N’DJAMENA ENGLISH

INTERNATIONAL SCHOOL
P.O.BOX 4183- N’Djamena CHAD Tel: +235 66 36 02 07 / 60 86 62 97

NDJAMENA ENGLISH INTERNATIONAL

SCHOOL CURRICULUM

Adapted from the

University of Nebraska high school
(UNHS)

2020-21
Academic year
GRADE NINE MATHEMATICS (Algebra 1)
Curriculum and Notes

COURSE INTRODUCTION
Welcome to First Year Algebra 1!
IT IS IMPORTANT for you to read this introduction completely so you will be prepared to
successfully complete all of the activities and assessments in this course. This introduction also
provides valuable study suggestions and resources. As you work your way through this course, follow
the directions carefully, and complete all the activities and assessments in the order in which they
appear.

First Year Algebra 1 is the first in a two-semester series of courses that will help you understand the
meaning of variables and how we use them to represent numbers. In this course, you will learn how to solve
many equations and inequalities with one or two variables. You will also learn how to graph equations and
come to understand the relationship between a graph and its equation. Most importantly, this course will
give you a basic understanding of Algebra — how numbers and variables work together. The goal of this
course is to refresh the Algebra skills you already have (even if you may not realize you have them),
challenge your mind to learn more difficult material, and build new mathematical knowledge through
problem solving.

Throughout this course, you will be assigned frequent skill checks, guided practice sections, and reviews
that will help you get the most from your studies. Pay special attention to the Inquiry Activities at the
beginning of each lesson, as these online activities provide student’s additional math resources related to
each lesson.

Now, if you’re ready, take out your pencil and notebook, and let’s get started!

Course Objectives

There are more specific objectives listed individually in each lesson, but the ultimate goal is that, by the end
of the course, you will know and use these facts, concepts, principles, theories, and models to gain a better
grasp on the following and be able to:

1. Understand variables and function patterns.

2. Use the distributive property with rational numbers.
3. Explain how to write a function rule.
4. Solve one-step and multi-step equations.
5. Calculate and evaluate the slope in different equations.
6. Illustrate graphs of equations, inequalities, and absolute value.
7. Understand and applyprobability.
8. Differentiate between direct and inverse variation.
9. Problem solve with ratios, proportions, and percents.

UNIT 1
Foundations of Algebra

The first unit of Algebra 1 will continue your learning from Pre-Algebra 2 and push you farther. You will
get a basic foundation for Algebra in the first unit, with equations, graphs, tables, real numbers, and various
properties to get you ready for the course.

In the various sections that make up Lessons 1 and 2 of this unit, you will learn to write algebraic
expressions and simplify them using the order of operations. All the different types of numbers will be
studied, with a big focus on real numbers and all the properties associated with them.
The four operations will be used when simplifying real numbers, and then the distributive property is
introduced and worked with in depth. Think of when you want to have a party and share candy bars with
your friends. You will distribute one candy bar to each friend, just like the distributive property shares the
number outside the parenthesis with each term inside.

A brief introduction to equations will end the unit and a focus on relating situations to patterns, equations,
and graphs. The most important type of problem to always understand in Algebra is the real world
problems, so you can think about how they will relate to your life!

A good study skill to help you learn vocabulary is to make flashcards. Put the word on one side of an index
card and put the definition on the other. Then quiz yourself!

Throughout the lessons, there are Skill Builder activities for you to complete after examples are given. You
should be sure and do these practice exercises so you can better understand the examples. Working these
problems will help you complete your unit evaluations more easily and further more help you prepare for
the progress tests. Another component that you will find at the beginning of each lesson is an Inquiry
Activity, which will provide additional learning content on the objectives in that specific lesson. These
Inquiry Activities should be viewed as a textbook resource since this course does not contain a textbook.

LESSON 1
The Language of Algebra
Learning Objectives
When you have completed this lesson, you should be able to:

1. writealgebraic expressions.
2. simplify expressions with the order of operations.
3. identify and use properties of real numbers.

You will start your studies in Algebra 1 with getting a good background in variables, order of operations,
and properties of real numbers.

First, you will remember that a variable stands for a specific number and you will find a replacement value
for the variable to make an equation true. Next, you will evaluate expressions by following the order of
operations.

Finally, you will work and define real numbers on the number line and the properties of these numbers.

Vocabulary

It is important for your understanding of the content in this course that you be familiar with the terminology
used. Familiarizeyourselfwiththesetermsfrom the lesson.

 Variable Simplify  Rational numbers

 Algebraic expression Numerical expression  Natural numbers

  Equivalent expressions Evaluate  Wholenumbers

 Power Integers  Irrationalnumbers

 Exponent Order of operations  Real numbers

 Base  Square root  Inequality

 Perfect Square  Radical  Radicand

Variables and Expressions

One way to introduce a variable is to talk about hourly wage. When you work, you earn a certain wage at a
job. Your paycheck often depends on how many hours you work. Since your hours of work sometimes
change, you use a variable—a symbol that is usually a letter—to represent a number. So, h could be the
variable to represent the number of hours you work each week. Then you can multiply it by your hourly
wage.

The phrase you write that includes numbers, variables, and operations, is called an algebraic expression.
Don’t confuse this with numerical expression which may only contain constants and/ or operations. An
example of a numerical expression would be 5 + 2 x 3, where 5, 2, and 3 are the constants and + and x are
the operators.

In order to convert between phrases and algebraic expressions, you need to associate words with symbols.
You can use words or an algebraic expression to write a mathematical rule that describes a real-life pattern.

SkillBuilder 1-1

Write an algebraic expression for each word phrase.

1. 4 more thanp 2. 23 lessthanx

3. 2 more than twice a number w 4. 15 plus the quotient of 60 and y

Write a word phrase for each algebraic expression.

5. 12x 6. 9n + 1

7. 3–t 8. 2(5 – n)

9. A student writes the word phrase “the quotient of n and 5” to describe the expression . Describe and
correct the student’serror.

10. You and some friends are going to a museum. Each ticket costs $4.50. Write an algebraic expression
that give the rule for finding the cost of any number t of tickets.

SkillBuilderKey
Order of Operations & Evaluating Expressions
To simplify an expression, you want to make it simpler or easier to understand. Instead of writing out 2 · 2 ·
2 · 2, you can use an exponent to shorten it: 24.

An exponent tells us how many times the base number is used as a factor. A poweris made up of a number
(base) and its exponent. The expression 24 is read as “two to the fourth power.” When the exponent is 2, we
call the base number “squared;” when the exponent is 3, we call the number “cubed.”

We have to follow a strict order of operations so that we don’t get two different results for the same problem
when simplifying an expression. The order of operationsis:
You can evaluate an algebraic expression by replacing each variable with a given number. Thensimplify the
expression using the order of operations.
SkillBuilder 1-2

Simplifyeach expression.
1. 108 2. 6 + 4 ÷ 2 + 3 3. 4. 2[(8 – 4)5 ÷ 8]

Evaluate each expression for s = 4 and t = 8.

5. s4 + t2+ s ÷ 2 6. 3st2 ÷ st+ 6 7. 8. 3(t – s)

9. Write an expression for the amount of change you will get when you pay for a purchase p with a $20 bill.
Make a table to find the amounts of change you will get for purchases of $11.59, $17.50, $19.00, and
$20.00.

Real Numbers & the Number Line

What happens when you multiply a number by itself to form a product? When you do this, the original
number is called a square root of the product.

Algebra A number a is a square root of a number b if a2 = b.

Example 72 = 49, so 7 is a square root of 49.

The radical symbol indicates a nonnegative square root, also called a principal square root. The expression
under the radical symbol is called the radicand.

radical symbol → ← radicand

Together the radical symbol and radicand form a radical.
The square of an integer is called a perfect square. For example, 49 is a perfect square because 7 2 = 49.
When a radicand is not a perfect square, you can estimate the square root of the radicand.

A rational number is any number that you can write in the form , where a and b are integers and b ≠ 0. A
rational number in decimal form is either a terminating decimal such as 5.45 or a repeating decimal like
0.416666…, which you can write as . Each graph below shows a subset of the rational numbers on a
number line.
An irrational numbercannot be represented as the quotient of two integers. In decimal form, irrational
numbers do not terminate or repeat. Here are someexamples,

0.1010010001… = 3.14159265...

Some square roots are rational numbers and some are irrational numbers. If a whole number is not a perfect
square, its square root is irrational.

Rational =3 =6

Irrational = 2.236067977... = 3.605551276...

Rational numbers and irrational numbers form the set of real numbers.

An inequality is a mathematical sentence that compares the values of two expressions using an inequality
symbol. The symbolsinclude:

< lessthan ≤ less than or equal to

> greaterthan ≥ greater than or equal to
SkillBuilder 1-3

Simplifyeach expression.
1. 2. 3. 4.

Compare the numbers using an inequality symbol.

5. 6. , 10.72104... 7.
5 , –3.1, –

Order the numbers from least to greatest.

8. 9. 10.
, –2, ,– , 2.4 – , –2.1, – ,– –3, , , 5.5, –

SkillBuilderKey

Properties of Real Numbers

Relationships that are always true for real numbers area called properties, which are rules used to
rewrite and compare expressions. Two algebraic expressions are equivalent expressions if they
have the same value for all values of the variable(s). The following properties show expressions that are
equivalent for all real numbers.

Let a, b, and c be any real numbers.

♦ Commutative Properites of Addition and Multiplication

Changing the order of the addends does not change the sum. Changing the order of the factors does not change
the product.
Algebra Example
Addition a+b=b+a 13 + 27 = 27 + 13
Multiplication a•b=b•a 5 • 16 = 16 • 5

♦ Associative Properties of Addition and Multiplication

Changing the grouping of the addends does not change the sum. Changing the grouping of the factors does not
change the product.
Algebra Example
Addition (a + b) + c = a + (b + c) (21 + 3) + 27 = 21 + (3 + 27)
Multiplication (a • b) • c = a • (b • c) (4 • 7) • 5 = 4 • (7 • 5)

Let a be any real number.

♦ Identity Properites of Addition and Multiplication

The sum of any real number and 0 is the orginal number. The product of any real number and 1 is the orginal numbe

Algebra Example
Addition a+0=a 4.75 + 0 = 4.75
Multiplication a•1=a 78 • 1 = 78

♦ ZeroProperty of Multiplication

The product of a and 0 is 0.

Algebra Example
a•0=0 35 • 0 = 0
♦ Multiplication Property of –1

The product of –1 and ais –a.

Algebra Example
–1 • a = –a
–1 • 7 = –7
SkillBuilder 1-4

Name the property that each statement illustrates.

1. 389 • 0 = 0 2. 27 + = + 27 3.

Simplifyeach expression.

4. 4 • 5 • 13 • 5 5. 0.25 • 12 • 4 6. 21 + 6 + 9

7. (12 • r) • 13 8. (2 + 3x) + 9 9.

10. Fishing Trip The sign at the right shows the costs for a deep-sea
fishing trip. How much will the total cost be for 1 adult, 2
children, and 1 senior citizen to go on a fishing trip? Use mental
math.

SkillBuilderKey
Lesson1Self Check

The Self Check will cover all of the material presented in this lesson and will help you determine whether
you have met the objectives for this lesson. Complete the Self Check after you have finished studying and
reviewing the lesson. Try to answer all the questions without referring back to the lesson discussions.

This Self Check is for your own use and is not to be submitted for grading.

Write an algebraic expression for each phrase.

1. a number n divided by 4 2. 2 less than the product of 5 and n

3. The table shows how the total cost of a field trip depends on the
number of students. What is the rule for the total cost of the tickets?
Give the rule in words and as an algebraic expression.

4. The sign shows the costs associated with a whitewater rafting trip.
Write an expression to determine the cost of 3 children and 1 adult
 renting equipment for a whitewater rafting trip that lasts h hours.

Simplifyeach expression.

5. 24 ÷ (3 + 22) 6.

Evaluate each expression for the given values of the variables.

7. 3x • 2 ÷ y; x = 3 and y = 6 8. (4a)3 ÷ (b – 2); a = 2 and b = 4

9.
Name the subset(s) of real numbers to which each number belongs. Thenorder the numbersfrom least to greatest.

, –4,

10. Estimate to the nearest integer.

11. What property is shown in the following equation? (5 + 8) + 11 = 5 + (8 + 11)

12. Use the table to find the total cost of 2 salads, 1 sandwich, and 2 drinks.
Use mental math.
Mastering Objectives

Before you move on to the next lesson, make sure you have a complete understanding of the objectives
for this lesson, and that you understand the concepts and can perform the skills listed in each objective.
Put a checkmark next to each objective when you are sure you have mastered it.

Objective Where to Review

Write algebraic expressions. Lesson 1, Variables &

Expressions

Simplify expressions with the order of operations. Lesson 1, Order of

Operations & Evaluating
Expressions

Identify and use properties of real numbers. Lesson 1, Real Numbers

& the Number Line &
Properties of Real
Numbers

Self Check Key

LESSON 2
Tools of Algebra
Learning Objectives
When you have completed this lesson, you should be able to:

1. use operations with real numbers.

2. apply the distributive property to simplify expressions.
3. solve equations using tables and mental math.
4. use tables, equations, and graphs to describe relationships.

In this second lesson of Algebra 1, you will learn to use all the operations with real numbers and understand
how using a number line can help comprehend the process. Then the distributive property will be practiced
as another way to simplify expressions. This property is very important throughout all of your math courses
and distributing items is an everyday occurrence in life.

A brief introduction to equations and how to look for correct solutions will follow, and then the lesson will
wrap up with looking for patterns and writing an equation, drawing a table or making a graph to help
represent them.

Vocabulary

It is important for your understanding of the content in this course that you be familiar with the terminology
used. Familiarizeyourselfwiththesetermsfrom the lesson.

