Chapter 3 Pacing Guide

3 Graphing Linear Functions

Chapter Opener/ 3.1 Functions
1 Day 3.2 Linear Functions
Mathematical Practices
3.3 Function Notation
Section 1 1 Day
3.4 Graphing Linear Equations in Chapter Learning Target:
Understand graphing linear functions.
Section 2 2 Days Standard Form
Chapter Success Criteria:
Section 3 1 Day 3.5 Graphing Linear Equations in ■ I can determine whether relations
Slope-Intercept Form are functions.
Quiz 1 Day 3.6 Transformations of Graphs of
■ I can identify linear functions.
■ I can graph linear equations.
Section 4 1 Day inear Functions
Linear ■ I can describe transformations of graphs
of linear functions.
3.7 Graphing Absolute Value Functions
Section 5 1 Day
Section 6 2 Days
Section 7 2 Days
Chapter Review/
2 Days
Chapter Tests
Total Chapter 3 14 Days
Submersible (p. 140)
Year-to-Date 38 Days

SEE the Big Idea

Basketball (p. 134)

Speed of Light (p. 125)

Coins (p. 116)

Taxi Ride (p. 109)

hs_al_2022_alg1_se_03co.indd 100 13/02/20 12:30 P

100 Chapter 3 ALABAMA EDITION

Laurie’s Notes Dynamic Teaching Tools
Dynamic Assessment System
Lesson Plans

Chapter Summary Dynamic Classroom

Real-Life STEM Videos

• Students should have a conceptual understanding of functions from a prior grade. Their
understanding may be of a “function machine” where there is an input, a function is Scaffolding in the Classroom
performed, and an output results. There is a pairing of the input and output, and each input Begin with a worked-out problem and
is associated with exactly one output. Chapter 3 extends this introductory understanding of work backwards.
functions and presents the notation of functions. Consistent use of the notation and language Ask students to explain what happened
of functions will help students become more confident. in step 5 to get to step 6. Then ask what
• The early part of the chapter focuses on function notation, representing functions, discrete happened in step 4 to get to step 5, etc.
and continuous functions, and evaluating functions. Students may be resistant to using
function notation, preferring the simpler “y =” notation. It is hard for students to appreciate
what the broader notation enables us to do because they have not learned enough at this
stage. When two equations are graphed on the same axes, we can clearly refer to f and g, STANDARDS SUMMARY
versus saying “the first y =” and “the second y =.” We compose functions and have
Section Alabama Standards
functions with multiple inputs, two examples where function notation is useful.
• The middle portion of the chapter introduces two forms of linear equations—standard 3.1 A1.15, A1.16
and slope-intercept. Students should be able to do quick sketches of each by inspecting A1.12, A1.13, A1.14,
information from the equation. 3.2 A1.15b, A1.16, A1.24b,
• The last two lessons of the chapter look at transformations of linear and absolute value A1.30a
functions. These same transformations will be applied to other types of functions, such as
quadratic. Function notation is used to describe the transformations. A1.12, A1.15a, A1.16,
3.3
A1.21, A1.30a, A1.31
A1.12, A1.13, A1.14,
3.4
A1.30a, A1.31
A1.12, A1.14, A1.27,
3.5
A1.28, A1.30a, A1.31
What Your Students Have Learned 3.6 A1.23, A1.30a
Middle School A1.12, A1.14, A1.15b,
3.7
• Represent relations as ordered pairs and determine whether the relation is a function. A1.23, A1.30b
• Represent functions as equations, input-output tables, and graphs.
• Find the slope of a line.
• Graph linear equations written in standard form and slope-intercept form.
• Translate, reflect, and rotate figures in the coordinate plane.
• Understand the absolute value of a rational number as its distance from 0 on the
number line.
Geometry
• Perform translations, reflections, rotations, dilations, and compositions of
transformations.

What Your Students Will Learn

Algebra 1
• Find the domains and ranges of functions, and identify independent and dependent
variables.
• Identify linear functions using graphs, tables, and equations in two variables.
• Use function notation to evaluate, interpret, solve, and graph functions.
• Graph linear equations written in standard form and slope-intercept form.
• Find slopes of nonvertical lines from graphs or tables.
• Translate, reflect, shrink, and stretch graphs of linear functions, and combine
transformations of graphs of linear functions.
• Combine transformations of graphs of absolute value functions in the coordinate plane.

ALABAMA EDITION Chapter 3 T-100

Questioning in the Classroom
How will this work? Laurie’s Notes
Look for examples, exercises, problems,
and questions that do not have a specific
solution or answer. Ask students to
explain how to solve the problem.
Maintaining Mathematical Proficiency
Plotting Points
• Remind students of the signs of the coordinates in the four quadrants. In Quadrant I, both
coordinates are positive. In Quadrant II, the first coordinate is negative and the second is
positive. In Quadrant III, both coordinates are negative. In Quadrant IV, the first coordinate is
positive and the second is negative.
COMMON ERROR Students may think that the first coordinate tells them how far to move up
or down instead of right or left.
Evaluating Expressions
• Remind students that the first step in evaluating the expression is to replace the variable with
the given value.
• Remind students that 4x means “4 times x,” or the product of 4 and the value of x.
COMMON ERROR Students may not multiply the value of x and the coefficient. For example,
in Exercise 7, they may replace 3x with 37 instead of 21.

Mathematical Practices (continued on page 102)

Using a Graphing Calculator
• The Mathematical Practices page focuses attention on how mathematics is learned—process
versus content. This page demonstrates that the graphing calculator can be used as a tool to
deepen student understanding of the slope of a line.
• Use the Mathematical Practices page to help students develop mathematical habits of
mind—how mathematics can be explored and how mathematics is thought about.
• Discuss the Core Concept and have students practice setting the standard viewing window on
their calculator. Change to a square viewing window and note the difference in the values for
the maximum and minimum y-values.
• Note: The square viewing window can be set manually, as shown, or you can use the default
feature of the calculator.
“Why might you want a square viewing window when graphing an equation, say, y = x?”
Listen for students to explain that a slope of 1 is a 45° angle.
• Make sure students understand and notice the spacing of the tick marks.
• Students will be graphing linear and absolute value functions as well as transformations of
both these functions in this chapter. To see a nonrigid transformation (stretch or shrink), it is
helpful to have a true perspective, meaning the square viewing window.

Review Resources
Surface Level Deep Level
Tutorial Videos Game Library
Skills Review Handbook
Skills Trainer
Game Library

T-101 Chapter 3 ALABAMA EDITION

 Maintaining Mathematical Proficiency What Your Students
Plotting Points
Have Learned
Example 1 Plot the point A (−3, 4) in a coordinate plane. Describe the location of the point.
• Plot points in the coordinate plane.
• Evaluate algebraic expressions for a
Start at the origin. Move 3 units left and 4 units up. Then plot the point.
The point is in Quadrant II.
given value using Order of Operations.

A(−3, 4) y
4 ANSWERS
1–6. y
4 2 6

−3 4
−4 −2 2 4 x C
A
−2 2
B
E
−4
−6 −4 −2 4 6 x
F
−2

Plot the point in a coordinate plane. Describe the location of the point. D

1. A(3, 2) 2. B(−5, 1) 3. C(0, 3)

−6
4. D(−1, −4) 5. E(−3, 0) 6. F(2, −1)
1. in Quadrant I
Evaluating Expressions 2. in Quadrant II
3. on positive y-axis
Example 2 Evaluate 4x − 5 when x = 3.
4. in Quadrant III
4x − 5 = 4(3) − 5 Substitute 3 for x.
5. on negative x-axis
= 12 − 5 Multiply.
6. in Quadrant IV
=7 Subtract.
7. 17
Example 3 Evaluate −2x + 9 when x = −8. 8. −7
9. 68
−2x + 9 = −2(−8) + 9 Substitute −8 for x.
10. 34
= 16 + 9 Multiply.
11. 40
= 25 Add.
12. −6
Evaluate the expression for the given value of x. 13. Start at the origin. Move a units right
7. 3x − 4; x = 7 8. −5x + 8; x = 3 9. 10x + 18; x = 5 and b units up. Plot the point; Start
at the origin. Move a units left and
10. −9x − 2; x = −4 11. 24 − 8x; x = −2 12. 15x + 9; x = −1 b units up. Plot the point; Start at the
origin. Move a units right and b units
13. ABSTRACT REASONING Let a and b be positive real numbers. Describe how to plot
(a, b), (−a, b), (a, −b), and (−a, −b). down. Plot the point; Start at the
origin. Move a units left and b units
down. Plot the point.
Dynamic Solutions available at BigIdeasMath.com
101

hs_al_2022_alg1_se_03co.indd 101 13/02/20 12:30 PM

Vocabulary Review
Have students make a Four Square for each topic.
• Plotting points
• Evaluating expressions

ALABAMA EDITION Chapter 3 101

MONITORING PROGRESS
Mathematical Mathematically proficient students use technological tools to
ANSWERS
Practices
explore concepts.
1. yes; 10 : 15 is a 2 : 3 ratio.
2. no; 18 : 12 is not a 2 : 3 ratio.
3. yes; 24 : 36 is a 2 : 3 ratio. Using a Graphing Calculator
Core Concept
5
4.
y=x+3
Standard and Square Viewing Windows WINDOW
A typical graphing calculator screen has a height to width Xmin=-10 This is the
−8 4
Xmax=10
ratio of 2 to 3. This means that when you use the standard Xscl=1 standard
viewing window of −10 to 10 (on each axis), the graph will Ymin=-10 viewing
−3 Ymax=10 window.
not be in its true perspective. Yscl=1
3
5.
To see a graph in its true perspective, you need to use a WINDOW
−8 4 square viewing window, in which the tick marks on the Xmin=-9 This is a
Xmax=9
x-axis are spaced the same as the tick marks on the y-axis. Xscl=1 square
y = −x − 2 Ymin=-6 viewing
Ymax=6 window.
Yscl=1
−5

4
6.
Using a Graphing Calculator

−6 6 Use a graphing calculator to graph y = 2x + 5.

10 This is the graph
y = 2x − 1
SOLUTION y = 2x + 5 in the standard
viewing window.
−4 Enter the equation y = 2x + 5 into your −10
0 10
4 calculator. Then graph the equation. The
7. standard viewing window does not show
y = −2x + 1 the graph in its true perspective. Notice
−10
that the tick marks on the y-axis are closer
−6 6
together than the tick marks on the x-axis. 7
To see the graph in its true perspective, This is the graph
y = 2x + 5
use a square viewing window. in a square
−4 viewing window.
3
8. −7 5
y = −1 x − 4 −1
−13 3 2

Monitoring Progress
Determine whether the viewing window is square. Explain.
−7

5
1. −8 ≤ x ≤ 7, −3 ≤ y ≤ 7 2. −6 ≤ x ≤ 6, −9 ≤ y ≤ 9 3. −18 ≤ x ≤ 18, −12 ≤ y ≤ 12
9.
102

y = 1x + 2 Use a graphing calculator to graph the equation. Use a square viewing window.
2
4. y = x + 3 5. y = −x − 2 6. y = 2x − 1
−8 4 1 1
7. y = −2x + 1 8. y = −—3 x − 4 9. y = —2 x + 2

−3 10. How does the appearance of the slope of a line change between a standard viewing window and a
square viewing window?
10. The slope of a line in a square
viewing window appears to be steeper
than in a standard viewing window. 102 Chapter 3 Graphing Linear Functions

hs_al_2022_alg1_se_03co.indd 102 13/02/20 12:30 P

Laurie’s Notes Mathematical Practices (continued from page T-101)

• Figure 1 is a square viewing window 10 8 4

for f(x) = 2∣ x ∣. Figure 2 is the same

function with a window of [−4, 4] and
[−8, 8]. Figure 3 is the same function −15 15 −4 4 −8 8
with a window of [−8, 8] and [−4, 4].
• Throughout this course, you want
students to develop the habit of −10 −8 −4
reasoning about what effect the Figure 1 Figure 2 Figure 3
window has on how the function is viewed.
• Students could work with partners or in groups on Monitoring Progress. Allow private think time before dialogue begins.

102 Chapter 3 ALABAMA EDITION

Laurie’s Notes Dynamic Teaching Tools
Dynamic Assessment System
Lesson Plans
Dynamic Classroom
Overview of Section 3.1
Introduction
• Students have prior knowledge of functions from middle school. Their understanding may be
limited to discrete functions.
Words: Listing Ordered Pairs:
adding 2 to input to get output (1, 3), (2, 4), (3, 5)

Input-Output Table: Mapping Diagram:

Input, x 1 2 3
1 3
Output, y 3 4 5 2 4
3 5

Graph: Equation:
y y=x+2
4

0
0 2 4 x

• In this lesson, students will be introduced to functions whose domain and/or range are
infinite. There is a fair amount of vocabulary for students to learn and use in their discussions.
Explain that just as smart phones and soccer have vocabulary associated with them, there is a
vocabulary associated with functions.

Resources
• Student whiteboards can be used in a group of four to represent a function in different ways.

Teaching Strategy
• Selective Responses: When students are working alone or with partners on a problem,
teachers have the opportunity to circulate about the room to see different approaches.
Students’ work varies, revealing their thinking and conceptions about the mathematics.
Discourse about the mathematics and student comprehension can both be improved if we are
thoughtful in how responses (students’ work) are displayed.
• I carry a clipboard with me as I circulate so that I can make notes about the order in which
I want to call on students. If I leave it to chance when I call on students to share their
solutions, then I lose the ability to control the sequence of responses. I do not want the first
response to be the most polished, efficient, or eloquent. Knowing the outcome(s) I want from
the activity or problem, I look for particular work that clearly demonstrates the outcome. If
there is a particular mathematical practice that is evident in the students’ work, I also want to
highlight that.

Pacing Suggestion
• The problems students will work in the explorations are similar to Example 1 in the formal
lesson. If students recall prior work with functions, you might omit the explorations and
start with Example 1. If student background is not adequate, spend sufficient time working
through both explorations.

ALABAMA EDITION Section 3.1 T-102

 ALABAMA
STANDARDS
Laurie’s Notes
A1.15 Define a function as a mapping
from one set (called the domain) to another
set (called the range) that assigns to each Exploration
element of the domain exactly one element
of the range. Motivate
• Ask for a volunteer who will not mind you measuring his or her head for a hat. See the chart
A1.16 Compare and contrast relations
for sizes.
and functions represented by equations,
graphs, or tables that show related values; Hat size 6—12 6—58 6—34 6—78 7 7—18 7—14 7—38 7—12 7—58 7—34 7—78 8
determine whether a relation is a function.
Explain that a function f is a special kind of Inches 20—12 20—78 21—14 21—58 22 22—12 22—87 23—41 23—58 24 24—38 24—34 25—14
relation defined by the equation y = f (x).
Centimeters 52 53 54 55 56 57 58 59 60 61 62 63 64
X-SMALL SMALL MEDIUM LARGE X-LARGE XX-LARGE

“What is the input for determining your hat size?” size of your head in inches or centimeters
( )
“What are the outputs?” hat size as a number 6—12 , 6—58, … or a category (x-small, small, …)
• Discuss: A relation pairs inputs and outputs. The information in this example could be
written as the ordered pair (measurement of head, hat size). Each head measurement is
Learning Target paired with exactly one hat size, and we call it a function.
Understand the concept of a
function. Exploration 1
• Students should be familiar with different ways functions are represented.
Success Criteria If students are stuck, ask, “Could this function be represented in an input-output table?” yes
• Determine whether a relation is “Could this function be represented as a set of ordered pairs?” yes
a function. • Construct Viable Arguments and Critique the Reasoning of Others: Circulate so
• Find the domain and range of a you know what methods of representation students have used. Ask students to present based
function. on the different methods they chose. Be selective in who you ask to present so that you have
• Distinguish between indepen- multiple methods covered. Representing the function as an equation is generally the most
dent and dependent variables. challenging, so hold this response for last.

Exploration 2
COMMON ERROR Students will often think that neither a nor b are functions because the
number 8 is repeated. Have students go back to the definition of a function and determine when
the conditions of the definition are met.
• Construct Viable Arguments and Critique the Reasoning of Others: When the
relation is not a function, expect students to be explicit in their rationale of why the definition
of a function is not met.
• Extension: If you are using the entire class period for the two explorations, you might ask
students to look back at each of the relations in Exploration 2 and interchange the input and
output. Is the new relation a function?

Communicate Your Answer

• Students should define a function versus how a function is represented.
• Challenge students to think of contextual examples of relations and functions.

Connecting to Next Step

• If you feel students are comfortable with determining when a relation is a function, assign
items from Exercises 3−8 on page 108. In beginning the formal lesson, you might omit
Example 1.

T-103 Chapter 3 ALABAMA EDITION

 3.1 Functions Dynamic Teaching Tools
Essential Question What is a function?
Dynamic Assessment System
ALABAMA Lesson Plans
STANDARDS A relation pairs inputs with outputs. When a relation is given as ordered pairs, the
x-coordinates are inputs and the y-coordinates are outputs. A relation that pairs each Dynamic Classroom
A1.15, A1.16
input with exactly one output is a function.

Describing a Function ANSWERS

1. a. Each x-coordinate is paired with
Work with a partner. Functions can be described in many ways.
exactly one y-coordinate.
● by an equation y
b. Sample answer: (0, 8), (1, 6),
● by an input-output table 8
(2, 4), (3, 2), (4, 0);
● using words
6
● by a graph Input, x 0 1 2 3 4
4
ANALYZING ● as a set of ordered pairs
Output, y 8 6 4 2 0
RELATIONSHIPS 2
a. Explain why the graph shown represents a function.
To be proficient in math, 2. a. function; Each input value is
b. Describe the function in two other ways. 0
you need to analyze 0 2 4 6 8 x
relationships
paired with exactly one output
mathematically to Identifying Functions value.
draw conclusions. b. not a function; The input value
Work with a partner. Determine whether each relation represents a function.
Explain your reasoning.
of 8 is paired with more than one
output value.
a.
Input, x 0 1 2 3 4 c. not a function; The input value
Output, y 8 8 8 8 8 of 3 is paired with more than one
output value.
b.
Input, x 8 8 8 8 8
d. not a function; The input values
Output, y 0 1 2 3 4 of 5 and 7 are each paired with
more than one output value.
c. Input, x Output, y d. y
e. function; Each input value is
8
1 8 paired with exactly one output
2 9 6
value.
3 10
11 4 f. not a function; The input value of
2 −1 is paired with more than one
output value.
e. (− 2, 5), (−1, 8), (0, 6), (1, 6), (2, 7) 0
0 2 4 6 8 x
g. function; Each input frequency
f. (−2, 0), (−1, 0), (−1, 1), (0, 1), (1, 2), (2, 2) is paired with exactly one output
g. Each radio frequency x in a listening area has exactly one radio station y. radio station.
h. The same television station x can be found on more than one channel y. h. not a function; Each input
i. x = 2 television station is paired with
j. y = 2x + 3 more than one output channel.

Communicate Your Answer i. not a function; The input value

of 2 is paired with every possible
3. What is a function? Give examples of relations, other than those in output value of y.
Explorations 1 and 2, that (a) are functions and (b) are not functions.
j. function; Each input value of x
ALABAMA EDITION Section 3.1 Functions 103
is paired with exactly one output
value of y.
3. a relation that pairs each input with
hs_al_2022_alg1_se_0301.indd 103 13/02/20 7:05 PM exactly one output
a. Sample answer: (0, 10), (1, 20),
(2, 30); y = −5x
b. Sample answer: (0, 10), (0, 20),
(0, 30); x = −5

ALABAMA EDITION Section 3.1 103

 3.1 Lesson Learning Target: Understand the concept of a function.

Differentiated Instruction Success Criteria: • I can determine whether a relation is a function.

• I can find the domain and range of a function.
• I can distinguish between independent and dependent variables.
Organization Core Vocabul
Vocabulary
larry
Have students choose a functional relation, p. 104
function, p. 104
Determining Whether Relations Are Functions
relationship and then make a chart to
domain, p. 106 A relation pairs inputs with outputs. When a relation is given as ordered pairs, the
show the different ways to describe it. x-coordinates are inputs and the y-coordinates are outputs. A relation that pairs each
range, p. 106
independent variable, p. 107
input with exactly one output is a function.
Way to Describe Example dependent variable, p. 107
Determining Whether Relations Are Functions
Equation Previous
ordered pair Determine whether each relation is a function. Explain.
Input-output table mapping diagram
a. (−2, 2), (−1, 2), (0, 2), (1, 0), (2, 0)
Words b. (4, 0), (8, 7), (6, 4), (4, 3), (5, 2)
Graph c.
Input, x −2 −1 0 0 1 2
Set of ordered pairs Output, y 3 4 5 6 7 8
REMEMBER
A relation can be d. Input, x Output, y
represented by a
mapping diagram. −1 4
Extra Example 1 15
3
Determine whether each relation is a 11
function. Explain.
a. (−3, 1), (−2, 1), (−1, 1), (0, 1), (1, 1) SOLUTION
The relation is a function. Every input a. Every input has exactly one output.
has exactly one output. So, the relation is a function.
b. (1, 3), (2, 4), (3, 5), (1, 5), (4, 6) The b. The input 4 has two outputs, 0 and 3.
relation is not a function. The input 1
So, the relation is not a function.
has two outputs, 3 and 5.
c. The input 0 has two outputs, 5 and 6.
c.
So, the relation is not a function.
Input, x 0 2 4 6 8 10
d. Every input has exactly one output.
Output, y 0 1 2 3 4 5
So, the relation is a function.
The relation is a function. Every input
has exactly one output. Monitoring Progress Help in English and Spanish at BigIdeasMath.com
d. Input, x Output, y Determine whether the relation is a function. Explain.
1. (−5, 0), (0, 0), (5, 0), (5, 10) 2. (−4, 8), (−1, 2), (2, −4), (5, −10)
2 −4
3 −6 3. 4. Input, x Output, y
Input, x Output, y
4 −8 2 2.6 −2
1
4 5.2 — 0
2
The relation is not a function. The input 6 7.8 4

2 has two outputs, −4 and −6.

104 Chapter 3 Graphing Linear Functions ALABAMA EDITION

MONITORING PROGRESS
ANSWERS
1. not a function; The input 5 has two
outputs, 0 and 10. hs_al_2022_alg1_se_0301.indd 104 13/02/20 12:34 PM

2. function; Every input has exactly Laurie’s Notes Teacher Actions

one output.
3. function; Every input has exactly • The definition of relation and function were presented for the exploration. Check student
one output. understanding of the definitions.
• If the two explorations were completed, use Monitoring Progress as a closure for the previous
4. not a function; The input —12 has three
outputs, −2, 0, and 4. class or a warm-up for the second day.
Advancing Question: “Do the number of inputs and outputs in a relation have to be the
same? Explain.” no; The inputs just have to be paired with an output.
Advancing Question: “Do the number of inputs and outputs in a function have to be the
same? Explain.” no; Each input just has to be paired with exactly one output. The output could
be the same for two inputs.

104 Chapter 3 ALABAMA EDITION

 Core Concept Extra Example 2
Vertical Line Test Determine whether each graph represents
Words A graph represents a function when no vertical line passes through more a function. Explain.
than one point on the graph.
a. y
Examples Function Not a function
y y
4

x x
0
0 2 4 6 x

Using the Vertical Line Test

The graph represents a function. No
vertical line can be drawn through more
Determine whether each graph represents a function. Explain.
than one point on the graph.
a. y b. y
y
b.
4 4
4
2 2

0 0 2
0 2 4 6 x 0 2 4 6 x

SOLUTION 0
0 2 4 6 x
a. You can draw a vertical line through b. No vertical line can be drawn through
(2, 2) and (2, 5). more than one point on the graph. The graph does not represent a
So, the graph does not So, the graph represents function. A vertical line can be drawn
represent a function. a function. through more than one point on the
graph, such as through points (6, 1)
Monitoring Progress Help in English and Spanish at BigIdeasMath.com and (6, 5).
Determine whether the graph represents a function. Explain.
5. y
6
6. y
6
MONITORING PROGRESS
ANSWERS
4 4 5. function; No vertical line can be
2 2
drawn through more than one point
on the graph.
0 0
0 2 4 6 x 0 2 4 6 x 6. function; No vertical line can be
drawn through more than one point
7. y 8. y
6 6
on the graph.
7. not a function; A vertical line can be
4 4
drawn through more than one point
2 2
on the graph at several places, such as
(3, 0) and (3, 6).
0 0
0 2 4 6 x 0 2 4 6 x 8. function; No vertical line can be
drawn through more than one point
on the graph.
ALABAMA EDITION Section 3.1 Functions 105

hs_al_2022_alg1_se_0301.indd 105 13/02/20 12:34 PM

Laurie’s Notes Teacher Actions

• Teaching Tip: Graph two different relations, A = {(1, 2), (1, 4), (2, 4)} and
B = {(1, 4), (2, 4), (3, 2)}. Ask whether they are both functions. Highlight (with a vertical line) the
two ordered pairs that make A not a function.
• Write the Core Concept and refer to the relations A and B in the Teaching Tip or draw new
examples.
“What is true about ordered pairs whose orientation is vertical?” They have the same x-value
(input) but different y-values (outputs).

ALABAMA EDITION Section 3.1 105

 Finding the Domain and Range of a Function
English Language Learners
Core Concept
Vocabulary The Domain and Range of a Function
Have students make a table to show The domain of a function is the set of all possible input values.
how the terms used to describe a The range of a function is the set of all possible output values.
function are related.
−2
Input Output input
−6
output
x-values y-values
Domain Range
Independent Dependent
variable variable
Finding the Domain and Range from a Graph

Find the domain and range of the function represented by the graph.
a. y b. y
Extra Example 3 4
2
Find the domain and range of the function 2
represented by the graph. −3 1 3x
−2 2 x
a. y −2
−2

2
SOLUTION
a. Write the ordered pairs. Identify the b. Identify the x- and y-values represented
−2 2 x inputs and outputs. by the graph.
y
−2 inputs
2
(−3, −2), (−1, 0), (1, 2), (3, 4) range
−3 1 3x
STUDY TIP
The domain is −3, −1, 1, and 3. The A relation also has a
outputs −2

range is 3, 1, −1, and −3. domain and a range.

b. y The domain is −3, −1, 1, and 3. domain
The range is −2, 0, 2, and 4.
The domain is −2 ≤ x ≤ 3.
2 The range is −1 ≤ y ≤ 2.

−2 2 x Monitoring Progress Help in English and Spanish at BigIdeasMath.com

Find the domain and range of the function represented by the graph.
−2
9. y 10. y

4 6

The domain is −1 ≤ x ≤ 3. The range 2 4

is −3 ≤ y ≤ 2. −2 2 x
2

0
0 2 4 6 x
MONITORING PROGRESS
ANSWERS 106 Chapter 3 Graphing Linear Functions ALABAMA EDITION
9. domain: −2, −1, 0, 1, 2;
range: 0, 2, 4
10. domain: 1 ≤ x ≤ 5; range: 0 ≤ y ≤ 4
hs_al_2022_alg1_se_0301.indd 106 13/02/20 12:34 PM

Laurie’s Notes Teacher Actions

• Write the Core Concept. The graphic of a function machine should help students conceptualize
the idea of entering an input value, applying a rule, and obtaining the output value. Relate this
to a vending machine.
• Common Misconception: In finding the domain and range in part (b), students may only
identify the integers associated with the endpoints of the segments.
Turn and Talk: “In Example 3, how many different values are in the domain for each part?”
(a) 4; (b) infinite number “How many different values are in the range?” (a) 4; (b) infinite
number

106 Chapter 3 ALABAMA EDITION

 Identifying Independent and Dependent Variables
The variable that represents the input values of a function is the independent variable
Extra Example 4
because it can be any value in the domain. The variable that represents the output The function c = 6t + 8 represents the
values of a function is the dependent variable because it depends on the value of the cost c for t T-shirts plus shipping.
independent variable. When an equation represents a function, the dependent variable
is defined in terms of the independent variable. The statement “y is a function of x” a. Identify the independent and
means that y varies depending on the value of x. dependent variables. independent
y = −x + 10 variable: t; dependent variable: c
b. The domain is 1, 2, 3, 4, and 5. What is
dependent variable, y independent variable, x
the range? 14, 20, 26, 32, 38

Identifying Independent and Dependent Variables MONITORING PROGRESS

The function y = −3x + 12 represents the amount y (in fluid ounces) of juice ANSWERS
remaining in a bottle after you take x gulps. 11. a. a is the dependent variable and b
a. Identify the independent and dependent variables. is the independent variable.
b. The domain is 0, 1, 2, 3, and 4. What is the range? b. 14, 10, 6, 2
12. a. t is the dependent variable and m
SOLUTION
is the independent variable.
a. The amount y of juice remaining depends on the number x of gulps.
b. domain: 0 ≤ m ≤ 15;
So, y is the dependent variable, and x is the independent variable. range: 65 ≤ t ≤ 350
b. Make an input-output table to find the range.

Input, x −3x + 12 Output, y

0 −3(0) + 12 12
1 −3(1) + 12 9
2 −3(2) + 12 6
3 −3(3) + 12 3
4 −3(4) + 12 0

The range is 12, 9, 6, 3, and 0.

Monitoring Progress Help in English and Spanish at BigIdeasMath.com

11. The function a = −4b + 14 represents the number a of avocados you have left
after making b batches of guacamole.
a. Identify the independent and dependent variables.
b. The domain is 0, 1, 2, and 3. What is the range?

12. The function t = 19m + 65 represents the temperature t (in degrees Fahrenheit)
of an oven after preheating for m minutes.
a. Identify the independent and dependent variables.
b. A recipe calls for an oven temperature of 350°F. Describe the domain and
range of the function.

