and
deposited the same amount each month. In the 4th month, he had $80
saved. Michelle opened her bank account on September 1st with $25 and
continues to deposit $25 each month.

D’Andre Michelle

y
Michelle opened her bank
account on September 1st
with $25 and continues to
deposit $25 each month.

1. Use what you know about D’Andre’s account to determine

the scale of each axis and interpret the origin on the graph.
Explain your reasoning.

© Carnegie Learning, Inc.

2. Compare the given characteristics for each function in terms of
the quantities.

a. slope b. y-intercept

M2-78 • TOPIC 1: Linear Functions

 NOTES
TALK the TALK

Function Maker Space

Consider the table of values.

x 210 10 20 25

y 0 5 7.5 8.75

1. Create a situation to represent the table of values shown.

2. Write an equation that has a slope that is less steep than the
relationship in the table.

3. How does the slope of the y

10
graph shown compare
to the slope from the
table of values and 5

your equation?
x
−10 −5 0 5 10
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−5

−10

4. What strategies did you use to create your linear functions

and to compare the slopes?

LESSON 5: Making a Connection • M2-79

 Assignment

Write Remember
Describe how to compare the A linear function can be represented using an equation, a
slopes and y-intercepts of table, a graph, or with a verbal description. Characteristics of
two linear functions if one is linear functions, such as slope, y-intercepts, and independent
represented as a graph and and dependent quantities can be understood from different
one is represented as a table. representations of functions.

Practice
1. Bookstores specializing in selling used books award different amounts of points to customers who
supply them with used books. The points are used toward the purchase of other books in the store.
BookTraders lists its point values in a table, and Round the Block Books uses a graph to post its
point values.

Round the Block Books

BookTraders Reward Points Reward Points
y
50
40
2 12
30
4 24 20

10
6 36 x
0 2 4 6 8 10
8 48

a. Label each column of values in the table and label the x-axis and y-axis on the graph with the
appropriate variable quantities.
© Carnegie Learning, Inc.

b. Compare the slope of each function and explain what each represents in context.
c. Compare the y-intercepts of each function and explain what each represents in context.

LESSON 5: Making a Connection • M2-81

 2. Sherry and Chris live in different cities. They are planning to meet in Nashville, but each will need to
drive several days to get there. They have each calculated the distance to Nashville from their homes,
but one calculated the distance in miles and the other calculated the distance in kilometers.
Sherry uses an equation to convert the distances Chris plans to drive each day, and Chris uses a
table to convert the distances Sherry plans to drive each day. The equation and part of the table
are shown.

Chris’s Table Sherry’s Equation

y 5 0.6214x

300 482.80

382 614.77

426 685.58

475 764.44
       

a. Label each column of quantities in the table and identify the meaning of x and y in Sherry’s
equation. Who is converting from miles to kilometers and who is converting from kilometers to
miles? Explain your reasoning.
b. Compare the slope for each function. Explain what each represents in context.
c. Compare the y-intercepts of each function and explain what each represents in context.
3. Alejandro and Maria collect movies. Maria’s movie collection is shown in the graph. She started with
0 movies and added the same number of movies to her collection each month. In the 5th month, she
had 15 movies. Alejandro's movie collection is given by a description.

Maria Alejandro

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y
Alejandro started his collection with 27 movies
he inherited from his uncle and continues to
buy 2 movies each month.

a. Use what you know about Maria’s movie collection to determine the scale of her graph. Label the
x- and y-axis, the origin, and the intervals on both axes. Explain your reasoning.
b. Compare the slope for each function. Explain what each represents in context.
c. Compare the y-intercepts of each function and explain what each represents in context.

M2-82 • TOPIC 1: Linear Functions

 Stretch
1. Tim and Tom are twins. Their parents track their height every year between the ages of 5 and 15.
Tim’s height is given by the equation, and Tom’s height is shown in the graph.
a. Label the x- and y-axis, the origin, and the intervals on both axes. Explain your reasoning.
b. Which twin is growing faster? Justify your answer.
c. At what age does one twin surpass the other in height? Explain your reasoning.

Tim Tom
y 5 3.1x 1 40.6 y

Review
1. For each situation decide whether the correlation implies causation. List reasons why or why not.
a. The number of winter coats sold at department stores is highly correlated to average low
temperatures in the area.
b. The number of concessions sold at a concert is highly correlated to the number of people in
attendance at the concert.
y
2. The graph represents the basic function f(x) 5 x.
8
The equation for the transformed function g(x) is
2
g(x) 5 __
3 ? f(x) 22.
f(x)
4
a. Describe the transformations performed on f(x) to
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produce g(x).
x
b. Graph g(x). −8 −4 0 4 8
c. Write the equation of g(x) in general form and identify
the slope and y-intercept. −4

3. Write a recursive formula for each sequence.

a. 3, 26, 12, 224, 48, … b. 180, 160, 140, 120, 100, ... −8

LESSON 5: Making a Connection • M2-83