 Absolute value  Opposites  Additive inverses

 Multiplicative inverse Reciprocal  Distributive property

 Term Liketerms  Coefficient

  Constant  Equation  Solution of an equation

Operations with Real Numbers

You can add or subtract real numbers by using rules involving absolute value. The absolute value of a
number is its distance from 0 on a number line. Absolute value is always nonnegative since the distance is
always nonnegative (positive). Note that the absolute value of a number bis written as |b|.

Adding Real Numbers

♦ Adding Numbers With the Same Sign

To add two numbers with the same sign, add their absolute values. The sum has the samesign as the addends.

Examples 3+4=7 –3 + (–4) = –7

♦ Adding Numbers With Different Signs

To add two numbers with different signs, subtract their absolute values. The sum has the same sign as the addend wi
the greater absolute value.
Examples –3 + 4 = 1 3 + (–4) = –1

Subtracting Real Numbers

Two numbers that are the same distance from 0 on a number line but lie in opposite directions are
opposites.
 A number and its opposite are calledadditive inverses. To find the sum of a number and its opposite, you can use
Inverse Property of Addition.
You can use opposites (additive inverses) to subtract real numbers. To see how, look at the number line below, wh
models 3 – 5 and 3 + (–5).

3 – 5 and 3 + (–5) are equivalent expressions, illustrating the rule below.

To subtract a real number, add its opposite: a – b = a + (–b)
Examples 3 – 5 = 3 + (–5) = –2 3 – (–5) = 3 + 5 = 8

Multiplying Real Numbers

♦ Words The product of two real numbers with different signs is negative. Model 2(–3) = –6

Examples 2(–3) = –6 –2 • 3 = –6
♦ Words The product of two real numbers with the same sign is positive. Model 2 • 3 = 6

Examples 2•3=6 –2 • (–3) = 6

Dividing Real Numbers

♦ Words The quotient of two real numbers with different signs is negative.

Examples –20 ÷ 5 = –4 20 ÷ (–5) = –4

♦ Words The quotient of two real numbers with the same sign is positive.

Examples 20 ÷ 5 = 4 –20 ÷ (–5) = 4

Division Involving 0
♦ Words The quotient of 0 and any nonzero real number is 0. The quotient of any real number and 0 is undefined.

Examples 0÷5 =0 8 ÷ 0 = undefined

The reciprocal of a nonzero real number of the form is . The product of a number and its reciprocal is
1, so the reciprocal of a number is its multiplicative inverse. This suggests a rule for dividing fractions.
SkillBuilder 2-1
Find each sum, difference, product, or quotient.

1. –14 + (–10) 2. –2.9 – (–7.5) 3. –7 • 1.1

4. –46 ÷ (–2) 5. 6. 36 – (–12)

+

7. 8. –84 ÷ 14 9. –2 + 7

10. –19 – 7 11. (–1.2)2 12.

13. Stock MarketA stock’s starting price per share is $51.47 at the beginning of the week. During the week,
the price changes by gaining $1.22, then losing $3.47, then losing $2.11, then losing $0.98, and finally
gaining $2.41. What is the ending stock price?

14. Part-Time JobYou earn the same amount each week at your part-time job. The total amount you earn in
4 weeks is $460.00. How much do you earn per week?

SkillBuilderKey
The Distributive Property
To solve problems in mathematics, it is often useful to rewrite expressions in simpler forms. The
Distributive Property, shown by the area model below, is another property of real numbers that helps you
to simplify expressions.

Let a, b, and c be real numbers.

Algebra Examples
a(b + c) = ab + ac 5(21 + 7) = 5(21) + 5(7)
(b + c)a = ba + ca (21 + 7)5 = 21(5) + 7(5)
a(b – c) = ab – ac 6(32 – 8) = 6(32) – 6(8)
(b – c)a = ba – ca (32 – 8)6 = 32(6) – 8(6)
 Recall that a fraction bar may act as a grouping symbol. A fraction bar indicates division. Any

fraction can also be written as a • . You can use this fact and the Distributive Property to
rewrite some fractions as sums or differences.

Sometimes the distributive property is useful to make calculations easier and use mental math.
You can also simplify an algebraic expression by combining parts that are alike.

In an algebraic expression, a term is a number, a variable, or the product of a number and one or more
variables. A constant is a term that has no variable. A coefficient is a numerical factor of a term. Rewrite
expressions as sums to identify these parts of an expression.

In the algebraic expression 6a2 –5ab + 3b – 12, the terms have coefficients of 6, –5, and 3. The term –12 is a
constant.

Like terms have the same variable factors. To identify like terms, compare the variable factors of terms, as
shown in the table.

Terms 7a and –3a 4x2 and 12x2 6ab and –2a 2xy2 and x2y
Variable Factors a and a x2 and x2 ab and a xy2 and x2y
LikeTerms? yes yes no no

An algebraic expression in simplest form has no like terms or parentheses.

Not Simplified Simplified

2(3x – 5 + 4x) or 6x – 10 + 8x 14x – 10

You can use the Distributive Property to help combine like terms. Think of the Distributive Property as ba+
ca = (b + c)a.
SkillBuilder 2-2

Use the distributive property to simplify each expression.

1. 12(2j – 6) 2. (2t + 3)11 3.

(4f – 8)

Write each fraction as a sum or difference.

4. 5.

Simplifyeach expression.

6. –(20 + d) 7. –(–m + n + 1) 8. 11x + 9x

9. 6c – 4 + 2c – 7 10. –7h + 3h2 – 4h – 3

11.Write a word phrase for this expression, then simplify; 4(d + 7).
SkillBuilderKey

An Introduction to Equations
An equation is a mathematical sentence that uses an equal sign (=). An equation will represent the
relationship between two quantities that have the same value. An equation is an open sentence if it contains
a variable.

A solution of an equation containing a variable is a value of the variable that makes the equation true.
Let’ssee in Example 2 whatthatmeans.
SkillBuilder 2-3

Tell whether each equation is true, false, or open.

1. –8(–2) – 7 = 14 – 5 2. 4a – 3b = 21 3. 14 + 7 + (–1) = 21

Tell whether the given number is a solution of each equation.

4. 8x + 5 = 29; x = 3 5. 2 = 10 – 4y; y = 2 6.
–6b + 5 = 1; b =

Use mental math to find a solution.

7. 2 – x = –5 8. 6t = 36 9. 18 + d = 24

Use a table to find the solution to the equation.

10 11
5x + 3 = 23 –48 = –9 – 13n
. .

SkillBuilderKey
Patterns, Equations, and Graphs
You can use an equation with two variables to represent the relationship between two varying quantities. A
solution of an equation with two variables x and y is any ordered pair (x, y) that makes the equation true.
SkillBuilder 2-4

Tell whether the given equation has the ordered pair as a solution.

1. y = 1 – x; (2, 1) 2. y = –x + 3; (4, 1)

–x = y; (–3.1, 3.1)
3. y = –4x; (–2, 8) 4.

5. y = 5x – 8; (2, –2) 6. y = 11 – 2x; (5,1)

Use a table, equation, and graph to represent each relationship.

7. Ty is 3 years younger than Bea.

8. Gavin makes $8.50 for each lawn he mows.

Use a table to find the solution to the equation.

9. The table shows the heights in inches of tress 10. The table shows amounts earned for pet sitting.
after they have been planted. What is the How much is earned for a 9-day job?
height of a tree that is 64 in. tall in its pot?
SkillBuilderKey

SkillBuilderKey
Lesson2Self Check
The Self Check will cover all of the material presented in this lesson and will help you determine whether
you have met the objectives for this lesson. Complete the Self Check after you have finished studying and
reviewing the lesson. Try to answer all the questions without referring back to the lesson discussions.

This Self Check is for your own use and is not to be submitted for grading.

Evaluate the expression for p = 5 and q = –3.

1. (pq)2 2. 7q – 7p

Simplifyeach expression.

3. –13 + (–6) 4. –9 – (–12) 5. (–2) (–2) (–2)

6. 4.5 ÷ (–1.5) 7. 5(2x – 3) 8.

(24 – 24y)

9. 6y – 3 – 5y 10. –ab2 – ab2

Tell whether the given number is a solution of each equation.

11. 17 = 37 + 4f; f = –5 12.

–2b +4 = 3; b =

13. 3x + 5 = y; (1, 8) 14. y = –2(x + 3); (–6, 0)

15. Use a table to find the solution of the equation; x + (–2) = 8

16. Describe the pattern in the table using words, an equation, and a graph. Extend the
pattern for x = 5, 6, and 7.

17. Music All 95 members of the jazz club pay $30 each to go see a jazz performance. What is the total cost of tickets?
mental math.

18. Reasoning Are 8x2y and –5yx2 like terms? Explain.

Mastering Objectives

Before you move on to the next lesson, make sure you have a complete understanding of the objectives
for this lesson, and that you understand the concepts and can perform the skills listed in each objective.
Put a checkmark next to each objective when you are sure you have mastered it.

Objective Where to Review

Use operations with real numbers. Lesson 2, Operations

with Real Numbers
 Apply the distributive property to simplify expressions. Lesson 2, The
Distributive Property

Solve equations using tables and mental math. Lesson 2, Introduction to

Equations

Use tables, equations, and graphs to describe relationships. Lesson 2, Patterns,

Equations, & Graphs

Self Check Key

UNIT 2
Equations
The second unit of Algebra 1 will continue on the introduction you just had on equations and expand on that
learning. You will learn how to use inverse operations to solve equations containing variables. You will
also write equations to represent situations that you might deal with in real life.

There might be times it will be easier to simplify an equation before solving it so you will learn how to
recognize that.

The unit will also discuss ratios, rates, and proportions, such as “Which box of cereal is the better buy?”
Percentswill be worked with and set up in application problems for you to solve and relate to an everyday
situation you might encounter.

A good study skill to help you learn vocabulary is to make flashcards. Put the word on one side of an index
card and put the definition on the other. Then quiz yourself!
 Throughout the lessons, there are Skill Builder activities for you to complete after examples are given. You
should be sure and do these practice exercises so you can better understand the examples. Working these
problems will help you complete your unit evaluations more easily and further more help you prepare for
the progress tests. Another component that you will find at the beginning of each lesson is an Inquiry
Activity, which will provide additional learning content on the objectives in that specific lesson. These
Inquiry Activities should be viewed as a textbook resource since this course does not contain a textbook.

LESSON 3
Equations & Formulas
Learning Objectives

When you have completed this lesson, you should be able to:

1. solve one-step equations by using the four operations.

2. solve multi-step equations that contain more than one operation.
3. solve equations with variables on both sides.
4. rewrite and use literal equations and formulas.

In this third lesson of Algebra 1, you will use the four operations for solving equations. You will begin with
solving one-step equations and then move to multi-step and finish with variables on both sides. You will
also work with equations with all variables in it, and learn how to solve for one of the specific variables, for
example height.

The lesson will end with solving absolute-value equations. Remember absolute value is a distance away
from zero, so it is always positive.

Vocabulary

It is important for your understanding of the content in this course that you be familiar with the terminology
used. Familiarizeyourselfwiththesetermsfrom the lesson.

 Equivalent equations  Isolate  Addition property of  Subtraction property  Multiplication

equality of equality property of equality

 Division property of  Inverse operation  Identity  Literal equation  Formula

equality

Solving One-Step Equations

Equivalent equations are equations that have the same solution. To find the solution of a one-step equation,
use the properties of equality and inverse operations to make a simpler equivalent equation.

Addition, Subtraction, Multiplication and Division Properties of Equality

♦ Addition Property of Equality
 Adding the same number to each side of an equation produces an equivalent equation.

Algebra Examples
For any real numbers a, b, and c, x–3=2
if a = b, then a+ c= b + c. x–3+3=2+3

♦ SubtractionProperty of Equality

Subtracting the same number from each side of an equation produces an equivalent equation.

Algebra Examples
For any real numbers a, b, and c, x+3=2
if a = b, then a– c = b – c. x+3–3=2–3

♦ Multiplication Property of Equality

Multiplying each side of an equation by the same nonzero number produces an equivalent equation.

Algebra Examples

For any real numbers a, b, and c,

=2

if a = b, then a• c = b • c.
•3=2•3

♦ Division Property of Equality

Dividing each side of an equation by the same nonzero number produces an equivalent equation.

Algebra Examples
For any real numbers a, b, and c, such 5x = 20

that c ≠ 0, if a = b, then = . =

In order to solve an equation you must isolate the variable. This is done by getting the variable on one side
of the equation and using an inverse operation. This will undo another operation. Subtraction is the inverse
of addition, multiplication is the inverse of division.
Skill Builder 3-1

Solveeachequation.

1. 6 = x + 2 2. 67 = w – 65 3. g – 3.5 = 10

4. –7y = 28 5. 6.
–13 = 36 = d

7. y – 19 = 37 8. 11 = 2.2t 9.
x=

10. You have a rack that can hold 30 CDs. You can fit 7 more CDs on the rack before the rack is full. How
many CDs are in the rack?

SkillBuilder Key

Solving Multi-Step Equations

Solving linear equations is just a matter of undoing operations that are being applied to the variable. The
object is to always isolate the variable on one side of the equal sign and to keep the equation balanced.
Multi-step linear equations follow these same rules but involve more than one operation to help simplify an
equation to make it equivalent.

A two-step equation, like the one shown below, involves two operations.

To solve a two-step equation, identify the operations and undo those using inverse operations. You can undo
the operation in the reverse order of the order of operations. For example, to solve 5x + 4 = 34, you can use
subtraction first to undo the addition, and then use division to undo the multiplication.
Sometimes you might have to combine like terms or make one side of an equation simpler before you start
using inverse operations to the other side.
Skill Builder 3-2

Solve each equation. Check your answer.