ALABAMA EDITION Section 3.1 Functions 107

hs_al_2022_alg1_se_0301.indd 107 13/02/20 12:34 PM

Laurie’s Notes Teacher Actions

• Discuss the meaning of independent variables and dependent variables. Use an example to help
make the point of the dependent variable depending on the value of the independent variable.
• Example: In the equation y = 0.99x, the cost y in dollars of buying songs depends on the
number of songs x. So, x is the independent variable (any number of songs may be purchased),
and y is the dependent variable (the cost depends on the number of songs purchased).
• Monitoring Progress: Explain, if necessary, what preheating means in Question 12.
Closure
• Exit Ticket: Make an input-output table for the function x −2 0 2 4
y = −2x + 3 using the inputs −2, 0, 2, 4.
y 7 3 −1 −5

ALABAMA EDITION Section 3.1 107

 Assignment Guide and
3.1 Exercises Dynamic Solutions available at BigIdeasMath.com

Homework Check
ASSIGNMENT Vocabulary and Core Concept
p Check
1. WRITING How are independent variables and dependent variables different?
Basic: 1, 2, 3−21 odd, 28, 29, 44−51
2. DIFFERENT WORDS, SAME QUESTION Which is different? Find “both” answers.
Average: 1, 2, 4−24 even, 28, 29, 36,
44−51 x −1 0 1
Find the range of the function Find the inputs of the function
Advanced: 1, 2, 6−24 even, 25−30, represented by the table. represented by the table. y 7 5 −1
32−42 even, 44−51
Find the x-values of the function represented Find the domain of the function represented
by (−1, 7), (0, 5), and (1, −1). by (−1, 7), (0, 5), and (1, −1).
HOMEWORK CHECK
Basic: 3, 7, 11, 13, 17
Average: 4, 8, 10, 14, 18 Monitoring Progress and Modeling with Mathematics
Advanced: 6, 12, 16, 18, 24
In Exercises 3– 8, determine whether the relation is a 11. y 12.
function. Explain. (See Example 1.) 6
y

3. (1, −2), (2, 1), (3, 6), (4, 13), (5, 22) 2
4
ANSWERS
1. The independent variable can be 4. (7, 4), (5, −1), (3, −8), (1, −5), (3, 6) 2 1 3 5 7x
−2
any value in the domain, but the 5. Input, x Output, y 6. Input, x Output, y 0
0 2 4 6 x
dependent variable depends on the
values of the independent variable. 0 −3 −10
1 0 −8 1 In Exercises 13–16, find the domain and range of the
2. Find the range of the function function represented by the graph. (See Example 3.)
2 3 −6
represented by the table; −1, 5, 7; 3 2 −4
2
13. y 14. y
−1, 0, 1 1 −2 2 4
3. function; Every input has exactly one
2
output. −2 2 x
7.
Input, x 16 1 0 1 16 −2
4. not a function; The input 3 has two −2 2 4x

outputs, −8 and 6. Output, y −2 −1 0 1 2

5. not a function; The input 2 has two 15. y 16. y

8. 6
outputs, 3 and 2. Input, x −3 0 3 6 9
6
Output, y 11 5 −1 −7 −13 4
6. function; Every input has exactly one 4
output.
2
In Exercises 9 –12, determine whether the graph
7. not a function; The input 16 has two
represents a function. Explain. (See Example 2.) −4 −2 2x
0
outputs, −2 and 2, and the input 1 0 2 4 6 x
9. y 10. y
has two outputs, −1 and 1. 17. MODELING WITH MATHEMATICS The function
6 6
8. function; Every input has exactly one y = 25x + 500 represents your monthly rent y
output. 4 4 (in dollars) when you pay x days late.
(See Example 4.)
9. function; No vertical line can be 2 2
a. Identify the independent and dependent variables.
drawn through more than one point 0 0
0 2 4 6 x 0 2 4 6 x b. The domain is 0, 1, 2, 3, 4, and 5. What is
on the graph.
the range?
10. not a function; Three vertical lines
can be drawn through more than one 108 Chapter 3 Graphing Linear Functions ALABAMA EDITION
point on the graph, including one
through (0, 2) and (0, 4).
11. not a function; A vertical line can be
17.hs_al_2022_alg1_se_0301.indd
a. y is the dependent 108
variable and x is the 13/02/20 12:34 PM

drawn through more than one point

independent variable.
on the graph in many places, such as
(4, 0) and (4, 6). b. 500, 525, 550, 575, 600, 625
12. function; No vertical line can be
drawn through more than one point
on the graph.
13. domain: −2, −1, 0, 1, 2; range: −2,
0, 2
14. domain: −2, 0, 2, 4; range: 3
15. domain: −4 ≤ x ≤ 2; range: 2 ≤ y ≤ 6
16. domain: 2 < x < 7; range: 1 < y < 6

108 Chapter 3 ALABAMA EDITION

 18. MODELING WITH MATHEMATICS The function 24. MULTIPLE REPRESENTATIONS The function
y = 3.5x + 2.8 represents the cost y (in dollars) 1.5x + 0.5y = 12 represents the number of hardcover
of a taxi ride of x miles. books x and softcover books y you can buy at a used Dynamic Teaching Tools
book sale. Dynamic Assessment System
a. Solve the equation for y.
Dynamic Classroom
b. Make an input-output table to find ordered pairs
for the function.
c. Plot the ordered pairs in a coordinate plane.
ANSWERS
25. ATTENDING TO PRECISION The graph represents a 18. a. y is the dependent variable and x
function. Find the input value corresponding to an is the independent variable.
output of 2.
a. Identify the independent and dependent variables.
b. domain: 0 ≤ x ≤ 20;
y range: 2.8 ≤ y ≤ 72.8
b. You have enough money to travel at most 2
20 miles in the taxi. Find the domain and range 19. A function can have one output
of the function.
−2 2 x
paired with two inputs, but cannot
−2
have one input paired with more than
ERROR ANALYSIS In Exercises 19 and 20, describe and
correct the error in the statement about the relation one output; The relation is a function.
shown in the table. No input is paired with more than one
26. OPEN-ENDED Fill in the table so that when t is the output.
Input, x independent variable, the relation is a function, and
1 2 3 4 5
when t is the dependent variable, the relation is not
20. The given list is the domain of the
Output, y 6 7 8 6 9 a function. function; The range is 6, 7, 8, 9.
21. The amount of time is the dependent

✗
19. t variable and the number of quarters is
The relation is not a function. One
v the independent variable.
output is paired with two inputs.
22. The battery power remaining is the
27. ANALYZING RELATIONSHIPS You select items in a

✗
20. dependent variable and the amount
The relation is a function. The vending machine by pressing one letter and then
one number. of time you listen is the independent
range is 1, 2, 3, 4, and 5.
variable.
23. a. Sample answer: The balance of
ANALYZING RELATIONSHIPS In Exercises 21 and 22, the savings account is $100 in
identify the independent and dependent variables.
month 0 and increases by $25 per
21. The number of quarters you put into a parking meter month through month 4.
affects the amount of time you have on the meter.
b. (0, 100), (1, 125), (2, 150),
22. The battery power remaining on your MP3 player is (3, 175), (4, 200)
based on the amount of time you listen to it.
c. y
250
23. MULTIPLE REPRESENTATIONS The balance
y (in dollars) of your savings account is a function
200
of the month x.

Balance (dollars)
Month, x 0 1 2 3 4 150

Balance
100 125 150 175 200 a. Explain why the relation that pairs letter-number 100
(dollars), y
combinations with food or drink items is
a. Describe this situation in words. a function. 50

b. Write the function as a set of ordered pairs. b. Identify the independent and dependent variables. 0
0 2 4 x
c. Plot the ordered pairs in a coordinate plane. c. Find the domain and range of the function.
Month
ALABAMA EDITION Section 3.1 Functions 109
24. a. y = 24 − 3x
b. (0, 24), (1, 21), (2, 18), (3, 15),
hs_al_2022_alg1_se_0301.indd 109 13/02/20 12:34 PM
(4, 12), (5, 9), (6, 6), (7, 3), (8, 0)
25. −2 y
c.
26. Sample answer: 1, 2, 3, 4; 3, 0, 7, 0 30

27. a. Each letter-number combination 24

is paired with exactly one food or
Softcover

drink item. 18

b. The food item is the dependent variable 12

and the letter-number combination is the
independent variable. 6

c. domain: A1, A2, A3, B1, B2, B3, B4,

0
C1, C2, C3, C4; range: popcorn, nuts, 0 2 4 6 8 x

pretzels, protein bar, granola bar, cereal, Hardcover

energy bar, orange juice, water, milk

ALABAMA EDITION Section 3.1 109

 28. HOW DO YOU SEE IT? The graph represents the 34. A function pairs each chaperone on a school trip
ANSWERS height h of a projectile after t seconds. with 10 students.
28. a. No vertical line can be drawn
Height of a Projectile
through more than one point on REASONING In Exercises 35–38, tell whether the
h statement is true or false. If it is false, explain why.

Height (feet)
the graph. 25
20
b. Sample answer: 20 ft; 29 ft 35. Every function is a relation.
15
10
c. Sample answer: 0 ≤ t ≤ 2.6 5 36. Every relation is a function.
d. no; There are many values of 0
0 0.5 1 1.5 2 2.5 t
37. When you switch the inputs and outputs of any
h that have two corresponding Time (seconds)
function, the resulting relation is a function.
values of t.
a. Explain why h is a function of t. 38. When the domain of a function has an infinite number
29–51. See Additional Answers.
b. Approximate the height of the projectile after of values, the range always has an infinite number
0.5 second and after 1.25 seconds. of values.

c. Approximate the domain of the function. 39. MATHEMATICAL CONNECTIONS Consider the
d. Is t a function of h? Explain. triangle shown.

Mini-Assessment
1. Determine whether the relation is a 29. MAKING AN ARGUMENT Your friend says that a line h 13
always represents a function. Is your friend correct?
function. Explain. Explain.
(−5, −1), (−4, 1), (−3, 3), (−1, 5),
30. THOUGHT PROVOKING Write a function in which 10
(1, 7) The relation is a function. the inputs and/or the outputs are not numbers.
a. Write a function that represents the perimeter of
Every input has exactly one output. Identify the independent and dependent variables.
the triangle.
Then find the domain and range of the function.
2. Determine whether the graph b. Identify the independent and dependent variables.
represents a function. Explain. ATTENDING TO PRECISION In Exercises 31–34, c. Describe the domain and range of the function.
y determine whether the statement uses the word function (Hint: The sum of the lengths of any two sides
in a way that is mathematically correct. Explain your of a triangle is greater than the length of the
reasoning. remaining side.)
4
31. The selling price of an item is a function of the cost of
REASONING In Exercises 40–43, find the domain and
making the item.
2 range of the function.
32. The sales tax on a purchased item in a given state is a 40. y = ∣ x ∣ 41. y = −∣ x ∣
function of the selling price.
0
0 2 4 6 x 42. y = ∣ x ∣ − 6 43. y = 4 − ∣ x ∣
33. A function pairs each student in your school with a
The graph does not represent a homeroom teacher.
function. A vertical line can be
drawn through (2, 2) and (2, 4).
Maintaining Mathematical Proficiency Reviewing what you learned in previous grades and lessons

Write the sentence as an inequality. (Section 2.1)

3. Find the domain and range of the
44. A number y is less than 16. 45. Three is no less than a number x.
function represented by the graph.
y 46. Seven is at most the quotient of a number d and −5.

47. The sum of a number w and 4 is more than −12.

2
Evaluate the expression. (Skills Review Handbook)
48. 112 49. (−3)4 50. −52 51. 25
−2 2 x

−2 110 Chapter 3 Graphing Linear Functions ALABAMA EDITION

The domain is −3 ≤ x ≤ 2. The hs_al_2022_alg1_se_0301.indd 110 13/02/20 12:34 PM

range is −3 ≤ y ≤ 1.
4. The function y = 65x + 50 Section Resources
represents the cost y (in dollars)
for wwx hours of plumbing work. Surface Level Deep Level
a. Identify the independent and Resources by Chapter Resources by Chapter
dependent variables. • Practice A and Practice B • Enrichment and Extension
independent variable: x; • Puzzle Time • Cumulative Review
dependent variable: y Differentiating the Lesson Dynamic Assessment System
b. The domain is 1, 2, 3, 4, and 5. Tutorial Videos • Section Practice
What is the range? 115, 180, Skills Review Handbook
245, 310, 375 Skills Trainer

110 Chapter 3 ALABAMA EDITION

Laurie’s Notes Dynamic Teaching Tools
Dynamic Assessment System
Lesson Plans
Dynamic Classroom
Overview of Section 3.2
Introduction
• Students were introduced to linear functions in middle school. This lesson makes this content
secure, along with introducing the concepts of discrete and continuous domains.
• The approach taken is to use multiple representations (table of values, graphs, and equations)
in determining when the representation is a linear or nonlinear function. The additional
concept of discrete versus continuous domains is then explored.
• The exploration makes use of two Big Ideas from geometry:
• If two figures are similar, then the ratio of their perimeters is equal to the ratio of their
corresponding side lengths. This will be a linear relationship.
• If two figures are similar, then the ratio of their areas is equal to the square of the ratio of
their corresponding side lengths. This will be a nonlinear relationship.

Resources
• Graphing calculators could be used in the exploration or formal lesson. Students can graph an
equation and look at the associated table of values. For discrete data, enter ordered pairs in
the STAT mode of the calculator and graph the associated scatter plot.

Formative Assessment Tips

• Opposing Views: This technique allows students to compare two or more solutions or
ways of thinking about a problem. It can also be used to compare and contrast opposing
4 4
views (i.e., yes, y = — is a linear function, and no, y = — is not a linear function).
x x
• To be informative, students must present more than yes/no answers. Students must be able
to explain their reasoning for classmates to hear. Once the different views are presented, all
students should decide which view most closely reflects their own and give justification for
their thinking. Students can respond in writing or you can solicit viewpoints as a discussion
prompt.
• Construct Viable Arguments and Critique the Reasoning of Others: Using this
formative assessment technique allows you to check students’ conceptual knowledge and
their ability to construct a viable argument.

Applications
• Students will start to see that many of the real-life applications in this book are defined for
nonnegative domains, some discrete and others continuous.

Pacing Suggestion
• The formal lesson is quite long. You might have students complete Exploration 1 and then
move to Example 3 in the formal lesson. Whatever examples are not finished could be done
on the second day.

ALABAMA EDITION Section 3.2 T-110

 ALABAMA
STANDARDS
Laurie’s Notes
A1.12 Create equations in two or more
variables to represent relationships between
quantities in context; graph equations on Exploration
coordinate axes with labels and scales
and use them to make predictions. Limit Motivate
to contexts arising from linear, quadratic, • Hold up two objects that are similar but not congruent (two square pieces of paper, a
exponential, absolute value, and linear baseball and a golf ball, a penny and a quarter).
piecewise functions. Turn and Talk: “Are these objects similar? Explain.” Listen for responses beyond “same
A1.13 Represent constraints by equations shape but different size.”
and/or inequalities, and solve systems of • Hold up two pencils that are different lengths.
equations and/or inequalities, interpreting Turn and Talk: “Are these objects similar? Explain.” Listen for responses that specify that
solutions as viable or nonviable options in a not all dimensions have been changed by the same factor.
modeling context. Limit to contexts arising • In this exploration, attributes of similar rectangles and circles are used as the context for
from linear, quadratic, exponential, absolute
exploring linear and nonlinear patterns. Students should recall that all circles are similar.
value, and linear piecewise functions.
A1.14 Given a relation defined by an Exploration 1
equation in two variables, identify the graph • In parts (a) and (b), students are working with a rectangle whose length is twice its width.
of the relation as the set of all its solutions Students should be able to complete the table and graphs for the rectangles without
plotted in the coordinate plane. difficulty.
A1.15b Relate the domain of a function • In parts (c) and (d), students may switch the formulas for circumference and area of a circle.
to its graph and, where applicable, to • Attend to Precision: Using 3.14 for π and rounding results to the nearest tenth to graph
the quantitative relationship it describes. will be precise enough to discern a visual pattern. If students leave their results in terms of π
Limit to linear, quadratic, exponential, and
in the table, then numeric patterns should be discerned.
absolute value functions.
Turn and Talk: “How do you decide whether the pattern is linear or nonlinear?” Listen for
A1.16 Compare and contrast relations responses that go beyond looking at the graphs.
and functions represented by equations,
• Whiteboarding: Use whiteboards so that results can be quickly displayed by four students
graphs, or tables that show related values;
determine whether a relation is a function. for parts (a) and (b), followed by four students for parts (c) and (d). Two students display the
Explain that a function f is a special kind of table of values and two students display the graphs.
relation defined by the equation y = f(x). • Reason Abstractly and Quantitatively and Construct Viable Arguments and
A1.24b Define linear functions to represent Critique the Reasoning of Others: Ask a volunteer to explain how he or she knows
situations in which one quantity changes at the pattern is linear by looking at the table of values. Listen for language such as “when x
a constant rate per unit interval relative to increases by 1, y increases by the same amount each time.” A student may even say that there
another. is a constant rate of change!
A1.30a Graph linear and quadratic
functions and show intercepts, maxima, and
minima.
Communicate Your Answer
• Think-Pair-Share: Circulate as students are sharing their answers with partners. Make
note of insightful answers that would be beneficial for the whole class to hear.
• In Question 4, students may be challenged to think of a nonlinear example that is not
geometric.

Connecting to Next Step

Learning Target • If you feel students are comfortable with identifying linear and nonlinear patterns in tables
Identify and graph linear functions. of values or graphs, assign items from Exercises 5−14 on page 117. In beginning the formal
lesson, you might omit Examples 1 and 2.
Success Criteria
• Identify linear functions using
graphs, tables, and equations.
• Graph linear functions with
discrete and continuous
domains.
• Write real-life problems that
correspond to discrete or
continuous data.

T-111 Chapter 3 ALABAMA EDITION

 3.2 Linear Functions Dynamic Teaching Tools
Essential Question How can you determine whether a function is
Dynamic Assessment System
ALABAMA linear or nonlinear? Lesson Plans
STANDARDS
Dynamic Classroom
A1.12, A1.13, A1.14, Finding Patterns for Similar Figures
A1.15b, A1.16,
A1.24b, A1.30a Work with a partner. Copy and complete each table for the sequence of similar
figures. (In parts (a) and (b), use the rectangle shown.) Graph the data in each table.
Decide whether each pattern is linear or nonlinear. Justify your conclusion. ANSWERS
1. a. 6, 12, 18, 24, 30;
a. perimeters of similar rectangles b. areas of similar rectangles
P
x x 1 2 3 4 5 x 1 2 3 4 5 40
P A
2x 30

P A
20
40 40
10
30 30
0
20
0 2 4 6 8 10 x
20
linear; The graph is a line.
10 10 b. 2, 8, 18, 32, 50;
0 0 A
0 2 4 6 8 x 0 2 4 6 8 x
40
c. circumferences of circles of radius r d. areas of circles of radius r
30
r 1 2 3 4 5 r 1 2 3 4 5
C A 20

10
USING TOOLS C A

STRATEGICALLY 40 80 0
To be proficient in math, 0 2 4 6 8 x
you need to identify 30 60 nonlinear; The graph is not a line.
relationships using tools,
such as tables and graphs. 20 40
c. 2π or about 6.3, 4π or about
12.6, 6π or about 18.8, 8π or
10 20 about 25.1, 10π or about 31.4;
C
0 0
0 2 4 6 8 r 0 2 4 6 8 r
40

Communicate Your Answer 30

2. How do you know that the patterns you found in Exploration 1 represent 20
functions?
3. How can you determine whether a function is linear or nonlinear? 10

4. Describe two real-life patterns: one that is linear and one that is nonlinear.
0
Use patterns that are different from those described in Exploration 1. 0 2 4 6 8 r
linear; The graph is a line.
ALABAMA EDITION Section 3.2 Linear Functions 111
d. π or about 3.1, 4π or about 12.6,
9π or about 28.3, 16π or about
50.3, 25π or about 78.5;
hs_al_2022_alg1_se_0302.indd 111
3. Sketch the graph of the function. When the
13/02/20 7:04 PM
A

graph is a line, the pattern is linear. When 80

the graph is not a line, the pattern is not
linear. 60

4. Sample answer: Distance traveled during 40

a time interval at constant speed is linear.
Distance traveled during a time interval 20

while accelerating is nonlinear.

0
0 2 4 6 8 r

nonlinear; The graph is not a line.

2. No vertical line can be drawn through
more than one point on any of the
graphs.

ALABAMA EDITION Section 3.2 111

 3.2 Lesson Learning Target: Identify and graph linear functions.

Differentiated Instruction Success Criteria: • I can identify linear functions using graphs, tables, and equations.
• I can graph linear functions with discrete and continuous domains.
• I can write real-life problems that correspond to discrete or
Visual Core Vocabul
Vocabulary
larry continuous data.
In Example 2, have students graph linear equation in
the functions represented by tables two variables, p. 112
linear function, p. 112
Identifying Linear Functions
of ordered pairs to reinforce their A linear equation in two variables, x and y, is an equation that can be written in
nonlinear function, p. 112
understanding of linear and nonlinear solution of a linear equation
the form y = mx + b, where m and b are constants. The graph of a linear equation is
functions. a line. Likewise, a linear function is a function whose graph is a nonvertical line.
in two variables, p. 114
A linear function has a constant rate of change and can be represented by a linear
discrete domain, p. 114
equation in two variables. A nonlinear function does not have a constant rate of
continuous domain, p. 114
change. So, its graph is not a line.
Previous
Extra Example 1 whole number
Identifying Linear Functions Using Graphs
Does the graph represent a linear or
nonlinear function? Explain. Does the graph represent a linear or nonlinear function? Explain.
a. y a. y b. y
3 3

2 1 1

−2 2 x −2 2 x

−2 2 x
−3 −3
−2
SOLUTION
a. The graph is not a line. b. The graph is a line.
The function is nonlinear because the So, the function is nonlinear. So, the function is linear.
graph is not a line.
b. y
Identifying Linear Functions Using Tables

2 Does the table represent a linear or nonlinear function? Explain.

a. b.
x 3 6 9 12 x 1 3 5 7
−2 2 x y 36 30 24 18 y 2 9 20 35

−2
SOLUTION
+3 +3 +3 +2 +2 +2

a. b.
The function is linear because the graph x 3 6 9 12 x 1 3 5 7
REMEMBER
is a line. y 36 30 24 18 y 2 9 20 35
A constant rate of change
describes a quantity that
−6 −6 −6 +7 + 11 + 15
changes by equal amounts
Extra Example 2 over equal intervals. As x increases by 3, y decreases by As x increases by 2, y increases by
Does the table represent a linear or 6. The rate of change is constant. different amounts. The rate of change
is not constant.
nonlinear function? Explain. So, the function is linear.
So, the function is nonlinear.
a. x 2 4 6 8
y 9 18 27 36 112 Chapter 3 Graphing Linear Functions ALABAMA EDITION
The function is linear because the rate
of change is constant. As x increases
by 2, y increases by 9. hs_al_2022_alg1_se_0302.indd 112 13/02/20 12:35 PM

b. x 1 3 5 7 Laurie’s Notes Teacher Actions

y 1 27 125 343 • Write and discuss the vocabulary, connecting it to the exploration with similar figures.
The function is nonlinear because Turn and Talk: “What does ‘a constant rate of change’ mean?” Listen for “as x increases by a
constant rate, y is also increasing at a constant rate.”
the rate of change is not constant.
• Identifying linear equations from a graph is generally easier for students than identifying linear
As x increases by 2, y increases by
equations from a table of values.
different amounts. COMMON ERROR In Example 2(b) there is a pattern by which y is increasing, but it is not a
constant rate. Students may forget that the rate of change must be constant.
• Teaching Tip: Using the curved arrows to record the change between entries in the table of
values helps students to conceptualize the change from one ordered pair to the next.

112 Chapter 3 ALABAMA EDITION

 Monitoring Progress Help in English and Spanish at BigIdeasMath.com Extra Example 3
Does the graph or table represent a linear or nonlinear function? Explain. Which of the following equations
1. y 2. y
represent linear functions? Explain.
3
y = 2 x, y = 5x, y = 3 − 2x2,
2 —
1 x − y = 12, y = √x + 3
−2 2 x −2 2 x
The equations y = 5x and x − y = 12
−2
represent linear functions because they
−3 can be written in the form y = mx + b.
You can rewrite y = 5x as y = 5x + 0
3.
x 0 1 2 3
4.
x 1 2 3 4 and you can rewrite x − y = 12 as
y 3 5 7 9 y 16 8 4 2 y = x − 12. The other equations cannot
be written in the form y = mx + b, so
they cannot represent linear functions.
Identifying Linear Functions Using Equations

Which of the following equations represent linear functions? Explain. MONITORING PROGRESS
— 2
y = 3.8, y = √ x , y = 3x, y = —, y = 6(x − 1), and x 2 − y = 0 ANSWERS
x
1. linear; The graph is a line.
SOLUTION 2. nonlinear; The graph is not a line.
— 2
You cannot rewrite the equations y = √x , y = 3x, y = —, and x 2 − y = 0 in the form 3. linear; As x increases by 1, y
x
y = mx + b. So, these equations cannot represent linear functions. increases by 2. The rate of change is
You can rewrite the equation y = 3.8 as y = 0x + 3.8 and the equation constant.
y = 6(x − 1) as y = 6x − 6. So, they represent linear functions. 4. nonlinear; As x increases by 1, y
decreases by different amounts. The
rate of change is not constant.
Monitoring Progress Help in English and Spanish at BigIdeasMath.com
5. linear; It can be written in the form
Does the equation represent a linear or nonlinear function? Explain. y = 1x + 9.
3x 6. linear; It can be written in the form
5. y = x + 9 6. y = — 7. y = 5 − 2x 2
5
y = —35 x + 0.

Concept Summary 7. nonlinear; It cannot be written in the

form y = mx + b.
Representations of Functions
Words An output is 3 more than the input.
Equation y=x+3
Input-Output Table Mapping Diagram Graph
Input, x Output, y y
Input, x Output, y 6

−1 2 −1 2
4
0 3
0 3
1 4
1 4 2
2 5
2 5
−2 2 4 x

ALABAMA EDITION Section 3.2 Linear Functions 113

hs_al_2022_alg1_se_0302.indd 113 13/02/20 12:35 PM

Laurie’s Notes Teacher Actions

• Have students check with their neighbors when they complete Questions 1−4.
Pose Example 3 and give students time to discuss their thinking with their partners. You may
have students who believe you need to have two variables, x and y, in the equation for it to be
linear. The only input you should offer to student discussions is to ask students what a linear
function is.
• Opposing Views: Take each function separately and ask two students with opposing views (is
a linear function, is not a linear function) to explain the reasoning for their view.
3x
COMMON ERROR In Question 6, students may not recognize that y = — is equivalent to
3 5
y = —x.
5

ALABAMA EDITION Section 3.2 113

 Graphing Linear Functions
English Language Learners A solution of a linear equation in two variables is an ordered pair (x, y) that makes
the equation true. The graph of a linear equation in two variables is the set of points
(x, y) in a coordinate plane that represents all solutions of the equation. Sometimes
Vocabulary the points are distinct, and other times the points are connected.
Discuss with students the everyday
meanings of the terms discrete
and continuous. Then relate those
Core Concept
Discrete and Continuous Domains
meanings to how the terms are used
A discrete domain is a set of input values that consists of only certain numbers
in mathematics. in an interval.
Example: Integers from 1 to 5
−2 −1 0 1 2 3 4 5 6

Extra Example 4 A continuous domain is a set of input values that consists of all numbers in
an interval.
The linear function y = 1.25x represents
Example: All numbers from 1 to 5
the cost y (in dollars) of x bottles of −2 −1 0 1 2 3 4 5 6

orange juice. Each customer can buy a

maximum of 5 bottles.
Graphing Discrete Data
a. Find the domain of the function. Is
the domain discrete or continuous? The linear function y = 15.95x represents the cost y (in dollars) of x tickets for a
museum. Each customer can buy a maximum of four tickets.
Explain. The maximum number of STUDY TIP a. Find the domain of the function. Is the domain discrete or continuous? Explain.
bottles a customer can buy is 5. The The domain of a function
b. Graph the function using its domain.
domain is 0, 1, 2, 3, 4, and 5. It is depends on the real-life
context of the function,
discrete because x represents the not just the equation that SOLUTION
number of bottles, which must be a represents the function. a. You cannot buy part of a ticket, only a certain number of tickets. Because
x represents the number of tickets, it must be a whole number. The maximum
whole number.
number of tickets a customer can buy is four.
b. Graph the function using its domain.
So, the domain is 0, 1, 2, 3, and 4, and it is discrete.
Bottles of Orange Juice b. Step 1 Make an input-output table to find the ordered pairs.
y
(5, 6.25) Museum Tickets Input, x 15.95x Output, y (x, y)
6
Cost (dollars)

y
70
0 15.95(0) 0 (0, 0)
(4, 5) (4, 63.8)
Cost (dollars)

4 60 1 15.95(1) 15.95 (1, 15.95)

(3, 3.75) 50
(3, 47.85) 2 15.95(2) 31.9 (2, 31.9)
(2, 2.5) 40
2 (2, 31.9)
(1, 1.25) 30 3 15.95(3) 47.85 (3, 47.85)
20
(0, 0) (1, 15.95)
0 10 4 15.95(4) 63.8 (4, 63.8)
0 2 4 6 x (0, 0)
0
0 1 2 3 4 5 6 x
Number of bottles Step 2 Plot the ordered pairs. The domain is discrete. So, the graph consists of
Number of tickets
individual points.

MONITORING PROGRESS
Monitoring Progress Help in English and Spanish at BigIdeasMath.com
ANSWER
8. The linear function m = 50 − 9d represents the amount m (in dollars) of money
8. a. 0, 1, 2, 3, 4, 5; discrete; Sample
you have after buying d DVDs. (a) Find the domain of the function. Is the domain
answer: The number of DVDs discrete or continuous? Explain. (b) Graph the function using its domain.
bought must be a whole number
and m must be at least 0.
b. m (0, 50) 114 Chapter 3 Graphing Linear Functions ALABAMA EDITION
50

(1, 41)
Money left (dollars)

40

(2, 32)
30 hs_al_2022_alg1_se_0302.indd 114 13/02/20 12:35 PM

20
(3, 23) Laurie’s Notes Teacher Actions
(4, 14)
10
• Write and discuss what a solution of a linear equation in two variables is.
(5, 5) • Write the Core Concept.
0
0 2 4 6 d
• Big Idea: Continuous does not mean that the graph continues infinitely. Continuous is defined
DVDs purchased here for an interval.
• FYI: Students may be confused by the homophones discreet (judicious in one’s conduct or
speech; prudent) and discrete (apart or detached from others; distinct).
Finish Example 4 and ask, “Can you think of other contexts where the domain would be
discrete?” Give partners time to talk, and then use Popsicle Sticks to solicit answers. Sample
answer: the number of seats on an airplane

114 Chapter 3 ALABAMA EDITION

 Graphing Continuous Data
Extra Example 5
A cereal bar contains 130 calories. The number c of calories consumed is a function A runner’s speed is 5 miles per hour. The
of the number b of bars eaten.
number m of miles run is a function of the
a. Does this situation represent a linear function? Explain.
number h of hours spent running.
b. Find the domain of the function. Is the domain discrete or continuous? Explain.
STUDY TIP a. Does this situation represent a linear
c. Graph the function using its domain.
When the domain of function? Explain. This situation
a linear function is not SOLUTION represents a linear function. As h
specified or cannot be
obtained from a real-life a. As b increases by 1, c increases by 130. The rate of change is constant. increases by 1, m increases by 5. The
context, it is understood rate of change is constant.
So, this situation represents a linear function.
to be all real numbers.
b. You can eat part of a cereal bar. The number b of bars eaten can be any value
b. Find the domain of the function. Is
greater than or equal to 0. the domain discrete or continuous?
So, the domain is b ≥ 0, and it is continuous. Explain. The domain is h ≥ 0, and it is
c. Step 1 Make an input-output table to find ordered pairs.
continuous. The number of hours spent
running can be any value greater than
Input, b Output, c (b, c)
or equal to 0.
0 0 (0, 0)
c. Graph the function using its domain.
Cereal Bar Calories 1 130 (1, 130)
c
Calories consumed

700
2 260 (2, 260) Miles Run
600 3 390 (3, 390)
(4, 520) m
500

Number of miles
400 4 520 (4, 520) 30
(3, 390) (5, 25)
300
200
(2, 260) (4, 20)
(1, 130) Step 2 Plot the ordered pairs. 20
100 (3, 15)
(0, 0) Step 3 Draw a line through the points. The line should start at (0, 0) and continue
0
0 1 2 3 4 5 6b
(2, 10)
to the right. Use an arrow to indicate that the line continues without end, 10
(1, 5)
Number of as shown. The domain is continuous. So, the graph is a line with a domain
bars eaten (0, 0)
of b ≥ 0. 0
0 2 4 6 h
Number of hours

Monitoring Progress Help in English and Spanish at BigIdeasMath.com

9. Is the domain discrete or continuous? Explain.

MONITORING PROGRESS
Input
1 2 3
ANSWERS
Number of stories, x 9. discrete; The number of stories must
Output be a whole number.
12 24 36
Height of building (feet), y
10. a. yes; As m increases by 1, g
10. A 20-gallon bathtub is draining at a rate of 2.5 gallons per minute. The number g decreases by 2.5. The rate of
of gallons remaining is a function of the number m of minutes. change is constant.
a. Does this situation represent a linear function? Explain. b. 0 ≤ m ≤ 8; continuous; A tub can
b. Find the domain of the function. Is the domain discrete or continuous? drain for part of a minute, so the
Explain. time can be any value between 0
c. Graph the function using its domain. and 8.
Gallons remaining
c. g
(0, 20)
20
(2, 15)
(4, 10)
10
ALABAMA EDITION Section 3.2 Linear Functions 115 (6, 5)
(8, 0)
0
0 2 4 6 8 m
Minutes
hs_al_2022_alg1_se_0302.indd 115 13/02/20 12:35 PM

Laurie’s Notes Teacher Actions

• Pose the scenario for Example 5, and give students time to consider the questions with their
partners. The situation does not suggest that an entire cereal bar must be consumed, only that
one bar contains 130 calories.
• Construct Viable Arguments and Critique the Reasoning of Others: Solicit students’
responses for parts (a) and (b). Students should listen carefully and critique the reasoning of
classmates.
Assessing Question: “Is (0.5, 65) a solution to the equation?” yes “What does the ordered
pair represent?” Eating half a cereal bar would be 65 calories.
• Attend to Precision: Note the clarity of reading the graph when the axes are labeled.