1. 4b + 6 = –2 2.
– 18 = 2

3. 4. 6p – 2 – 3p = 16
=2

5. 64 = 8(r + 2) 6.
+ =

7. 25.24 = 5g + 3.89 8. 8n –(2n – 3) = 12

9. Describe and correct the error. 10. Bowling Three friends go bowling. The cost per person per game is $5.30. The cost
to rent shoes is $2.50 per person. Their total cost is $55.20. How
manygamesdidtheyplay?

SkillBuilder Key
Solving Equations with Variables on Both Sides
This topic will examine equations where the unknown quantity or variable will appear on both sides of an
equation. You will use the properties learned so far as a means to solve these type of equations. A quantity
with a variable is treated just like a constant term–a quantity with a variable follows all the rules you have
learned so far. For example, you can subtract a quantity with a variable to both sides without changing the
equation or the value in which makes the equation true. Let’s go through a few examples.
An equation that is true for every possible value of the variable is an identity. For, x + 1 = x + 1 is an
identity. An equation has no solution if there is no value of the variable that makes the equation true. The
equation x + 1 = x + 2 has no solution.

STEPS TO SOLVE EQUATIONS

Step 1 Use the Distributive Property to remove any grouping symbols. Use properties of equality to clear
decimals and fractions.
Step 2 Combine like terms on each side of the equation.
Step 3 Use the properties of equality to get the variable terms on one side of the equation and the constants
on the other side.
Step 4 Use the properties of equality to solve for the variable.
Step 5 Check your solution in the original equation.

Skill Builder 3-3

Solve each equation. Check your answer.

1. 5x – 1 = x + 15 2. –3c – 12 = –5 + c

3. 8 – 2y = 3y – 2 4. 7(6 – 2a) = 5(–3a + 1)

5. 5g + 4(–5 + 3g) = 1 – g 6. 3.2 – 4d = 2.3d + 3

7. 3(m + 1.5) = 1.5(2m + 3) 8. A hairdresser is deciding where to open her own studio. If she
chooses Location A, she will pay $1200 per month in rent and
will charge $45 per haircut. If she chooses Location B, she
will pay $1800 per month in rent and will charge $60 per
haircut. How many haircuts would she have to give in one
month to make the same profit at either location?

9.
One health club charges a $50 sign-up fee and $65 per
month. Another club charges a $90 sign-up fee and $45
per month. For what number of months is the cost of the
clubs equal?

SkillBuilder Key

Literal Equations and Formulas

A literal equation is an equation that involves two or more variables. You will want to solve the equation
for one of the variables. The letters that do not represent your desired variable will get moved to the other
side of the equal sign, such that the variable you are solving for stands alone.

Even though there are more letters in these type equations, the methods you have learned to solve these
equations are the same as the methods you use to solve all equations.
A formula is an equation that states a relationship among quantities. Formulas are special types of literal
equations. Some common formulas are given below. Notice that some of the formulas use the same
variable, but the definitions of the variables are different.

Formula Name Formula Definitions of Variables

Perimeter of a rectangle P = 2l + 2w P = perimeter, l = length, w = width
Circumference of a circle C=2 r C = circumference, r = radius
Area of a rectangle A = lw A = area, l = length, w = width
Area of a triangle A = area, b = base, h = height
A = bh
Area of a circle A = r2 A = area, r = radius
Distance traveled D=rt d = distance, r = rate, t = time
Temperature C = degrees Celsius, F = degrees Fahrenheit
C= (F – 32)
Skill Builder 3-4

Solve each equation for y.

1. 2x + y = 5 2. x – 4y = –4

3. 4x = 3y – 7 4. 3x – 5y = 9

Solve each equation for x.

5. ax – x = c 6. S = C + xC

7. 8. 4(x – b) = x

Solveeachproblem.

9. What is the length of a rectangle with width 10 in. and area 45 in2?
10. A vehicle travels on a highway at a rate of 65 mi/h. How long does it take the vehicle to travel 25 miles?

SkillBuilder Key

Lesson3Self Check
The Self Check will cover all of the material presented in this lesson and will help you determine whether
you have met the objectives for this lesson. Complete the Self Check after you have finished studying and
reviewing the lesson. Try to answer all the questions without referring back to the lesson discussions.

This Self Check is for your own use and is not to be submitted for grading.

Solve each equation. Check your answer.

1. 38 = 2a + 54 2. t + 18.1 = 23.9

3. 18.9 = 2.1x 4.
(b – 3) =

Solve each equation. Justify your steps.

5. 9 – 3r = 14 6.
3= b + 11
 Solve each equation. If the equation is an identity, write identity. If it has no solution, write no solution.

7. 8(h – 1) = 6h + 4 + 2h 8. (14 – 7p) – 2 = –2( p + 3) + 6

9. 10.
= 15 (x – 4) = (2x – 6)

11. 1.7m = 10.2 12.

2+ t=1+ t

Write an equation and solve.

Geometry The formula for the area of a triangle is A = bh. Solve the formula for h. A triangle has a base of 7 cm
and an area of 28 cm2. Whatisitsheight?

Menus A new pizza shop is going to print new menus. Each menu costs $0.50 to produce. The owners have a total
budget of $2500 for the new menus. How many menus can the pizza shop print?

Guitars You paid $600 for a new guitar. Your guitar cost $40 more than twice the cost of your friend’s guitar. How
muchdidyourfriend’sguitarcost?
 16. Concerts Concert tickets cost $25 each. A college student ordered some tickets online. There was a service charge of
$3 per ticket. The total came to $252. How many tickets did the studentorder?

yms Membership for the Alpine rock-climbing gym costs $25 per month plus a $125 sign-up fee. Membership for
occo’s rock-climbing gym costs $30 per month plus a $50 sign-up fee.
a. After how many months will the memberships cost the same?

b. If you only wanted a one-year membership, which gym would you join?

Mastering Objectives

Before you move on to the next lesson, make sure you have a complete understanding of the objectives
for this lesson, and that you understand the concepts and can perform the skills listed in each objective.
Put a checkmark next to each objective when you are sure you have mastered it.

Objective Where to Review

Solve one-step equations by using the four operations. Lesson 3, Solve One-
Step Equations

Solve multi-step equations that contain more than one Lesson 3, Solve Multi-
operation. Step Equations

Solve equations with variables on both sides. Lesson 3, Solve

Equations with Variables
on Both Sides

Rewrite and use literal equations and formulas. Lesson 3, Literal

Equations and Formulas

Self Check Key

LESSON 4
Proportions &Percents
Learning Objectives
When you have completed this lesson, you should be able to:

1. find ratios, rates, units and solve proportions.

2. find missing lengths in similar figures.
3. solve percent problems using proportions.
4. find percent change.

During this fourth lesson of First Year Algebra 1, you will learn how to set up proportions and solve them
for a certain variable. Then you will use proportions to look at similar figures and compare sides, angles,
and lengths. Proportions can be written as percents as well, so those will be looked at and then how to find
a percent increase or decrease of a certain value.

Vocabulary

It is important for your understanding of the content in this course that you be familiar with the terminology
used. Familiarizeyourselfwiththesetermsfrom the lesson.

 Ratio  Rate  Unit rate

 Conversion factor  Proportion  Cross product

 Similar figures Scale  Scale model

 Scaledrawing  Percent change  Percent increase

 Percent decrease  Relative error

Ratios, Rates, Proportions
A ratio compares two numbers by division. The ratio of two numbers a and b, where b ≠ 0, can be written

in three ways: , a : b, and a to b. For every a units of one quantity, you have b units of another quantity.

You can think of a ratio as a multiplicative relationship. For example, if the ratio of the number of boys to
the number of girls in a class is 2 : 1, then the number of boys is two times the number of girls.

A ratio that compares quantities in different units is called a rate. A rate with a denominator of one is a
unit rate.

To convert from one unit to another, such as feet to inches, you multiply the original unit by a conversion
factor that produces the desired unit. A conversion factor is a ratio of 2 equivalent measures in different
units, such as 1ft: 12 in.
You can also convert rates, for instance changing from miles per hour to feet per second. Since 2 different
units are involved, you have to apply 2 conversion factors.

Solving Proportions
A proportional relationship can produce an infinite number of equivalent ratios. Any two of these can be used to

write a proportion. A proportion is an equation that states that two ratios are equal. For example, , where
b ≠ 0 and d ≠ 0, is a proportion. You read this as “a is to b as c is to d.”
In the proportion , ad and bc are called cross products. Here’s a property to use them.

Words The cross product of a proportion are equal.

Algebra
If , where whereb ≠ 0 and d ≠ 0, then ad = bc.

Example
If , so 3(12) = 4(9), or 36 = 36.
When you model a real-world situation with a proportion, you must write the proportion carefully. You can
write the proportion so that the numerators have the same units and the denominators have the same units.

Correct: Incorrect:

SkillBuilder 4-1
 Solveeachequation.

1. Trisha ran 10 km in 2.5 h. Jason ran 7.5 km in 2 h. Olga ran 9.5 km in 2.25 h. Who has the fastestaverage speed?

Convert the given amount to the given unit.

2. 63 yd; feet 3. 5 kg; pounds 4. 4 min; seconds

janitor at school discovered a slow leak in a pipe. The janitor found that it was leaking at a rate of 4 floz per minute. How fast was
pipe leaking in gallons per hour?

Solveeach proportion.

6. 7. 8.

9. 10. 11.

12. If 5 lb of pasta salad serves 14 people, how much pasta salad should you bring to a picnic with 49 people?

SkillBuilderKey
Proportions and Similar Figures
Similar figures have the same shape but not necessarily the same size. You can use proportions to find
missing side lengths in similar figures.

The symbol ∼means "is similar to." In the diagram, ΔABC∼ΔFGH.

In similar figures, the measures of corresponding angles area equal, and corresponding side lengths are
proportional. The order of letters when you name similar figures is important because it tells which parts of
the figures are corresponding parts. So, because ΔABC∼ ΔFGH, the followingistrue.
You can also use proportions to solve indirect measurement problems like finding a distance using a map.

A scale drawing is a drawing that is similar to an actual object. In a scale drawing, the ratio of any length
on the drawing to the actual length is always the same. This ratio iscalled the scale of the drawing.
A scale model is a 3D model that is similar to a 3D object. The ratio of a measurement of the model to the
corresponding measurement of the actual is always the same.

SkillBuilder 4-2

The figures are similar. Identify the corresponding sides and angles.
 1. FGHI∼KLMN

The figures in each pair are similar. Find the missing length.

2. 3.

4. Bridges In the diagram of the park, ΔADF∼ΔBCF. The crosswalk at point A is about 20
yd long. A bridge across the pond will be built, from point B to point C. What will the
length of the bridge be?

5. The scale of a map is 1 cm : 15 km. Find the actual distance corresponding to each map distance.

a. 2.5 cm b. 15 cm

6. A professional model-maker is building a giant scale model of a house fly to be used in a science fiction film. An actual fly is about 0.2
in long with a wingspan of about 0.5 in. The model fly for the movie will be 27 ft long. Whatwillitswingspanbe?

A model rocket kit uses the scale 1 : 144. The actual rocket is 168 ft tall. How tallwill the model rocket bewhencompleted?
Abbotts Ville and Broken Branch are 175 mi apart. On a map, the distance between the two towns is 2.5 in. Whatis the scale of the
map?

SkillBuilderKey

Percents& Percent Change

You can solve problems involving percents using either proportions or the percent equation.

The Percent Proportion

You can represent “a isp percent of b” using the percent proportion shown below. In the proportion, b is the base, and a
part of base b.
Algebra
, whereb ≠ 0.
Example
What percent of 50 is 25?

The Percent Equation

You can represent “a isp percent of b” using the percent equation shown below. In the equation, a is a part of base b.
Algebra a = p% • b, where b ≠ 0.
Example What percent of 50 is 25?

25 = p% • 50
 A common application of percents is simple interest, which is interest you earn on only the principal in an
account.

Simple Interest Formula

The simple interest formula is given below, where I is the interest, P is the principal, r is the annual interest rate written
as a decimal, and t is the time in years.
Algebra I = Prt
Example If you invest $50 at a simple interest rate of 3.5% per year for 3 years, the interest you earn is I =
50(0.035)(3) = $5.25.

Solving Percent Problems SUMMARY

Problem Type Example Proportion Equation

Find a percent. What percent of 6.3 is 3.5? 3.5 = p% • 6.3

Find a part. Whatis 32% of 125? a = 32% • 125

Find a base. 25% of whatnumberis 11? 11 = 25% • b

A percent change expresses an amount of change as a percent of an original amount. If a new amount is
greater than the original amount, the percent change is called a percent increase. If the new amount is less
than the original amount, the percent change is called a percent decrease.

Percent Change
Percent change is the ratio of the amount of change to the original amount.
 percent change, p% =
 amount of increase = new amount – original amount

 amount of decrease = original amount – new amount

 Relative Error
Relative error is the ratio of the absolute value of the difference of a measured (or estimated) value and an actual value
compared to the actual value.

relative error =
 When relative error is expressed as a percent, it is called percent error.

SkillBuilder 4-3

Answer the following questions.

1. An employee was hired at a wage of $8 per hour. After a raise, the employee earned $8.75 per hour. What was the percent
increase?

2. In June, there were about 18.75 hours of daylight in Alaska. In November, there were about 8.5 hours of daylight. Whatwas the
percent decrease?

3. You estimate that your friend’s little brother is about 8 years old. He is actually 6.5 years old. What is the percent error?
4. You estimate that your school is about 45 ft tall. Your school is actually 52 ft tall. Whatis the percent error?

Find the percent change.

5. 6. 7. $8.99 to $15.99
2 ft to 5 ft 80 g to 47 g

SkillBuilderKey

Lesson4Self Check
The Self Check will cover all of the material presented in this lesson and will help you determine whether
you have met the objectives for this lesson. Complete the Self Check after you have finished studying and
reviewing the lesson. Try to answer all the questions without referring back to the lesson discussions.

This Self Check is for your own use and is not to be submitted for grading.

Convert the given amount to the given unit.

1. 2. 4 lb 7 oz; oz 3. 135s; min

6 ft; in

4. A bread slicer runs 20 h per day for 30 days and slices 144,000 loaves of bread. How manyloaves per hour are sliced?
 5. If a baseball travels 90 mi/h, how many seconds does it take to travel 60 ft?

Solve each equation. Justify your steps.

6. 7. 8.

9. An airplane has a wingspan of 25 ft and a length of 20 ft. You are designing a model of the airplane with a wingspan of
15 in. Whatwill the length of your model be?

10.
You project a drawing 7 in. wide and 4 in. tall onto a wall. The projected image is 27 in. tall. How wideis the
projected image?

11. What percent of 37 is 111?

12. Whatis 72% of 150?

13. 60% of whatnumberis 102?

14. A charity sent out 700 fundraising letters and received 210 contributions in response. Whatwas the percent of
response?

15. In a survey, 60% of students prefer bagels to donuts. If 120 students were surveyed, how many students prefer bagels?
Tell whether each percent change is an increase or decrease, then find the change.

16. Original: 27; New: 30 17. Original: 873; New: 781 18. Original: 4.7; New: 6.2

19. In 1970, the U.S. population was about 205 million people. In 2007, it was about 301 million. Whatwas the percent
increase?

20. This morning the temperature was 38°F. This afternoon it was 57°F. Did the temperatureincrease by 50%?

Mastering Objectives

Before you move on to the next lesson, make sure you have a complete understanding of the objectives
for this lesson, and that you understand the concepts and can perform the skills listed in each objective.
Put a checkmark next to each objective when you are sure you have mastered it.

Objective Where to Review

Find ratios, rates, units and solve proportions. Lesson 4, Ratios, Rates,
Proportions

Find missing lengths in similar figures. Lesson 4, Proportions

and Similar Figures

Solve percent problems using proportions. Lesson 4, Percents&

Percent Change

Find percent change. Lesson 4, Percents&

Percent Change

Self CheckKey
UNIT 3
Inequalities

The third unit of Algebra 1 will take all the learning you gained in the last unit on equations and apply it to
inequalities. You will start with simple one-step inequalities and then move onto multi-step and compound
inequalities as well as working with absolute value.

There are many real life application problems involving inequalities. An example is the speed limit sign
above. When driving, there are certain areas drivers must adapt their speed according to state and local
driving regulations. An example, in Nebraska you can go no more than 25 miles per hour in a school zone,
but when school is not in session then you can go according to the post speed limit.

Always be looking for problems and examples in your day to day life where you might encounter an
inequality!

A good study skill to help you learn vocabulary is to make flashcards. Put the word on one side of an index
card and put the definition on the other. Then quiz yourself!

Throughout the lessons, there are Skill Builder activities for you to complete after examples are given. You
should be sure and do these practice exercises so you can better understand the examples. Working these
problems will help you complete your unit evaluations more easily and further more help you prepare for
the progress tests. Another component that you will find at the beginning of each lesson is an Inquiry
Activity, which will provide additional learning content on the objectives in that specific lesson. These
Inquiry Activities should be viewed as a textbook resource since this course does not contain a textbook.

LESSON 5
Simple Inequalities
Learning Objectives

When you have completed this lesson, you should be able to:

1. write, graph, and identify solutions of inequalities.

2. use addition and subtraction to solve inequalities.
3. use multiplication and division to solve inequalities.

In this fifth lesson of Algebra 1, you will practice graphing and writing inequalities, and then solving them
with one-step operations. You will learn how to represent relationships between quantities that are not
equal, make inequalities that appear to be different actually be equivalent, and use properties of inequalities
just the same as you did equations.

Vocabulary

It is important for your understanding of the content in this course that you be familiar with the terminology
used. Familiarizeyourselfwiththesetermsfrom the lesson.

 Solution of an inequality  Equivalent inequalities

Inequalities & Their Graphs

An inequality is a mathematical sentence that uses an inequality symbol to compare the values of two
expressions. You can use a number line to visually represent the values that satisfy an inequality.

A solution of an inequality is any number that makes the inequality true. The solutions of the inequality x
< 5 are all real numbers x that are less than 5. You can evaluate an expression to determine whether a value
is a solution of an inequality.
 You can use a graph to indicate all of the solutions of an inequality.

Inequality Graph

k< 1 The open dot shows that 1 is not a solution. Shade to the left of 1.

x≥0 The closed dot shows that 0 is a solution. Shade to the right of 0.

The open dot shows that −3 is not a solution. Shade to the right of
z> −3
−3.

−2 ≥ m The closed dot shows that −2 is a solution. Shade to the left of −2.

You can also write −2 ≥ m as m ≤ −2.

Summary: Representing Inequalities
Words Symbols Graph

xislessthan 3. x< 3

xisgreaterthan −2. x> −2

x is less than or equal to 0. x≤0

x is greater than or equal to 1. x≥1

Skill Builder 5-1

1. Write an inequality that represents each verbal expression.

a. v is greater than or equal to 5 b. 3 less than g is less than or equal to 17

2. Determine whether each number is a solution of the inequality: 3y – 8 > 22.

a. 2 b. 0 c. 5

3. Match the inequality with its graph.

a. x< −1 b. −1 ≥ x

A B

C D

4. Graph each inequality.

a. z ≤ −5 b. −3 <f

5. Write an inequality for the graph.

 a. b.

6. Define a variable and write an inequality to model the situation:

A light bulb can be no more than 75 watts to be safely used in this light fixture.

SkillBuilderKey

Solving Inequalities by Addition or Subtraction

Just as you used properties of equality to solve equations in Unit 2, you can use these properties to solve
inequalities as well! Our goal is to apply properties to an inequality that will produce an equivalent
inequality. Equivalent inequalities are inequalities that have the same solutions.

Rule: Addition Property of Inequality

Words Diagram
Let a, b, and c be real numbers. The diagram below shows one way to think about this rule.
If a>b, then a+ c>b+ c.
If a<b, then a+ c<b+ c.
This property is also true for ≥ and ≤.

Examples
5 > 4, so 5 + 3 > 4 + 3.

−2 < 0, so −2 + 1< 0 + 1.

Rule: Subtraction Property of Inequality

Words Diagram
Let a, b, and c be real numbers. The diagram below shows one way to think about this rule.
If a>b, then a– c>b– c.
If a<b, then a– c<b– c.
This property is also true for ≥ and ≤.

Examples
−3 < 5, so −3 – 2< 5 – 2.
3 > −4, so 3 – 1> −4 – 1.

Skill Builder 5-2

Solve each inequality. Graph and check.

1. y – 2 > 11 2. z – 12 ≤ −4 3. −3 ≥ x – 1
 4. 9 <p – 3 5. 2 < 9 + c 6.
<n + 3

7. 3.8 ≥ b + 4 8.
+d≥

ur goal is to take at least 10,000 steps per day. According to your pedometer, you have walked 5274 steps. Write and solve an
quality to find the possible numbers of steps you can take to reach your goal.

u earn $250 per month from your part-time job. You are in a kayaking club that costs $20 per month, and you save at least $100 each
nth. Write and solve an inequality to find the possible amounts you have left to spend each month.

SkillBuilderKey
Solving Inequalities by Multiplication or Division
When we multiply both real numbers a andb by a positive number, the inequality stays the same. But
when we multiply both real numbers a and b by a negative number, the inequality sign must flip!

Rule: Multiplication Property of Inequality

Words Diagram
Let a, b, and c be real numbers with c> 0.
If a>b, then ac>bc.
If a<b, then ac<bc.

Let a, b, and c be real numbers with c< 0.

If a>b, then ac<bc.
If a<b, then ac>bc.

These properties are also true for inequalities using ≥ and ≤.

 Here’s Why It Works Multiplying or diving each side of an inequality by a negative number
changes the meaning of the inequality. You need to reverse the inequality symbol to make the
inequality true.
3 > 1 Truestatement.
−2(3) −2(1) Multiply by −2.
−6 −2 Simplify.
−6 < −2 Reverse the inequality symbol to make the inequality statement true.

Rule: Division Property of Inequality

Words Examples
Let a, b, and c be real numbers with c> 0.

If a>b, then > . 6 > 3, so >

 If a<b, then < . 9 < 12, so <

Let a, b, and c be real numbers with c< 0.

If a>b, then < . 6 > 3, so <

If a<b, then > . 9 < 12, so >

These properties are also true for inequalities using ≥ and ≤.

Skill Builder 5-3

Solve each inequality and graph.

1. 2.
≥ −2 4>

3. 4. 4t< −12
b< 6

5. −12x> 132 6. 18b ≤ −3

7. Text messages cost $0.15 each. You can spend no more than $10. How manytext messages can yousend?

8. Tetras cost $3.99 each. You can spend at most $25. How many tetras can you buy for your aquarium?

SkillBuilderKey

Lesson5Self Check
 The Self Check will cover all of the material presented in this lesson and will help you determine whether
you have met the objectives for this lesson. Complete the Self Check after you have finished studying and
reviewing the lesson. Try to answer all the questions without referring back to the lesson discussions.

This Self Check is for your own use and is not to be submitted for grading.

Write an inequality that represents each verbal expression or graph.

1. all real numbers y greater than or equal to 12.

2. 8 more than a number m is less than 5.
3.

4. The product of −3 and t is greater than 11.

5. c less than 7 is less than or equal to −3.
6.

7. A cat weighs no more than 8 lb.

Solve each inequality and graph.

8. w + 3 > 9 9. v – 6 < 4 10. −4 <t + 8

11. 22.3 ≤ 13.7 + h 12. q + 0.5 > −2 13. 5x< 15

14. −6t> 18 15. 16.

≤2 n ≥ −9

17. 25.5g> 102

ou have at most $15 to spend. You want to buy a used CD that costs $4.25. Write and solve an inequality to find the
ossible additional amounts you can spend.
ou earn $7.25 per hour babysitting. Write and solve an inequality to find how many full hours you must work to earn
least $200.

Mastering Objectives

Before you move on to the next lesson, make sure you have a complete understanding of the objectives
for this lesson, and that you understand the concepts and can perform the skills listed in each objective.
Put a checkmark next to each objective when you are sure you have mastered it.

Objective Where to Review

Write, graph, and identify solutions of inequalities. Lesson 5, Inequalities and

Their Graphs

Use addition and subtraction to solve inequalities. Lesson 5, Solve

Inequalities by Addition
or Subtraction

Use multiplication and division to solve inequalities. Lesson 5, Solve

Inequalities by
Multiplication or Division

Self Check Key

LESSON 6
Multi-Step& Compound Inequalities
Learning Objectives
When you have completed this lesson, you should be able to:

1. solve multi-stepinequalities.
2. solve and graph inequalities with the word “and” and “or”.
 3. solve equations and inequalities with absolute value.

In this sixth lesson of Algebra 1, you will extend your ability to solve inequalities with only one-step to now
working on inequalities with multi-steps, variables on both sides, compound with and/or, and absolute-value
equations.

Vocabulary

It is important for your understanding of the content in this course that you be familiar with the terminology
used. Familiarizeyourselfwiththesetermsfrom the lesson.

 Compound inequality Interval notation

Solving Multi-Step Inequalities

Solving multi-step inequalities is similar to solving equations by balancing the inequality in order to solve it.
You will use the properties of inequalities together to isolate the variable(s) and solve algebraic inequalities
and express each solution graphically.
Sometimes solving an inequality gives a statement that is ALWAYS true, such as 4> 1. In that case, the
solutions are all real numbers. If the statement is NEVER true, as is 9 ≤ −5, then the inequality has no
solution.
SkillBuilder 6-1

Solve each inequality. If the inequality has no solution, write no solution. If the solutions are all real
numbers, write all real numbers.

1. 5f + 7 ≤ 22 2. 9 ≤ −12 + 6r

3. 3(k – 5) + 9k ≥ −3 4. 3m – 4 ≤ 6m + 11

5. −3(w – 3) ≥ 9 – 3w 6. 9 + 2x< 7 + 2(x – 3)

7. 3s + 6 ≤ −5(s + 2) 8. 4 – 2n ≤ 5 – n + 1
 9. 4(3n – 1) ≥ 2(n + 3)

10. On a trip from Buffalo, New York to St. Augustine, Florida, a family wants to travel at least 250 miles in the first 5 hours of driving.
What should their average speed be in order to meet this goal?

SkillBuilderKey

Compound Inequalities
A compound inequality consists of two distinct inequalities joined by the word AND or the word OR.

The graph of a compound

The graph of a compound inequality with inequality with the word
the word and contains the overlap of the or contains each graph of
graphs of the two inequalities that form the the two inequalities that
compound inequality. form the compound
inequality.

x
x≥
<
3
−2
x
x≤
≥
7
1
x≥ x
3 <
and −2
 or
x≤ x
7 ≥
1
You can rewrite a compound inequality involving and as a single inequality.
For example, in the inequality above, you can write x ≥ 3 and x ≤ 7 as 3 ≤x ≤
7. You read this as “x greater than or equal to 3 and less than or equal to 7.”
Another way to read it is “x is between 3 and 7, inclusive.” In this example,
inclusive means the solutions of the inequality include both the endpoints of
3 and 7.
You can use an inequality such as x ≤ −3 to describe a portion of the number line called an interval. You
can also use interval notation to describe an interval on the number line. Interval notation includes the use
of three special symbols. There symbols include:solution.

parentheses: Use ( or ) when a < or > symbol indicates that the interval’s endpoints are NOT included.
brackets: Use [ or ] when a ≤ or ≥ symbol indicates that the interval’s endpoints ARE included.
Use ∞ when the interval continues forever in a positive direction. Use –∞ when the interval continues fo
infinity:
in a negative direction.
Inequality Graph Interval Notation
x≥2 [2, ∞)

x< 2 (–∞, 2)

1 <x ≤ 5 (1, 5]

x< −3 or x ≥ 4 (–∞, −3) or [4, ∞)

SkillBuilder 6-2

Write a compound inequality that represents each phrase. Then graph.