ALABAMA EDITION Section 3.2 115

 Writing Real-Life Problems
Extra Example 6
Write a real-life problem to fit the data Writing Real-Life Problems
shown in each graph. Is the domain of Write a real-life problem to fit the data shown in each graph. Is the domain of each
each function discrete or continuous? function discrete or continuous? Explain.
Explain. a. y b. y
8 8
a. y
40 6
6

4 4
30
2 2
20
2 4 6 8 x 2 4 6 8 x

10
SOLUTION

0 a. You want to think of a real-life situation in which there are two variables, x and y.
0 2 4 6 8 x Using the graph, notice that the sum of the variables is always 6, and the value of
each variable must be a whole number from 0 to 6.
Sample answer: The books on one
website each cost $10. Because it is x 0 1 2 3 4 5 6
Discrete domain
not possible to buy part of a book, the y 6 5 4 3 2 1 0

domain is discrete. One possibility is two people bidding against each other on six coins at an
b. y auction. Each coin will be purchased by one of the two people. Because it is
not possible to purchase part of a coin, the domain is discrete.
8 b. You want to think of a real-life situation in which there are two variables, x and y.
Using the graph, notice that the sum of the variables is always 6, and the value of
6 each variable can be any real number from 0 to 6.
x+y=6 or y = −x + 6 Continuous domain
4
One possibility is two people bidding against each other on 6 ounces of gold
2 dust at an auction. All the dust will be purchased by the two people. Because it
is possible to purchase any portion of the dust, the domain is continuous.
0
0 2 4 6 8 x
Monitoring Progress Help in English and Spanish at BigIdeasMath.com
Sample answer: The frozen yogurt at
Write a real-life problem to fit the data shown in the graph. Is the domain of
one store costs $0.50 for each ounce. the function discrete or continuous? Explain.
Because it is possible to buy any portion 11. y 12. y
8 8
of yogurt, the domain is continuous.
6 6

MONITORING PROGRESS 4 4
ANSWERS
11. Sample answer: A teacher gives 2 2

every student 2 bonus points on a

6-point quiz. x is the original score 2 4 6 8 x 2 4 6 8 x

and y is the recorded score; discrete;

The original score must be a whole
number. 116 Chapter 3 Graphing Linear Functions ALABAMA EDITION
12. Sample answer: A marble starts
rolling 2 centimeters from a wall
and rolls at a constant rate of hs_al_2022_alg1_se_0302.indd 116 13/02/20 12:35 PM

0.5 centimeters per second for

6 seconds; continuous; The rolling
Laurie’s Notes Teacher Actions
time can be any value between Display the two graphs and ask, “Can you describe the graph, explaining how x and y are
0 and 6. changing?” x is increasing and y is decreasing. This question gets students used to reading a
graph from left to right.
• The sample solutions make use of the pattern x + y = 6. Give students time to consider other
scenarios. For example, in part (a) you could begin with $6 and have it cost $1 for a ticket. As the
number of tickets x increases, the amount of money you have y decreases.
Closure
• Exit Ticket: Explain how to determine when a graph has a continuous or discrete domain.
A continuous domain is a set of input values that consist of all numbers in an interval. A discrete
domain is a set of input values that consist of only certain numbers.

116 Chapter 3 ALABAMA EDITION

 3.2 Exercises Dynamic Solutions available at BigIdeasMath.com
Assignment Guide and
Homework Check
Vocabulary and Core Concept
p Check ASSIGNMENT
1. COMPLETE THE SENTENCE A linear equation in two variables is an equation that can be written
in the form ________, where m and b are constants.
Basic: 1−4, 5−19 odd, 27−39 odd, 44,
52, 55−61
2. VOCABULARY Compare linear functions and nonlinear functions.
Average: 1−4, 6−34 even, 35−38,
3. VOCABULARY Compare discrete domains and continuous domains. 40−46 even, 52, 55−61
4. WRITING How can you tell whether a graph shows a discrete domain or a continuous domain? Advanced: 1−4, 8−24 even, 25,
26−54 even, 55−61
Monitoring Progress and Modeling with Mathematics HOMEWORK CHECK
In Exercises 5–10, determine whether the graph 13. Basic: 5, 11, 17, 35, 39
x 4 8 12 16
represents a linear or nonlinear function. Explain.
(See Example 1.) y 16 12 7 1
Average: 6, 12, 20, 36, 40
5. y 6. y Advanced: 10, 14, 22, 36, 42
3
14. x
2 −1 0 1 2
y 35 20 5 −10
−2 2 x −3 −1 1 3x
ANSWERS
−2
−3 ERROR ANALYSIS In Exercises 15 and 16, describe and
1. y = mx + b
correct the error in determining whether the table or 2. A linear function has a constant
y
graph represents a linear function. rate of change and a graph that is a
7. y 8.
3

✗
2 15. nonvertical line. A nonlinear function
+2 +2 +2
1 does not have a constant rate of
−2 2 x −2 2 x x 2 4 6 8 change and has a graph that is not a
−2 line.
−3 y 4 16 64 256
3. Discrete domains consist of only
×4 ×4 ×4
9. y 10. y
certain numbers in an interval.
6 As x increases by 2, y increases Continuous domains consist of all
1 4
by a constant factor of 4. So, numbers in an interval.
x the function is linear.
−2 2 4. A graph with a discrete domain will
2
consist of individual points, a graph

✗
−3 16.
2 4 6x with a continuous domain will show a
y

In Exercises 11–14, determine whether the table 2

line or curve.
represents a linear or nonlinear function. Explain. 5. nonlinear; The graph is not a line.
(See Example 2.) −2 2 x
6. linear; The graph is a line.
11. −2
x 1 2 3 4 7. linear; The graph is a line.
y 5 10 15 20 8. linear; The graph is a line.
The graph is a line. So, the graph
represents a linear function. 9. nonlinear; The graph is not a line.
12. x 5 7 9 11 10. nonlinear; The graph is not a line.
y −9 −3 −1 3 11. linear; As x increases by 1, y
increases by 5. The rate of change is
ALABAMA EDITION Section 3.2 Linear Functions 117 constant.
12. nonlinear; As x increases by 2, y
increases by different amounts. The
hs_al_2022_alg1_se_0302.indd 117 13/02/20 12:35 PM rate of change is not constant.
16. A vertical line is not a function; The graph
is a vertical line. So, the graph does not 13. nonlinear; As x increases by 4, y
represent a function. decreases by different amounts. The
rate of change is not constant.
14. linear; As x increases by 1, y
decreases by 15. The rate of change is
constant.
15. The increase in y needs to be done
by adding or subtracting the same
amount to be linear, not multiplying;
As x increases by 2, y increases by
different amounts. The rate of change
is not constant. So, the function is
nonlinear.

ALABAMA EDITION Section 3.2 117

 In Exercises 17–24, determine whether the equation 31. Input
represents a linear or nonlinear function. Explain. 3 6 9
Dynamic Teaching Tools Time (hours), x
(See Example 3.)
Output
Dynamic Assessment System 150 300 450
17. y = x 2 + 13 18. y = 7 − 3x Distance (miles), y
Dynamic Classroom 3—
19. y = √ 8 − x 20. y = 4x(8 − x) 32. Input
0 1 2
1 2 Relay teams, x
21. 2 + —6 y = 3x + 4 22. y − x = 2x − —3 y
Output
ANSWERS 23. 18x − 2y = 26 24. 2x + 3y = 9xy Athletes, y
0 4 8
17. nonlinear; It cannot be rewritten in
the form y = mx + b. 25. CLASSIFYING FUNCTIONS Which of the following ERROR ANALYSIS In Exercises 33 and 34, describe and
equations do not represent linear functions? Explain. correct the error in the statement about the domain.
18. linear; It can be rewritten as
y = −3x + 7.
19. linear; It can be rewritten as
y = −1x + 2.
A

C
12 =

x=8
2x2 + 4y2 B

D
y−x+3=x
3
x = 9 − —y
4
33.
✗ 4
y

20. nonlinear; It cannot be rewritten in 5x —

E y=— F y = √x + 3 2
11
the form y = mx + b.
1
21. linear; It can be rewritten as 26. USING STRUCTURE Fill in the table so it represents a
linear function.
y = 18x + 12. 2 4 6 8x

22. linear; It can be rewritten as x 5 10 15 20 25 2.5 is in the domain.

y = —95 x + 0. y −1 11

✗
23. linear; It can be rewritten as 34.
y = 9x − 13. In Exercises 27 and 28, find the domain of the function y
8
24. nonlinear; It cannot be rewritten in represented by the graph. Determine whether the
6
the form y = mx + b. domain is discrete or continuous. Explain.

25. A, C, F; None of these can be 27. 28. 4

y y
rewritten in the form y = mx + b. 24 40 2

26. 2, 5, 8 18 30
2 4 6 8x
27. 2, 4, 6; discrete; The graph consists of 12 20
The graph ends at x = 6,
individual points. so the domain is discrete.
6 10
28. 0 ≤ x ≤ 7; continuous; The graph is a
line segment. 4 8 12 16 x 2 4 6 8x
35. MODELING WITH MATHEMATICS The linear function
29. discrete; The number of bags must be m = 55 − 8.5b represents the amount m (in dollars)
a whole number. In Exercises 29–32, determine whether the domain is of money that you have after buying b books.
discrete or continuous. Explain. (See Example 4.)
30. continuous; The number of years
29. a. Find the domain of the function. Is the domain
can be any value greater than or equal Input
2 4 6
Bags, x discrete or continuous? Explain.
to 0.
Output b. Graph the function using its domain.
31. continuous; The time can be any Marbles, y
20 40 60
value greater than or equal to 0.
30.
32. discrete; The number of relay teams Input
1 2 3
Years, x
must be a whole number.
Output
33. There is no point with an x-value of Height of tree (feet), y
6 9 12
2.5; 2.5 is not in the domain.
34. The graph shows a continuous
domain; The graph ends at x = 6, so 118 Chapter 3 Graphing Linear Functions ALABAMA EDITION
the domain is 0 ≤ x ≤ 6.
35. a. 0, 1, 2, 3, 4, 5, 6; discrete; The
number of books must be a whole hs_al_2022_alg1_se_0302.indd 118 13/02/20 12:35 PM
number.
b. m
(0, 55)
50
(1, 46.50)
Money left (dollars)

40 (2, 38)

30 (3, 29.50)

(4, 21)
20
(5, 12.50)
10
(6, 4)
0
0 2 4 6 b
Books bought

118 Chapter 3 ALABAMA EDITION

 36. MODELING WITH MATHEMATICS The number y WRITING In Exercises 39–42, write a real-life problem
of calories burned after x hours of rock climbing is to fit the data shown in the graph. Determine whether ANSWERS
represented by the linear function y = 650x. the domain of the function is discrete or continuous. 36. a. x ≥ 0; continuous; The time can
Explain. (See Example 6.)
a. Find the domain of be any number of hours greater
the function. Is the 39. 40. than or equal to 0.
domain discrete or
y y y
continuous? Explain. 8 b.

Calories burned
4
b. Graph the function (3, 1950)
6 2000
using its domain. 2
4 (2, 1300)
1000
2 4 7x (1, 650)
2
(0, 0)
37. MODELING WITH MATHEMATICS You are researching −2 0
0 2 4 x
the speed of sound waves in dry air at 86°F. The table 2 4 6 8x
shows the distances d (in miles) sound waves travel Hours
in t seconds. (See Example 5.) 41. 42. 37. a. yes; As t increases by 2, d
y y increases by 0.434. The rate of
Time Distance 40
(seconds), t (miles), d change is constant.
10 20 x
2 0.434 −100
30
b. t ≥ 0; continuous; The time can
4 0.868 20 be any value greater than or equal
−200
6 1.302 10
to 0.
c. d
8 1.736
3

Distance (miles)
4 8 12 16 x
10 2.170 (10, 2.170)
2
a. Does this situation represent a linear function? 43. USING STRUCTURE The table shows your earnings (8, 1.736)
Explain. y (in dollars) for working x hours. (6, 1.302)
1
(4, 0.868)
b. Find the domain of the function. Is the domain a. What is the missing Time Earnings (2, 0.434)
discrete or continuous? Explain. y-value that makes 0
(hours), x (dollars), y 0 2 4 6 8 10 12 x
the table represent a
c. Graph the function using its domain. 4 40.80 Time (seconds)
linear function?
5 38. a. yes; The equation can be
38. MODELING WITH MATHEMATICS The function b. What is your hourly
y = 30 + 5x represents the cost y (in dollars) of pay rate? 6 61.20 rewritten as y = 5x + 30.
having your dog groomed and buying x extra services. 7 71.40 b. 0, 1, 2, 3, 4, 5; discrete; The
number of extra services must be
Pampered Pups 44. MAKING AN ARGUMENT The linear function a whole number.
d = 50t represents the distance d (in miles) Car A is y
from a car rental store after t hours. The table shows c. 60
Extra Grooming Services the distances Car B is from the rental store.
(5, 55)
Paw Treatment Deshedding 50 (4, 50)
Teeth Brushing Ear Treatment Time Distance
(3, 45)
Nail Polish (hours), t (miles), d 40

Cost (dollars)
(2, 40)
1 60 (1, 35)
30 (0, 30)
3 180
a. Does this situation represent a linear function?
Explain. 5 310 20
b. Find the domain of the function. Is the domain
discrete or continuous? Explain.
a. Does the table represent a linear or nonlinear 10
function? Explain.
c. Graph the function using its domain. 0
b. Your friend claims Car B is moving at a faster rate. 0 2 4 x
Is your friend correct? Explain.
Extra services bought

39. Sample answer: The number of

ALABAMA EDITION Section 3.2 Linear Functions 119 hours on a parking meter is a function
of the number of tokens used,
4 tokens for 1 hour and a maximum
time of 2 hours; discrete; The number
hs_al_2022_alg1_se_0302.indd 119 13/02/20 12:35 PM
42. Sample answer: The total discount on 44. a. nonlinear; As t increases by 2, d of tokens used must be 0, 4, or 8.
gloves as a function of the number of gloves increases by different amounts. The rate 40. Sample answer: The temperature
purchased on sale, where a discount of $10 of change is not constant. of a substance in degrees Celsius
per pair is applied after paying full price for b. yes; Using d = 50t, Car A has traveled as a function of time in minutes;
the first pair, with a maximum of 5 pairs; a shorter distance for each of the times continuous; The time can be any
discrete; The number of gloves bought must given in the chart for Car B. value between 0 and 6 minutes.
be an even number no more than 10.
41. Sample answer: The depth (in feet)
43. a. 51.00 of a scuba diver returning to the
b. $10.20 surface of an ocean as a function of
the time; continuous; The time can be
any value from 0 to 30.

ALABAMA EDITION Section 3.2 119

 MATHEMATICAL CONNECTIONS In Exercises 45– 48, tell 51. CLASSIFYING A FUNCTION Is the function
ANSWERS whether the volume of the solid is a linear or nonlinear represented by the ordered pairs linear or nonlinear?
45. nonlinear; V = 9s2 cannot be written function of the missing dimension(s). Explain. Explain your reasoning.
in linear form. 45. 46.
(0, 2), (3, 14), (5, 22), (9, 38), (11, 46)
46. linear; The formula can be written in
the form V = 6b + 0. 52. HOW DO YOU SEE IT? You and your friend go
s
47. linear; The formula can be written in 9m 3 in. running. The graph shows the distances you and
4 in. your friend run.
the form V = (4π)h + 0. s
b
48. nonlinear; V = 5πr2 cannot be Running Distance
47. 2 cm 48. r
written in linear form. y

Distance (miles)
6 You
49. a. the total gallons of water in one 5 Friend
jug of each type; continuous 15 ft 4
h 3
b. the total number of jugs of both 2
1
types; discrete 0
0 10 20 30 40 50 x
c. the total gallons of water in all the Minutes
jugs of the first type; continuous 49. REASONING A water company fills two different-
d. the total gallons of water in all the sized jugs. The first jug can hold x gallons of water. a. Describe your run and your friend’s run. Who
The second jug can hold y gallons of water. The runs at a constant rate? How do you know?
jugs of both types; continuous company fills A jugs of the first size and B jugs of the Why might a person not run at a constant rate?
50–61. See Additional Answers. second size. What does each expression
represent? Does each expression represent b. Find the domain of each function. Describe the
a set of discrete or continuous values? domains using the context of the problem.
a. x + y
b. A + B WRITING In Exercises 53 and 54, describe a real-life
Mini-Assessment c. Ax situation for the constraints.

1. Does the table represent a linear or d. Ax + By 53. The function has at least one negative number in the
domain. The domain is continuous.
nonlinear function? Explain.
54. The function gives at least one negative number as an
50. THOUGHT PROVOKING You go to a farmer’s market
x 3 5 7 9 to buy tomatoes. Graph a function that represents the
output. The domain is discrete.
cost of buying tomatoes. Explain your reasoning.
y −6 0 4 2

The function is nonlinear. The rate Maintaining Mathematical Proficiency Reviewing what you learned in previous grades and lessons

of change is not constant. Tell whether x and y show direct variation. Explain your reasoning. (Skills Review Handbook)
2. Does y = + 1 represent a x2 55. y 56. y 57. y
3 3
linear or nonlinear function? 2
1 1
Explain. Nonlinear; It cannot be
−3 1 3x −2 2 x −2 2 x
written in the form y = mx + b. −2
−3 −3
3. The function y = 408x represents
the number y of calories burned
Evaluate the expression when x = 2. (Skills Review Handbook)
after x hours of hiking.
x
58. 6x + 8 59. 10 − 2x + 8 60. 4(x + 2 − 5x) 61. — + 5x − 7
a. Find the domain of the function. 2
Is the domain discrete or
continuous? Explain. The 120 Chapter 3 Graphing Linear Functions ALABAMA EDITION
domain is x ≥ 0. It is continuous
because the number of hours
spent hiking can be any value hs_al_2022_alg1_se_0302.indd 120 13/02/20 12:35 PM

greater than or equal to 0.

b. Graph the function. Section Resources
Calories Burned Surface Level Deep Level
y
Number of calories

2400 Resources by Chapter Resources by Chapter

(5, 2040)
1600
(4, 1632) • Practice A and Practice B • Enrichment and Extension
(3, 1224) • Puzzle Time • Cumulative Review
(2, 816)
800
(1, 408)
Differentiating the Lesson Dynamic Assessment System
0
(0, 0) Tutorial Videos • Section Practice
0 2 4 6 x
Skills Review Handbook
Number of hours
Skills Trainer

120 Chapter 3 ALABAMA EDITION

Laurie’s Notes Dynamic Teaching Tools
Dynamic Assessment System
Lesson Plans
Dynamic Classroom
Overview of Section 3.3
Introduction
• While students have worked with functions in the prior lesson and prior year, function
notation will likely be new to them. Notation can be confusing to students, so it is important
to spend time on the explanation. I like to do the Motivate on the next page as a way to get
students comfortable with naming a function by a single letter.
• Exploration 1 allows students to work with two linear functions that should feel comfortable
to them. Using the notation of f(x) = 2x − 3 to write y = 2x − 3 does not change the fact
that it is a linear function with a slope of 2 and y-intercept of −3. That part should be secure
with students.
• Exploration 2 is about evaluating a function, just as Example 1 in the formal lesson is about
evaluating a function. The notation (x, y) is replaced with (x, f(x)). Again, this notation will
need to be discussed and explained.
• This section also reviews the prior skills of solving an equation in two variables and graphing
a linear function by plotting ordered pairs. The new content that frames this lesson is the use
of function notation and the language associated with it.

Resources
• Graphing calculators could be used in Example 4 of the formal lesson.

Common Misconceptions
• Function notation, when first introduced, is confusing to students. Make clear that the
notation f(x) is read as “the value of f at x” or “f of x.” It does not mean “f times x.”
• It is not surprising that students believe that f(x) is a multiplication problem when they
see the parentheses. Ask them to think of other contexts in math where they have seen
parentheses that do not mean multiplication.
8 + (−3) = 5 GCF(8, 12) = 4
LCM(8, 12) = 24 P(tossing heads) = —12

Formative Assessment Tips

• Writing Prompt: This technique asks students to give feedback at the end of the lesson,
activity, or learning experience. The Writing Prompt allows you to collect feedback in a short
period of time (two minutes) on student learning.
• Used at the end of the class, a Writing Prompt is similar to an Exit Ticket. The written
responses give students time to reflect on their learning, how well they believe they
understand the concept or skill, and where they are still uncertain.
• It is important on the following day to share responses with students and let them know how
the lesson has been adjusted to reflect their responses. Students need to know that you value
their responses and that instruction is modified accordingly. Students will take the writing
prompts more seriously when they are valued and used.

Pacing Suggestion
• Exploration 2 is similar to Example 1 in the formal lesson. If you use the Motivate and both
explorations, you might omit Example 1 in the formal lesson.

ALABAMA EDITION Section 3.3 T-120

 ALABAMA
STANDARDS
Laurie’s Notes
A1.12 Create equations in two or more
variables to represent relationships between
quantities in context; graph equations on Exploration
coordinate axes with labels and scales
and use them to make predictions. Limit Motivate
to contexts arising from linear, quadratic, • Human Graph: Make a coordinate grid on the classroom floor or foyer of the school using
exponential, absolute value, and linear masking tape. Use a dark marker to scale the axes [−6, 6] in each direction.
piecewise functions. • Form two groups of about five students each. Call the groups f and g. Assign the x-values
A1.15a Use function notation, evaluate −1, 0, 1, 2, and 3 to each group, one x-value to each student. (Expand the set of x-values for
functions for inputs in their domains, and a group of more than five.)
interpret statements that use function • Have the students in group f plot their respective points for the linear function y = x − 1,
notation in terms of a context. followed by group g plotting the points for the linear function y = x − 3.
A1.16 Compare and contrast relations Probe students’ recall. “What is the slope and y-intercept of f?” 1, −1 “What is the domain
and functions represented by equations, and range of f?” domain: {−1, 0, 1, 2, 3}, range: {−2, −1, 0, 1, 2} “What is the slope and
graphs, or tables that show related values; y-intercept of g?” 1, −3 “What is the domain and range of g?” domain: {−1, 0, 1, 2, 3},
determine whether a relation is a function. range: {−4, −3, −2, −1, 0}
Explain that a function f is a special kind of
relation defined by the equation y = f(x). Discuss
A1.21 Compare properties of two functions, • Introduce function notation. Connect the notation to the groups who plotted themselves as
each represented in a different way ordered pairs. In function notation, the original equations for each group are f(x) = x − 1
(algebraically, graphically, numerically in and g(x) = x − 3.
tables, or by verbal descriptions). Extend • Discuss how to read function notation.
from linear to quadratic, exponential,
absolute value, and general piecewise. Exploration 1
A1.30a Graph linear and quadratic • Students should be able to match the linear functions using the slopes and y-intercepts as
functions and show intercepts, maxima, and clues. To match the quadratic functions, students can consider the y-intercepts.
minima. • Popsicle Sticks: Draw Popsicle Sticks and ask students how they made the matches.
A1.31 Use the mathematical modeling cycle Assessing Question: “How did you know that graphs A and C did not match f(x) or g(x)?”
to solve real-world problems involving linear, The graphs were not lines.
quadratic, exponential, absolute value, and • If time permits, evaluate the function j(x) = 2x2 − 3 for several values of x to confirm that
linear piecewise functions.
the ordered pairs are on the graph and to give practice evaluating functions written in
function notation.

Exploration 2
• Discuss how the ordered pairs are related to the form (x, y). The ordered pair (2, f(2)) is
the same as (2, y), where y is the value of the function when x = 2. So, the notation f(2)
represents the value of the function f when x = 2. You can read f(2) as “f of 2.”
Learning Target • Students may be confused by the notation. Continue to remind them of what f(−1) means,
what f(0) means, and so on.
Understand and use function
notation.

Success Criteria
Communicate Your Answer
• Student responses to Question 3 will inform your instruction during the formal lesson.
• Evaluate functions using
function notation. Connecting to Next Step
• Interpret statements that use • If you feel students are comfortable with evaluating a function written in function notation,
function notation. assign items from Exercises 3−10 on page 125. In beginning the formal lesson, you might
• Graph functions represented omit Example 1.
using function notation.

T-121 Chapter 3 ALABAMA EDITION

 3.3 Function Notation Dynamic Teaching Tools
Essential Question How can you use function notation to
Dynamic Assessment System
ALABAMA represent a function? Lesson Plans
STANDARDS Dynamic Classroom
A1.12, A1.15a, The notation f(x), called function notation, is another name for y. This notation is
A1.16, A1.21, read as “the value of f at x” or “f of x.” The parentheses do not imply multiplication.
A1.30a, A1.31 You can use letters other than f to name a function. The letters g, h, j, and k are often
used to name functions. ANSWERS
1. a. B
Matching Functions with Their Graphs b. D
Work with a partner. Match each function with its graph. c. A
a. f (x) = 2x − 3 b. g(x) = −x + 2 d. C
ATTENDING TO c. h(x) = x 2 − 1 d. j(x) = 2x 2 − 3 2. a. (−1, 4)
PRECISION b. (0, 3)
4 4
To be proficient in math, A. B.
c. (1, 2)
you need to use clear
definitions and state the d. (2, 1)
−6 6 −6 6
meanings of the symbols
Locate the x-coordinate, trace it up
you use.
to the line, and then trace over to the
−4 −4
y-axis to determine the y-coordinate.
4 4
C. D. 3. Replace “y” with “f (x)” in the
equation; They both give the rule
−6 6 −6 6 for determining the output; Standard
notation uses “y” to indicate the
output, function notation uses “f (x)”
−4 −4
to indicate the output.
Evaluating a Function

Work with a partner. Consider the function

f(x) = −x + 3.
5
Locate the points (x, f(x)) on the graph.
f(x) = −x + 3
Explain how you found each point.
a. (−1, f(−1))
−6 6
b. (0, f(0))
c. (1, f(1)) −3

d. (2, f(2))

Communicate Your Answer

3. How can you use function notation to represent a function? How are standard
notation and function notation similar? How are they different?
Standard Notation Function Notation
y = 2x + 5 f(x) = 2x + 5

ALABAMA EDITION Section 3.3 Function Notation 121

hs_al_2022_alg1_se_0303.indd 121 13/02/20 7:04 PM

ALABAMA EDITION Section 3.3 121

 3.3 Lesson Learning Target: Understand and use function notation.

English Language Learners Success Criteria: • I can evaluate functions using function notation.
• I can interpret statements that use function notation.
• I can graph functions represented using function notation.
Comprehension Core Vocabul
Vocabulary
larry
Make sure that students understand function notation, p. 122
Using Function Notation to Evaluate and Interpret
that f(x) is another name for y. Some Previous You know that a linear function can be written in the form y = mx + b. By naming a
students may confuse the function linear function linear function f, you can also write the function using function notation.
notation with the use of parentheses quadrant
f(x) = mx + b Function notation
as a multiplication symbol because
The notation f(x) is another name for y. If f is a function, and x is in its domain, then
they know that the expression 2(x) f(x) represents the output of f corresponding to the input x. You can use letters other
means 2 times x. than f to name a function, such as g or h.

Evaluating a Function
Extra Example 1 READING Evaluate f(x) = −4x + 7 when x = 2 and x = −2.
The notation f(x) is read
Evaluate f(x) = 2x − 7 when x = 4 and as “the value of f at x” or SOLUTION
x = −4. When x = 4, f(x) = 1 and when “f of x.” It does not mean
f (x) = −4x + 7 Write the function. f(x) = −4x + 7
“f times x.”
x = −4, f(x) = −15.
f(2) = −4(2) + 7 Substitute for x. f(−2) = −4(−2) + 7

Extra Example 2 = −8 + 7 Multiply. =8+7

Let f(t) be the outside temperature (°F) = −1 Add. = 15

t hours after 10 A.M. Explain the meaning When x = 2, f (x) = −1, and when x = −2, f (x) = 15.
of each statement.
a. f(0) = 75 Interpreting Function Notation
The temperature at 10 A.M. is 75°F. Let f(t) be the outside temperature (°F) t hours after 6 a.m. Explain the meaning of
b. f(3) = n each statement.

The temperature at 1 P.M. (3 hours a. f (0) = 58 b. f (6) = n c. f (3) < f(9)

after 10 A.M.) is n°F. SOLUTION

c. f(1) > f(8) a. The initial value of the function is 58. So, the temperature at 6 a.m. is 58°F.
The temperature at 11 A.M. (1 hour b. The output of f when t = 6 is n. So, the temperature at noon (6 hours after
after 10 A.M.) is greater than the 6 a.m.) is n°F.

temperature at 6 P.M. (8 hours after c. The output of f when t = 3 is less than the output of f when t = 9. So, the
temperature at 9 a.m. (3 hours after 6 A.M.) is less than the temperature at
10 A.M.). 3 p.m. (9 hours after 6 a.m.).

MONITORING PROGRESS Monitoring Progress Help in English and Spanish at BigIdeasMath.com

ANSWERS
Evaluate the function when x = −4, 0, and 3.
1. −13; −5; 1
1. f(x) = 2x − 5 2. g(x) = −x − 1
2. 3; −1; −4
3. a. The temperature is 75°F at 1 p.m. 3. WHAT IF? In Example 2, let f (t) be the outside temperature (°F) t hours after
9 a.m. Explain the meaning of each statement.
b. The temperature is 70°F m hours
a. f(4) = 75 b. f (m) = 70 c. f (2) = f (9) d. f (6) > f(0)
after 9 a.m.
c. The temperature at 11 a.m. is the
same as the temperature at 6 p.m.
122 Chapter 3 Graphing Linear Functions ALABAMA EDITION
d. The temperature at 3 p.m. is
greater than the temperature at
9 a.m.
hs_al_2022_alg1_se_0303.indd 122 13/02/20 12:35 PM

Laurie’s Notes Teacher Actions

• If the explorations were not used, discuss function notation.
“What does it mean to evaluate an expression?” Substitute a value for the variable and perform
the computations to find the value of the expression.
“What does it mean to evaluate an equation?” Substitute a value for the input variable and
perform the computations to find the value of the output variable.
• Teaching Tip: Write f(x) = −4x + 7 and y = −4x + 7 separated by a vertical line. Evaluate
each when x = 2. Students will feel comfortable with the “y” notation. Seeing the parallel work
with function notation helps them understand that the output is the same. The language and
notation have changed, the process has not.
• Think-Pair-Share: Use Think-Pair-Share to assess student understanding of function notation.