1. all real numbers that are between −5 and 7.

2.
all real numbers that are less than or equal to 2 or greater than 6.

3. −4 <k + 3 < 8 4. 3 < 4p – 5 ≤ 15

5. 6b – 1 < −7 or 2b + 1 > 5 6. 5y + 7 ≤ −3 or 3y – 2 ≥ 13

7.
−3 ≤ ≤3

8. Write this interval as an inequality, then graph: [–4, 5].

9. Write this inequality in interval notation, then graph: x < −2 or x ≥ 1.

SkillBuilderKey
Absolute Value Equations & Inequalities
Recall that the absolute value of a number represents positive distance between a and 0 on a number line.
Solving an absolute value equation and even absolute value inequality follows the same basic rules as in
solving an equation and inequality. You can solve an absolute value equation and inequality by first
isolating the absolute value expression. The difference is when you write an equivalent pair of equations or
inequalities.
 The defintion of absolute value states that the distance from zero could occur from either side of the number
line but the absolute value expression is always stated as a positive distance from zero. This means when
working with absolute value inequalities you MUST create two cases.

Rule: Solving Absolute Value Equations

To solve an equation in the form of |A| = b, where A represents a variable expression and b> 0, you must
solve A = b and A = −b.
Some equations, such as |2x – 5| = 13, have variable expressions within absolute value
symbols. The equation |2x – 5| = 13 means that the difference on a number line from 2x – 5 to
0 is 13 units. There are two points that are 13 units from 0: 13 and −13. So to find the values of
x, solve the equations 2x – 5 = 13 and 2x – 5 = −13.

Recall that absolute value represents distance from 0 on a number line. Distance is always nonnegative, so
any equation that states the absolute value is negative has no solutions.

You can write absolute value inequalities as compound inequalities. The graph below show two absolute value inequalities.
|n – 1| < 2 |n – 1| > 2

|n – 1| < 2 represents all numbers with a distance from 1 that |n – 1| > 2 represents all numbers with a distance from 1 that is
greater than 2 units. So |n – 1| > 2 meansn – 1 < –2 or n – 1 >
is less than 2 units. So |n – 1| < 2 means –2 <n – 1 < 2. 2.
Rule: Solving Absolute Value Inequalities
To solve an inequality in the form |A| <b, where A is a variable expression and b> 0, solve
the compound inequality –b<A<b.
To solve an inequality in the form |A| >b, where A is a variable expression and b> 0, solve
the compound inequality A< –b or A>b.
Similar rules are true for |A| ≤ b or |A| ≥ b.

SkillBuilder 6-3

Solve each equation. Graph and check your solutions. If there is no solution, write no solution.
 1. |n| + 3 = 7 2. |x| – 10 = −2

3. −4|k + 1| = 16 4. 4|2y – 3| – 1 = 11

5. |c + 4| = 6

Solve and graph each inequality.

6. |p – 7| ≤ 3 7. |4w + 1| > 11

8. 4 – 3|m + 2| > −14 9. |x| < 5

10. The ideal length of one type of model airplane is 90 cm. The actual length may vary from ideal by at most 0.05 cm. What are the
acceptable lengths for the model airplane?
SkillBuilderKey

Lesson6Self Check
The Self Check will cover all of the material presented in this lesson and will help you determine whether
you have met the objectives for this lesson. Complete the Self Check after you have finished studying and
reviewing the lesson. Try to answer all the questions without referring back to the lesson discussions.

This Self Check is for your own use and is not to be submitted for grading.

Solve each inequality or absolute value equation.

1. 4k – 1 ≥ −3 2. 6(c – 1) < −18

3. 3t> 5t + 12 4.
4+ > 2x

5. 3x + 5 ≤ 2x – 8 6. 42w> 2(w + 7)
 7. 8. 0 < −8b ≤ 12
−2 ≤ d + <4

9. 2t ≤ −4 or 7t ≥ 49 10. 5m ≤ 10 or 3m> 9

11. −1 ≤ a – 3 ≤ 2 12. 9.1 > 1.4p ≥ −6.3

13. 4 + |r + 2| = 7 14. |n + 2| = 4

15. |x + 3| = −2 16. |5x| ≤ 15

17. |2x – 7| – 1 > 0 18. 4|k + 5| > 8

19. A town’s high temperature for a given month is 88°F and the low temperature is 65°F. Write a compound inequality to
represent the range of temperatures for the given month.

20. A salesperson earns $200 per week plus a commission equal to 4% of her sales. This week her goal is to earn no less
than $450. Write and solve an inequality to find the amount of sales she must have to reach her goal.

Mastering Objectives
Before you move on to the next lesson, make sure you have a complete understanding of the objectives
for this lesson, and that you understand the concepts and can perform the skills listed in each objective.
Put a checkmark next to each objective when you are sure you have mastered it.

Objective Where to Review

Solve multi-stepinequalities. Lesson 6, Solving Multi-

Step Inequalities

Solve and graph inequalities with the word “and” and “or”. Lesson 6, Compound
Inequalities

Solve equations and inequalities with absolute value. Lesson 6, Absolute

Value Equations and
Inequalities

Self CheckKey

UNIT 4
Functions

The fourth unit of Algebra 1 will introduce functions. A function is a relationship between variables where
each value of the input is associated with a unique value of the output. Students will represent functions
using tables, equations and graphs. Students will also use function notation and rules and be able to
represent arithmetic sequences.
For real-world functions, graphs will be used to relate two quantities. Students will also model real-world
situations that are continuous and discrete. Function models that represent real-world situations can be used
to make estimates or predictions about future occurrences.

A good study skill to help you learn vocabulary is to make flashcards. Put the word on one side of an index
card and put the definition on the other. Then quiz yourself!

Throughout the lessons, there are Skill Builder activities for you to complete after examples are given. You
should be sure and do these practice exercises so you can better understand the examples. Working these
problems will help you complete your unit evaluations more easily and further more help you prepare for
the progress tests. Another component that you will find at the beginning of each lesson is an Inquiry
Activity, which will provide additional learning content on the objectives in that specific lesson. These
Inquiry Activities should be viewed as a textbook resource since this course does not contain a textbook.

LESSON 7
Function Concepts
Learning Objectives

When you have completed this lesson, you should be able to:

1. represent mathematical relationships using graphs.

2. identify and represent patterns that describe linear functions.
3. identify and represent patterns that describe nonlinear functions.

In this lesson of Algebra 1, you will learn how to use graphs to relate two quantities. Graphs can be used to
illustrate a variety of different scenarios. For example, a person’s commute home or a persons speed on a
bicycle. To relate a graph to a given situation, you will want to use key words in your description. Another
topic you will learn is about finding patterns among relations and if those relations are functions, whether
linear or nonlinear.

Vocabulary

It is important for your understanding of the content in this course that you be familiar with the terminology
used. Familiarizeyourselfwiththesetermsfrom the lesson.

 Dependent variable  Independent variable

 Input  Output

 Function  Linear function

 Nonlinear function

Using Graphs to Relate Two Quantities

You can use graphs to visually represent the relationship between two variable quantities as they both
change.
Tables and graphs can both show relationships between variables. Data from a table are often displayed
using a graph to visually represent the relationship.
Skill Builder 7-1

What are the variables in each graph? Describe how the variables are related.
1. 2. 3.

Match each graph with its related table. Explain.

4. 5. 6.

A. B. C.

Sketch a graph to represent each situation. Label each section.

7. hours of daylight each day over the course of one year

8. your distance from the ground as you ride a Ferris wheel

9. your pulse rate as you watch a scary movie

SkillBuilderKey

Patterns and Linear Functions

In a relationship between variables, the dependent variable changes in response to another variable, the
independent variable. Values of the independent variable are called inputs. Values of the dependent
variable are called outputs.
You can describe the relationship in Example 1 by saying that the perimeter is a
function of the number of rectangles. A function is a relationship that pairs each
input value (x value) with exactly one output value (y value).

You have seen that one way to represent a function is with a graph. A linear
function is a function whose graph is a nonvertical line or part of a nonvertical line.
Skill Builder 7-2

For each diagram, find the relationship between the number of shapes and the perimeter of the figure they
form.
Representthiswith a table, words, equation, and graph.

1. 2.
For each table, determine whether the relationship is a linear function. Thenrepresent the
relationshipusingwords, equation, and graph.

4. 5. 6.

SkillBuilderKey
Patterns and Nonlinear Functions
A nonlinear function is a function whose graph is not a line or part of a line – otherwise a graph that is not
straight. The more common nonlinear functions include quadratic and cubic functions.
 Summary: Linear & Nonlinear Functions
LinearFunction
A linear function is a function whose graph is a nonvertical line or parts
of a nonvertical line.

NonlinearFunction
A nonlinear function is a function whose graph is not a line or part of a
line.
 Skill Builder 7-3

Graph the function shown by each table. Tell whether the function is linear or nonlinear.

1 2. 3. 4.

Each set of ordered pairs represents a function. Write a rule that represents the function.

5. 6.
(0, 0), (1, 4), (2, 16), (3, 36), (4, 64)
(1, ), (2, ), (3, ), (4, ), (5, ),

7. (1, 2), (2, 16), (3, 54), (4, 128), (5, 250) 8. (0, 0), (1, 0.5), (2, 2), (3, 4.5), (4, 8)

SkillBuilderKey
 Lesson7Self Check
The Self Check will cover all of the material presented in this lesson and will help you determine whether
you have met the objectives for this lesson. Complete the Self Check after you have finished studying and
reviewing the lesson. Try to answer all the questions without referring back to the lesson discussions.

This Self Check is for your own use and is not to be submitted for grading.

Solveeachinequality.

1. Buffet The graph shows the number of slices of French toast in a serving dish at a
breakfast buffet as time passes. What are the variables? Describe how the variables
are related at various points on the graph.

Sketch a graph of the height of each object over time. Label each section.

Recreation You throw a flying disc into the air. It hits a tree branch on its way up and comes to rest on a roof. It stays
on the roof for a minute before the wind blows it back to the ground.
Elevator An elevator fills with people on the ground floor. Most get off at the seventh floor, and the remainder get off
at the ninth floor. Then two people get on at the tenth floor and are carried back to the ground floor without any more
stops.

For each table, identify the independent and dependent variables. Then describe the relationship using
words, an equation, and a graph.

4. 5.

Tell whether the function shown by each table is linear or nonlinear.

6.

7.
 8.

Evaluate each expression for the given values of the variables.

9. Vocabulary Does each graph represent a linear function or a nonlinear function? Explain.

Writing The size of a bees’ nest increases as time passes. Your friend says that time is the dependent variable because
size depends on time. Is yourfriend correct? Explain.

Open-Ended With some functions, the value of the dependent variable decreases as the value of the independent
variable increases. Whatis a real-world example of this?

Mastering Objectives

Before you move on to the next lesson, make sure you have a complete understanding of the objectives
for this lesson, and that you understand the concepts and can perform the skills listed in each objective.
Put a checkmark next to each objective when you are sure you have mastered it.

Objective Where to Review

Represent mathematical relationships using graphs. Lesson 7, Using Graphs

to Relate Two Quantities

Identify and represent patterns that describe linear functions. Lesson 7, Patterns and
Linear Functions

Identify and represent patterns that describe nonlinear Lesson 7, Patterns and
functions. Nonlinear Functions

Self CheckKey
LESSON 8
ApplyingFunctions
Learning Objectives
When you have completed this lesson, you should be able to:

1. graph equations that represent functions.

2. write equations that represent functions.
3. determine whether a relation is a function and find domain and range.
4. represent arithmetic sequences using function notation.

In this lesson of Algebra 1, you will learn how to write a function in function notation and use it in
problems. Function notation is a more precise way of giving information about the function without a
lengthy written interpretation. You will also be able to represent arithmetic sequences using function rules.

Vocabulary

It is important for your understanding of the content in this course that you be familiar with the terminology
used. Familiarizeyourselfwiththesetermsfrom the lesson.

 Continuous graph  Domain

 Function notation Arithmeticsequence

 Discrete graph  Range

 Sequence  Common difference

 Relation  Vertical line test

 Term of a sequence

Graphing a Function Rule

The set of all solutions of an equation forms the equation’s graph. A graph may include solutions that do
not appear in a table. A real-world graph should only show points that make sense in the given situation.
The objective for this topic is to connect a function rule to given table of values. You can write a function
rule for a function by analyzing a table of values. In each example, look for a pattern relating the
independent and dependent variables.
When you graph a real-world function, choose appropriate intervals for the units on the axes. Every interval
on an axis should represent the same change in value. If all the data are nonnegative, show only the first
quadrant.
Concept: Continuous & Discrete Graphs
LinearFunction
A continuous graph is a graph that is unbroken. Continuous data are data where
numbers between any two data values have meaning. For example, weight,
temperature, and length. The graph is modeled by a solid line.

NonlinearFunction
A discrete graphis made up of distinct isolated points. Discrete data are data that
involves a specific count of items. For example, people or vehicles. The graph is
modeled by each data item as a unique point.
SkillBuilder 8-1

Graph eachfunctionrule.