122 Chapter 3 ALABAMA EDITION

 Using Function Notation to Solve and Graph
Extra Example 3
Solving for the Independent Variable For g(x) = —13 x − 2, find the value of x for
which g(x) = −4.
For h(x) = —23 x − 5, find the value of x for which h(x) = −7.
When x = −6, g(x) = −4.
SOLUTION
h(x) = —23 x − 5 Write the function.
Extra Example 4
−7 = —23 x − 5 Substitute –7 for h(x).
Graph f(x) = 3 − x.
+5 +5 Add 5 to each side. y

−2 = —23x Simplify. 2
3
—2 ⋅ (−2) = — ⋅ — x
3
2
2
3
Multiply each side by —23.
x
−3 = x Simplify. −2 2

When x = −3, h(x) = −7. −2

f(x) = 3 − x

Graphing a Linear Function in Function Notation

Graph f (x) = 2x + 5. MONITORING PROGRESS

SOLUTION
ANSWERS
4. x = 2
Step 1 Make an input-output table to find ordered pairs.
5. x = 8
x −2 −1 0 1 2 6. y
4
f (x) 1 3 5 7 9
2
Step 2 Plot the ordered pairs.
Step 3 Draw a line through the points. −4 −2 2 4 x

y −2 f(x) = 3x − 2
STUDY TIP 8
The graph of y = f(x)
consists of the points 6
(x, f (x)). −6
f(x) = 2x + 5
7. y
2
6

−4 2 4 x 4 g(x) = −x + 4

Monitoring Progress Help in English and Spanish at BigIdeasMath.com

−2 2 4 6 x
Find the value of x so that the function has the given value.
1 −2
4. f(x) = 6x + 9; f (x) = 21 5. g(x) = −—2 x + 3; g(x) = −1

Graph the linear function.

6. f(x) = 3x − 2 7. g(x) = −x + 4
3
8. h(x) = −—4 x − 1
8. See Additional Answers.

ALABAMA EDITION Section 3.3 Function Notation 123

hs_al_2022_alg1_se_0303.indd 123 13/02/20 12:35 PM

Laurie’s Notes Teacher Actions • Look For and Express Regularity in Repeated Reasoning:
Make the table of values in Example 4. Ask students to describe the
• Teaching Tip: Before presenting Example 3, write h(x) = —23 x − 5 pattern in the data. As the input increases by 1, the output increases
on the board. Ask students to evaluate the function when x = 9. by 2.
This is asking what number in the range pairs with 9 in the domain. Attend to Precision: To practice the language of functions you
In Example 3, the question is asking what domain value pairs with can ask, “What is f(1)?” 7 “What is the value of the function at
−7 in the range. x = −2?” 1
• Thumbs Up: Write Example 3. Ask students to show a Thumbs
Up indicating whether they understand what the question is
asking. Assess to what extent the notation is a barrier to students’
understanding of the question.

ALABAMA EDITION Section 3.3 123

 Solving Real-Life Problems
Extra Example 5
Use the graph in Example 5 for the Modeling with Mathematics
first flight of the helicopter. Let First Flight The graph shows the number of miles a helicopter is from its destination after
f(x) = 300 − 75x represent the second f(x)
x hours on its first flight. On its second flight, the helicopter travels 50 miles farther
350 and increases its speed by 25 miles per hour. The function f(x) = 350 − 125x
flight, where f(x) is the number of miles

Distance (miles)
300 represents the second flight, where f (x) is the number of miles the helicopter is
the helicopter is from its destination after 250 from its destination after x hours. Which flight takes less time? Explain.
200
x hours. Which flight takes less time? 150
SOLUTION
100
Explain. The first flight takes less time. 50 1. Understand the Problem You are given a graph of the first flight and an equation
0
For the first flight, when f(x) = 0, x = 3. 0 1 2 3 4 5 6 x of the second flight. You are asked to compare the flight times to determine which
For the second flight, when f(x) = 0, Hours flight takes less time.

x = 4. 2. Make a Plan Graph the function that represents the second flight. Compare the
graph to the graph of the first flight. The x-value that corresponds to f(x) = 0
represents the flight time.
MONITORING PROGRESS 3. Solve the Problem Graph f(x) = 350 − 125x.
ANSWER Step 1 Make an input-output table to find the ordered pairs.
9. the first flight; The graph of the
x 0 1 2 3
second flight shows that when
f(x) = 0, x is slightly more than 3. f (x) 350 225 100 −25

Step 2 Plot the ordered pairs.

Step 3 Draw a line through the points. Note y
that the function only makes sense
300 f(x) = 350 − 125x
when x and f (x) are positive. So, only
draw the line in the first quadrant.
200

100

0
0 2 4 6 x

From the graph of the first flight, you can see that when f(x) = 0, x = 3.
From the graph of the second flight, you can see that when f(x) = 0, x is
slightly less than 3. So, the second flight takes less time.
4. Look Back You can check that your answer is correct by finding the value
of x for which f (x) = 0.
f(x) = 350 − 125x Write the function.
0 = 350 − 125x Substitute 0 for f(x).
−350 = −125x Subtract 350 from each side.
2.8 = x Divide each side by –125.
So, the second flight takes 2.8 hours, which is less than 3.

Monitoring Progress Help in English and Spanish at BigIdeasMath.com

9. WHAT IF? Let f(x) = 250 − 75x represent the second flight, where f (x) is the
number of miles the helicopter is from its destination after x hours. Which flight
takes less time? Explain.

124 Chapter 3 Graphing Linear Functions ALABAMA EDITION

hs_al_2022_alg1_se_0303.indd 124 13/02/20 12:35 PM

Laurie’s Notes Teacher Actions “On the second flight, how far is the helicopter from its destination
• Make Sense of Problems and Persevere in Solving Them: to start?” 350 miles
Give partners A and B time to discuss the problem. Ask a partner “Why are the graphs only drawn in Quadrant I?” Only values in
A to describe what is known in the problem. Ask a partner B to Quadrant I make sense in the context of the situation.
describe what we are trying to find. Closure
• Attend to Precision: Students should notice that the vertical • Writing Prompt: What do you understand when you see
axis is labeled f(x) instead of y. f(x) = 4x − 3? Sample answer: The equation is a function with
Work through the example and ask, “What is the slope and what the name of f. To find the value of f at x, substitute a value of x into
does it mean in the context of the situation?” slope = −125; Each the function and evaluate.
time x increases by 1 hour, the miles from destination decrease by
125 miles, so the speed of the helicopter is 125 miles per hour.

124 Chapter 3 ALABAMA EDITION

 3.3 Exercises Dynamic Solutions available at BigIdeasMath.com
Assignment Guide and
Homework Check
Vocabulary and Core Concept
p Check ASSIGNMENT
1. COMPLETE THE SENTENCE When you write the function y = 2x + 10 as f(x) = 2x + 10, Basic: 1, 2, 3−15 odd, 19−31 odd, 34,
you are using ______________.
37−42
2. REASONING Your height can be represented by a function h, where the input is your age.
What does h(14) represent?
Average: 1, 2−30 even, 31, 33, 34,
37−42

Monitoring Progress and Modeling with Mathematics Advanced: 1, 2, 8−30 even, 31−42

In Exercises 3–10, evaluate the function when x = –2, 0, In Exercises 19 and 20, find the value of x so that HOMEWORK CHECK
and 5. (See Example 1.) f(x) = 7.
Basic: 3, 11, 13, 23, 29
3. f(x) = x + 6 4. g(x) = 3x 19. y 20. y
6 Average: 6, 12, 14, 24, 30
6
5. h(x) = −2x + 9 6. r(x) = −x − 7 f Advanced: 8, 12, 18, 26, 30
4 f
7. p(x) = −3 + 4x 8. b(x) = 18 − 0.5x 2
2

9. v(x) = 12 − 2x − 5 10. n(x) = −1 − x + 4 0 −2 2 x

0 2 4 6 x ANSWERS
11. INTERPRETING FUNCTION NOTATION Let c(t) be 1. function notation
21. MODELING WITH MATHEMATICS The function
the number of customers in a restaurant t hours after
C(x) = 17.5x í 10 represents the cost (in dollars) of 2. your height at 14 years old
8 A.M. Explain the meaning of each statement.
buying x tickets to the orchestra with a $10 coupon.
(See Example 2.) 3. 4; 6; 11
a. How much does it cost to buy five tickets?
a. c(0) = 0 b. c(3) = c(8) 4. −6; 0; 15
b. How many tickets can you buy with $130?
c. c(n) = 29 d. c(13) < c(12) 5. 13; 9; −1
22. MODELING WITH MATHEMATICS The function 6. −5; −7; −12
12. INTERPRETING FUNCTION NOTATION Let H(x) be the
d(t) = 300,000t represents the distance (in kilometers)
percent of U.S. households with Internet use x years 7. −11; −3; 17
that light travels in t seconds.
after 1980. Explain the meaning of each statement.
a. How far does light
8. 19; 18; 15.5
a. H(23) = 55 b. H(4) = k travel in 15 seconds? 9. 11; 7; −3
c. H(27) ≥ 61 b. How long does it 10. 5; 3; −2
take light to travel
d. H(17) + H(21) ≈ H(29) 11. a. There are no customers in the
12 million kilometers?
restaurant at 8 a.m.
In Exercises 13–18, find the value of x so that the
function has the given value. (See Example 3.) b. There are the same number of
customers in the restaurant at
13. h(x) = −7x; h(x) = 63
11 a.m. as there are at 4 p.m.
14. t(x) = 3x; t(x) = 24 c. There are 29 customers in the
15. m(x) = 4x + 15; m(x) = 7 i
In Exercises 23–28, graph the linear f ti
function. restaurant n hours after 8 a.m.
(See Example 4.) d. There are fewer customers in the
16. k(x) = 6x − 12; k(x) = 18 restaurant at 9 p.m. than there are
23. p(x) = 4x 24. h(x) = −5
1
17. q(x) = —2 x − 3; q(x) = −4 1 3
at 8 p.m.
25. d(x) = −—2 x −3 26. w(x) = —5 x + 2
4
12. a. 55% of U.S. households had
18. j(x) = −—5 x + 7; j(x) = −5 27. g(x) = −4 + 7x 28. f (x) = 3 − 6x Internet use in 2003.
b. k% of U.S. households had
ALABAMA EDITION Section 3.3 Function Notation 125
Internet use in 1984.
c. At least 61% of U.S. households
had Internet use in 2007.
hs_al_2022_alg1_se_0303.indd 125
21. a. $77.50 24. y
13/02/20 12:35 PM
d. The sum of the percents of U.S.
b. 8 tickets −2 2 x households with Internet use in
−2
1997 and 2001 is about the same
22. a. 4,500,000 km
as the percent of U.S. households
b. 40 sec −4 h(x) = −5 with Internet use in 2009.
23. y 13. x = −9
8 −6
14. x=8
4 25–28. See Additional Answers. 15. x = −2
16. x=5
−2 2 x
17. x = −2
p(x) = 4x
18. x = 15
−8 19. x=5
20. x = −3

ALABAMA EDITION Section 3.3 125

 29. PROBLEM SOLVING The graph shows the percent 34. HOW DO YOU SEE IT? The function y = A(x)
p (in decimal form) of battery power remaining represents the attendance at a high school x weeks
Dynamic Teaching Tools in a laptop computer after t hours of use. A tablet after a flu outbreak. The graph of the function
Dynamic Assessment System computer initially has 75% of its battery power is shown.
remaining and loses 12.5% per hour. Which
Dynamic Classroom computer’s battery will last longer? Explain.
Attendance
(See Example 5.)
A(x)
450

Number of students
Laptop Battery 400
ANSWERS p 350
A

Power remaining
(decimal form)
29. the tablet computer; The graph of 1.2 300
1.0 250
the tablet computer shows that when 0.8 200
p(t) = 0, t is 6, which is greater 0.6 150
0.4 100
than 5. 0.2 50
0 0
30–42. See Additional Answers. 0 1 2 3 4 5 6 t 0 4 8 12 16 x
Hours Week

30. PROBLEM SOLVING The function a. What happens to the school’s attendance after the
Hours Cost flu outbreak?
C(x) = 25x + 50 represents the
labor cost (in dollars) for Certi¿ed 2 $130 b. Estimate A(13) and explain its meaning.
Remodeling to build a deck, where 4 $160
Mini-Assessment x is the number of hours of labor. c. Use the graph to estimate the solution(s) of the
The table shows sample labor costs 6 $190 equation A(x) = 400. Explain the meaning of
from its main competitor, Master the solution(s).
1. Evaluate f(x) = 3x − 6 when x = 2
Remodeling. The deck is estimated to take 8 hours d. What was the least attendance? When did
and x = −4. When x = 2, f(x) = 0, of labor. Which company would you hire? Explain. that occur?
and when x = −4, f(x) = −18. e. How many students do you think are enrolled at
31. MAKING AN ARGUMENT Let P(x) be the number of
2. Let f(r) be the number of riders on people in the U.S. who own a cell phone x years after this high school? Explain your reasoning.
1990. Your friend says that P(x + 1) > P(x) for any x
a bus r hours after 8 A.M. Explain because x + 1 is always greater than x. Is your friend
the meaning of the statement correct? Explain. 35. INTERPRETING FUNCTION NOTATION Let f be a
function. Use each statement to find the coordinates
f(5) = 23. At 1 P.M. there are of a point on the graph of f.
32. THOUGHT PROVOKING Let B(t) be your bank account
23 riders on the bus. balance after t days. Describe a situation in which a. f(5) is equal to 9.
B(0) < B(4) < B(2).
3. For g(x) = −5x + 1, find the value b. A solution of the equation f(n) = −3 is 5.
of x for which g(x) = −9. When 33. MATHEMATICAL CONNECTIONS Rewrite each 36. REASONING Given a function f, tell whether
x = 2, g(x) = −9. geometry formula using function notation. Evaluate the statement
each function when r = 5 feet. Then explain the
4. Graph f(x) = −3x − 2. meaning of the result. f(a + b) = f(a) + f(b)

y
a. Diameter, d = 2r is true or false for all inputs a and b. If it is false,
r explain why.
b. Area, A = π r 2

2 c. Circumference, C = 2πr
f(x) = −3x − 2
−2 2 x
Maintaining Mathematical Proficiency Reviewing what you learned in previous grades and lessons

Solve the inequality. Graph the solution. (Section 2.5)

−2
37. −2 ≤ x − 11 ≤ 6 38. 5a < −35 or a − 14 > 1

39. −16 < 6k + 2 < 0 40. 2d + 7 < −9 or 4d − 1 > −3

5. The table shows the number of
miles a car is from its destination 41. 5 ≤ 3y + 8 < 17 42. 4v + 9 ≤ 5 or −3v ≥ −6
after x hours on its first trip.
126 Chapter 3 Graphing Linear Functions ALABAMA EDITION
Hours Miles
1 150
2 100 hs_al_2022_alg1_se_0303.indd 126 13/02/20 12:35 PM

3 50 Section Resources
On its second trip, the car travels Surface Level Deep Level Transfer Level
10 miles farther and increases Resources by Chapter Resources by Chapter Dynamic Assessment
its speed by 10 miles per hour. • Practice A and • Enrichment and System
The function f(x) = 210 − 60x Practice B Extension • Mid-Chapter Quiz
represents the second trip. Which • Puzzle Time • umulative Review
C Assessment Book
trip takes less time? Explain. The Differentiating the Lesson Dynamic Assessment • Mid-Chapter Quiz
second trip takes less time. The first Tutorial Videos System
trip takes 4 hours, and the second Skills Review Handbook • Section Practice
trip takes 3.5 hours. Skills Trainer

126 Chapter 3 ALABAMA EDITION

 3.1–3.3 What Did You Learn?
Dynamic Teaching Tools
Dynamic Assessment System
Core Vocabulary Dynamic Classroom
relation, p. 104 linear function, p. 112
function, p. 104 nonlinear function, p. 112
domain, p. 106 solution of a linear equation in two variables, p. 114
range, p. 106 discrete domain, p. 114 ANSWERS
independent variable, p. 107 continuous domain, p. 114 1. Use a graphing calculator to graph
dependent variable, p. 107 function notation, p. 122 the functions and check the domain
linear equation in two variables, p. 112
and range of the graphs.
2. Look for a pattern in the change in
earnings.
Core Concepts 3. The function represents the cost in
Section 3.1 dollars for the tickets at $17.50 each
Determining Whether Relations Are Functions, p. 104 The Domain and Range of a Function, p. 106 minus the $10 discount. All quantities
Vertical Line Test, p. 105 Independent and Dependent Variables, p. 107 are in dollars.
Section 3.2
Linear and Nonlinear Functions, p. 112 Discrete and Continuous Domains, p. 114
Representations of Functions, p. 113

Section 3.3
Using Function Notation, p. 122

Mathematical Practices
1. How can you use technology to confirm your answers in Exercises 40–43 on page 110?
2. How can you use patterns to solve Exercise 43 on page 119?
3. How can you make sense of the quantities in the function in Exercise 21 on page 125?

Study Skills

Staying Focused
during Class
As soon as class starts, quickly review your notes from
the previous class and start thinking about math.
Repeat what you are writing in your head.
When a particular topic is difficult, ask for
another example.

ALABAMA EDITION 127

hs_al_2022_alg1_se_03mc.indd 127 13/02/20 6:52 PM

ALABAMA EDITION Chapter 3 127

ANSWERS 3.1–3.3 Quiz
1. function; Each input has exactly one
output.
Determine whether the relation is a function. Explain. (Section 3.1)
2. not a function; The input −10 has
two outputs, 2 and 6, and the input 1. Input, x −1 0 1 2 3 2. (−10, 2), (−8, 3), (−6, 5), (−8, 8), (−10, 6)
−8 has two outputs, 3 and 8. Output, y 0 1 4 4 8
3. domain: 0, 1, 2, 3, 4;
range: −5, −3, −1, 1 Find the domain and range of the function represented by the graph. (Section 3.1)
4. domain: all real numbers; 3. y 4. y 5. y
1
range: y ≤ 3 2 2
1 3 5x
5. domain: −3 ≤ x ≤ 3; −2
−3 1 3x −2 2 x
range: −1 ≤ y ≤ 3
−4 −2 −2
6. linear; The graph is a line.
7. nonlinear; As x increases by 5, y
increases by different amounts. The
Determine whether the graph, table, or equation represents a linear or nonlinear
rate of change is not constant. function. Explain. (Section 3.2)
8. nonlinear; It cannot be written in the 6. y 7. 8. y = x(2 − x)
form y = mx + b. x y
2
9. continuous; The depth can be any −5 3
number of feet. −2 2 x 0 7
−2 5 10
10. discrete; The number of hats must be
a whole number.
11. x = 5
y Determine whether the domain is discrete or continuous. Explain. (Section 3.2)
12. 6
9. Depth (feet), x 33 66 99 10. Hats, x 2 3 4
4 Pressure (ATM), y 2 3 4 Cost (dollars), y 36 54 72

2 g(x) = x + 3
11. For w(x) = −2x + 7, find the value of x for which w(x) = −3. (Section 3.3)

−2 2 x Graph the linear function. (Section 3.3)

2
13. y 12. g(x) = x + 3 13. p(x) = −3x − 1 14. m(x) = —3 x
6

15. The function m = 30 − 3r represents the amount m (in dollars) of money you
4
have after renting r video games. (Section 3.1 and Section 3.2)
2 a. Identify the independent and dependent variables.
p(x) = −3x − 1 b. Find the domain and range of the function. Is the domain discrete or
−2 2 x
continuous? Explain.
c. Graph the function using its domain.
−2
16. The function d(x) = 1375 − 110x represents the distance (in miles) a high-speed
−4 train is from its destination after x hours. (Section 3.3)

−6 a. How far is the train from its destination after 8 hours?

b. How long does the train travel before reaching its destination?
−8
128 Chapter 3 Graphing Linear Functions ALABAMA EDITION
14. y

2 15.hs_al_2022_alg1_se_03mc.indd
a. m is the dependent 128
variable and r is the c. m 13/02/20 12:31 PM

m(x) = 2 x
3 independent variable. (0, 30)
30
(1, 27)
Money left (dollars)

−6 −4 −2 2 4 6 x b. domain: 0, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10; (2, 24)

range: 0, 3, 6, 9, 12, 15, 18, 21, 24, 27, 24
−2 (3, 21)
30; discrete; The number of video games (4, 18)
18
−4 rented must be a whole number. (5, 15)
(6, 12)
12
(7, 9)
(8, 6)
6
(9, 3)
(10, 0)
0
0 2 4 6 8 10 r
Videos rented

16. a. 495 mi
b. 12.5 h

128 Chapter 3 ALABAMA EDITION

Laurie’s Notes Dynamic Teaching Tools
Dynamic Assessment System
Lesson Plans
Dynamic Classroom
Overview of Section 3.4
Introduction
• Students were introduced to the standard form of a linear equation in middle school. They
solved systems of equations, some of which were in standard form.
• The two explorations use verbal models written in standard form. Students plot points to
graph the equation.
• In Exploration 2, students determine the x- and y-intercepts of the graphs. The connection is
then made between the intercepts of the graph and the original equation. Plotting the two
intercepts is an efficient way to graph an equation in standard form.
• In the formal lesson, students consider the special case of when A = 0 or B = 0. Students
then practice graphing and using verbal models. As the coefficients and the constant term C
increase in absolute value, the efficiency of doing a quick sketch using the intercepts becomes
more evident to students.

Resources
• Students are asked to use a graphing calculator in Exploration 2. The skill of solving an
equation for y becomes clear to students because equations must be in function form to enter
them in most calculators. Setting the calculator for an appropriate viewing window will also
be necessary when the intercepts are greater than 10, as some are in this lesson.

Teaching Strategy
• At this point in the year, most students are comfortable with evaluating expressions by saying
the substitution aloud and performing the mental math. For instance, if y = 3x − 7 and we
want to know y when x = 3, then we say aloud, “3 times 3 is 9 minus 7 is 2.” We do not
need to write y = 3(3) − 7.
• To find the intercepts, we are substituting x = 0 (for the y-intercept) and y = 0 (for the
x-intercept). Substituting 0 and performing the remaining computation should be easy for
most students.
• To find the intercepts for 6x + 10y = 180, I first write the equation. Off to the side I write
(0, ) and ( , 0) to represent the y- and x-intercepts, respectively.
• When x = 0, the term 6x becomes 0 and we are left solving 10y = 180. At this point I
place my hand over “6x +” so students only see 10y = 180. They see that to solve for y
they need to divide both sides by 10 and get y = 18.
• When y = 0, the term 10y becomes 0 and we are left solving 6x = 180. I then place my
hand over “+ 10y” so students only see 6x = 180. They see that to solve for x they need
to divide both sides by 6 and get x = 30.
• The visual of only seeing one term set equal to the constant seems to improve the ability of
students to efficiently solve for the intercepts.
• Note: When the coefficient of y is negative, be sure to leave the sign visible.

Pacing Suggestion
• If students work through both explorations, you might omit Example 2 in the formal lesson.

ALABAMA EDITION Section 3.4 T-128

 ALABAMA
STANDARDS
Laurie’s Notes
A1.12 Create equations in two or more
variables to represent relationships between
quantities in context; graph equations on Exploration
coordinate axes with labels and scales
and use them to make predictions. Limit Motivate
to contexts arising from linear, quadratic, “How many pairs of numbers can you think of that have a sum of 5?” Encourage students to
exponential, absolute value, and linear write their numbers on paper as ordered pairs. Example: (2, 3)
piecewise functions. “Did any of you include numbers that are not whole numbers?” Check to see whether
A1.13 Represent constraints by equations anyone had negative numbers or rational numbers.
and/or inequalities, and solve systems of • Plot the ordered pairs in a coordinate plane.
equations and/or inequalities, interpreting “What do you think the equation of this line would be?” x + y = 5
solutions as viable or nonviable options in a
modeling context. Limit to contexts arising Discuss
from linear, quadratic, exponential, absolute • x + y = 5 is another form of a linear equation. The Essential Question today asks how to
value, and linear piecewise functions. describe the graph of the equation Ax + By = C.
A1.14 Given a relation defined by an “Do you recall what this form is called?” standard form
equation in two variables, identify the graph • The goal is for students to recognize that the intercepts are an efficient way to graph an
of the relation as the set of all its solutions equation in standard form.
plotted in the coordinate plane.
A1.30a Graph linear and quadratic Exploration 1
functions and show intercepts, maxima, and • Connection: This exploration is an extension of the Motivate. Instead of just thinking
minima. of two numbers that sum to $16, students must multiply each of the numbers by a factor
A1.31 Use the mathematical modeling cycle ($4 and $2). Although the context may seem far-fetched for students, it is related to what
to solve real-world problems involving linear, recently happened to my daughter. She was asked to sell tickets to the Friday night football
quadratic, exponential, absolute value, and game. Red student tickets were $2 and blue adult tickets were $4. The principal forgot to
linear piecewise functions. mention that my daughter was to keep track of how many of each she sold! She called me
Saturday to relay the story and said, “I know I could have estimated, but there are lots of
combinations for $964.” Bravo Sarah, who took algebra more than 10 years ago.
• Model with Mathematics: The verbal model helps students to think about the
computations needed and to remember the units associated with each.
• Circulate and read explanations in part (d). Make notes so that you may elicit Selective
Responses from students.
Learning Target
Exploration 2
Graph and interpret linear
• The verbal model represents how the total cost of $48 is found when Swiss cheese is $8 per
equations written in standard
pound and cheddar cheese is $6 per pound.
form.
• Turn and Talk: Partners should work together in solving the equation for y.
Success Criteria • Circulate to determine the form in which students write the equation:
• Graph equations of horizontal y = −—34x + 8 y = —61(−8x + 48) y = − —68x + —
48
6
and vertical lines. COMMON ERROR In solving for y, dividing the expression −8x + 48 by 6 is not always done
• Graph linear equations written correctly. If students are using graphing calculators, have they entered the equation correctly?
in standard form using Have they used parentheses as needed?
intercepts. • Big Idea: Parts (c) and (d) help students focus on two key ordered pairs that can help in
• Solve real-life problems using sketching the graph of a line when it is written in standard form. If the equation represents a
linear equations in standard contextual situation, then the intercepts generally have a meaning that should be interpreted.
form. This will become evident in the formal lesson.

Communicate Your Answer

• Students should describe finding the two intercepts in order to graph the function.
• Equations written for Question 4 will involve purchasing two different items!

Connecting to Next Step

• If you feel students are comfortable working with the verbal models, assign Exercise 23 or 24
on page 133.

T-129 Chapter 3 ALABAMA EDITION

 3.4 Graphing Linear Equations
in Standard Form Dynamic Teaching Tools
Dynamic Assessment System
ALABAMA
STANDARDS
Essential Question How can you describe the graph of the equation
Lesson Plans
Ax + By = C? Dynamic Classroom
A1.12, A1.13, A1.14,
A1.30a, A1.31
Using a Table to Plot Points

Work with a partner. You sold a total of $16 worth of tickets to a fundraiser. You ANSWERS
lost track of how many of each type of ticket you sold. Adult tickets are $4 each. Child 1. a. 4x + 2y = 16
tickets are $2 each.
b. 0, 1, 2, 3, 4; 8, 6, 4, 2, 0
c. y
FINDING AN
ENTRY POINT
—
adult ⋅ Number of + —
adult tickets child ⋅ Number of =
child tickets
8
To be proficient in math, a. Let x represent the number of adult tickets. Let y represent the number of child
you need to find an entry tickets. Use the verbal model to write an equation that relates x and y. 6
point into the solution of
a problem. Determining b. Copy and complete the table to show the 4
x
what information you different combinations of tickets you
know, and what you can might have sold. y
2
do with that information, c. Plot the points from the table. Describe the pattern formed by the points.
can help you find an 0
entry point. d. If you remember how many adult tickets you sold, can you determine how many 0 2 4 x
child tickets you sold? Explain your reasoning. The points create a line with a
slope of −2. For each adult ticket
Rewriting and Graphing an Equation sold, the number of child tickets
Work with a partner. You sold a total of $48 worth of cheese. You forgot how many sold decreases by 2.
pounds of each type of cheese you sold. Swiss cheese costs $8 per pound. Cheddar d. yes; The relationship can be
cheese costs $6 per pound.
expressed as an equation with
2 variables. If the value of one of
—
pound ⋅ Pounds of
Swiss
+ —
pound ⋅ Pounds of
cheddar
=
the variables is known, the other
can be found.
a. Let x represent the number of pounds of Swiss cheese. Let y represent the number
of pounds of cheddar cheese. Use the verbal model to write an equation that 2. a. 8x + 6y = 48
4
relates x and y. b. y = 8 − —3 x;
b. Solve the equation for y. Then use a graphing calculator to graph the equation. 8
Given the real-life context of the problem, find the domain and range of
the function.
c. The x-intercept of a graph is the x-coordinate of a point where the graph crosses
the x-axis. The y-intercept of a graph is the y-coordinate of a point where the
−6 6
graph crosses the y-axis. Use the graph to determine the x- and y-intercepts.
−1
d. How could you use the equation you found in part (a) to determine the
x- and y-intercepts? Explain your reasoning. domain: 0 ≤ x ≤ 6;
e. Explain the meaning of the intercepts in the context of the problem.
range: 0 ≤ y ≤ 8
c. x-intercept: 6; y-intercept: 8
Communicate Your Answer d. To find the x-intercept, set y = 0
3. How can you describe the graph of the equation Ax + By = C?
and solve for x, to find the
y-intercept, set x = 0 and solve
4. Write a real-life problem that is similar to those shown in Explorations 1 and 2.
for y; Because the intercepts are
ALABAMA EDITION Section 3.4 Graphing Linear Equations in Standard Form 129
where the graph crosses the axes,
the y-coordinate of the x-intercept
must be 0, and the x-coordinate of
the y-intercept must be 0.
hs_al_2022_alg1_se_0304.indd 129 13/02/20 1:14 PM
e. The intercepts represent the
maximum number of pounds
of each type of cheese you can
buy if you only buy one type of
cheese.
3. a straight line
4. Sample answer: You sold a total of
$375 worth of DVDs. You forgot to
record how many of each type you
sold. TV season DVDs sold for $30
each and movie DVDs sold for $15
each.

ALABAMA EDITION Section 3.4 129

 3.4 Lesson Learning Target: Graph and interpret linear equations written in standard form.

Differentiated Instruction Success Criteria: • I can graph equations of horizontal and vertical lines.
• I can graph linear equations written in standard form using
intercepts.
Auditory/Visual Core Vocabul
Vocabulary
larry • I can solve real-life problems using linear equations in standard form.
Show students three different standard form, p. 130
graphs—one with only an x-intercept, x-intercept, p. 131
Horizontal and Vertical Lines
one with only a y-intercept, and one y-intercept, p. 131
The standard form of a linear equation is Ax + By = C, where A, B, and C are real
with both an x- and y-intercept. Ask Previous numbers and A and B are not both zero.
ordered pair
one student to name each x-intercept quadrant Consider what happens when A = 0 or when B = 0. When A = 0, the equation
and a second student to name each C C
becomes By = C, or y = —. Because — is a constant, you can write y = b. Similarly,
B B
y-intercept. Emphasize that an C
when B = 0, the equation becomes Ax = C, or x = —, and you can write x = a.
intercept is not an ordered pair, but A
rather it is the x- or y-coordinate of a Core Concept
point where the line crosses an axis.
Horizontal and Vertical Lines
y y
y=b
x=a
Extra Example 1
(0, b)
a. Graph y = −1.5. (a, 0)
x x
y
The graph of y = b is a horizontal The graph of x = a is a vertical
2
line. The line passes through the line. The line passes through the
point (0, b). point (a, 0).
−2 2 x

−2
Horizontal and Vertical Lines

Graph (a) y = 4 and (b) x = −2.

b. Graph x = 1. SOLUTION

y a. For every value of x, the value of b. For every value of y, the value of
y is 4. The graph of the equation x is −2. The graph of the equation
2 y = 4 is a horizontal line 4 units x = −2 is a vertical line 2 units to
STUDY TIP above the x-axis. the left of the y-axis.
For every value of x, the y
−2 2 x y
ordered pair (x, 4) is a 6 4
solution of y = 4. (−2, 3)
−2
(−2, 4) (3, 4)
2
(0, 4)
2
(−2, 0)
−5 −3 −1 1 x
(−2, −2)
MONITORING PROGRESS −2 2 x
−2

ANSWERS
1–2. See Additional Answers.
Monitoring Progress Help in English and Spanish at BigIdeasMath.com

Graph the linear equation.