1. y = x – 3 2. y = 5 + 2x 3.
y= x+2

4. y = |x| + 2 5. y = 3x3

6.
Is the point on the graph of y = x + 2? How do you know?

7. Which function rule is graphed below?

A B
y=– x+1 y= x–1

C D y= x+1
y= –1

8. Graph each function rule. Explain your choice of intervals on the axes of the graph. Tell whether the
graph iscontinuous or discrete.

a. Beverages The height of h, in inches, of the juice in a 20-oz bottle depends on the amount of juice j, in
ounces, that you drink. This situation is represented by the function rule h = 6 – 0.3j.

b. Trucking The total weight w, in pounds, of a tractor-trailer capable of carrying 8 cars depends on the
 number of cars c on the trailer. This situation is presented by the function rule w = 37,000 + 4200c.

c. Food Delivery The cost C, in dollars, for delivered pizza depends on the number p of pizza ordered. This
situation is presented by the function rule C = 5 + 9p.

SkillBuilderKey
Writing a Function Rule
In the last topic you were given the function rule and its table of values. This topic will focus on creating the
function rule given a specific real-world situation. You first want to analyze and develop descriptions of
patterns or functions. Your goal will be to identify rules or patterns in real world situations like identifying
profit or money earned. Next, you will create and/ or interpret expressions or equations that model the
situation.
 SkillBuilder 8-2

Write a function rule that represents each function.

1. y is 5 less than the product of 4 and x

2. C is 8 more than half of n

3. 7 less than three fifths of b is a

4. 2.5 more than the quotient of h and 3 is w

5. A worker’s earnings e are a function of the number of hours n worked at a rate of $8.75 per hour.

6. The price p of a pizza is $6.95 plus $0.95 for each topping t on the pizza.

The load L, in pounds, of a wheelbarrow is the sum of its own 42–lb weight and the weight of the bricks that it carries. The
wheelbarrowholds n 4-lb bricks.

8. A team of divers assembles at an elevation of –10 ft relative to the surface of the water. Then the team dives at a rate of –50
ft/min. Write a rule that represents the team’s depth d as a function of time t. Whatis the team’sdepthafter 3 min?
 9. A helicopter hovers 40 ft above the ground. Then the helicopter climbs at a rate of 21 ft/s. Write a rule that represents the
helicopter’s height h above the ground as a function of time t. Whatis the helicopter’sheightafter 45 s?

10. Write a function rule for the area of a triangle with a base 3 cm greater than 5 times its height. What is the area of the triangle
when its height is 6 cm?

SkillBuilderKey

Formalizing Relations and Functions

A relation is a pairing of numbers in one set, called the domain, with numbers in another set, called the
range. A relation is often represented as a set of ordered pairs (x, y). In this case, the domain is the set of
x-values and the range is the set of y-values.

A function is a special type of relation in which each value in the domain is paired with exactly one value in
the range.
Another way to decide if a relation is a function is to analyze the graph of the relation using the vertical line
test. If any vertical line passes through more than one point of the graph, then for some domain value there
is more than one range value. So, the relation is not a function.
You have seen various equations like y = –3x + 1. The same equation can be written in function notation:
f(x) = –3x + 1. The f(x) replaces the y, and is read “f of x.” The letter f is the name of the function, not a
variable. Function notation is used to emphasize that the function value f(x) depends on the independent
variable x. Other letters besides fcan be used, like g and h.
 SkillBuilder 8-3

Identify the domain and range of each relation. Use a mapping diagram to determine whether the relation is
a function.

1. {(3, 7), (3, 8), (3, –2), (3, 4), (3, 1)} 2. {(6, –7), (5, –8), (1, 4), (7, 5)}

Use the vertical line test to determine whether the relation is a function.

3. 4.

5. Physics Light travels about 186,000 mi/s. The function d(t) = 186,000t gives the distance d(t), in miles, that light travels in t
seconds. How far does light travelin 30 s?

6. Shopping You are buying orange juice for $4.50 per container and have a gift card worth $7. The function f(x) = 4.50x – 7
represents your total cost f(x) if you buy x containers of orange juice and use the gift card. How much do you pay to buy 4
containers of orange juice?

Find the range of each function for the given domain.

7. f(x) = 2x – 7; {–2, –1, 0, 1, 2} 8. g(x) = –4x + 1; {–5, –1, 0, 2, 10}

Find a reasonable domain and range for each function. Then graph.

9. Fuel A car can travel 32 mi for each gallon of gasoline. The function d(x) = 32x represents the distance d(x), in miles, that the car
can travel with x gallons of gasoline. The car’s fuel tank holds 17 gal.
10. Nutrition There are 98 International Units (IUs) of vitamin D in 1 cup of milk. The function V(c) = 98c represents the amount of
V(c) of vitamin D, in IUs, you get from c cups if milk. You have a 16-cup jug of milk.

SkillBuilderKey

Sequences and Functions

A sequence is an ordered list of numbers that often form a pattern. Each number in the list is called a term
of a sequence. When you can identify a pattern in a sequence, you can use it to extend the sequence. You
can also model some sequences with a function rule that you can use to find any term of the sequence.
In an arithmetic sequence, the difference between consecutive terms is constant. This differenceiscalled the
commondifference.

A sequence is a function that relates the term number to the value of the term. Consider the sequence 7, 11,
15, 19, … Think of each term as the output of a function. Think of the termnumber as the input.

termnumber 1 2 3 4 ← input
term 7 11 15 19 ← output

You can use the common difference of the terms of an arithmetic sequence to write a function rule for the
sequence. For the sequence 7, 11 ,15, 19, …, the common difference is 4.
Rule: Arithmetic Sequence
The nth term of an arithmetic sequence with the first term A(1) and common difference d is given by

SkillBuilder 8-4
 Describe a pattern in each sequence. The find the next two terms of the sequence.

1. 6, 13, 20, 27, … 2. 10, 4, –2, –8, … 3. 2, 20, 200, 2000, …

Tell whether the sequence is arithmetic. If it is, identify the common difference.

4. –7, –3, 1, 5, … 5. 4, 2, 0, −2, … 6. 2, 11, 21, 32, …

7. Garage After one customer buys 4 new tires, a garage recycling bin has 20 tires in it. After another customer buys 4 new tires, the
bin has 24 tires in it. Write a rule to represent the number of tires in the bin as an arithmetic sequence. How many tires are in the
bin after 9 customers buy all new tires?

8. Cafeteria You have a cafeteria card worth $50. After you buy lunch on Monday, its value is $46.75. After you buy lunch on
Tuesday, its value is $43.50. Write a rule to represent the amount of money left on the card as an arithmetic sequence. What is the
value of the card after you buy 12 lunches?

SkillBuilderKey

Lesson8Self Check
 The Self Check will cover all of the material presented in this lesson and will help you determine whether
you have met the objectives for this lesson. Complete the Self Check after you have finished studying and
reviewing the lesson. Try to answer all the questions without referring back to the lesson discussions.

This Self Check is for your own use and is not to be submitted for grading.

Graph the function rule. Explain why it is continuous or discrete.

1. Your cost c to buy w pound of walnuts at $6/lb. is represented by c = 6w.

2. A truck originally held 24 chairs. You remove 2 chairs at a time. The number of chairs n remaining after you make t
trips is represented by n = 24 – 2t.

3. A burst pipe fills a basement with 37 in. of water. A pump empties the water at a rate of 1.5 in/h. The water level l,
in inches, after t hours is represented by l = 37 – 1.5t.

4. Graph y = –|x| + 2.

Write a function rule to represent each situation.

The volume V remaining in a 243 ft3 pile of gravel decreases by 0.2ft3 with each shovelful s of gravel spread in
5.
a walkway.

Your total cost C for hiring a garden designer is $200 for an initial consultation plus $45 for each hour h the
6.
designer spends drawing plans.

Tell whether each relation is a function.

7. {(–2, 7), (9, 4), (3, –2), (5, 3), (9, 1)} 8. {(2, 5), (3, 5), (4, –4), (5, –4), (6, 8)}

Evaluate each function for x = 2 and x = 7.

9. f(x) = 2x – 8 10. h(x) = –4x + 61

11. The domain of t(x) = –3.8x – 4.2 is {–3, –1.4, 0.8}. Whatis the range?

Describe a pattern in each sequence. Find the next 2 terms.

12. 1, 5, 25, 125, … 13. –2, –5, –8, –11, …

14. 4, 6.5, 9, 11.5, … 15. 2, –4, 8, –16, …

Tell whether the sequence is arithmetic. If so, identify the common difference.

16. 2.9, 4.1, 5.3, 6.5, … 17. –15, –5, 5, 15, …

18. –7, –13, –20, –26, … 19. 3, 6, 12, 24, …

Mastering Objectives

Before you move on to the next lesson, make sure you have a complete understanding of the objectives
for this lesson, and that you understand the concepts and can perform the skills listed in each objective.
Put a checkmark next to each objective when you are sure you have mastered it.
 Objective Where to Review

Graph equations that represent functions. Lesson 8, Graphing a

Function Rule

Write equations that represent functions. Lesson 8, Writing a

Function Rule

Determine whether a relation is a function and find domain Lesson 8, Relations and
and range. Functions

Represent arithmetic sequences using function notation. Lesson 8, Sequences and

Functions

Self CheckKey
UNIT 5
LinearFunctions
The fifth unit of Algebra 1 will build on the functions from the last unit and apply them to functions that are
linear in nature. Students will graph equations and determine what the slope of a line will indicate about
that line. This will be done with a formula and a graph. The focus will be on determining what information
an equation can give you…two things; the slope and the y-intercept.

Students will also learn how to make predictions based on a scatter plot. This is done by finding the line of
best fit and analyzing trend lines. The unit will wrap up with graphing absolute value equations and looking
at a V-shaped graph.

A good study skill to help you learn vocabulary is to make flashcards. Put the word on one side of an index
card and put the definition on the other. Then quiz yourself!

Throughout the lessons, there are Skill Builder activities for you to complete after examples are given. You
should be sure and do these practice exercises so you can better understand the examples. Working these
problems will help you complete your unit evaluations more easily and further more help you prepare for
the progress tests. Another component that you will find at the beginning of each lesson is an Inquiry
Activity, which will provide additional learning content on the objectives in that specific lesson. These
Inquiry Activities should be viewed as a textbook resource since this course does not contain a textbook.

LESSON 9
Characteristics of LinearFunctions
Learning Objectives

When you have completed this lesson, you should be able to:

1. find rates of change and slope.

2. write and graph an equation of direct variation.
3. write and graph linear equations using slope-intercept form.
4. write and graph linear equations using point-slope form.

This lesson will focus on learning about slope and how to read it from a table and graph. Then this will be
applied to various equations to be able to write an equation in a specific form, and then transfer that
information to a graph.

Vocabulary

It is important for your understanding of the content in this course that you be familiar with the terminology
used. Familiarizeyourselfwiththesetermsfrom the lesson.

 Rate of change  y-intercept

 Slope  Point-slope form

 Direct variation  Slope-intercept form

 Parent function  Linear equation

 Linear parent function

Rate of Change and Slope
You can use ratios to show a relationship between changing quantities, such as vertical and horizontal
change. Rate of change shows the relationship between two changing quantities. When one quantity
depends on the other, the following is true.

rate of change =

The relationship between time and distance is linear. When data are linear, the rate of change is constant.
The rate of change is the vertical change (rise) to the horizontal change (run) between two points on a line.
The rate of change is called the slope of the line.

slope =
 Concept: Slope Formula

he x-coordinate you use first in the denominator must belong to the same ordered pair as the y-coordinate you use
rst in the numerator.

Concept: Slope of Lines

A line with positive A line with negative slope
slope slants upward from slants downward from left
left to right. to right.
A line with a slope of 0 A line with an undefined
is horizontal. slope is vertical.

Skill Builder 9-1

Determine whether each rate of change is constant. If so, find the rate of change and explain what it
represents.

1. 2.

Find the slope of each line.

3. 4. 5.

6. 7.

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

8. (0, –1), (2, 3) 9. (–6, 1), (4, 8) 10. (4, 4), (5, 3)
SkillBuilderKey

Direct Variation
If the ratio of two variables is constant, then the variables have a special relationship, known as direct
variation. A direct variation is a relationship that can be represented by a function in the form y = kx, where
k ≠ 0. The constant of variation for a direct variation k is the coefficient of x. By dividing each side of y =

kx by x, you can see that the ratio of the variables is constant: = k. To determine if an equation represents
a direct variation, solve y = kx for y. If you can write the equation in the form of y = kx, where k ≠ 0, it
represents direct variation.
Concept: Graphs of Direct Variations
The graph of a direct variation equation y = kx is a line with the
following properties.
The line passes through (0, 0).

The slope of the line is k.

Skill Builder 9-2

Determine whether each equation represents a direct variation. If so, find the constant of variation.

1. 2y = 5x + 1 2. –12x = 6y 3. y + 8 = –x

Suppose y varies directly with x. Write a direct variation equation that relates x and y. Thenfind the value
of ywhenx = 12.
4. y = –10 whenx = 2 5. y = 5 whenx = 2 6. y = 125 whenx = –5

Graph each direct variation equation.

7. y = 2x 8. y = –x

Tell whether y varies direct with x from the table. If so, write an equation for direct variation.

9. 10.

SkillBuilderKey
Slope-InterceptForm
A family of functions is a group of functions with common
characteristics. A parent function is the simplest function with these
characteristics. The linear parent function is y = x or f(x) = x. The
graphs of three linear function are shown at the right.
A linear function is an equation that models a linear function. In a
linear equation, the variables cannot be raised to a power other than 1.
So y = 2x is a linear equation, but y = x2 and y = 2x are not. The graph
of a linear equation contains all the ordered pairs that are solutions of
the equation.
Graphs of linear functions may cross the y-axis at any point. A y-
intercept of a graph is the y-coordinate of a point where the graph
crosses the y-axis.
You can use the slope and y-intercept of a line to write and
graph an equation of the line.

Concept: Slope-intercept form of a linear equation

The slope-intercept form of a linear equation of a nonvertical line is y = mx + b.
Skill Builder 9-3

Find the slope and y-intercept of the graph of each equation.

1. y = –3x + 2 2. y = 5x – 3

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

3. m = 1, b = –1 4.
m = –2; b =

5. 6.

7. (–2, –1) and (4, 2) 8. (–2, 4) and (3, –1)

Graph eachequation.

9. y = –3x + 3 10. y = 5x + 1

SkillBuilderKey
 Point-Slope Form
You have learned how to write an equation of a line by using its y-intercept. Now you will learn how to
write an equation without using the y-intercept. You can use the slope of a line and any point on the line to
write and graph an equation of the line.

Concept: Point-Slope form of a linear equation

Definition Graph
The point-slope form of an equation of a nonvertical line with slope m and
through point (x1, x2) is y – y1 = m(x – x1).

Symbols

Here’s Why It Works Given a point (x1, y1) on a line and the line’s slope m, you can use the definition of slope to
derive point-slope form.

Use the definition of slope.

=m
Let (x, y) be any point on the line.
=m Substitute (x, y) for (x2, y2).

Multiply each side by (x – x1).

• (x – x1) = m(x – x1)
y – y1 = m(x – x1) Simplify the left side of the equation.
Skill Builder 9-4

Write an equation in point-slope form of the line. For 4–6, also write in slope-intercept form.

1. (3, –4); m = 6 2. (4, 0); m = –1 3.

(–2, –7); m =

4. (1, 4), (–1, 1) 5. (2, 4), (–3, –6) 6. (–6, 6), (3, 3)

7. 8.

Graph eachequation.

9. y + 3 = 2(x – 1) 10. y + 5 = –(x + 2)

SkillBuilderKey
Lesson9Self Check
The Self Check will cover all of the material presented in this lesson and will help you determine whether
you have met the objectives for this lesson. Complete the Self Check after you have finished studying and
reviewing the lesson. Try to answer all the questions without referring back to the lesson discussions.

This Self Check is for your own use and is not to be submitted for grading.

Each rate of change is constant. Find the rate of change and explain what it means.

1. 2.

Find the slope of the line that passes through each pair of points.
 3. (7, 3), (5, 1) 4. (–2, 1), (3, 6)

5. (6, –4), (6, 6) 6. (2, 5), (–8, 5)

Tell whether each equation is a direct variation. If it is, find the constant of variation.

7. y = 3x

8. 5x + 3 = 8y + 3

9. –3x – 35y = 14

Find the slope and y-intercept of the graph of each equation.

10.
y= x+3

11. 3x + 4y = 12

12. 6y = –8x – 18

13. Credit Cards In 2000, people charged $1,243 billion on the four most-used types of credit cards. In 2005, people
charged $1,838 billion on these same four types of credit cards. Whatwas the rate of change?
14. Bicycling The distance a wheel moves forward varies directly with the number of rotations. Suppose the wheel
moves 56 ft in 8 rotations. What distance does the wheel move in 20 rotations?

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

15. 16.

Graph each equation.

17. y = 4x – 3 18.
y+3= (x + 2)

Write an equation in point-slope form for the line through the given point and with the given slope m.

19. 20. (4, 0); m = 4

(2, –2); m = –

Write an equation of the line that passes through each pair of points.
21. (4, –2) and (8, –6) 22. (–1, –5) and (2, 10)

Mastering Objectives

Before you move on to the next lesson, make sure you have a complete understanding of the objectives
for this lesson, and that you understand the concepts and can perform the skills listed in each objective.
Put a checkmark next to each objective when you are sure you have mastered it.

Objective Where to Review

Find rates of change and slope. Lesson 9, Rate of Change

and Slope

Write and graph an equation of direct variation. Lesson 9, Direct Variation

Write and graph linear equations using slope-intercept Lesson 9, Slope-

form. InterceptForm

Write and graph linear equations using point-slope form. Lesson 9, Point-
SlopeForm

Self CheckKey
LESSON 10
UsingLinearFunctions
Learning Objectives
When you have completed this lesson, you should be able to:

1. write and graph linear equations using standard form.

2. write equations of parallel and perpendicular lines.
3. use a trend line and line of best fit to make predictions.
4. translate and graph an absolute value function.

This lesson will focus on the standard form of an equation. Also you will look at specific lines that are
parallel or perpendicular. Next, scatter plots will be revisited and lastly, you finish up with a nonlinear
graphs with absolute value.

Vocabulary
It is important for your understanding of the content in this course that you be familiar with the terminology
used. Familiarizeyourselfwiththesetermsfrom the lesson.

 Standard form  x-intercept

 Scatter plot  Positive correlation

 Negativecorrelation  No correlation

 Trend line  Interpolation

 Extrapolation  Translation

 Parallellines Perpendicularlines

 Absolute value function

Standard Form
Now you will learn to use intercepts to graph a line. Recall that a y-intercept is the y-coordinate of a point
where a graph crosses the y-axis. The
x-intercept is the x-coordinate of a point where a graph crossed the x-axis.

Concept: Standard form of a linear equation

The standard form of a linear equation is expressed as Ax + By = C, where A, B, and C are integers (positive
and negative whole numbers), and A andB are not both zero. No fractions or decimals are allowed in standard
form.
If A = 0 in the standard form of Ax + By = C, you can write the equation in the form of y = b, where b is a
constant. If B = 0, you can write the equation in the form of x = a, where a is a constant. The graph of y = b
is a horizontal line, and the graph of x = a is a vertical line.
SkillBuilder 10-1

Find the x- and y-intercepts of the graph of each equation.

1. x + y = 9 2. 7x – y = 21 3. 3x – 5y = –20

Graph eachequation.

4. x+y=4 5. –4x + y = –12

6. x = –3 7. y = 6

Write each equation in standard form using integers.

8. y = 2x + 5 9.
y+2= (x + 4)

10. Video Games In a video game, you earn 5 points for each jewel you find. You earn 2 points for each star
you find. Write and graph an equation that represents the numbers of jewels and stars you must find to earn
250 points. What are three combinations of jewels and starts you can find that will earn you 250 points?

SkillBuilderKey
Parallel and Perpendicular Lines
Two distinct lines in a coordinate plane either intersect or are parallel. Parallel lines are lines in the same
plane that never intersect. You can determine the relationship between two lines by comparing their slopes
and y-intercepts.

Concept: Slopes of parallel lines

Words Graph
Nonvertical lines are parallel if they have the same slope and different y-
intercept. Vertical lines are parallel if they have different x-intercepts.

Example

The graphs of y = x + 1 and y = x – 2 are lines that have the same slope, ,
and different y-intercepts. The lines are parallel.

You can also use slope to determine whether two lines are perpendicular.

Perpendicular lines are lines that intersect to form right angles.

Concept: Slopes of perpendicular lines
Words Graph
Two nonvertical lines are perpendicular if the product of their slopes is –1. A
vertical line and a horizontal line are also perpendicular.

Example

The graph of y = x – 1 has a slope of . The graph of y =–2x + 1has a slope

of –2. Since (–2) = –1, the lines are perpendicular.

Two numbers whose product is –1 are opposite reciprocals. So, the slope of perpendicular lines are opposite reciproca

To find the opposite reciprocal of – , for example, first find the reciprocal, – . Then write its opposite, . Since

• = –1, is the opposite reciprocal of – .

SkillBuilder 10-2

Write an equation in slope-intercept form of the line that passes through the given point and is parallel to the
graph of the given equation.

1. (1, 3); y = 3x + 2 2. (2, –2); y = –x – 2 3.

(2, –1); y = – x+6

Determine whether the graphs of the given equations are parallel, perpendicular, or neither.

4. y = x + 11 5. 6. y = –2x + 3
y= x–1

y = –x + 2 2x + y = 7
y= x + 29

Write an equation in slope-intercept form of the line that passes through the given point and is perpendicular
to the graph of the given equation.

7. 8. (1, –2); y = 5x + 4 9. (1, –6); x – 2y = 4

(–2, 3); y = x–1

SkillBuilderKey

Scatter Plots and Trend Lines

 You can determine whether two sets of numerical data are related by graphing them as ordered pairs. If the
two sets of data are related, you may be able to use a line to estimate or predict values.

A scatter plot is a graph that relates two different sets of data by displaying then as ordered pairs. Most
scatter plots are in the first quadrant of the coordinate plane because the data are usually positive numbers.

You can use scatter plots to find trends in data. The scatter plots below show the three types of relationships
that two sets of data may have.

When y tends to increase as x When y tends to decrease as x When x and y are not related,
increases, the two sets of data have a increases, the two sets of data have a the two sets of data have no
positive correlation. negative correlation. correlation.

When two sets of data have a positive or negative correlation, you can use a trend line
to show the correlation more clearly. A trend line is a line on a scatter plot, drawn near
the points, that shows a correlation.
You can use a trend line to estimate a value between two known data values or to
predict a value outside the range of known data values. Interpolation is estimating a
value between two known values. Extrapolation is predicting a value outside the
range of known values.

SkillBuilder 10-3

For each table, make a scatter plot of the data. Describe the type of correlation the scatter plot shows.
1. 2.

For questions 3–4, use the table.

3. Make a scatter plot of the data pairs (year, attendance). Draw a trend line and write its equation. Estimate the attendance
at U.S. themeparksin 2005.

4. Make a scatter plot of the data pairs (year, revenue). Draw a trend line line and write its equation. Predict the revenue at
U.S. themeparksin 2012.

5. During one month at a local deli, the amount of ham sold decreased as the amount of turkey sold increased. Is this an
example of positive correlation, negative correlation, or no correlation?

SkillBuilderKey
Graphing Absolute Value Functions
An absolute value function is a V-shaped graph that opens up or down. The parent function for the family
of absolute value functions is y = | x |. A translation is a shift of a graph horizontally, vertically, or both.
The result is a graph of the same size and shape, but in a different position.
 The graph of y = | x | + k is a translation of y = | x |. Let k be a positive number. Then y = | x | + k translates
the graph of y = | x | up k units, while y = | x | – k translates the graph of y = | x | down k units.

The graphs below show what happens when you graph y = | x + 3 | and y = | x – 3 |.

For a positive number h, y = | x + h | translates the graph of y = | x | left h units, and y = | x – h | translates the graph of y = | x
| right h units.
SkillBuilder 10-4

Describe how each graph is related to the graph of y = | x |.

1. 2.

Graph each function by translating y = | x |.

3. y=|x|–3 4. y = | x | + 6

5. y = | x – 1 | 6. y = | x + 3 |

Write an equation for each translation of y = | x |.

7. 9 units up 8. 3.25 units down

9. right 0.5 units 10. left 9 units

SkillBuilderKey

Lesson10Self Check
The Self Check will cover all of the material presented in this lesson and will help you determine whether
you have met the objectives for this lesson. Complete the Self Check after you have finished studying and
reviewing the lesson. Try to answer all the questions without referring back to the lesson discussions.

This Self Check is for your own use and is not to be submitted for grading.

Graph eachequation.

1. y = 2 2. x + 4y = 10

Write an equation of the line that passes through the given point and is parallel to the graph.

3. (2, –1); y = 5x – 2 4. (0, –5); y = 9x

Write an equation of the line that passes through the given point and is perpendicular to the graph.

5. (3, 5); y = –3x + 7 6. (4, 10); y = 8x – 1

Determine whether the graphs of the two equations are parallel, perpendicular, or neither.

7. y = 6x + 2 8. 2x – 5y = 0
18x – 3y = 15
y+3= x

Describe the type of correlation the scatter plot shows.

 9. 10. 11.

Answer the following questions based on the following scatter plot:

12.

a. Make a scatter plot of the data below.

Write an equation of a reasonable trend line or use a graphing calculator to find the equation of the line of
b.
best fit.

c. Estimate the arm span of someone who is 1.6 m tall.

d. Predict the arm span of someone who is 2.2 m tall.

Graph each function by translating y = | x |.

13. y = | x | + 2 14. y = | x | – 7 15. y = | x + 3 | 16. y = | x – 5 |

Write an equation for each translation of y = | x |.

17. 5.5 units down 18. 11 unitsleft 19. 13 units up 20. 6.5 units right
Mastering Objectives

Before you move on to the next lesson, make sure you have a complete understanding of the objectives
for this lesson, and that you understand the concepts and can perform the skills listed in each objective.
Put a checkmark next to each objective when you are sure you have mastered it.

Objective Where to Review

Write and graph linear equations using standard form. Lesson 10, Standard Form

Write equations of parallel and perpendicular lines. Lesson 10, Parallel and
Perpendicular Lines

Use a trend line and line of best fit to make predictions. Lesson 10, Scatter Plots

Translate and graph an absolute value function. Lesson 10, Absolute Value
Functions

Self CheckKey
UNIT 6
Systems of Equations and Inequalities

The final unit of Algebra 1 will connect and extend the concepts associated with equations and inequalities
to systems of equations and inequalities. Students will learn to solve systems of equations and inequalities
by graphing, substitution, and elimination.

Students will also write equations and inequalities to represent situations and examine constraints placed on
real-world situations. Students will see many real-world problems that will be used to make estimates or
predictions about future occurrences.

A good study skill to help you learn vocabulary is to make flashcards. Put the word on one side of an index
card and put the definition on the other. Then quiz yourself!

Throughout the lessons, there are Skill Builder activities for you to complete after examples are given. You
should be sure and do these practice exercises so you can better understand the examples. Working these
problems will help you complete your unit evaluations more easily and further more help you prepare for
the progress tests. Another component that you will find at the beginning of each lesson is an Inquiry
Activity, which will provide additional learning content on the objectives in that specific lesson. These
Inquiry Activities should be viewed as a textbook resource since this course does not contain a textbook.

LESSON 11
Systems of Linear Equations
Learning Objectives

When you have completed this lesson, you should be able to:

1. solve systems of equations by graphing.