1. y = −2.5 2. x = 5

130 Chapter 3 Graphing Linear Functions ALABAMA EDITION

hs_al_2022_alg1_se_0304.indd 130 13/02/20 1:14 PM

Laurie’s Notes Teacher Actions Turn and Talk: “Are horizontal and vertical lines examples of
functions?” The horizontal line is a function. The vertical line is not
• Write the standard form of a linear equation and the conditions for
a function.
A, B, and C.
• Construct Viable Arguments and Critique the Reasoning
“Why can’t A and B both equal 0?” You would have 0 equal to
of Others: After partners have had a chance to discuss the
some number, which only makes sense when C = 0. It would not be
questions, ask volunteers to share their thinking.
a line.
• Common Misconception: Students look at the equation
“What would the equation look like if A = 0 or B = 0?” If A = 0,
y = 4 and want to substitute values of x in order to plot points. Help
then By = C. If B = 0, then Ax = C.
students understand that the equation means that for every value of
• Write the Core Concept.
x, the value of y is 4 by writing 0x + y = 4 (standard form).

130 Chapter 3 ALABAMA EDITION

 Using Intercepts to Graph Linear Equations
You can use the fact that two points determine a line to graph a linear equation. Two
Extra Example 2
convenient points are the points where the graph crosses the axes. Use intercepts to graph the equation
x + 2y = 6.
Core Concept y (0, 3)
Using Intercepts to Graph Equations
y 2
The x-intercept of a graph is the x-coordinate (6, 0)
of a point where the graph crosses the x-axis. y-intercept = b x
It occurs when y = 0. (0, b)
2 4 6
x-intercept = a
The y-intercept of a graph is the y-coordinate −2
of a point where the graph crosses the y-axis. O x
(a, 0)
It occurs when x = 0.

To graph the linear equation Ax + By = C, find the intercepts and draw

the line that passes through the two intercepts. MONITORING PROGRESS
• To find the x-intercept, let y = 0 and solve for x.
ANSWERS
• To find the y-intercept, let x = 0 and solve for y. y
3.
(2, 0)
4 x
Using Intercepts to Graph a Linear Equation
−2
Use intercepts to graph the equation 3x + 4y = 12.
−4 (0, −4)
SOLUTION
Step 1 Find the intercepts.
4. y
To find the x-intercept, substitute 0 for y and solve for x. 2

STUDY TIP 3x + 4y = 12 Write the original equation. (−9, 0)

As a check, you can find 3x + 4(0) = 12 Substitute 0 for y. −10 −6 −4 −2 2 x
a third solution of the
x=4 Solve for x. −2
equation and verify that (0, −3)
the corresponding point To find the y-intercept, substitute 0 for x and solve for y. −4
is on the graph. To find a
third solution, substitute 3x + 4y = 12 Write the original equation.
any value for one of the 3(0) + 4y = 12 Substitute 0 for x.
variables and solve for the
other variable. y=3 Solve for y.
Step 2 Plot the points and draw the line. y

The x-intercept is 4, so plot the point (4, 0). 4

The y-intercept is 3, so plot the point (0, 3). (0, 3)
Draw a line through the points. 2

(4, 0)
2 4 x

Monitoring Progress Help in English and Spanish at BigIdeasMath.com

Use intercepts to graph the linear equation. Label the points corresponding
to the intercepts.
3. 2x − y = 4 4. x + 3y = −9

ALABAMA EDITION Section 3.4 Graphing Linear Equations in Standard Form 131

hs_al_2022_alg1_se_0304.indd 131 13/02/20 1:14 PM

Laurie’s Notes Teacher Actions

“How many points does it take to determine a line?” two
• Write the Core Concept and discuss the difference between the y-intercept and the ordered pair
where the graph crosses the y-axis.
• Note that all of the work is shown in the example. The Teaching Strategy for this lesson discusses
a way to help students solve for the intercepts efficiently.
• Monitoring Progress: Use whiteboards to get a quick visual of student success with
graphing equations in standard form.
COMMON ERROR In Question 3, students may forget to consider the sign of B. Before beginning
the two examples, you might first ask students to identify A, B, and C for each example.

ALABAMA EDITION Section 3.4 131

 Solving Real-Life Problems
Extra Example 3
You are going to the fair and have $16 to Modeling with Mathematics
spend on rides and games. Ride tickets You are planning an awards banquet for your school. You need to rent tables to seat
cost $4 and game tickets cost $2. The 180 people. Tables come in two sizes. Small tables seat 6 people, and large tables seat
equation 4x + 2y = 16 models this 10 people. The equation 6x + 10y = 180 models this situation, where x is the number
of small tables and y is the number of large tables.
situation, where x is the number of ride
a. Graph the equation. Interpret the intercepts.
tickets you buy and y is the number of
b. Find four possible solutions in the context of the problem.
game tickets you buy.
a. Graph the equation. Interpret the SOLUTION
intercepts. 1. Understand the Problem You know the equation that models the situation. You
are asked to graph the equation, interpret the intercepts, and find four solutions.
y 2. Make a Plan Use intercepts to graph the equation. Then use the graph to interpret
(0, 8) the intercepts and find other solutions.
8
3. Solve the Problem
4 a. Use intercepts to graph the equation. Neither x nor y can be negative, so only
STUDY TIP
(4, 0) graph the equation in the first quadrant.
0 Although x and y
0 4 8 x represent whole numbers, y
(0, 18)
it is convenient to draw a
The x-intercept shows that you can buy line segment that includes 16
points whose coordinates 6x + 10y = 180
4 ride tickets when you do not buy any are not whole numbers. 12
game tickets. The y-intercept shows The x-intercept is 30.
8 So, plot (30, 0).
that you can buy 8 game tickets when The y-intercept is 18.
So, plot (0, 18).
you do not buy any ride tickets. 4

b. Find four possible solutions in the 0

(30, 0)
0 4 8 12 16 20 24 28 32 36 x
context of the problem. Sample
answer: 0 ride and 8 game tickets, The x-intercept shows that you can rent 30 small tables when you do not
rent any large tables. The y-intercept shows that you can rent 18 large tables
2 ride and 4 game tickets, 3 ride and when you do not rent any small tables.
Check
2 game tickets, 4 ride and 0 game b. Only whole-number values of x and y make sense in the context of the problem.
6x + 10y = 180
tickets ?
Besides the intercepts, it appears that the line passes through the points (10, 12)
6(10) + 10(12) = 180 and (20, 6). To verify that these points are solutions, check them in the equation,

MONITORING PROGRESS 180 = 180 ✓ as shown.

So, four possible combinations of tables that will seat 180 people are
ANSWER 6x + 10y = 180 0 small and 18 large, 10 small and 12 large, 20 small and 6 large, and
5. y 30 small and 0 large.
?
(0, 30) 6(20) + 10(6) = 180 4. Look Back The graph shows that as the number x of small tables increases, the
30
180 = 180 ✓ number y of large tables decreases. This makes sense in the context of the problem.
So, the graph is reasonable.
20

10

(45, 0)
Monitoring Progress Help in English and Spanish at BigIdeasMath.com
0
0 10 20 30 40 50 x 5. WHAT IF? You decide to rent tables from a different company. The situation can be
The x-intercept shows that you can modeled by the equation 4x + 6y = 180, where x is the number of small tables and
y is the number of large tables. Graph the equation and interpret the intercepts.
rent 45 small tables and 0 large
tables. The y-intercept shows that you
can rent 30 large tables and 0 small 132 Chapter 3 Graphing Linear Functions ALABAMA EDITION
tables.

hs_al_2022_alg1_se_0304.indd 132 13/02/20 1:14 PM

Laurie’s Notes Teacher Actions Extension: How would the equation change if there were
6-person and 8-person tables? The equation would be
• Read the example and write 6x + 10y = 180 on the board. 6x + 8y = 180. “How would the equation change if there were
Students should work with their partners to solve the problem. To 200 people attending the banquet?” The equation would be
facilitate discussion when students have finished, students should 6x + 10y = 200.
do their work on whiteboards. If a document camera is available,
work could be displayed from student notebooks. Closure
• Extension: When students have finished, use a graphing • Writing Prompt: To graph the equation 2x + y = 4 … Sample
calculator to graph the equation. Students need to consider what an answer: find and plot the points for the x- and y-intercepts, and
appropriate viewing window will be for this situation. then draw a line through these two points.

132 Chapter 3 ALABAMA EDITION

 3.4 Exercises Dynamic Solutions available at BigIdeasMath.com
Assignment Guide and
Homework Check
Vocabulary and Core Concept Check ASSIGNMENT
1. WRITING How are x-intercepts and y-intercepts alike? How are they different?
Basic: 1, 2, 3−19 odd, 23−27 odd, 34,
2. WHICH ONE DOESN’T BELONG? Which point does not belong with the other three? 39−42
Explain your reasoning.
Average: 1, 2, 4−26 even, 27,
(0, −3) (0, 0) (4, −3) (4, 0) 30−34 even, 39−42
Advanced: 1, 2, 10, 12, 20−27,
28−38 even, 39−42
Monitoring Progress and Modeling with Mathematics
HOMEWORK CHECK
In Exercises 3– 6, graph the linear equation. 24. MODELING WITH MATHEMATICS You are ordering
(See Example 1.) shirts for the math club at your school. Short-sleeved Basic: 3, 7, 13, 23
shirts cost $10 each. Long-sleeved shirts cost
3. x = 4 4. y = 2 Average: 4, 8, 14, 24
$12 each. You have a budget of $300 for the shirts.
The equation 10x + 12y = 300 models the total cost,
5. y = −3 6. x = −1
where x is the number of short-sleeved shirts and
Advanced: 10, 20, 24, 30
y is the number of long-sleeved shirts.
In Exercises 7–12, find the x- and y-intercepts of the
graph of the linear equation. a. Graph the equation. Interpret the intercepts.
7. 2x + 3y = 12 8. 3x + 6y = 24 b. Twelve students decide they want short-sleeved ANSWERS
shirts. How many long-sleeved shirts can 1. They are both places where a graph
9. −4x + 8y = −16 10. −6x + 9y = −18 you order? crosses an axis; The x-intercept is
ERROR ANALYSIS In Exercises 25 and 26, describe and where a graph crosses the x-axis. The
11. 3x − 6y = 2 12. −x + 8y = 4
correct the error in finding the intercepts of the graph y-intercept is where a graph crosses
In Exercises 13–22, use intercepts to graph the linear of the equation. the y-axis.

✗
equation. Label the points corresponding to the 25. 2. (4, −3); It is the only one that is not
intercepts. (See Example 2.) 3x + 12y = 24 3x + 12y = 24 on an axis.
13. 5x + 3y = 30 14. 4x + 6y = 12 3x + 12(0) = 24 3(0) + 12y = 24 y
3.
15. −12x + 3y = 24 16. −2x + 6y = 18 3x = 24 12y = 24 2
x=8 y=2
17. −4x + 3y = −30 18. −2x + 7y = −21
The intercept is at (8, 2). 2 x
19. −x + 2y = 7 20. 3x − y = −5 −2

✗
5 1 26.
21. −—2 x + y = 10 22. −—2 x + y = −4 4x + 10y = 20 4x + 10y = 20
4. y
23. MODELING WITH MATHEMATICS A football team 4x + 10(0) = 20 4(0) + 10y = 20 4
has an away game, and the bus breaks down. The 4x = 20 10y = 20
coaches decide to drive the players to the game in
cars and vans. Four players can ride in each car. Six x=5 y=2
players can ride in each van. There are 48 players The x-intercept is at (0, 5), and
on the team. The equation 4x + 6y = 48 models this the y-intercept is at (2, 0). −2 2 x
situation, where x is the number of cars and y is the
−2
number of vans. (See Example 3.)
a. Graph the equation. Interpret the intercepts. 5. y
2
b. Find four possible solutions in the context of
the problem.
−2 2 x
ALABAMA EDITION Section 3.4 Graphing Linear Equations in Standard Form 133
−2

−4
hs_al_2022_alg1_se_0304.indd 133 13/02/20 1:14 PM
7. 6; 4 14. y
4 6. y
8. 8; 4
(0, 2) 2
9. 4; −2
10. 3; −2 (3, 0)
−4 −2 2 x
2 1 −2 2 x
11. —3 ; −—3
−2
12. −4; —12
13. See Additional Answers.
15–26. See Additional Answers.

ALABAMA EDITION Section 3.4 133

 27. MAKING AN ARGUMENT You overhear your friend 34. HOW DO YOU SEE IT? You are organizing a class trip
explaining how to find intercepts to a classmate. Your to an amusement park. The cost to enter the park is
Dynamic Teaching Tools friend says, “When you want to find the x-intercept, $30. The cost to enter with a meal plan is $45.
Dynamic Assessment System just substitute 0 for x and continue to solve the You have a budget of $2700 for the trip. The equation
equation.” Is your friend’s explanation correct? 30x + 45y = 2700 models the total cost for the class
Dynamic Classroom Explain. to go on the trip, where x is the number of students
who do not choose the meal plan and y is the number
28. ANALYZING RELATIONSHIPS You lose track of how of students who do choose the meal plan.
many 2-point baskets and 3-point baskets a team
ANSWERS makes in a basketball game. The team misses all Class Trip
27. no; You have to substitute 0 for y to the 1-point baskets and still scores 54 points. The

Number of students who

do choose the meal plan
y

find the x-intercept, not for x. equation 2x + 3y = 54 models the total points scored,
80
where x is the number of 2-point baskets made and
28. See Additional Answers. y is the number of 3-point baskets made. 60
(0, 60)
29. A 30. C a. Find and interpret the intercepts.
40
31. D 32. B b. Can the number of 3-point
baskets made be odd? 20
33–34. See Additional Answers. (90, 0)
Explain your reasoning.
0
35. −3; 6 c. Graph the equation. Find 0 20 40 60 80 x
Number of students who
36. Sample answer: 2x + 3y = 18; two more possible solutions
do not choose the meal plan
in the context of the problem.
18 is divisible by both 2 and 3.
37. yes; x = a can be written as MULTIPLE REPRESENTATIONS In Exercises 29–32, match a. Interpret the intercepts of the graph.
the equation with its graph.
1x + 0y = a, and y = b can be b. Describe the domain and range in the context
written as 0x + 1y = b. 29. 5x + 3y = 30 30. 5x + 3y = −30 of the problem.
38. They are multiples of 15; For the 31. 5x − 3y = 30 32. 5x − 3y = −30
intercepts to be integers, k must be 35. REASONING Use the values to fill in the equation
divisible by both 3 and 5. A. y B. y
12 x+ y = 30 so that the x-intercept of the
39–42. See Additional Answers. graph is −10 and the y-intercept of the graph is 5.
8

4 4 −10 −3 1 5 6

4 8 12 x −8 −4 4x
Mini-Assessment 36. THOUGHT PROVOKING Write an equation in standard
form of a line whose intercepts are integers. Explain
how you know the intercepts are integers.
1. Graph y = 3. C. 2
y D. 2
y

y −8 4x −4 4 8 x 37. WRITING Are the equations of horizontal and

−4 −4 vertical lines written in standard form? Explain
2 your reasoning.
−8
38. ABSTRACT REASONING The x- and y-intercepts of
−2 2 x −12
the graph of the equation 3x + 5y = k are integers.
−2 Describe the values of k. Explain your reasoning.
33. MATHEMATICAL CONNECTIONS Graph the equations
x = 5, x = 2, y = −2, and y = 1. What enclosed
shape do the lines form? Explain your reasoning.
2. Use intercepts to graph the
equation 3x − y = 6. Maintaining Mathematical Proficiency Reviewing what you learned in previous grades and lessons

y x Simplify the expression. (Skills Review Handbook)

−2 (2, 0) 2 − (−2) 14 − 18 −3 − 9 12 − 17
39. — 40. — 41. — 42. —
−2 4 − (−4) 0−2 8 − (−7) −5 − (−2)

−4
134 Chapter 3 Graphing Linear Functions ALABAMA EDITION
−6
(0, −6)

hs_al_2022_alg1_se_0304.indd 134 13/02/20 1:14 PM

3. There are 24 people coming to
dinner. Small tables seat 4 people
and large tables seat 8 people. The Section Resources
equation 4x + 8y = 24 models this
Surface Level Deep Level
situation, where x is the number of
small tables and y is the number Resources by Chapter Resources by Chapter
of large tables. Find three possible • Practice A and Practice B • Enrichment and Extension
solutions in the context of the • Puzzle Time • Cumulative Review
problem. Sample answer: 0 small Differentiating the Lesson Dynamic Assessment System
and 3 large tables, 4 small and Tutorial Videos • Section Practice
1 large table, 6 small and 0 large Skills Review Handbook
tables Skills Trainer

134 Chapter 3 ALABAMA EDITION

Laurie’s Notes Dynamic Teaching Tools
Dynamic Assessment System
Lesson Plans
Dynamic Classroom
Overview of Section 3.5
Introduction
• Students were introduced to the slope-intercept form of a linear equation in middle school.
They interpreted the equation y = mx + b as defining a linear function whose graph is a
straight line. They solved systems of equations, some of which were in slope-intercept form.
• Depending upon your students’ background and familiarity with the content, this lesson may
only need light coverage. Discussions earlier in this chapter should have given you enough
evidence to know what depth this lesson requires. Core concepts to check include: computing
the slope of a line from a graph or table of values; rewriting equations in slope-intercept
form; interpreting slope and y-intercept in the context of a situation; interpreting a linear
equation written in function notation.

Resources
• A graphing calculator could be used to assess concepts about slope.

Common Misconceptions
• Given the equation 2x + y = 5, students may incorrectly say that the slope is 2. They
remember that the slope is the coefficient of x, but they forget that the equation must be
written in slope-intercept form first.

Formative Assessment Tips

• Point of Most Significance: This technique asks students to identify the most significant
idea, learning, or concept they gained in the lesson today. Students reflect on the lesson and
are asked to identify the key example, problem, or point that was significant in their learning
today. If the goal or learning intention was identified at the beginning of the class, then
students assess what contributed to their attainment of the goal.
• It is important for teachers to know whether the lesson as designed helped move learning
forward for students or whether the lesson needs to be modified. Share with students what
you learned from their reflections. Students will take the reflections more seriously when they
are valued and used.

Pacing Suggestion
• Although the formal lesson is long, you may find that students move through the examples
quickly given their background knowledge. Use class time for students to work applications in
the exercise set with partners.

ALABAMA EDITION Section 3.5 T-134

 ALABAMA
STANDARDS
Laurie’s Notes
A1.12 Create equations in two or more
variables to represent relationships between
quantities in context; graph equations on Exploration
coordinate axes with labels and scales
and use them to make predictions. Limit Motivate
to contexts arising from linear, quadratic, • Preparation: Make three demonstration cards on 8.5 inch by 11 inch paper. The x-axis is
exponential, absolute value, and linear labeled “time” and the y-axis is labeled “distance from home.”
piecewise functions. • Sample cards A, B, and C are shown.
A1.14 Given a relation defined by an
equation in two variables, identify the graph

from home

from home

from home
Distance

Distance

Distance
of the relation as the set of all its solutions
plotted in the coordinate plane.
A1.27 Interpret the parameters of functions
in terms of a context. Extend from linear
functions, written in the form mx + b,
to exponential functions, written in the Time Time Time
form abx.
• Ask three students to hold the cards for the class to see.
A1.28 For a function that models a
relationship between two quantities, “Consider how the axes are labeled. What does the slope of the line represent?”
distance
interpret key features of graphs and tables
in terms of the quantities, and sketch
— time
= rate

graphs showing key features given a verbal “What story does each card tell? How are the stories similar and different?” A: you begin at
description of the relationship. Extend from home; B: you travel at the same rate, but you start away from home; C: you start away from
relationships that can be represented by home, but you travel at a slower rate
linear functions to quadratic, exponential, • Management Tip: If you plan to use the demonstration cards again next year, laminate
absolute value, and linear piecewise them.
functions.
A1.30a Graph linear and quadratic Exploration 1
functions and show intercepts, maxima, and • The Motivate should act as a warm-up and reminder of slope. It also draws attention to the
minima. y-intercept of the graph.
A1.31 Use the mathematical modeling cycle • If your students have good recall of computing slope from last year, this exploration should
to solve real-world problems involving linear, not take long to complete.
quadratic, exponential, absolute value, and Assessing Question: “How are the two slopes different?” One line is increasing (positive
linear piecewise functions.
slope) and the other is decreasing (negative slope).
• If your students do not recall how slope is computed, provide adequate time for the
exploration.
COMMON ERROR Students may have the wrong sign for the slope.

Exploration 2
• Again, if your students are secure with interpreting equations written in slope-intercept form,
Learning Target you might consider omitting the graphing portion of the exploration and having partners
record their results on whiteboards.
Find the slope of a line and use
• Differentiate: You might assign one of the three remaining parts to different groups or
slope-intercept form.
pairs of students in the class. Work could be recorded on a whiteboard, enabling presentation
Success Criteria of the work to the whole class.
• Find the slope of a line.
• Use the slope-intercept form of Communicate Your Answer
a linear equation. • Turn and Talk: Circulate and listen as students share their understanding of the effect of m
• Solve real-life problems using and b on the graph of y = mx + b.
slopes and y-intercepts.
Connecting to Next Step
• If you feel students are comfortable finding the slope from ordered pairs on a graph, assign
Exercises 5−8 on page 141. You could also have students copy the Core Concept, Slope, into
their notebooks.

T-135 Chapter 3 ALABAMA EDITION

 3.5 Graphing Linear Equations
in Slope-Intercept Form Dynamic Teaching Tools
Dynamic Assessment System
ALABAMA Lesson Plans
STANDARDS Essential Question How can you describe the graph of the Dynamic Classroom
A1.12, A1.14, equation y = mx + b?
A1.27, A1.28,
A1.30a, A1.31 Slope is the rate of change between any two points y
on a line. It is the measure of the steepness of the line.
6 ANSWERS
To find the slope of a line, find the ratio of the
3 1. a. —23; 2
change in y (vertical change) to the change in x 4
(horizontal change). b. −2; −1
2
2 3 y
change in y slope = 2
2. a. 4
slope = —
change in x
2 4 6 x
2

Finding Slopes and y-Intercepts

−6 −4 −2 2 4 6 x
Work with a partner. Find the slope and y-intercept of each line.
−2
a. y b. y
6 4
−4

4 2
2
line; −—3; 3
y = 23 x + 2 −4 −2 2 4 x b. y
4
MAKING y = −2x − 1
CONJECTURES −2 2 4 x
2
To be proficient in math, −2 −4
you first need to collect
and organize data. Then −4 −2 2 4 x
make conjectures about Writing a Conjecture −2
the patterns you observe
in the data. Work with a partner. Graph each equation. Then copy and complete the table. Use
the completed table to write a conjecture about the relationship between the graph of
y = mx + b and the values of m and b.
line; 2; −2
Equation Description of graph Slope of graph y-Intercept c. y
4
2 2
a. y = −— x + 3 Line −— 3
3 3 2
b. y = 2x − 2
c. y = −x + 1 −4 −2 4 x

d. y = x − 4 −2

Communicate Your Answer −4

3. How can you describe the graph of the equation y = mx + b? line; −1; 1
a. How does the value of m affect the graph of the equation? d. y
2
b. How does the value of b affect the graph of the equation?
c. Check your answers to parts (a) and (b) by choosing one equation from
Exploration 2 and (1) varying only m and (2) varying only b. −4 −2 2 4 x

−2
ALABAMA EDITION Section 3.5 Graphing Linear Equations in Slope-Intercept Form 135

−6
hs_al_2022_alg1_se_0305.indd 135 13/02/20 1:14 PM
3. c. (1) Sample answer: (2) Sample answer:
line; 1; −4
y y
4 4 In the graph of y = mx + b, m is
the slope of the line and b is the
2 2
y-intercept of the line.
3. a line with slope m and y-intercept b
−4 −2 2 4 x −4 −2 2 4 x
a. The value of m affects the
steepness of the graph and
−4 −4 whether the graph rises or falls
from left to right.
y = x − 2; slope: 1; y-intercept: −2 y = 2x − 1; slope: 2; y-intercept: −1 b. The value of b affects the location
of the y-intercept.

ALABAMA EDITION Section 3.5 135

 3.5 Lesson Learning Target: Find the slope of a line and use slope-intercept form.

Differentiated Instruction Success Criteria: • I can find the slope of a line.

• I can use the slope-intercept form of a linear equation.
• I can solve real-life problems using slopes and y-intercepts.
Visual/Kinesthetic Core Vocabul
Vocabulary
larry
Have students graph the equations slope, p. 136
The Slope of a Line
y = 2x, y = x, y = −x, and y = −2x rise, p. 136
on the same coordinate plane, using run, p. 136
slope-intercept form, p. 138 Core Concept
a different color for each graph. Have constant function, p. 138 Slope
students describe what happens to the Previous The slope m of a nonvertical line passing through y (x2, y2)
line as the slope decreases. dependent variable two points (x1, y1) and (x2, y2) is the ratio of
(x1, y1) rise = y2 − y1
independent variable the rise (change in y) to the run (change in x).
run = x2 − x1
rise change in y y2 − y1
slope = m = — = — = — O x
Extra Example 1 run change in x x2 − x1

Describe the slope of each line. Then find When the line rises from left to right, the slope is positive. When the line falls
from left to right, the slope is negative.
the slope.
a. y
Finding the Slope of a Line
(1, 3)
2 Describe the slope of each line. Then find the slope.
a. y b. y
3
(3, 2) 2
−4 −2 2 x (0, 2)
1 1
4 −3
−2
(−2, −3) −2 2 x −3 −1 1 3 x

STUDY TIP (−3, −2) 6 (2, −1)

−3
When finding slope, you
The line rises from left to right. can label either point as
The slope is positive; m = 2. (x1, y1) and the other point SOLUTION
as (x2, y2). The result is a. The line rises from left to right. b. The line falls from left to right.
b. y the same. So, the slope is positive. So, the slope is negative.
Let (x1, y1) = (−3, −2) and Let (x1, y1) = (0, 2) and
2 (x2, y2) = (3, 2). (x2, y2) = (2, −1).
y2 − y1 2 − (−2) 4 2 y2 − y1 −1 − 2 −3 3
(−2, 0) m=—=—=—=— m = — = — = — = −—
x2 − x1 3 − (−3) 6 3 x2 − x1 2−0 2 2
−2 2 x READING
In the slope formula, x1 is
−2 read as “x sub one” and y2 Monitoring Progress Help in English and Spanish at BigIdeasMath.com
(2, −2) is read as “y sub two.” The
Describe the slope of the line. Then find the slope.
numbers 1 and 2 in x1 and
y2 are called subscripts. 1. y 2. y 3. y
4
The line falls from left to right. 4
(3, 3)
4
(−4, 3) (5, 4)
The slope is negative; m = −—12. 2
2
(1, 1) 4 8 x
−3 −1 1 3 x (2, −3)
−4
MONITORING PROGRESS −4 −2 2 x (−3, −1)
ANSWERS
2
1. negative; −—5
2. positive; —23 136 Chapter 3 Graphing Linear Functions ALABAMA EDITION
3. positive; —73

hs_al_2022_alg1_se_0305.indd 136 13/02/20 1:14 PM

Laurie’s Notes Teacher Actions Turn and Talk: “Can any two points on the line be used to find
the slope? Explain.” yes; The slope triangles formed would be similar
• Note the use of color in the definition and on the graph. The change
and corresponding sides of similar triangles are equal.
in y and the vertical change arrow are both red. The change in x and
• Use Appropriate Tools Strategically: A slope triangle is the
the horizontal change arrow are both blue.
triangle formed by the line, the change in x arrow, and the change
• Work through Example 1 as shown if your students are not yet
in y arrow. For many students, it is a visual tool for quickly finding
secure with slope.
the slope.
• Common Misconception: When finding the slope from two
• Reason Abstractly and Quantitatively: The slope triangle
ordered pairs on the graph, the change arrows do not need to go
can be drawn above or below the line. The change arrows can be
from left to right. In part (a), if the change arrows began at (3, 2),
drawn starting with the left-most point or the right-most point. Can
then the change in y and the change in x would both be negative.
students explain why?
The ratio (slope) would still be positive.

136 Chapter 3 ALABAMA EDITION

 Finding Slope from a Table
Extra Example 2
The points represented by each table lie on a line. How can you find the slope of each The points represented by each table lie
line from the table? What is the slope of each line?
on a line. How can you find the slope of
a. b. c.
x y x y x y each line from the table? What is the slope
4 20 −1 2 −3 −3 of each line?
7 14 1 2 −3 0
10 8 3 2 −3 6
a. x −3 −1 0 3
STUDY TIP 13 2 5 2
As a check, you can plot −3 9 y −1 3 5 11
the points represented by SOLUTION
the table to verify that the a. Choose any two points from the table and use the slope formula. Use the points Choose any two points from the table
line through them has a (x1, y1) = (4, 20) and (x2, y2) = (7, 14).
slope of −2.
and use the slope formula. The slope
y2 − y1 14 − 20 −6 is 2.
m = — = — = —, or −2
x2 − x1 7−4 3
The slope is −2. b. x −4 0 4 8
b. Note that there is no change in y. Choose any two points from the table and use the
slope formula. Use the points (x1, y1) = (−1, 2) and (x2, y2) = (5, 2). y −2 −2 −2 −2
y2 − y1 2−2 0
m = — = — = —, or 0 The change in y is 0. Note that there is no change in y.
x2 − x1 5 − (−1) 6
The slope is 0.
Choose any two points from the table
c. Note that there is no change in x. Choose any two points from the table and use the
and use the slope formula. The slope
slope formula. Use the points (x1, y1) = (−3, 0) and (x2, y2) = (−3, 6). is 0.
y2 − y1 6−0
✗
6
m=—=—=— The change in x is 0.
c. x 4 4 4 4
x2 − x1 −3 − (−3) 0
Because division by zero is undefined, the slope of the line is undefined.
y −5 −2 −1 4
Note that there is no change in x.
Monitoring Progress Help in English and Spanish at BigIdeasMath.com
Choose any two points from the table
The points represented by the table lie on a line. How can you find the slope of the
line from the table? What is the slope of the line?
and use the slope formula. Because
4. 5.
division by 0 is undefined, the slope is
x 2 4 6 8 x 5 5 5 5
undefined.
y 10 15 20 25 y −12 −9 −6 −3

MONITORING PROGRESS
Concept Summary ANSWERS
Slope 4. Choose any 2 points from the table
Positive slope Negative slope Slope of 0 Undefined slope and use the slope formula; —52
y y y y
5. Choose any 2 points from the table
and use the slope formula; undefined
O x O x O x O x

The line rises The line falls The line is The line
from left to right. from left to right. horizontal. is vertical.

ALABAMA EDITION Section 3.5 Graphing Linear Equations in Slope-Intercept Form 137

hs_al_2022_alg1_se_0305.indd 137 13/02/20 1:14 PM

Laurie’s Notes Teacher Actions

“The direction line states that the points represented in the table lie in a line. If this had not been
stated, then how could you tell this?” Some students might suggest that the points be plotted.
Other students might note that in part (a) the x-values are increasing by 3 and the y-values are
decreasing by 6.
• Teaching Tip: In each part, you might have different groups or partners work with different
pairs of ordered pairs. The resulting slopes should still be the same!
• Students can be confused by the results in parts (b) and (c). Discuss why —06 ≠ —60.
• Students should copy the Concept Summary into their notebooks.

ALABAMA EDITION Section 3.5 137

 Using the Slope-Intercept Form of a Linear Equation
English Language Learners
Core Concept
Labels Slope-Intercept Form y
Have students use colors to identify Words A linear equation written in the form
and label the slope and y-intercept in y = mx + b is in slope-intercept form.
The slope of the line is m, and the y = mx + b
equations written in slope-intercept y-intercept of the line is b. (0, b)
form. Algebra y = mx + b
y = 2x + 1
slope y-intercept
slope y-intercept x

Extra Example 3 A linear equation written in the form y = 0x + b, or y = b, is a constant function.

Find the slope and the y-intercept of the The graph of a constant function is a horizontal line.
graph of each linear equation.
Identifying Slopes and y-Intercepts
a. y = 2x − 3
The slope is 2, and the y-intercept Find the slope and the y-intercept of the graph of each linear equation.
is −3. a. y = 3x − 4 b. y = 6.5 c. −5x − y = −2
b. y = −4.5 SOLUTION
The slope is 0, and the y-intercept a. y = mx + b Write the slope-intercept form.
is −4.5. STUDY TIP
slope y-intercept
c. 6x − y = 8 For a constant function,
every input has the same
The slope is 6, and the y-intercept y = 3x + (−4) Rewrite the original equation in slope-intercept form.
output. For instance, in
is −8. Example 3b, every input The slope is 3, and the y-intercept is −4.
has an output of 6.5.
b. The equation represents a constant function. The equation can also be written
MONITORING PROGRESS as y = 0x + 6.5.

ANSWERS The slope is 0, and the y-intercept is 6.5.

6. slope: −6; y-intercept: 1 c. Rewrite the equation in slope-intercept form by solving for y.
7. slope: 0; y-intercept: 8 −5x − y = −2 Write the original equation.
1 5
8. slope: −—4; y-intercept: −—2 STUDY TIP
+ 5x + 5x Add 5x to each side.
When you rewrite a
linear equation in −y = 5x − 2 Simplify.
slope-intercept form,
−y 5x − 2
you are expressing y as —=— Divide each side by –1.
−1 −1
a function of x.
y = −5x + 2 Simplify.

The slope is −5, and the y-intercept is 2.

Monitoring Progress Help in English and Spanish at BigIdeasMath.com

Find the slope and the y-intercept of the graph of the linear equation.
6. y = −6x + 1 7. y = 8 8. x + 4y = −10

138 Chapter 3 Graphing Linear Functions ALABAMA EDITION

hs_al_2022_alg1_se_0305.indd 138 13/02/20 1:14 PM

Laurie’s Notes Teacher Actions

• Write the Core Concept. This should be familiar to students from middle school. If Exploration 2
was done, connect the Core Concept to the results of the exploration.
• Discuss the special case of a constant function, when the slope of the line is 0. The graph of a
constant function is horizontal.
• Example 3 is an important skill that you want to make sure students are secure with. In Section
1.5, students practiced this skill of rewriting a linear equation, expressing y as a function of x.
• Monitoring Progress: In Question 8, check that students have the correct slope of − —14.

138 Chapter 3 ALABAMA EDITION

 Using Slope-Intercept Form to Graph
Extra Example 4
STUDY TIP Graph 2x + y = 2. Identify the x-intercept. Graph y + x = −2. Identify the
You can use the slope
to find points on a line SOLUTION x-intercept.
in either direction. In Step 1 Rewrite the equation in slope-intercept form. y
Example 4, note that the
slope can be written as y = −2x + 2
2
2 y
—. So, you could move Step 2 Find the slope and the y-intercept. (−2, 0)
–1
1 unit left and 2 units up m = −2 and b = 2 4 −2 2 x
from (0, 2) to find the (0, −2)
Step 3 The y-intercept is 2. So, plot (0, 2). 1 −2
point (–1, 4). (0, 2)
Step 4 Use the slope to find another point 1 −2
on the line.
−2 2 4 x
rise −2
slope = — = — −2 The line crosses the x-axis at (−2, 0). So,
run 1
Plot the point that is 1 unit right and
the x-intercept is −2.
2 units down from (0, 2). Draw a line
through the two points.
The line crosses the x-axis at (1, 0). So, the x-intercept is 1.
Extra Example 5
REMEMBER A linear function g models a relationship
You can also find the Graphing from a Verbal Description in which the dependent variable increases
x-intercept by substituting 2 units for every 3 units the independent
0 for y in the equation A linear function g models a relationship in which the dependent variable increases
2x + y = 2 and solving 3 units for every 1 unit the independent variable increases. Graph g when g(0) = 3. variable increases. Graph g when
for x. Identify the slope, y-intercept, and x-intercept of the graph. g(0) = 2. Identify the slope, y-intercept,
SOLUTION and x-intercept of the graph.
Because the function g is linear, it has a constant rate of change. Let x represent the y
independent variable and y represent the dependent variable.
y Step 1 Find the slope. When the dependent variable increases by 3, the change in y is (−3, 0) (0, 2)
5 +3. When the independent variable increases by 1, the change in x is +1.
−1 3
So, the slope is —, or 3. −2 2 x
(0, 3) 1
−2
−3 Step 2 Find the y-intercept. The statement g(0) = 3 indicates that when x = 0,
(−1, 0) y = 3. So, the y-intercept is 3. Plot (0, 3).
−4 −2 2 x
Step 3 Use the slope to find another point on the line. A slope of 3 can be written
−2 −3 The slope is —23, the y-intercept is 2, and the
as —. Plot the point that is 1 unit left and 3 units down from (0, 3). Draw a
−1 x-intercept is −3.
line through the two points. The line crosses the x-axis at (−1, 0). So, the
x-intercept is −1.

The slope is 3, the y-intercept is 3, and the x-intercept is −1. MONITORING PROGRESS
ANSWERS
Monitoring Progress Help in English and Spanish at BigIdeasMath.com 9. 2
y

Graph the linear equation. Identify the x-intercept.

9. y = 4x − 4 10. 3x + y = −3 11. x + 2y = 6 −4 −2 2 4 x

12. A linear function h models a relationship in which the dependent variable −2

decreases 2 units for every 5 units the independent variable increases. Graph h
when h(0) = 4. Identify the slope, y-intercept, and x-intercept of the graph. −4

ALABAMA EDITION Section 3.5 Graphing Linear Equations in Slope-Intercept Form 139
x-intercept: 1
10. y
2
hs_al_2022_alg1_se_0305.indd 139 13/02/20 1:14 PM

Laurie’s Notes Teacher Actions −4 −2 2 4 x

“What form is the equation 2x + y = 2?” standard form “How would you graph this line?”
Find the x- and y-intercepts and draw the line between them. “Can the equation be written in −4

slope-intercept form?” yes −6

• Whiteboarding: Give partners time to work the example. Circulate and ask advancing
questions to assist students in making progress. x-intercept: −1
• Discuss the Study Tip. 11–12. See Additional Answers.
• After completing Example 5, ask students to give a Thumbs Up to assess their comfort with
graphing a line in slope-intercept form.

ALABAMA EDITION Section 3.5 139

 Solving Real-Life Problems
Extra Example 6 In most real-life problems, slope is interpreted as a rate, such as miles per hour, dollars
The elevation h (in feet) of a per hour, or people per year.
submersible is modeled by the function
h(t) = 550t − 11,000, where t is the time Modeling with Mathematics
(in minutes) since the submersible began A submersible that is exploring the ocean floor begins to ascend to the surface.
to ascend. The elevation h (in feet) of the submersible is modeled by the function
h(t) = 650t − 13,000, where t is the time (in minutes) since the submersible
a. Graph the function and identify its began to ascend.
domain and range. a. Graph the function and identify its domain and range.
b. Interpret the slope and the intercepts of the graph.
Elevation of a Submersible
Time (minutes) SOLUTION
0 8 16 24 t 1. Understand the Problem You know the function that models the elevation. You
0
Elevation (feet)

(20, 0) are asked to graph the function and identify its domain and range. Then you are
−6,000
asked to interpret the slope and intercepts of the graph.
2. Make a Plan Use the slope-intercept form of a linear equation to graph the
−12,000 (0, −11,000) function. Only graph values that make sense in the context of the problem.
h Examine the graph to interpret the slope and the intercepts.
3. Solve the Problem
domain: 0 ≤ t ≤ 20; a. The time t must be greater than Elevation of a Submersible
range: −11,000 ≤ h ≤ 0 or equal to 0. The elevation h is
Time (minutes)
below sea level and must be less
b. Interpret the slope and the intercepts than or equal to 0. Use the slope 0
0 4 8 12 16 20 t

of 650 and the h-intercept of (20, 0)

of the graph. STUDY TIP

Elevation (feet)
−13,000 to graph the function −4,000
slope: 550; The submersible ascends at Because t is the independent
in Quadrant IV.
variable, the horizontal axis −8,000
a rate of 550 ft/min. is the t-axis and the graph
−12,000
h-intercept: –11,000; The elevation will have a “t-intercept.” (0, −13,000)
Similarly, the vertical axis is h
of the submersible when the ascent the h-axis and the graph
begins is −11,000 feet. will have an “h-intercept.”
The domain is 0 ≤ t ≤ 20, and the range is −13,000 ≤ h ≤ 0.
t-intercept: 20; The submersible takes
b. The slope is 650. So, the submersible ascends at a rate of 650 feet per minute.
20 minutes to reach 0 feet, or sea level. The h-intercept is −13,000. So, the elevation of the submersible after 0 minutes,
or when the ascent begins, is −13,000 feet. The t-intercept is 20. So, the
submersible takes 20 minutes to reach an elevation of 0 feet, or sea level.
MONITORING PROGRESS 4. Look Back You can check that your graph is correct by substituting the t-intercept
ANSWER for t in the function. If h = 0 when t = 20, the graph is correct.
13. See Additional Answers. h = 650(20) − 13,000 Substitute 20 for t in the original equation.

h=0 ✓ Simplify.

Monitoring Progress Help in English and Spanish at BigIdeasMath.com

13. WHAT IF? The elevation of the submersible is modeled by h(t) = 500t − 10,000.
(a) Graph the function and identify its domain and range. (b) Interpret the slope
and the intercepts of the graph.

140 Chapter 3 Graphing Linear Functions ALABAMA EDITION

hs_al_2022_alg1_se_0305.indd 140 13/02/20 1:14 PM

Laurie’s Notes Teacher Actions • This is an example where a quick sketch can be done once students
identify the slope (650) and y-intercept (−13,000).
• Connection: If you began the lesson with the Motivate, then the Turn and Talk: “How can you determine the t-intercept for this
slope of the line was interpreted as a rate. problem?” Substitute 0 for h(t) and solve for t.
Read Example 6 and ask, “How would the equation appear if we
had used x and y for the variables?” y = 650x − 13,000 “What Closure
values will make sense for the domain and range in this situation?” • Point of Most Significance: Ask students to identify, aloud or
The time (domain) should be positive and the elevation (range) will on a paper to be collected, the most significant point (or part) in the
be negative. lesson that aided their learning.

140 Chapter 3 ALABAMA EDITION

 3.5 Exercises Dynamic Solutions available at BigIdeasMath.com
Assignment Guide and
Homework Check
Vocabulary and Core Concept Check ASSIGNMENT
1. COMPLETE THE SENTENCE The ________ of a nonvertical line passing through two points is the
ratio of the rise to the run.
Basic: 1−4, 5−33 odd, 37, 41, 46, 50,
54−60
2. VOCABULARY What is a constant function? What is the slope of a constant function?
3. WRITING What is the slope-intercept form of a linear equation? Explain why this form is called
Average: 1−4, 6−42 even, 46, 50,
the slope-intercept form. 54−60
4. WHICH ONE DOESN’T BELONG? Which equation does not belong with the other three? Explain Advanced: 1−4, 8−14 even,
your reasoning. 20−24 even, 30−52 even, 54−60
y = −5x − 1 2x − y = 8 y=x+4 y = −3x + 13
HOMEWORK CHECK
Basic: 5, 15, 25, 33, 37
Monitoring Progress and Modeling with Mathematics Average: 6, 16, 26, 34, 38
Advanced: 8, 20, 32, 34, 38
In Exercises 5–8, describe the slope of the line. Then 12. x −4 −3 −2 −1
find the slope. (See Example 1.)
y 2 −5 −12 −19
5. y 6. y
4
(−3, 1)
2
(4, 3) ANSWERS
13. ANALYZING A GRAPH The graph shows the distance
2 1. slope
y (in miles) that a bus travels in x hours. Find and
−2 2 x interpret the slope of the line. 2. a linear function of the form y = b; 0
2 4 x
−2
−2
(1, −1)
Bus Trip
3. y = mx + b; The equation gives the
(2, −2)
y slope m and the y-intercept b.
Distance (miles)

150
7.
1
y 8. y
(2, 120) 4. 2x − y = 8; It is in standard form,
4 100 not slope-intercept form.
−2 2 x (0, 3)
3
−2 (2, −3) 2 50 (1, 60) 5. negative; −—5
4
(−2, −3) 0 6. positive; —3
−1 1 3 x 0 1 2 3 x
−5
(5, −1) Time (hours) 7. zero; 0
4
8. negative; −—5
In Exercises 9–12, the points represented by the table lie 1
on a line. Find the slope of the line. (See Example 2.)
14. ANALYZING A TABLE The table shows the amount 9. —2
x (in hours) of time you spend at a theme park and
the admission fee y (in dollars) to the park. The
10. 0
9. x −9 −5 −1 3
points represented by the table lie on a line. Find 11. undefined
y −2 0 2 4 and interpret the slope of the line.
12. −7
10. x −1 2 5 8 Time Admission
13. m = 60; The bus is traveling at a
(hours), x (dollars), y speed of 60 miles per hour.
y −6 −6 −6 −6
6 54.99 14. m = 0; The admission fee does not
11. 7 54.99 change based on the time spent in
x 0 0 0 0
8 54.99 the park.
y −4 0 4 8

ALABAMA EDITION Section 3.5 Graphing Linear Equations in Slope-Intercept Form 141

hs_al_2022_alg1_se_0305.indd 141 13/02/20 1:14 PM

ALABAMA EDITION Section 3.5 141

 In Exercises 15–22, find the slope and the y-intercept of 35. GRAPHING FROM A VERBAL DESCRIPTION A linear
the graph of the linear equation. (See Example 3.) function r models the growth of your right index
Dynamic Teaching Tools ¿ngernail. The length of the ¿ngernail increases
15. y = −3x + 2 16. y = 4x − 7
Dynamic Assessment System 0.7 millimeter every week. Graph r when r (0) = 12.
Identify the slope and interpret the y-intercept of
Dynamic Classroom 17. y = 6x 18. y = −1
the graph.
19. −2x + y = 4 20. x + y = −6
36. GRAPHING FROM A VERBAL DESCRIPTION A linear
function m models the amount of milk sold by a farm
ANSWERS 21. −5x = 8 − y 22. 0 = 1 − 2y + 14x
per month. The amount decreases 500 gallons for
15. slope: −3; y-intercept: 2 every $1 increase in price. Graph m when
16. slope: 4; y-intercept: −7 ERROR ANALYSIS In Exercises 23 and 24, describe and m(0) = 3000. Identify the slope and interpret the
correct the error in finding the slope and the y-intercept x- and y-intercepts of the graph.
17. slope: 6; y-intercept: 0 of the graph of the equation.
37. MODELING WITH MATHEMATICS The function shown
slope: 0; y-intercept: −1
✗
18. 23. models the depth d (in inches) of snow on the ground
19. slope: 2; y-intercept: 4 x = –4y during the ¿rst 9 hours of a snowstorm, where t is the
20. slope: −1; y-intercept: −6 time (in hours) after the snowstorm begins.
The slope is –4, and (See Example 6.)
21. slope: 5; y-intercept: 8 the y-intercept is 0.

22. slope: 7; y-intercept: —12

✗
24.
23. To be in slope-intercept form the y = 3x − 6
equation needs to be solved for y, not
1 1
x; y = −—4 x; The slope is −—4 and the The slope is 3, and
the y-intercept is 6. 1
y-intercept is 0. d(t) =
2
t+6

24. To be in slope-intercept form, the

equation needs to be rewritten as In Exercises 25–32, graph the linear equation. Identify
the x-intercept. (See Example 4.) a. Graph the function and identify its domain
y = 3x + (−6); The slope is 3 and and range.
1
the y-intercept is −6. 25. y = −x + 7 26. y = —2 x +3
b. Interpret the slope and the d-intercept of the graph.
25. y 27. y = 2x 28. y = −x
8 38. MODELING WITH MATHEMATICS The function
29. 3x + y = −1 30. x + 4y = 8 c(x) = 0.5x + 70 represents the cost c (in dollars) of
6 renting a truck from a moving company, where x is
31. −y + 5x = 0 32. 2x − y + 6 = 0 the number of miles you drive the truck.
4
a. Graph the function and identify its domain
In Exercises 33 and 34, graph the function with the and range.
2 given description. Identify the slope, y-intercept, and
x-intercept of the graph. (See Example 5.) b. Interpret the slope and the c-intercept of the graph.

−2 2 4 6 8 x 33. A linear function f models a relationship in which the 39. COMPARING FUNCTIONS A linear function models
dependent variable decreases 4 units for every 2 units the cost of renting a truck from a moving company.
−2
the independent variable increases. The value of the The table shows the cost y (in dollars) when you drive
function at 0 is −2. the truck x miles. Graph the function and compare the
x-intercept: 7 slope and the y-intercept of the graph with the slope
y
34. A linear function h models a relationship in which the and the c-intercept of the graph in Exercise 38.
26. 6 dependent variable increases 1 unit for every 5 units
the independent variable decreases. The value of the Cost
4 function at 0 is 3. Miles, x
(dollars), y
0 40
2
50 80
100 120
−8 −6 −4 −2 2 4 x

−2

x-intercept: −6 142 Chapter 3 Graphing Linear Functions ALABAMA EDITION

27. y
4

2 28.hs_al_2022_alg1_se_0305.inddy 142 29. y

13/02/20 1:14 PM

4 2

−4 −2 2 4 x 2
−4 −2 2 4 x

−2
−4 −2 2 4 x
−4
−2 −4
x-intercept: 0
−4 −6

1
x-intercept: 0 x-intercept: −—3
30–39. See Additional Answers.

142 Chapter 3 ALABAMA EDITION

 ERROR ANALYSIS In Exercises 40 and 41, describe and 44. MATHEMATICAL CONNECTIONS The graph shows
correct the error in graphing the function. the relationship between the base length x and the ANSWERS
side length (of the two equal sides) y of an isosceles

✗
40. 40. The slope is 3, but the graph shows a
triangle in meters. The perimeter of a second
y
isosceles triangle is 8 meters more than the perimeter
slope of —13 .
2 of the ¿rst triangle. y
4
y
y + 1 = 3x 8
−2 14 x 1 2
y = 6 − 2x
3
−2
(0, −1) 4
−4 −2 2 4 x
0
0 4 8 12 x

✗
41.
y a. Graph the relationship between the base length
1 and the side length of the second triangle.
(0, 4)
3 −2 b. How does the graph in part (a) compare to the
graph shown?
41. The slope was interpreted as the
−4x + y = −2
1 y-intercept, and the y-intercept was
45. ANALYZING EQUATIONS Determine which of the interpreted as the slope.
−3 −1 1 3 x
equations could be represented by each graph. y
4

4 2
y = −3x + 8 y = −x − —
42. MATHEMATICAL CONNECTIONS Graph the four 3
equations in the same coordinate plane.
y = −7x y = 2x − 4 −4 −2 2 4 x
3y = −x − 3
−2
2y − 14 = 4x 7 1
y = —x − —
1
y = —x + 5
4 4 3
4x − 3 − y = 0
y = −4x − 9 y=6
x − 12 = −3y

a. What enclosed shape do you think the lines form?

42. See Additional Answers.
Explain. a. y b. y
43. a. y
18
b. Write a conjecture about the equations of
parallel lines.
12
x x
43. MATHEMATICAL CONNECTIONS The graph shows
6
the relationship between the width y and the length
x of a rectangle in inches. The perimeter of a second
0
rectangle is 10 inches less than the perimeter of the 0 6 12 18 x
¿rst rectangle. c. y d. y

a. Graph the relationship

b. The slope of each graph is the
y
between the width and 24 same. The open circles in the
length of the second y = 20 − x graph in part (a) are closer to
16 x x
rectangle. the origin.
b. How does the graph
8 44. a. y
in part (a) compare to 12
the the graph shown?
0
0 8 16 24 x 8
46. MAKING AN ARGUMENT Your friend says that you
can write the equation of any line in slope-intercept
form. Is your friend correct? Explain your reasoning. 4

0
0 4 8 12 16 20 x

ALABAMA EDITION Section 3.5 Graphing Linear Equations in Slope-Intercept Form 143 b. The slope of each graph is the
same. The open circles in the
graph in part (a) are farther from
the origin.
hs_al_2022_alg1_se_0305.indd 143 13/02/20 1:14 PM
45. a. y = —13x + 5
1
b. y = —74x − —4; y = 2x − 4
c. y = −3x + 8
4
d. y = −4x − 9; y = −x − —3
46. no; The equation of a vertical line
cannot be written in slope-intercept
form because its slope is undefined
and it either has no y-intercept or
infinite y-intercepts.

ALABAMA EDITION Section 3.5 143

 47. WRITING Write the definition of the slope of a line in 50. HOW DO YOU SEE IT? You commute to school by
ANSWERS two different ways. walking and by riding a bus. The graph represents
47. Sample answer: the ratio of the rise your commute.
48. THOUGHT PROVOKING Your family goes on vacation
to the run; the ratio of the change in to a beach 300 miles from your house. You reach your Commute to School
y to the change in x

Distance (miles)
destination 6 hours after departing. Draw a graph that d
48–50. See Additional Answers. describes your trip. Explain what each part of your 2
graph represents.
51. k = —18 1

52. k = −12 49. ANALYZING A GRAPH The graphs of the functions 0

0 4 8 12 16 t
53–57. See Additional Answers. g(x) = 6x + a and h(x) = 2x + b, where a and b
are constants, are shown. They intersect at the Time (minutes)
58. linear; It can be rewritten as point (p, q).
1 1
y=— 15
x − —5. a. Describe your commute in words.
y
59. linear; It can be rewritten as b. Calculate and interpret the slopes of the different
parts of the graph.
y = −3x + 12.
(p, q)
60. nonlinear; It cannot be rewritten in
the form y = mx + b. PROBLEM SOLVING In Exercises 51 and 52, find the
x value of k so that the graph of the equation has the
given slope or y-intercept.

1
51. y = 4kx − 5; m = —
Mini-Assessment a. Label the graphs of g and h. 2
b. What do a and b represent?
1 5
1. Describe the slope of the line. c. Starting at the point (p, q), trace the graph of g 52. y = −— x + — k; b = −10
3 6
Then find the slope. until you get to the point with the x-coordinate
p + 2. Mark this point C. Do the same with 53. ABSTRACT REASONING To show that the slope of
y the graph of h. Mark this point D. How much a line is constant, let (x1, y1) and (x2, y2) be any two
greater is the y-coordinate of point C than the points on the line y = mx + b. Use the equation of
(2, 3) y-coordinate of point D?
2 the line to express y1 in terms of x1 and y2 in terms of
x2. Then use the slope formula to show that the slope
between the points is m.
−2 2 x Maintaining Mathematical Proficiency Reviewing what you learned in previous grades and lessons

−2 Find the coordinates of the figure after the transformation. (Skills Review Handbook)
54. Translate the rectangle 55. Dilate the triangle with 56. Reflect the trapezoid in
(−2, −1) 4 units left. respect to the origin using the y-axis.
a scale factor of 2.
y Q y
The line rises from left to right. 4 4
y
4
The slope is positive; m = 1. 2 R 2
2
A B Y
2. Find the slope and the y-intercept −4 −2 2 4x −3 −1 1 3 x
of the graph of the linear equation −2 −4 −2 X 1 Z 4x S −2

y − 5x = −6. slope: 5; −4
−2
T −4
D C
y-intercept: −6 −4

3. An airplane begins to descend

Determine whether the equation represents a linear or nonlinear function. Explain.
for a landing. The elevation g (in (Section 3.2)
feet) of the airplane is modeled by 2 x y
57. y−9=— 58. x = 3 + 15y 59. —+—=1 60. y = 3x 4 − 6
the function g(t) = 4800 − 300t, x 4 12
where t is the time (in minutes)
since the airplane began to 144 Chapter 3 Graphing Linear Functions ALABAMA EDITION
descend.
a. Use the graph of the function to
hs_al_2022_alg1_se_0305.indd 144 13/02/20 1:14 PM
identify its domain and range.
domain: 0 ≤ t ≤ 16;
range: 0 ≤ g ≤ 4800 Section Resources
b. Interpret the slope and the
Surface Level Deep Level
intercepts of the graph.
slope: –300; The airplane Resources by Chapter Resources by Chapter
descends at a rate of 300 ft/min. • Practice A and Practice B • Enrichment and Extension
g-intercept: 4800; The elevation • Puzzle Time • Cumulative Review
of the airplane when the descent Differentiating the Lesson Dynamic Assessment System
begins is 4800 ft. t-intercept: 16; Tutorial Videos • Section Practice
The airplane takes 16 min Skills Review Handbook
to land. Skills Trainer

144 Chapter 3 ALABAMA EDITION

Laurie’s Notes Dynamic Teaching Tools
Dynamic Assessment System
Lesson Plans
Dynamic Classroom
Overview of Section 3.6
Introduction
• Students worked with transformations of geometric y
figures in geometry, where they were expected to 4
describe the effect of dilations, translations, rotations, R
and reflections on two-dimensional figures using A 2 B
coordinates.
• Knowing how the vertices are mapped from the −4 −2 2 4 x
preimage to the image allows a student to determine −2
when figure B is the result of a reflection, rotation, or
translation of figure A. −4

• If R(−5, 3) is mapped to R′(5, 3), then it is a reflection.

If R(−5, 3) is mapped to R′(1, 3), then it is a translation.
If R(−5, 3) is mapped to R′(5, 1), then it is a rotation.
• In this lesson, students will perform transformations on lines.
y y=x
Without knowing the mapping rule, the line y = x could be 4
translated horizontally or vertically to the second line.
2
• Transformations are easier to visually identify for quadratics
and absolute value functions than for linear functions.
−4 −2 4x
• It is through the function notation that the transformation is
identified, and that is more an abstract understanding than
y=x−2
visual. Graphing f(x) = 2x − 4 is not difficult. Viewing it as −4
a stretch by a factor of 2 of f(x) = x followed by a translation
4 units down is what is challenging for students.
• Connection: The transformations defined in this lesson will be the same for absolute value
functions (Section 3.7) and quadratic functions (Section 8.4). In later mathematics courses,
students will study transformations on other functions, such as exponential, trigonometric,
and rational.
• Transformations introduced in this lesson include translations, reflections, stretches,
and shrinks.

Formative Assessment Tips

• Muddiest Point: This technique is the opposite of Point of Most Significance. Students are
asked to reflect on the most difficult or confusing point in the lesson. Their written comments
are collected at the end of the lesson so that the following day’s instruction can address the
confusion.
• This technique can be used at any time during instruction.
• It is important for teachers to know whether there was a point in the lesson that was
confusing for students so that the lesson can be modified. Share with students what you
learned from their reflections. Students will take reflections more seriously when they are
valued and used.

Pacing Suggestion
• The formal lesson is quite long. You might have students complete only Exploration 3 as a
warm-up and then move to the formal lesson.

ALABAMA EDITION Section 3.6 T-144

 ALABAMA
STANDARDS
Laurie’s Notes
A1.23 Identify the effect on the graph of
⋅ ⋅
replacing f(x) by f(x) + k, k f(x), f(k x),
and f(x + k) for specific values of k (both Exploration
positive and negative); find the value of k
given the graphs. Experiment with cases Motivate
and explain the effects on the graph, using • If you have computer projection capability in your classroom, use a word processor or simple
technology as appropriate. Limit to linear, graphic program to draw a rectangle. Make a copy of the rectangle. Change the color of
quadratic, exponential, absolute value, and the first rectangle to red and the second rectangle to blue. Demonstrate (or ask about) the
linear piecewise functions. various transformations of the blue rectangle depending on how you manipulate it. You
A1.30a Graph linear and quadratic should be able to translate, flip, dilate, stretch, and shrink. Compare each version to the red
functions and show intercepts, maxima, and (parent) rectangle.
minima. • Remind students that points and figures (rectangles) can be transformed. In algebra, we
study transformation of functions and examine the effect on their graphs. The transformation
is represented symbolically in the equation we write and graphically by the graphs of the
functions.

Discuss
• Comfort with function notation is essential in these explorations and in this lesson. Review
the language of the statement f(x) = x.
Learning Target
• Remind students that f(x) is another name for y.
Graph transformations of linear
functions. Exploration 1
• Students will not have difficulty graphing the function f(x) = x. In graphing each of the
Success Criteria
g functions, remind students to plot them on the same axes with f(x) = x. Students should
• Identify a transformation of a use a graphing calculator, as needed, to check.
linear graph. • Students will recognize that all five functions have a slope of 1. The y-intercepts are different.
• Graph transformations of linear • Connection: You want students to compare each of the g functions to the original function
functions. f(x) = x. Students will describe the graphs as being parallel. The challenge is that translating
• Explain how translations, the line f(x) = x left 4 units or up 4 units looks the same on the coordinate plane!
reflections, stretches, and • Write and highlight: If f(x) = x and g(x) = x + 4, then g(x) = f(x) + 4.
shrinks affect graphs of “Why this is true?” The outputs for g are 4 more than the outputs for f.
functions. • Repeat this strategy for each of the g functions.

Exploration 2
• Students should quickly sketch all five functions. Use a graphing calculator as needed to
check. While the slopes are different, all five lines have the same y-intercept.
• Write and highlight: If f(x) = x and h(x) = —12 x , then h(x) = —12 f(x).
“Why this is true?” The outputs for h are —12 times the outputs for f.
• Repeat this strategy for each of the h functions.

Exploration 3
“What strategies did you use to match the functions?” Listen for information about the
slopes and/or y-intercepts.
• If time permits and function notation is feeling comfortable for students, ask how the k
functions could be written in terms of the f function. For example, in part (a) k(x) = 2f(x) − 4.

Communicate Your Answer

• Students may recognize the vertical shift; however, the horizontal stretch or shrink is harder
for students to see, especially for linear functions.

Connecting to Next Step

• If you have been able to discuss the types of translations, assign items from Exercises 5−8 on
page 151.