2. solve systems of equations using substitution.
3. solve systems by adding or subtracting to eliminate a variable.
4. choose the best method for solving a system of linear equations.

A system of linear equations is a set of two or more linear equations that each contain two or more
variables. In Algebra 1, the systems will consist of only two equations that contain only two variables. A
solution of linear systems is an ordered pair (x, y) that makes both equations true.

Vocabulary

It is important for your understanding of the content in this course that you be familiar with the terminology
used. Familiarizeyourselfwiththesetermsfrom the lesson.

 System of linear equations  Solution of a system of linear equations

  Consistent  Inconsistent

 Dependent  Independent

 Substitution method  Elimination method

Solving Systems by Graphing

Two or more linear equations form a system of linear equations. Any ordered pair that makes ALL of the
equations in a system true is a solution of a system of linear equations. There are three methods you will
learn about solving systems of linear equations. The first is solving linear systems graphically. By graphing
both lines, you will be able to determine if the lines intersect or not. If the lines intersect, then the point of
intersection is called the solution to the system of linear equations.
 A system of equations that has at least one solution is consistent. A consistent system can beeitherindepende
A consistent system that is independent has exactly one solution. For example, the systems in Example 1 an
and independent. A consistent system that is dependent has infinitely many solutions.
A system of equations that has no solution is inconsistent.

CONCEPT SUMMARY: Systems of linear equations

One solution Infinitelymany solutions No solution

The lines intersect at one point. The lines have The lines are parallel. The
different slopes: The equations are consistent and The lines are the same. The lines have the same lines have the same slope
independent. slope and y-intercept. The equations are consistent and different y-intercepts.
anddependent. The equations are
inconsistent.
Skill Builder 11-1

Solve each system by graphing.

1. y = 2x 2. y = –x + 3 3.
y= x+7

y = –2x + 8 y=x+1
y= x+3

4. The number of right-handed students in a math class is nine times the number of left-handed students. The total number
of students in the class is 30. How many right-handed students are in the class? How manyleft-handedstudents are in the
class?

Solve each system by graphing. Tell whether the system has one solution, infinitely many solutions, or no
solutions.

5. y = x + 3 6. y = 2x – 2 7. 3x – y = 2
y=x+1 2y = 4x – 4 4y = –x + 5

SkillBuilderKey
Solving Systems using Substitution
You can solve linear systems by solving one of the equations for one of the variables. Then substitute the
expression for the variable in to the other equation. This is called the substitution method. When a system
has at least one equation that can be solved quickly for a variable, the system can be solved efficiently using
substitution.
 If you get an identity, like 2 = 2, when you solve a system, then it has infinitely many solutions.

If you get a false statement, like 8 ≠ 2, then the system has no solution.

Skill Builder 11-2

Solve each system using substitution.

1. 2x + 2y = 38 2. y = –2x + 6 3. y – 2x = 3
y=x+3 3y – x = –3 3x – 2y = 5

4. Adult tickets to a play cost $22. Tickets for children cost $15. Tickets for a group of 11 people cost a total of $228.
Write and solve a system of equations to find how many children and adults were in the group.

5. A school is planning a field trip for 142 people. The trip will use six drivers and two types of vehicles: buses and vans.
A bus can seat 51 passengers and a van can seat 10 passengers. Write and solve a system of equations to find how many
buses and vans will be needed.
 Tell whether the system has one solution, infinitely many solutions, or no solution.

6. 7. x = –7y + 34 8. 1.5x + 2y = 11
y= x+3
2y – x = 6 x + 7y = 32 3x + 6y = 22

SkillBuilderKey

SolvingSystemsusing Elimination
As you have learned in the earlier topics, there is more than one way to solve a system of linear
equations. Some systems are written in a way that makes eliminating a variable a better method to use

By the Addition and Subtraction Properties of Equality, if a = b and c = d, then a + c = b + d and

a – c = b – d. For example, 5 + 1 = 6 and 3 + 4 = 7, so (5 + 1) + (3 + 4) = 6 + 7. In the elimination method, you use these
properties to add or subtract equations in order to eliminate a variable in a system.
Skill Builder 11-3

Solve each system using elimination.

1. 3x + 2y = 22 2. 2x + 4y = 22
x – 3y = –11 2x – 2y = –8

3. 4x – 7y = 3 4. 2x + 3y = 9
x – 7y = –15 x + 5y = 8

5. 6x + 4y = 42 6. 3x + 2y = 17
–3x + 3y = –6 2x + 5y = 26

Tell whether the system has one solution, infinitely many solutions, or no solution.
 7. 9x + 8y = 15 8. 2x – 5y = 17
9x + 8y = 30 6x – 15y = 51

Solve.

9. The sum of two numbers is –4 and the difference of the same two numbers is 6. What are the numbers?

SkillBuilderKey

Applications of Linear Systems

Concept Summary: Choosing a Method for Solving Linear Systems
Method When to Use
Graphing When you want a visual display of the equations, or when you want to estimate a solution.
Substitution When one equation is already solved for one of the variables, or when it is easy to solve for one of the
variables.
Elimination When the coefficients of one variable are the same or opposites, or when it is not convenient to use graphing
substitution.
System of equations are useful for modeling problems involving mixtures, rates, and
break-even points.
The break-even point for a business is the point at which income equals expenses.
The graph shows the break-even point for one business.
Notice that the values of y on the red line represent dollars spent on expenses. The
values of y on the blue line represent dollars received as income. So yis used to
represent both expenses and income.
 When a plane travels from, west to east across the United States, the steady west-to-east winds act as
tailwinds. This increases the plane’s speed relative to the ground. When a plane travels from east to west,
the winds act as headwinds. This decreases the plane’s speed relative to the ground.

From West to East From East to West

air speed + wind speed = ground speed air speed – wind speed = ground speed

Skill Builder 11-4

1. A bicycle store costs $2400 per month to operate. The store pays an average of $60 per bike. The average selling price
of each bicycle is $120. How many bicycles must the store sell each month to break even?
2. Producing a musical costs $88,000 plus $5900 per performance. One sold-out performance earns $7500 in revenue. If
every performance sells out, how many performances are needed to break even?

3. You split $1500 between two savings accounts. Account A pays annual 5% interest and Account B pays 4% annual
interest. After one year, you have earned a total of $69.50 in interest. How much money didyouinvest in eachaccount?

4. A metalworker has a metal alloy that is 20% copper and another alloy that is 60% copper. How many kilograms of each
alloy should the metalworker combine to create 80 kg of a 52% copper alloy?

5. A kayaker paddles upstream from camp to photograph a waterfall and returns. The kayaker’s speed while traveling
upstream and downstream is shown below. What is the kayaker’s speed in still water? What is the speed of the current?

SkillBuilderKey
Lesson11Self Check
The Self Check will cover all of the material presented in this lesson and will help you determine whether
you have met the objectives for this lesson. Complete the Self Check after you have finished studying and
reviewing the lesson. Try to answer all the questions without referring back to the lesson discussions.

This Self Check is for your own use and is not to be submitted for grading.

Solve each system by graphing. Tell whether the system has one solution, infinitely many solutions, or no
solution.

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

3. y = 3x – 4 4. y = 3x – 14
y – 3x = 1 y – x = 10

Solve each system using substitution. Tell whether the system has one solution, infinitely manysolutions, or
no solution.

5. y = 2x + 5 6. y=x+7
y = 6x + 1 y – 8 = 2x
 7. 4x + y = 2 8. 4x + 9y = 24

3y + 2x = –1
y=– x+2

Solve each system using elimination. Tell whether the system has one solution, infinitely many solutions, or
no solution.

9. 2x + 5y = 2 10. 4x + 2y = 34
3x – 5y = 53 10x – 4y = –5

11. 11x – 13y = 89 12. 3x + 6y = 42

–11x + 13y = 107 –7x + 8y = –109

Write and solve a system of equations to solve each problem. Explain why you chose the method you used.

Geometry The length of a rectangle is 3 times the width. The perimeter is 44 cm. What are the dimensions of the
13.
rectangle?

14. Farming A farmer grows only pumpkins and corn on her 420-acre farm. This year she wants to plant 250 more
acres of corn than pumpkins. How many acres of each crop should the farmer plant?

15. Coins You have a total of 21 coins, all nickels and dimes. The total value is $1.70. How many nickels and how many

16. Business Suppose you start an ice cream business. You buy a freezer for $200. It costs you $0.45 to make each single
 sell each cone for $1.25. How many cones do you need to sell to break even?

Mastering Objectives

Before you move on to the next lesson, make sure you have a complete understanding of the objectives
for this lesson, and that you understand the concepts and can perform the skills listed in each objective.
Put a checkmark next to each objective when you are sure you have mastered it.

Objective Where to Review

Solve systems of equations by graphing. Lesson 11, Solve Systems by

Graphing

Solve systems of equations using substitution. Lesson 11, Solve Systems by

Substitution

Solve systems by adding or subtracting to eliminate a Lesson 11, Solve Systems by

variable. Elimination

Choose the best method for solving a system of linear Lesson 11, Applications of
equations. Linear Systems

Self CheckKey

LESSON 12
LinearInequalities
Learning Objectives
When you have completed this lesson, you should be able to:

1. graph linear inequalities in two variables & model real-world situations.

2. solve systems of linear inequalities by graphing & model real-world situations.

A linear inequality is almost the same as a linear equation, except the equal sign is replaced with an
inequality symbol.

Vocabulary

It is important for your understanding of the content in this course that you be familiar with the terminology
used. Familiarizeyourselfwiththesetermsfrom the lesson.

 LinearInequality  Solution of a linear inequality

 System of linearinequalities  Solution of a system of linear inequalities

Linear Inequalities
A linear inequality with two variables is an inequality that can be written in one of the following forms:

Ax + By<C, Ax + By ≤ C, Ax + By>C, Ax + By ≥ C

An ordered pair (x, y) is a solution of a linear inequality that is true when the values of x and y are
substituted into the inequality. For instance, (–4, 3) is a solution of y>x – 3 because 3 > –4 – 3 is a true
statement.

The graph of a linear inequality with two variables consists of all points in the coordinate plane that
represent solutions. The graph is a region called a half-plane that is bounded by a line. All points on one
side of the boundary line are solutions, while all-points on the other side are not solutions.
 Each point on a Each point on a
dashed line is not a solid line is a
solution. A dashed solution. A solid
line is used for line is used for
inequalities with > inequalities with ≥
or <. or ≤.

y> x–1 y ≤– x+1

SkillBuilder 12-1

Determine whether the ordered pair is a solution of the linear inequality.

1. y>x – 1; (0, 1) 2. y ≤ –2x + 1; (2, 2)

Graph eachlinearinequality.

3. 4.
y> 2x – 6
y≤ x–3

5. x≤4 6. y< –4

7. –2x + y ≥ 3 8. x + 3y< 15

Write a linear inequality that represents each graph.

9. 10.

SkillBuilderKey
Systems of Linear Inequalities
A system of linear inequalitiesis made up of two or more linear inequalities. A solution of a system of
linear inequalities is an ordered pair that makes all the inequalities in the system true. The graph of a
system of linear inequalities is the set of points that represent all of the solutions of the system.

You can graph the solutions of a system of linear inequalities in the coordinate plane.

The graph of the system is a region where the graphs of the individual inequalities overlap.
SkillBuilder 12-2

Determine whether the ordered pair is a solution of the given system.

1. y> 2x + 4 2. 3x – 2y ≤ 17
(2, 12); (8, 2);
y< 3x + 7 0.3x + 4y> 9

Solve each system of inequalities by graphing.

3. y< 2x + 4 4. y ≥ –x + 5
–3x – 2y ≥ 6 y ≤ 3x – 4

Write a system of inequalities for each graph.

5. 6.

7. Earnings Suppose you have a job mowing lawns that pays $12 per hour. You also have a job at a clothing store that pays
$10 per hour. You need to earn at least $350 per week, but you can work no more than 35 h per week. You must work a
minimum of 10 h per week at the clothing store. What is a graph showing how many hours per week you can work at
each job?

SkillBuilder Key
Lesson 12 Self Check
The Self Check will cover all of the material presented in this lesson and will help you determine whether
you have met the objectives for this lesson. Complete the Self Check after you have finished studying and
reviewing the lesson. Try to answer all the questions without referring back to the lesson discussions.

This Self Check is for your own use and is not to be submitted for grading.

Solve each system by graphing. Tell whether the system has one solution, infinitely many solutions, or no
solution.

1. y≥x+4 2. 4y< –3x

y< 2x – 1
y< – x
 3. 2x – y> 0 4. x + 0.5y ≥ 5.5
3x + 2y ≤ –14 0.5x + y< 6.5

5. y< 10x 6. 4x + 4 > 2y

y>x – 5 3x – 4y ≥ 1

Write and solve a system of inequalities to solve each problem.

You7.have 60 megabytes (MB) of space left on your portable media player. You can choose to download
song files that use 3.5 MB or video files that use 8 MB. You want to download at least 12 files. What is
a graph showing the numbers of song and video files you can download?
 You go to a garage sale. All the items cost $1 or $5. At most you want to spend $45. Write and graph a
linear inequality that models the situation.

9. A farmer plans to create a rectangular garden that he will enclose with chicken wire. The garden can be no more
than 30 ft wide. The farmer would like to use at most 180 ft of chicken wire. Write and graph a system of
inequalities that models this situation.

Mastering Objectives
Before you move on to the next lesson, make sure you have a complete understanding of the objectives
for this lesson, and that you understand the concepts and can perform the skills listed in each objective.
Put a checkmark next to each objective when you are sure you have mastered it.

Objective Where to Review

Graph linear inequalities in two variables & model real- Lesson 12,
world situations. LinearInequalities

Solve systems of linear inequalities by graphing & model Lesson 12, Systems of
real-world situations. Linear Inequalities

Self Check Key