T-145 Chapter 3 ALABAMA EDITION

 3.6 Transformations of Graphs
of Linear Functions Dynamic Teaching Tools
Dynamic Assessment System
Lesson Plans
ALABAMA
STANDARDS Essential Question How does the graph of the linear function
Dynamic Classroom
A1.23, A1.30a f(x) = x compare to the graphs of g(x) = f(x) + c and h(x) = f (cx)?

Comparing Graphs of Functions

ANSWERS
Work with a partner. The graph of f(x) = x is shown. 4 1. a. See Additional Answers.
Sketch the graph of each function, along with f, on the y
same set of coordinate axes. Use a graphing calculator
b. 4
USING TOOLS
to check your results. What can you conclude? −6 6
STRATEGICALLY
a. g(x) = x + 4 b. g(x) = x + 2 g(x) = x + 2 2
To be proficient in math,
f(x) = x
you need to use the c. g(x) = x − 2 d. g(x) = x − 4 −4
appropriate tools, −6 −4 2 4 6 x
including graphs, tables,
−2
and technology, to check Comparing Graphs of Functions
your results.
Work with a partner. Sketch the graph of each function, along with f(x) = x, on −4
the same set of coordinate axes. Use a graphing calculator to check your results.
What can you conclude?
c. y
4
1
a. h(x) = 1
—2 x b. h(x) = 2x c. h(x) = −—2x d. h(x) = −2x f(x) = x
2

Matching Functions with Their Graphs

−6 −4 −2 2 4 6 x
Work with a partner. Match each function with its graph. Use a graphing calculator g(x) = x − 2
to check your results. Then use the results of Explorations 1 and 2 to compare the
graph of k to the graph of f(x) = x.
−4
a. k(x) = 2x − 4 b. k(x) = −2x + 2
1
c. k(x) = —12 x + 4 d. k(x) = −—2 x − 2 y
d. 4
A. 4 B. 4 f(x) = x
2

−6 6 −6 6
−6 −4 −2 2 6 x

−2
−4 −4

4
g(x) = x − 4
C. D. 6

Adding or subtracting a constant to a

−6 6 −8 8 function causes a vertical shift of the
graph.
−4 −6 2. a. See Additional Answers.
Communicate Your Answer b. 4
y

4. How does the graph of the linear function f(x) = x compare to the graphs of 2
g(x) = f(x) + c and h(x) = f(cx)?

ALABAMA EDITION Section 3.6 Transformations of Graphs of Linear Functions 145 −6 −4 −2 2 4 6 x

f(x) = x
h(x) = 2x
−4
hs_al_2022_alg1_se_0306.indd 145 13/02/20 1:14 PM
2. d. y 3. a. C; The graph is shifted down 4 units and
4
has a steeper slope. c. y
h(x) =− 1 x 4
h(x) = −2x 2 b. A; The graph is shifted up 2 units, has a 2
f(x) = x steeper slope, and slopes downward from 2 f(x) = x
−6 −4 −2 2 4 6 x left to right.
−2 c. D; The graph is shifted up 4 units and is −6 −4 −2 2 4 6 x
not as steep. −2
−4
d. B; The graph is shifted down 2 units, is
not as steep, and slopes downward from −4
The graph of h(x) = cx has a steeper slope
left to right.
than the graph of f(x) = x when c < −1 or
c > 1, is not as steep as the graph of f(x) = x 4. The graph of g(x) = f(x) + c is shifted
when −1 < c < 1, and slopes downward vertically from f(x) = x; The graph of
from left to right when c is negative. h(x) = f(cx) has a different slope than
f(x) = x.

ALABAMA EDITION Section 3.6 145

 3.6 Lesson Learning Target: Graph transformations of linear functions.

Differentiated Instruction Success Criteria: • I can identify a transformation of a linear graph.

• I can graph transformations of linear functions.
• I can explain how translations, reflections, stretches, and shrinks
Visual
Students may have difficulty
Core Vocabul
Vocabulary
larry affect graphs of functions.

family of functions, p. 146

remembering which graph is the parent function, p. 146 Translations and Reflections
parent function and which is the transformation, p. 146 A family of functions is a group of functions with similar characteristics. The most
transformation. Choose one color translation, p. 146 basic function in a family of functions is the parent function. For nonconstant linear
for students to use exclusively for reflection, p. 147 functions, the parent function is f(x) = x. The graphs of all other nonconstant linear
horizontal shrink, p. 148 functions are transformations of the graph of the parent function. A transformation
graphing the parent function. Have horizontal stretch, p. 148 changes the size, shape, position, or orientation of a graph.
them use any other color to graph the vertical stretch, p. 148
transformation. vertical shrink, p. 148 Core Concept
Previous
A translation is a transformation that shifts a graph horizontally or vertically but
linear function
does not change the size, shape, or orientation of the graph.
Extra Example 1 Horizontal Translations Vertical Translations

Let f(x) = 2x + 1. The graph of y = f(x − h) is a The graph of y = f (x) + k is a vertical

horizontal translation of the graph of translation of the graph of y = f (x),
a. Graph g(x) = f(x) − 3. Describe the y = f(x), where h ≠ 0. where k ≠ 0.
transformation from the graph of f to y = f(x) y
y y = f(x) + k, y = f(x)
the graph of g.
y = f(x − h), k>0
h<0
y
x
x
y = f(x − h), y = f(x) + k,
−2 2 x
h>0 k<0
g(x)
−2
f(x) Adding k to the outputs shifts the graph
Subtracting h from the inputs before down when k < 0 and up when k > 0.
evaluating the function shifts the graph
left when h < 0 and right when h > 0.

The graph of g is a vertical translation

3 units down of the graph of f. Horizontal and Vertical Translations
b. Graph t(x) = f(x − 3). Describe the Let f(x) = 2x − 1. Graph (a) g(x) = f(x) + 3 and (b) t(x) = f(x + 3). Describe the
transformation from the graph of f to transformations from the graph of f to the graphs of g and t.
the graph of t. SOLUTION
a. The function g is of the form b. The function t is of the form
y
y = f(x) + k, where k = 3. So, the y = f(x − h), where h = −3. So, the
LOOKING FOR A graph of g is a vertical translation graph of t is a horizontal translation
−2 x PATTERN 3 units up of the graph of f. 3 units left of the graph of f.
In part (a), the output of
−2 y y
f(x) g is equal to the output of 5
4
f plus 3. t(x) = f(x + 3)
t(x)
−4 g(x) = f(x) + 3
In part (b), the output of t 2 3
is equal to the output f(x) = 2x − 1 f(x) = 2x − 1
of f when the input of f is 1
−2 2 x
The graph of t is a horizontal 3 more than the input of t. −2 2 x

translation 3 units right of the graph

of f.
146 Chapter 3 Graphing Linear Functions ALABAMA EDITION

hs_al_2022_alg1_se_0306.indd 146 13/02/20 1:14 PM

Laurie’s Notes Teacher Actions • Extension: Show students the graphs of Y1 = X, Y2 = Y1(X−5),
and Y3 = Y1+2 on a graphing calculator screen. Ask them to
• Write the Core Concept and summarize. “A horizontal translation describe the two translations of the parent function y = x. What
is to the right when h > 0 and to the left when h < 0. A vertical is challenging for students is that both lines look like vertical
translation is up when k > 0 and down when k < 0.” translations, one 5 units down and the other 2 units up. Without
• Big Idea: Subtracting h from the input means the translation is seeing the notation or knowing how the preimage is mapped to the
horizontal. Adding k to the output means the translation is vertical. image, you cannot tell the type of translation. (This will not be true
• Teaching Tip: Make a table of values as done on page 147 to help for absolute value and quadratic functions.) Display the equation
students follow the order of evaluating g(x) and t(x). editor screen to show that one line is a horizontal translation 5 units
• Look For and Make Use of Structure: The table enables right of the graph of y = x.
students to follow the steps in performing transformations on
a function.

146 Chapter 3 ALABAMA EDITION

 Core Concept
A reflection is a transformation that flips a graph over a line called the
English Language Learners
line of reflection.
Reflections in the x-axis Reflections in the y-axis
Notebook Development
STUDY TIP Have students include a page on
The graph of y = −f(x) is a reflection The graph of y = f (−x) is a reflection
A reflected point is the transformations in their notebooks.
in the x-axis of the graph of y = f(x). in the y-axis of the graph of y = f (x).
same distance from the
line of reflection as the y y They should give a description and a
y = f(x) y = f(−x) y = f(x) sketch for each of the transformations
original point but on the
opposite side of the line. in this section.
x x

y = −f(x)

Extra Example 2
Multiplying the outputs by −1 changes Multiplying the inputs by −1 changes Let f(x) = 3x + 2.
their signs. their signs.
a. Graph g(x) = −f(x). Describe the
transformation from the graph of f to
Reflections in the x-axis and the y-axis the graph of g.
1
Let f(x) = + 1. Graph (a) g(x) = −f(x) and (b) t(x) = f(−x). Describe the
—2 x y
transformations from the graph of f to the graphs of g and t.
2
SOLUTION
a. To find the outputs of g, multiply the b. To find the outputs of t, multiply the
−2 2 x
outputs of f by −1. The graph of g inputs by −1 and then evaluate f.
consists of the points (x, −f(x)). The graph of t consists of the points −2
(x, f(−x)). f(x) g(x)
x −4 −2 0
x −2 0 2
f (x) −1 0 1
−x 2 0 −2 The graph of g is a reflection in the
−f (x) 1 0 −1
f (−x) 2 1 0 x-axis of the graph of f.
y b. Graph t(x) = f (−x). Describe the
g(x) = −f(x) t(x) = f(−x)
2 y transformation from the graph of f to
2
the graph of t.
−4 −2 2 x
x y
1 −2 −4 −2 2
f(x) = 2 x + 1
1 −2
f(x) = 2 x + 1 2
The graph of g is a reflection in
the x-axis of the graph of f.
The graph of t is a reflection in −2 2 x
the y-axis of the graph of f.
−2
f(x) t(x)
Monitoring Progress Help in English and Spanish at BigIdeasMath.com

Using f, graph (a) g and (b) h. Describe the transformations from the graph
of f to the graphs of g and h. The graph of t is a reflection in the
y-axis of the graph of f.
1. f(x) = 3x + 1; g(x) = f(x) − 2; h(x) = f(x − 2)
2. f(x) = −4x − 2; g(x) = −f (x); h(x) = f(−x)
MONITORING PROGRESS
ANSWERS
ALABAMA EDITION Section 3.6 Transformations of Graphs of Linear Functions 147
1–2. See Additional Answers.

hs_al_2022_alg1_se_0306.indd 147 13/02/20 1:14 PM

Laurie’s Notes Teacher Actions

• Write the Core Concept and summarize.
• Teaching Tip: Just like horizontal and vertical translations, students need to decide when they
are performing the transformation to the input or the output. y = −f(x) is affecting the output
(sign change), so the reflection is over the x-axis. y = f(−x) is affecting the input (sign change),
so the reflection is over the y-axis.
“How do you use the table of values to graph g(x)?” Plot the ordered pairs (x, −f(x)). “How do
you use the table of values to graph t(x)?” Plot the ordered pairs (x, f(−x)).

ALABAMA EDITION Section 3.6 147

 Stretches and Shrinks
Extra Example 3 You can transform a function by multiplying all the x-coordinates (inputs) by the same
Let f(x) = −x + 2. factor a. When a > 1, the transformation is a horizontal shrink because the graph

( )
a. Graph g(x) = f —12 x . Describe the
shrinks toward the y-axis. When 0 < a < 1, the transformation is a horizontal stretch
because the graph stretches away from the y-axis. In each case, the y-intercept stays
transformation from the graph of f to the same.

the graph of g. You can also transform a function by multiplying all the y-coordinates (outputs) by the
same factor a. When a > 1, the transformation is a vertical stretch because the graph
y stretches away from the x-axis. When 0 < a < 1, the transformation is a vertical
shrink because the graph shrinks toward the x-axis. In each case, the x-intercept stays
the same.
g(x)

−2 2
f(x)
x Core Concept
−2 Horizontal Stretches and Shrinks Vertical Stretches and Shrinks
The graph of y = f(ax) is a horizontal
1
⋅
The graph of y = a f (x) is a vertical
stretch or shrink by a factor of a of
stretch or shrink by a factor of — of
a the graph of y = f(x), where a > 0
The graph of g is a horizontal stretch of STUDY TIP the graph of y = f(x), where a > 0 and a ≠ 1.
and a ≠ 1.
the graph of f by a factor of 1 ÷ —12 = 2. The graphs of y = f(–ax)

b. Graph h(x) = 2f(x). Describe the

⋅
and y = –a f(x) represent
a stretch or shrink and
y = f(ax),
y = a ∙ f(x),
a>1
a>1 y y = f(x)
a reflection in the x- or y y = f(x)
transformation from the graph of f to
y-axis of the graph of y = f(ax), y = a ∙ f(x),
the graph of h. y = f(x). 0<a<1 0<a<1
x
x
y The x-intercept
The y-intercept
f(x) stays the same. stays the same.

−2 x

−2 Horizontal and Vertical Stretches

h(x) ( )
Let f(x) = x − 1. Graph (a) g(x) = f —13 x and (b) h(x) = 3f(x). Describe the
transformations from the graph of f to the graphs of g and h.
The graph of h is a vertical stretch of
SOLUTION
the graph of f by a factor of 2.
y f(x) = x − 1 a. To find the outputs of g, multiply the inputs by —13. x −3 0 3
3
Then evaluate f. The graph of g consists of the
1
—3 (x) −1 0 1
1 ( ( ))
points x, f —31 x .
f ( )
1
—3 x −2 −1 0
−3 −1 3 x The graph of g is a horizontal stretch of
the graph of f by a factor of 1 ÷ —13 = 3.
−3
(1 )
g(x) = f 3 x

y b. To find the outputs of h, multiply the

x 0 1 2
outputs of f by 3. The graph of h consists
1 −1
of the points (x, 3f (x)). f (x) 0 1
−3 −1 3 x The graph of h is a vertical stretch of the 3f (x) −3 0 3
f(x) = x − 1 graph of f by a factor of 3.
−3 h(x) = 3f(x)

148 Chapter 3 Graphing Linear Functions ALABAMA EDITION

hs_al_2022_alg1_se_0306.indd 148 13/02/20 1:14 PM

Laurie’s Notes Teacher Actions

• Teaching Tip: Before discussing stretches and shrinks, draw a square with vertices (2, 2),
(2, −2), (−2, −2), and (−2, 2). Explore what happens when you multiply the x-coordinates by
3 and by —12. Explore what happens when you multiply the y-coordinates by 3 and by —12. You want
students to see the stretches and shrinks as well as their direction.
• Have students read the introduction at the top of the page.
• Write the Core Concept and summarize.
• Work through the example as shown. The table of values will help students see the order when
evaluating g(x) and h(x).

148 Chapter 3 ALABAMA EDITION

 Horizontal and Vertical Shrinks
Extra Example 4
Let f(x) = x + 2. Graph (a) g(x) = f (4x) and (b) h(x) = —14 f(x). Describe the Let f(x) = 2x − 2.
transformations from the graph of f to the graphs of g and h. a. Graph g(x) = f(2x). Describe the
SOLUTION transformation from the graph of f to
a. To find the outputs of g, multiply the inputs by 4. the graph of g.
g(x) = f(4x)
Then evaluate f. The graph of g consists of the
y
points ( x, f (4x) ). y f(x)
5
2
x −1 0 1 3

−4 0 4 −2 2 x
4x f(x) = x + 2
−2
f (4x) −2 2 6
−3 −1 1 3 x
g(x)
The graph of g is a horizontal shrink of
the graph of f by a factor of —14 .
b. To find the outputs of h, multiply the outputs The graph of g is a horizontal shrink of
of f by —14. The graph of h consists of the y the graph of f by a factor of —12.
3
(
points x, —41 f(x) . ) f(x) = x + 2
1
h(x) = 4 f(x) b. Graph h(x) = —21f(x). Describe the
1
x −2 0 2 transformation from the graph of f to
−1 1 x
f (x) 0 2 4 the graph of h.
1
1
—4 f (x) 0 —2 1 −3 y
2

The graph of h is a vertical shrink of the graph of f by a factor of —14 .

−2 2 x
h(x) f(x)

Monitoring Progress Help in English and Spanish at BigIdeasMath.com

Using f, graph (a) g and (b) h. Describe the transformations from the graph of f
to the graphs of g and h.
The graph of h is a vertical shrink of
( )
1
3. f(x) = 4x − 2; g(x) = f —2 x ; h(x) = 2f(x)
1
the graph of f by a factor of —12.
4. f(x) = −3x + 4; g(x) = f(2x); h(x) = —2 f(x)

MONITORING PROGRESS
STUDY TIP Combining Transformations ANSWERS
You can perform
3. See Additional Answers.
transformations on the Core Concept 4. a. 12
y
graph of any function f
using these steps.
Transformations of Graphs
⋅
The graph of y = a f (x − h) + k or the graph of y = f(ax − h) + k can be
obtained from the graph of y = f(x) by performing these steps.
10
g(x) = f(2x)
Step 1 Translate the graph of y = f(x) horizontally h units.
Step 2 Use a to stretch or shrink the resulting graph from Step 1. 4
f(x) = −3x + 4
Step 3 Reflect the resulting graph from Step 2 when a < 0.
Step 4 Translate the resulting graph from Step 3 vertically k units. −4 −2 4 x

−4

ALABAMA EDITION Section 3.6 Transformations of Graphs of Linear Functions 149

The graph of g is a horizontal
shrink of the graph of f by a
factor of —12 .
hs_al_2022_alg1_se_0306.indd 149 13/02/20 1:14 PM

Laurie’s Notes Teacher Actions b. y

4 f(x) = −3x + 4
• Work through the example as shown. The table of values will help students see the order when
evaluating g(x) and h(x). 1
h(x) = 2 f(x) 2
“Do you think it is possible to perform more than one transformation on the graph of a
function?” yes −4 −2 4 x
• Write the Core Concept. Take time to connect the parameters to the impact each has on the −2
graph of the function y = f(x).
The graph of h is a vertical shrink
of the graph of f by a factor of —12.

ALABAMA EDITION Section 3.6 149

 Combining Transformations
Extra Example 5
Graph f(x) = x and g(x) = 3x − 4. Graph f (x) = x and g(x) = −2x + 3. Describe the transformations from the graph
Describe the transformations from the of f to the graph of g.

graph of f to the graph of g. SOLUTION

Note that you can rewrite g as g(x) = −2f(x) + 3.
y
ANOTHER WAY Step 1 There is no horizontal translation from the g(x) = −2x + 3
2 You could also rewrite g graph of f to the graph of g. y
as g(x) = f(–2x) + 3. In this 5
case, the transformations Step 2 Stretch the graph of f vertically by a factor
−2 2 x of 2 to get the graph of h(x) = 2x.
from the graph of f to 3
f(x) the graph of g will be
g(x) Step 3 Reflect the graph of h in the x-axis to get the
different from those in f(x) = x
h(x) graph of r(x) = −2x.
Example 5.
−3 −1 1 3 x
Step 4 Translate the graph of r vertically 3 units up
Stretch the graph of f vertically by a to get the graph of g(x) = −2x + 3.
factor of 3 to get the graph of h(x) = 3x.
Translate the graph of h vertically 4 units
down to get the graph of g(x) = 3x − 4. Solving a Real-Life Problem

A cable company charges customers $60 per month for its service, with no installation
Extra Example 6 fee. The cost to a customer is represented by c(m) = 60m, where m is the number
In Example 6, the cable company changes of months of service. To attract new customers, the cable company reduces the
monthly fee to $30 but adds an installation fee of $45. The cost to a new customer
the cost to customers from $60 per month is represented by r(m) = 30m + 45, where m is the number of months of service.
with no installation fee to a new rate Describe the transformations from the graph of c to the graph of r.
of $45 per month with an installation SOLUTION
fee of $30. The new cost is represented Note that you can rewrite r as r(m) = —12 c(m) + 45. In this form, you can use the
by s(m) = 45m + 30. Describe the order of operations to get the outputs of r from the outputs of c. First, multiply
the outputs of c by —12 to get h(m) = 30m. Then add 45 to the outputs of h to get
transformations from the graph of r(m) = 30m + 45.
c(m) = 60m to the graph of s. The
c(m) = 60m r(m) = 30m + 45
transformations are a vertical shrink by a y

factor of —34 and then a vertical translation 240

30 units up. 180

120
MONITORING PROGRESS
60
ANSWER
5. y
4 0
0 2 4 6 8 m
f(x) = x
2 The transformations are a vertical shrink by a factor of —12 and then a vertical
translation 45 units up.
−4 −2 2 4 x
Monitoring Progress Help in English and Spanish at BigIdeasMath.com
h(x) = 1 x − 2
4 1
5. Graph f(x) = x and h(x) = —4 x − 2. Describe the transformations from the
−4
graph of f to the graph of h.

The transformations are a vertical

shrink by a factor of —14 and then a 150 Chapter 3 Graphing Linear Functions ALABAMA EDITION
vertical translation 2 units down.

hs_al_2022_alg1_se_0306.indd 150 13/02/20 1:14 PM

Laurie’s Notes Teacher Actions

• Use Appropriate Tools Strategically: Note the color coding in Example 5 to connect the
transformation and its graph. Color is a helpful tool for many students as they make connections
in mathematics.
Closure
• Muddiest Point: Ask students to identify, aloud or on a paper to be collected, the muddiest
point(s) about the lesson. What was difficult to understand?

150 Chapter 3 ALABAMA EDITION

 3.6 Exercises Dynamic Solutions available at BigIdeasMath.com
Assignment Guide and
Homework Check
Vocabulary and Core Concept Check ASSIGNMENT
1. WRITING Describe the relationship between f(x) = x and all other nonconstant linear functions. Basic: 1−4, 5−27 odd, 39−45 odd, 48,
2. VOCABULARY Name four types of transformations. Give an example of each and describe how it 62, 68−73
affects the graph of a function.
y = f(x)
Average: 1−4, 6−32 even,
y
3. WRITING How does the value of a in the equation y = f(ax) affect the 36−44 even, 48−52 even, 62, 68−73
graph of y = f(x)? How does the value of a in the equation y = af(x)
affect the graph of y = f(x)? y = g(x) Advanced: 1−4, 8−16 even, 20, 22,
x 26−66 even, 68−73
4. REASONING The functions f and g are linear functions. The graph
of g is a vertical shrink of the graph of f. What can you say about the
x-intercepts of the graphs of f and g? Is this always true? Explain. HOMEWORK CHECK
Basic: 5, 15, 17, 25, 41
Monitoring Progress and Modeling with Mathematics Average: 6, 16, 18, 26, 42
Advanced: 8, 16, 20, 28, 42
In Exercises 5–10, use the graphs of f and g to describe 12. MODELING WITH MATHEMATICS The total cost
the transformation from the graph of f to the graph C (in dollars) to cater an event with p people is
of g. (See Example 1.) given by the function C(p) = 18p + 50. The set-up
fee increases by $25. The new total cost T is given
5. g(x) = f(x) + 2 6. g(x) = f(x + 4) by the function T( p) = C(p) + 25. Describe the
ANSWERS
y y transformation from the graph of C to the graph of T. 1. The graphs of all other nonconstant
2 2 linear functions are transformations
f(x) = −2x
of the graph of f(x) = x.
−2 2 x −3 1 x CC
2. translation, reflection, stretch, shrink;
−2 −2
f(x) = x − 3
Sample answer: y = f(x) + 2 is a
Pricing vertical translation 2 units up of the
1
7. f(x) = —3 x + 3; g(x) = f(x) − 3 $50 set-up fee + graph of f. y = −f(x) is a reflection in
$18 per person
the x-axis of the graph of f. y = 2f(x)
8. f(x) = −3x + 4; g(x) = f(x) + 1 is a vertical stretch by a factor of 2 of
9. f(x) = −x − 2; g(x) = f(x + 5)
the graph of f. y = —12 f(x) is a vertical
In Exercises 13–16, use the graphs of f and h to describe
the transformation from the graph of f to the graph
shrink by a factor of —21 of the graph
1
10. f(x) = —2 x − 5; g(x) = f(x − 3) of h. (See Example 2.) of f.
11. MODELING WITH MATHEMATICS You and a 13. 2 14. y 3. causes a horizontal stretch or shrink;
f(x) = 3 x + 4 y
friend start biking from the same location. causes a vertical stretch or shrink
2 1 h(x) = f(−x)
Your distance d (in miles) after 4. They are the same; yes; Sample
t minutes is given by the function −2 2 x
−4 −2 x answer: The x-intercept is 0.
d(t) = —15 t. Your friend starts biking
5 minutes after you. Your friend’s −2 Multiplying 0 by any factor, a,
h(x) = −f(x) will also give the new function an
distance f is given by the function f(x) = −3x + 1
f(t) = d(t − 5). Describe the x-intercept of 0.
transformation from the graph
15. f(x) = −5 í x; h(x) = f(−x) 5. The graph of g is a vertical translation
of d to the graph of f.
1
2 units up of the graph of f.
16. f(x) = —4 x í 2; h(x) = −f(x)
6. The graph of g is a horizontal
translation 4 units left of the graph
of f.
ALABAMA EDITION Section 3.6 Transformations of Graphs of Linear Functions 151
7. The graph of g is a vertical translation
3 units down of the graph of f.
8. The graph of g is a vertical translation
hs_al_2022_alg1_se_0306.indd 151
13. The graph of h is a reflection in the x-axis of
13/02/20 1:14 PM
1 unit up of the graph of f.
the graph of f. 9. The graph of g is a horizontal
14. The graph of h is a reflection in the y-axis of translation 5 units left of the graph
the graph of f. of f.
15. The graph of h is a reflection in the y-axis of 10. The graph of g is a horizontal
the graph of f. translation 3 units right of the graph
16. The graph of h is a reflection in the x-axis of of f.
the graph of f. 11. The graph of f is a horizontal
translation 5 units right of the graph
of d.
12. The graph of T is a vertical
translation 25 units up of the graph
of C.

ALABAMA EDITION Section 3.6 151

 In Exercises 17–22, use the graphs of f and r to describe In Exercises 35–38, write a function g in terms of f so
the transformation from the graph of f to the graph of r. that the statement is true.
Dynamic Teaching Tools (See Example 3.)
35. The graph of g is a horizontal translation 2 units right
Dynamic Assessment System 17. 3 18. f(x) = −x of the graph of f.
f(x) = 2 x − 1
Dynamic Classroom y
y 36. The graph of g is a reflection in the y-axis of the
4
2 r(x) = f ( 14 x) graph of f.
2 x
ANSWERS −3 −1 37. The graph of g is a vertical stretch by a factor of 4 of
17. The graph of r is a vertical stretch of −2 2 4x −2 the graph of f.
the graph of f by a factor of 2. r(x) = 2f(x) 1
38. The graph of g is a horizontal shrink by a factor of —5 of
18. The graph of r is a horizontal stretch the graph of f.
of the graph of f by a factor of 4. 19. f(x) = −2x − 4; r(x) = f —2 x ( ) 1

19. The graph of r is a horizontal stretch ERROR ANALYSIS In Exercises 39 and 40, describe and
20. f(x) = 3x + 5; r(x) = f ( — x ) 1
3 correct the error in graphing g.
of the graph of f by a factor of 2.

✗
2
20. The graph of r is a horizontal stretch 21. f(x) = —3 x + 1; r(x) = 3f(x) 39.
g(x) = f(x − 2)
of the graph of f by a factor of 3. 22. f(x) =
1
−—4 x − 2; r(x) = 4f(x) y
3
21. The graph of r is a vertical stretch of
the graph of f by a factor of 3. In Exercises 23–28, use the graphs of f and h to describe
1
the transformation from the graph of f to the graph of h.
22. The graph of r is a vertical stretch of (See Example 4.) −1 1 3 5 x
the graph of f by a factor of 4. 23. 24.
h(x) = f(3x) 1
h(x) = 3 f(x)
23. The graph of h is a horizontal shrink y
f(x) = x − 3
5
of the graph of f by a factor of —13. y
−5 −1 1x
3
24. The graph of h is a vertical shrink of

✗
40.
the graph of f by a factor of —13. f(x) = x + 2 −3 y
4
25. The graph of h is a vertical shrink of 1 3x
f(x) = −x + 3
the graph of f by a factor of —16. f(x) = −2x − 6
2

26. The graph of h is a horizontal shrink 25. f(x) = 3x − 12; h(x) = —6 f(x)
1

of the graph of f by a factor of —12. −2 1 4 x

26. f(x) = −x + 1; h(x) = f(2x)
27. The graph of h is a horizontal shrink −2
g(x) = f(−x)
of the graph of f by a factor of —15. 27. f(x) = −2x − 2; h(x) = f(5x)
28. The graph of h is a vertical shrink of 3
28. f(x) = 4x + 8; h(x) = —4 f(x)
the graph of f by a factor of —34. In Exercises 41– 46, graph f and h. Describe the
In Exercises 29–34, use the graphs of f and g to describe transformations from the graph of f to the graph of h.
29. The graph of g is a vertical shrink of (See Example 5.)
the transformation from the graph of f to the graph of g.
the graph of f by a factor of —14. 1
29. f(x) = x − 2; g(x) = —4 f(x)
1 41. f(x) = x; h(x) = —3 x + 1
30. The graph of g is a reflection in the
x-axis of the graph of f. 30. f(x) = −4x + 8; g(x) = −f(x) 42. f(x) = x; h(x) = 4x − 2
31. The graph of g is a horizontal
31. f(x) = −2x − 7; g(x) = f(x − 2) 43. f(x) = x; h(x) = −3x − 4
translation 2 units right of the graph
1
of f. 32. f(x) = 3x + 8; g(x) = f —3 x ( ) 2 44. f(x) = x; h(x) = −—2 x + 3
32. The graph of g is a horizontal stretch 45. f(x) = 2x; h(x) = 6x − 5
33. f(x) = x − 6; g(x) = 6f(x)
of the graph of f by a factor of —32.
33. The graph of g is a vertical stretch of 34. f(x) = −x; g(x) = f(x) − 3 46. f(x) = 3x; h(x) = −3x − 7
the graph of f by a factor of 6.
34. The graph of g is a vertical translation 152 Chapter 3 Graphing Linear Functions ALABAMA EDITION
3 units down of the graph of f.
35. g(x) = f(x − 2)
36. g(x) = f(−x)
hs_al_2022_alg1_se_0306.indd 152 13/02/20 1:14 PM
37. g(x) = 4f(x) 39. f(x − 2) is a translation to the right, not to 40. f(−x) is a reflection in the y-axis, not the
38. g(x) = f (5x) the left. x-axis.
y y
4
2 g(x) = f(−x) f(x) = −x + 3
f(x) = x − 3 2

2 4 x
−4 −2 2 4 x
−2
g(x) = f(x − 2) −2

41–46. See Additional Answers.

152 Chapter 3 ALABAMA EDITION

 47. MODELING WITH MATHEMATICS The function 50. USING STRUCTURE The graph of
t(x) = −4x + 72 represents the temperature from
5 P.M. to 11 P.M., where x is the number of hours after
⋅
h(x) = a f(bx − c) + d is a transformation of
the graph of the linear function f. Select the word
ANSWERS
47. The graph of d is a reflection in the
5 P.M. The function d(x) = 4x + 72 represents the or value that makes each statement true.
temperature from 10 A.M. to 4 P.M., where x is
y-axis of the graph of t.
the number of hours after 10 A.M. Describe the vertical horizontal 0 48. The transformations are a horizontal
transformation from the graph of t to the graph of d. stretch shrink 1
—5 shrink by a factor of —12 then a vertical
y-axis x-axis 5 translation 50 units down.
49. a. stretch
a. The graph of h is a ______ shrink of the graph of f
when a = —13 , b = 1, c = 0, and d = 0. b. right
b. The graph of h is a reflection in the ______ of the c. 1
graph of f when a = 1, b = −1, c = 0, and d = 0. 50. a. vertical
c. The graph of h is a horizontal stretch of the graph b. y-axis
of f by a factor of 5 when a = 1, b = _____, c = 0,
48. MODELING WITH MATHEMATICS A school sells and d = 0. c. —15
T-shirts to promote school spirit. The school’s profit 51. B and C, A and F; Adding 4 to the
is given by the function P(x) = 8x − 150, where x is 51. ANALYZING GRAPHS Which of the graphs are related
the number of T-shirts sold. During the play-offs, the by only a translation? Explain.
y-coordinate of each point on B
school increases the price of the T-shirts. The school’s gives the corresponding y-coordinate
profit during the play-offs is given by the function A y B y on C. Adding 2 to the y-coordinate
3
Q(x) = 16x − 200, where x is the number of
T-shirts sold. Describe the transformations from the
2 of each point on F gives you the
1
graph of P to the graph of Q. (See Example 6.) corresponding y-coordinate on A.
−2 2 x −3 −1 1 x
52. a. The new graph is a horizontal
−2
−3 shrink of the old graph by a factor
of —34.
C y D y b. The new graph is a vertical
2 2 translation of 2000 units up of the
old graph.
−3 1 3x 2 x
−2 −2
$8 $16

E y F y
49. USING STRUCTURE The graph of
⋅
g(x) = a f(x − b) + c is a transformation of
the graph of the linear function f. Select the word
2 2

or value that makes each statement true. −2 2 x −2 2 x

−2 −2
reflection translation −1
stretch shrink 0
left right 1 52. ANALYZING RELATIONSHIPS A swimming pool is
y-axis x-axis filled with water by a hose at a rate of 1020 gallons
per hour. The amount v (in gallons) of water in
the pool after t hours is given by the function
a. The graph of g is a vertical ______ of the graph of f v(t) = 1020t. How does the graph of v change in
when a = 4, b = 0, and c = 0. each situation?
b. The graph of g is a horizontal translation ______ of a. A larger hose is found. Then the pool is filled at a
the graph of f when a = 1, b = 2, and c = 0. rate of 1360 gallons per hour.
c. The graph of g is a vertical translation 1 unit up of b. Before filling up the pool with a hose, a water truck
the graph of f when a = 1, b = 0, and c = ____. adds 2000 gallons of water to the pool.

ALABAMA EDITION Section 3.6 Transformations of Graphs of Linear Functions 153

hs_al_2022_alg1_se_0306.indd 153 13/02/20 1:14 PM

ALABAMA EDITION Section 3.6 153

 53. ANALYZING RELATIONSHIPS You have $50 to spend 62. HOW DO YOU SEE IT? Match each function with its
ANSWERS on fabric for a blanket. The amount m (in dollars) of graph. Explain your reasoning.
53. a. The new graph is a vertical money you have after buying y yards of fabric is given
y
by the function m(y) = −9.98y + 50. How does the 5
translation 10 units up of the old graph of m change in each situation? A
graph. 3
f
b. The new graph is a horizontal B
stretch of the old graph by a Fabric: 1
$9.98/yard
factor of 2. −2 2 4 x

54. Sample answer: g(x) = —14 f(x) + 1 C

a. You receive an additional $10 to spend on −3
D
55. y the fabric.
4
b. The fabric goes on sale, and each yard now a. a(x) = f(−x) b. g(x) = f(x) − 4
costs $4.99. c. h(x) = f(x) + 2 d. k(x) = f(3x)
−4 −2 4 x
54. THOUGHT PROVOKING Write a function g whose
−4
f(x) = 2x − 5 g(x) = 2x − 8 graph passes through the point (4, 2) and is a
REASONING In Exercises 63–66, find the value of r.
transformation of the graph of f(x) = x.
63. y 64. y
2 g(x) = f(rx)
f(x) = 3 x + 2 3
−12 In Exercises 55– 60, graph f and g. Write g in terms of f. 4
Describe the transformation from the graph of f to the 1
2
graph of g.
g(x) = f(x) −3; The graph of g is a −5 1x
x
vertical translation 3 units down of 55. f(x) = 2x − 5; g(x) = 2x − 8 1 4
−3
the graph of f. g(x) = f(x − r)
56. f(x) = 4x + 1; g(x) = −4x − 1 f(x) = −3x + 5
56–67. See Additional Answers.
V 57. f(x) = 3x + 9; g(x) = 3x + 15 65. f(x) = 3x − 6 66. 1 y
68. h = —2 f(x) = 2 x + 8
πr y
58. f(x) = −x − 4 ; g(x) = x − 4 3 6
P−2
69. w = — or w = —12 P − −1 3 5x
2 59. f(x) = x + 2; g(x) =
2
—3 x +2 2

70. −11 ≤ x ≤ 17 −6 2 x
60. f(x) = x − 1; g(x) = 3x − 3 −12 g(x) = rf(x)
−11 17 g(x) = f(x) + r
61. REASONING The graph of f(x) = x + 5 is a vertical
−20 −10 0 10 20
translation 5 units up of the graph of f(x) = x. How
67. CRITICAL THINKING When is the graph of
can you obtain the graph of f(x) = x + 5 from the
71–73. See Additional Answers. y = f(x) + w the same as the graph of y = f(x + w)
graph of f(x) = x using a horizontal translation?
for linear functions? Explain your reasoning.

Maintaining Mathematical Proficiency Reviewing what you learned in previous grades and lessons

Solve the formula for the indicated variable. (Section 1.5)

Mini-Assessment 68. Solve for h. 69. Solve for w.

Use the graphs of f and g to describe r

the transformation from the graph of f h

w
to the graph of g.
1. f(x) = 2x − 3; g(x) = f(x) − 4 V = πr 2h
P = 2 + 2w
The graph of g is a vertical
Solve the inequality. Graph the solution, if possible. (Section 2.6)
translation 4 units down of the
70. ∣ x − 3 ∣ ≤ 14 71. ∣ 2x + 4 ∣ > 16 72. 5∣ x + 7 ∣ < 25 73. −2∣ x + 1 ∣ ≥ 18
graph of f.
2. f(x) = 3x; g(x) = −f(x) 154 Chapter 3 Graphing Linear Functions ALABAMA EDITION
The graph of g is a reflection in the
x-axis of the graph of f.
3. f(x) = −x + 4; g(x) = 2f(x) hs_al_2022_alg1_se_0306.indd 154 13/02/20 1:14 PM

The graph of g is a vertical stretch

of the graph of f by a factor of 2. Section Resources
4. f(x) = —12x − 2; g(x) = f(3x)
The graph of g is a horizontal shrink Surface Level Deep Level
of the graph of f by a factor of —13. Resources by Chapter Resources by Chapter
5. f(x) = x; g(x) = 2x + 3 • Practice A and Practice B • Enrichment and Extension
Stretch the graph of f vertically by • Puzzle Time • Cumulative Review
a factor of 2 to get the graph of Differentiating the Lesson Dynamic Assessment System
h(x) = 2x. Translate the graph of Tutorial Videos • Section Practice
h vertically 3 units up to get the Skills Review Handbook
graph of g(x) = 2x + 3. Skills Trainer

154 Chapter 3 ALABAMA EDITION

Laurie’s Notes Dynamic Teaching Tools
Dynamic Assessment System
Lesson Plans
Dynamic Classroom
Overview of Section 3.7
Introduction
• The graph of the absolute value function will be new y
4
to students. I think it is important for them to discover the
V-shape of the graph by making a simple table of values 2
versus using the calculator. This can be done as the y = −x y=x
Motivate to begin the lesson before engaging in −4 −2 2 4x
the explorations.
• The geometric definition that students have learned for absolute value is that the absolute
value of a number is the distance the number is from 0. The algebraic definition is a split-rule
function:
x, for x ≥ 0
∣x∣ = .
−x, for x < 0
• When students make a quick table of values, the domain and range of the parent function
are obvious.
• The last lesson presented transformations to the graph of linear functions. All of the
transformations of the last lesson apply to absolute value functions. Transformations of
absolute value functions are much easier for students to see and understand. Whether you
reflect f(x) = x vertically or horizontally, it looks the same. That is not the case with
f(x) = ∣ x ∣.

Resources
• The graphing calculator is used in the exploration as a way to verify that the matches are
correct. Ensure that students are making a reasoned attempt to do the matching before using
the graphing calculator. The graphing calculator can also be a helpful teaching tool in the
formal lesson.

Formative Assessment Tips

• Look Back: This technique is used when you want students to look back over a period of
instruction and summarize their learning. What do they understand now that they did not
before? It is helpful for students to articulate what helped them to learn a concept or skill.
• Sections 3.6 and 3.7 present the same transformations on the graphs of linear and absolute
value functions. Having students summarize what they understand about transformations
and what helped them learn it will enable you to make instruction more effective for your
students in the future.
• If this is the first time you have used this technique, allow 6−8 minutes of class time to model
what it looks like. Say, “Over the last two lessons we have been studying transformations to
the graphs of f(x) = x and f(x) = ∣ x ∣. Take a piece of paper and draw a vertical line down the
middle. I’m going to give you 5 minutes. On the left side, make a list of the things you learned
that you did not know or understand before we began. On the right side, describe the how
you learned these things. What technique(s) were effective in helping you learn?”
• Evaluate what worked for your students: particular examples, talking with partners, making
tables, using the calculator, seeing the parent function and transformed function on the same
graph, discussion of a particular problem, and so on.

Pacing Suggestion
• The formal lesson is long. Important discussion and understanding can occur during the
exploration. Take time for students to make sense of each problem.

ALABAMA EDITION Section 3.7 T-154

 ALABAMA
STANDARDS
Laurie’s Notes
A1.12 Create equations in two or more
variables to represent relationships between
quantities in context; graph equations on Exploration
coordinate axes with labels and scales
and use them to make predictions. Limit Motivate
to contexts arising from linear, quadratic, • Distribute whiteboards to seven or nine volunteers. Tell the volunteers that they represent
exponential, absolute value, and linear the domain values of a function. For seven volunteers they represent the integers −3 to 3.
piecewise functions. Orientation is important. They should stand at the front of the room facing their classmates
A1.14 Given a relation defined by an with the left-most person representing x = −3 and the right-most person representing
equation in two variables, identify the graph x = 3.
of the relation as the set of all its solutions • Explain that you are going to say a function and the volunteers are to evaluate the function
plotted in the coordinate plane. for the x-value they represent. They write the outputs on their whiteboards and hold the
A1.15b Relate the domain of a function whiteboards in front of them. Students seated in the class will see the range values for the
to its graph and, where applicable, to function. In other words, students will see the outputs for a table of values.
the quantitative relationship it describes.
• Begin with a few linear functions: y = x; y = x + 3; y = −x − 2. Any miscalculations are
Limit to linear, quadratic, exponential, and
absolute value functions. obvious to spot because the slopes are 1 or −1. You could also ask about y-intercepts.
• Now ask about y = ∣ x ∣.
A1.23 Identify the effect on the graph of
⋅ ⋅
replacing f(x) by f(x) + k, k f(x), f(k x),
and f(x + k) for specific values of k (both
“What do you notice about the outputs?” Listen for students to observe that the outputs are
all positive and that there is a symmetry in the outputs.
positive and negative); find the value of k Turn and Talk: “What will y = ∣ x ∣ look like when graphed?” It is not uncommon for
given the graphs. Experiment with cases students to make a V-shape with their fingers, uncertain what to call it!
and explain the effects on the graph, using • Describe the parent function f(x) = ∣ x ∣, and explain to students that in this lesson they will
technology as appropriate. Limit to linear, explore transformations of the parent function graph. Give students vocabulary to use in
quadratic, exponential, absolute value, and
discussing the graph of the absolute value function. The vertex is the point where the graph
linear piecewise functions.
changes direction, and the graph is symmetric about a vertical line through the vertex.
A1.30b Graph piecewise-defined functions,
including step functions and absolute value Exploration 1
functions. • The goal is for students to use their understanding of transformations from the last lesson to
match the equations and graphs.
• As you circulate, you should hear students make observations about three of the graphs being
upward V’s and three graphs being upside down V’s. Students quickly observe that three of
the functions have a negative sign outside the absolute value function notation.
• Students will need to make a table of values to help them do the matching.
• Look For and Make Use of Structure: Mathematically proficient students will pay
Learning Target attention to whether the transformation is done before or after the absolute value function is
Graph absolute value functions. evaluated.
• Selective Responses: As you circulate, record the different methods and reasoning
Success Criteria students use to match functions with graphs. When it is time for a whole class discussion,
• Graph absolute value functions. refer to your notes. Begin with a student who used little reasoning—he or she made a table
• Find the domain and range of of values. Work toward the student who used more reasoning, perhaps using insights from
absolute value functions. the previous lesson.
• Describe transformations of • The graphing calculator only verifies students’ answers. It should not be used in advance of
graphs of absolute value thorough discussions by partners about the process.
functions.
Communicate Your Answer
• Students should describe the effect of a, h, and k on the graph of the absolute value function.
• Use Appropriate Tools Strategically: The graphing calculator is a useful tool in
checking students’ equations for Question 3.

Connecting to Next Step

• Discussion of the reasoning used by students to do the matching should be followed by
Example 1 in the formal lesson.

T-155 Chapter 3 ALABAMA EDITION

 3.7 Graphing Absolute Value Functions Dynamic Teaching Tools

Essential Question How do the values of a, h, and k affect the

Dynamic Assessment System
ALABAMA graph of the absolute value function g(x) = a∣ x − h ∣ + k? Lesson Plans
STANDARDS Dynamic Classroom
A1.12, A1.14, A1.15b, The parent absolute value function is
A1.23, A1.30b
f(x) = ∣ x ∣. Parent absolute value function
The graph of f is V-shaped. ANSWERS
1. a. D
Identifying Graphs of Absolute Value Functions b. C
c. E
Work with a partner. Match each absolute value function with its graph. Then use a
graphing calculator to verify your answers. d. F
a. g(x) = −∣ x − 2 ∣ b. g(x) = ∣ x − 2 ∣ + 2 c. g(x) = −∣ x + 2 ∣ − 2 e. A
d. g(x) = ∣ x − 2 ∣ − 2 e. g(x) = 2∣ x − 2 ∣ f. g(x) = −∣ x + 2 ∣ + 2
f. B
2. a stretches or shrinks the graph and
A. 4 B. 4
determines whether the graph opens
up or down; h translates the graph
−6 6 −6 6 horizontally; k translates the graph
vertically.
−4 −4
3. g(x) = −∣ x + 1 ∣ + 1
C. 4 D. 4

−6 6 −6 6

−4 −4

E. 4 F. 4

−6 6 −6 6
LOOKING FOR
STRUCTURE
To be proficient in math, −4 −4
you need to look closely
to discern a pattern or
structure.
Communicate Your Answer
2. How do the values of a, h, and k affect the graph of the absolute value function
g(x) = a∣ x − h ∣ + k?

3. Write the equation of the absolute 4

value function whose graph is shown.

Use a graphing calculator to verify
your equation. −6 6

−4

ALABAMA EDITION Section 3.7 Graphing Absolute Value Functions 155

hs_al_2022_alg1_se_0307.indd 155 13/02/20 7:03 PM

ALABAMA EDITION Section 3.7 155

 3.7 Lesson Learning Target: Graph absolute value functions.

English Language Learners Success Criteria: • I can graph absolute value functions.
• I can find the domain and range of absolute value functions.
• I can describe transformations of graphs of absolute value functions.
Build on Past Knowledge
Students should know the definition
Core Vocabul
Vocabulary
larry
absolute value function, p. 156 Translating Graphs of Absolute Value Functions
of a vertex as it applies to angles vertex, p. 156
and other geometric figures. Connect
their understanding of the vertex of
vertex form, p. 158
Core Concept
Previous
an angle to the vertex of the graph domain Absolute Value Function
range An absolute value function is a function that contains y
of an absolute value equation. an absolute value expression. The parent absolute f(x) = x
value function is f(x) = ∣ x ∣. The graph of f(x) = ∣ x ∣ is 4

V-shaped and symmetric about the y-axis. The vertex

2
is the point where the graph changes direction. The
Extra Example 1 vertex of the graph of f(x) = ∣ x ∣ is (0, 0).
Graph each function. Compare each graph The domain of f(x) = ∣ x ∣ is all real numbers. −2 2 x
to the graph of f(x) = ∣ x ∣. Describe the The range is y ≥ 0. vertex

domain and range.

a. g(x) = ∣ x ∣ + 2
The graphs of all other absolute value functions are transformations of the graph of the
parent function f(x) = ∣ x ∣. The transformations presented in Section 3.6 also apply to
absolute value functions.
y
g(x) Graphing g(x) = |x | + k and g(x) = | x – h |
4 f(x)
Graph each function. Compare each graph to the graph of f(x) = ∣ x ∣. Describe the
domain and range.
a. g(x) = ∣ x ∣ + 3 b. m(x) = ∣ x − 2 ∣
−4 −2 2 4 x
g(x) = x + 3 SOLUTION
The graph of g is a vertical translation y a. Step 1 Make a table of values. b. Step 1 Make a table of values.
2 units up of the graph of f. The 4
x −2 −1 0 1 2 x 0 1 2 3 4
domain is all real numbers. The range m(x)
2 g(x) 5 4 3 4 5 2 1 0 1 2
is y ≥ 2.
b. m(x) = ∣ x + 3 ∣ −2 2 x
Step 2 Plot the ordered pairs. Step 2 Plot the ordered pairs.
Step 3 Draw the V-shaped graph. Step 3 Draw the V-shaped graph.
f(x) y
The function g is of the The function m is of the form
4 m(x) = x − 2 form y = f(x) + k, where y = f(x − h), where h = 2. So,
y k = 3. So, the graph of g is a the graph of m is a horizontal
m(x) 5
vertical translation 3 units up translation 2 units right of the
of the graph of f. The domain graph of f. The domain is all real
3
is all real numbers. The range numbers. The range is y ≥ 0.
−4 −2 2 x is y ≥ 3.
1

2 4 x
The graph of m is a horizontal Monitoring Progress Help in English and Spanish at BigIdeasMath.com
translation 3 units left of the graph of Graph the function. Compare the graph to the graph of f(x) = ∣ x ∣. Describe the
f. The domain is all real numbers. The domain and range.
range is y ≥ 0. 1. h(x) = ∣ x ∣ − 1 2. n(x) = ∣ x + 4 ∣

MONITORING PROGRESS 156 Chapter 3 Graphing Linear Functions ALABAMA EDITION

ANSWERS
1–2. See Additional Answers.

hs_al_2022_alg1_se_0307.indd 156 13/02/20 1:13 PM

Laurie’s Notes Teacher Actions • Subtracting 2 before evaluating the absolute value function affects
the x-value. The misconception for students is that they think the
• Students who have worked through the exploration should have the graph should shift 2 units left. Looking at the table of values helps
Core Concept in their notes and be ready for the first example. students see that when x = 2, you are evaluating ∣ 2 − 2 ∣ = ∣ 0 ∣,
• Making the table of values helps students focus on the vertex and which is the x-value of the vertex of the parent function.
where the symmetry occurs in the y-values. “How does the graph of f(x) = ∣ x ∣ + k compare to f(x) = ∣ x ∣?”
Advancing Question: “You can subtract (or add) a number It is a translation up (k > 0) or down (k < 0). “Does the range
before or after the function is evaluated. In which direction will the change?” yes; y ≥ k
transformation occur?” Sample answer: before: f(x) = ∣ x − 2 ∣, “How does the graph of f(x) = ∣ x − h ∣ compare to f(x) = ∣ x ∣?”
right 2 units; after: f(x) = ∣ x ∣ − 2, down 2 units It is a translation right (h > 0) or left (h < 0). “Does the range
change?” no

156 Chapter 3 ALABAMA EDITION

 Stretching, Shrinking, and Reflecting
Graphing g(x) = a|x|
Differentiated Instruction
Graph each function. Compare each graph to the graph of f(x) = ∣ x ∣. Describe the Kinesthetic/Visual
domain and range. Some students will benefit by having
a. q(x) = 2∣ x ∣ b. p(x) = −—2∣ x ∣
1
access to graphing calculators or the
SOLUTION graphing software programs available
a. Step 1 Make a table of values.
on many computer operating systems.
x −2 −1 0 1 2 Students can enter the absolute value
q(x) 4 2 0 2 4 functions, view and compare their
Step 2 Plot the ordered pairs. graphs, and see the domain and range.
Step 3 Draw the V-shaped graph.
q(x) = 2x
y

4
Extra Example 2
Graph each function. Compare each graph
STUDY TIP 2 to the graph of f(x) = ∣ x ∣. Describe the
A vertical stretch of the domain and range.
graph of f(x) = ∣ x ∣ is
a. s(x) = —12∣ x ∣
−2 2 x
narrower than the graph
of f(x) = ∣ x ∣. y
⋅
The function q is of the form y = a f(x), where a = 2. So, the graph of q
is a vertical stretch of the graph of f by a factor of 2. The domain is all real 4
f(x)
numbers. The range is y ≥ 0.
2
b. Step 1 Make a table of values.
x −2 −1 0 1 2 s(x)
1 1
p(x) −1 −—2 0 −—2 −1 −2 2 x

Step 2 Plot the ordered pairs.

Step 3 Draw the V-shaped graph. y The graph of s is a vertical shrink of the
2
graph of f by a factor of —12. The domain
is all real numbers. The range is y ≥ 0.
STUDY TIP −2 2 x b. r(x) = −2∣ x ∣
A vertical shrink of the −2 y
graph of f(x) = ∣ x ∣ is 1 f(x)
p(x) = − 2 x
wider than the graph 2
of f(x) = ∣ x ∣.
⋅
The function p is of the form y = −a f(x), where a = —12 . So, the graph of p is
−2 2 x
a vertical shrink of the graph of f by a factor of —12 and a reflection in the x-axis.
The domain is all real numbers. The range is y ≤ 0.
r(x)

Monitoring Progress Help in English and Spanish at BigIdeasMath.com The graph of r is a vertical stretch of
Graph the function. Compare the graph to the graph of f(x) = ∣ x ∣. Describe the the graph of f by a factor of 2 and a
domain and range. reflection in the x-axis. The domain is
3. t(x) = −3∣ x ∣ 4. v(x) = —4 ∣ x ∣
1 all real numbers. The range is y ≤ 0.

MONITORING PROGRESS
ALABAMA EDITION Section 3.7 Graphing Absolute Value Functions 157
ANSWERS
3–4. See Additional Answers.

hs_al_2022_alg1_se_0307.indd 157 13/02/20 1:13 PM

Laurie’s Notes Teacher Actions “When you graph y = x and y = mx on the same graph, what does
m do to the graph of y = x? It changes the steepness of the line.
Turn and Talk: “Write the function q(x) = 2∣ x ∣. What effect do • Connection: Discuss the transformations of the graph of
you think the 2 has on the graph of f(x) = ∣ x ∣?” Draw Popsicle f(x) = a∣ x ∣. In part (a), a = 2. Because ∣ a ∣ > 1, it makes the
Sticks to solicit answers. Sample answer: The graph stretches V-shape steeper than the parent function. This is a stretch.
upward. In part (b), a = −—12 . Because |a| < 1, it makes the V-shape wider
• Teaching Tip: Graph the parent function and the transformed than the parent function, and the graph opens down because a < 0.
function so that students can compare and see the effect of the This is a shrink and a reflection over the x-axis.
transformation. • Discuss the range of each function.

ALABAMA EDITION Section 3.7 157

Extra Example 3 Core Concept
Graph f(x) = ∣ x − 3 ∣ + 1 and Vertex Form of an Absolute Value Function
g(x) = ∣ 3x − 3 ∣ + 1. Compare the graph An absolute value function written in the form g(x) = a∣ x − h ∣ + k, where a ≠ 0,
is in vertex form. The vertex of the graph of g is (h, k).
of g to the graph of f.
Any absolute value function can be written in vertex form, and its graph is
y
STUDY TIP symmetric about the line x = h.
g(x)
The function g is not in
vertex form because the
f(x) x variable does not have Graphing f(x) = |x – h| + k and g(x) = f(ax)
a coefficient of 1.
2 Graph f (x) = ∣ x + 2 ∣ − 3 and g(x) = ∣ 2x + 2 ∣ − 3. Compare the graph of g to the
graph of f.
2 4 x
SOLUTION
Step 1 Make a table of values for each function.
The graph of g is a horizontal shrink of the
graph of f by a factor of —13 . The y-intercept x −4 −3 −2 −1 0 1 2
is the same for both graphs and the points f(x) −1 −2 −3 −2 −1 0 1
on the graph of f move —23 closer to the
x −2 −1.5 −1 −0.5
y-axis, resulting in the graph of g. When 0 0.5 1

the input values of f are 3 times the input g(x) −1 −2 −3 −2 −1 0 1

values of g, the outputs are the same. Step 2 Plot the ordered pairs. g(x) = 2x + 2 − 3
Step 3 Draw the V-shaped graph of each y
MONITORING PROGRESS function. Notice that the vertex of the
2
graph of f is (−2, −3) and the graph is
ANSWERS symmetric about x = −2.
5. y −5 −3 −1 1 3 x
6
f(x) = | x − 1 |
4
f(x) = x + 2 − 3 −4
1 2
g(x) = 2 x − 1

−4 −2 2 4 x
Note that you can rewrite g as g(x) = f(2x), which is of the form y = f(ax),
−2 where a = 2. So, the graph of g is a horizontal shrink of the graph of f by
a factor of —12 . The y-intercept is the same for both graphs. The points on the
The graph of g is a horizontal stretch graph of f move halfway closer to the y-axis, resulting in the graph of g.
of the graph of f by a factor of 2. When the input values of f are 2 times the input values of g, the output values
of f and g are the same.
6. y
6

4
f(x) = | x + 1 | + 2 Monitoring Progress Help in English and Spanish at BigIdeasMath.com

2 g(x) = | −4x + 2 | + 2
∣1 ∣
5. Graph f(x) = ∣ x − 1 ∣ and g(x) = —2 x − 1 . Compare the graph of g to the
graph of f.

−4 −2 2 4 x
6. Graph f(x) = ∣ x + 2 ∣ + 2 and g(x) = ∣ −4x + 2 ∣ + 2. Compare the graph of g to
the graph of f.
−2

The graph of g is a horizontal shrink

of the graph of f by a factor of —14 and a 158 Chapter 3 Graphing Linear Functions ALABAMA EDITION
reflection in the y-axis.

hs_al_2022_alg1_se_0307.indd 158 13/02/20 1:13 PM

Laurie’s Notes Teacher Actions

Use Appropriate Tools Strategically: Have students use a graphing calculator to graph
f(x) = 2∣ x − 3 ∣ + 1. “What is the vertex?” (3, 1)
Reason Abstractly and Quantitatively: “Could you predict what the vertex of
f(x) = —12 ∣ x + 5 ∣ − 4 would be?” Give time for students to talk with neighbors. Ask volunteers
to share their reasoning. (−5, −4)
• Write the Core Concept. Make connections to the transformation of lines in the previous lesson.
Note that the coefficient of x is 1.
• Write the two functions in Example 3 and give students time to work with their partners.
• Discuss: g(x) is a horizontal shrink of the graph of f by a factor of —12.

158 Chapter 3 ALABAMA EDITION

 Combining Transformations
Extra Example 4
Graphing g(x) = a|x – h| + k Let g(x) = −∣ x + 1 ∣ + 2.
Let g(x) = −2∣ x − 1 ∣ + 3. (a) Describe the transformations from the graph of
a. Describe the transformations from the
REMEMBER f(x) = ∣ x ∣ to the graph of g. (b) Graph g. graph of f(x) = ∣ x ∣ to the graph of g.
You can obtain the graph Translate the graph of f horizontally
SOLUTION
⋅
of y = a f(x – h) + k from
the graph of y = f(x) using a. Step 1 Translate the graph of f horizontally 1 unit right to get the graph of
1 unit left to get the graph of
the steps you learned in t(x) = ∣ x − 1 ∣. h(x) = ∣ x + 1 ∣. Reflect the graph of
Section 3.6. Step 2 Stretch the graph of t vertically by a factor of 2 to get the graph of h in the x-axis to get the graph of
h(x) = 2∣ x − 1 ∣. r(x) = −∣ x + 1 ∣. Translate the graph
Step 3 Reflect the graph of h in the x-axis to get the graph of r(x) = −2∣ x − 1 ∣.
of r vertically 2 units up to get the
Step 4 Translate the graph of r vertically 3 units up to get the graph of
graph of g(x) = −∣ x + 1 ∣ + 2.
g(x) = −2∣ x − 1 ∣ + 3.
b. Graph g.
b. Method 1
Step 1 Make a table of values. y
x −1 0 1 2 3
f(x)
g(x) −1 1 3 1 −1
Step 2 Plot the ordered pairs.
−2 x
Step 3 Draw the V-shaped graph. y g(x)
4 −2

−4 −2 2 4 x
g(x) = −2x − 1 + 3
MONITORING PROGRESS
−2
ANSWER
7. a. The transformations are a
horizontal translation 2 units left,
Method 2
then a horizontal stretch by a
Step 1 Identify and plot the vertex. factor of 2, then a reflection in the
(h, k) = (1, 3)
y y-axis, then a vertical translation
Step 2 Plot another point on the 4
(1, 3) 1 unit up.
graph, such as (2, 1). Because
2 y
the graph is symmetric about b. 8
the line x = 1, you can use (0, 1) (2, 1)
symmetry to plot a third point, −4 −2 2 4 x
(0, 1). 6 g(x) = − 1 x + 2 + 1
g(x) = −2x − 1 + 3 −2 2
Step 3 Draw the V-shaped graph. 4

Monitoring Progress Help in English and Spanish at BigIdeasMath.com

2 4 6 8 x

7. Let g(x) = ∣ −—2 x + 2 ∣ + 1. (a) Describe the transformations from the graph
1

of f (x) = ∣ x ∣ to the graph of g. (b) Graph g.

ALABAMA EDITION Section 3.7 Graphing Absolute Value Functions 159

hs_al_2022_alg1_se_0307.indd 159 13/02/20 1:13 PM

Laurie’s Notes Teacher Actions • Big Idea: Students often ask what values they should use in the
table of values to be sure it includes the vertex and a few values on
• Like linear functions, all of the transformations can be performed
either side of the vertex. In the parent function, the vertex occurs
to the graph of an absolute value function. The vertex form showed
at x = 0. In the transformed function, the vertex occurs when the
this.
expression inside the absolute value symbols equals 0. In other
Turn and Talk: “Describe the effect of the −2, 1, and 3 on the
words, when does x − h = 0?
parent function f(x) = ∣ x ∣.” The 1 translates the graph 1 unit right.
The −2 reflects the graph in the x-axis and stretches the graph by a Closure
factor of 2. The 3 translates the graph 3 units up. • Look Back: Have students Look Back over Sections 3.6 and 3.7.
• Whiteboarding: Have partners reveal their descriptions of the Have them summarize what they understand about transformations
transformations. and what helped them learn it.

ALABAMA EDITION Section 3.7 159

 Assignment Guide and
3.7 Exercises Dynamic Solutions available at BigIdeasMath.com

Homework Check
ASSIGNMENT Vocabulary and Core Concept Check
Basic: 1−4, 5−13 odd, 19, 23, 1. COMPLETE THE SENTENCE The point (1, −4) is the _______ of the graph of f(x) = −3∣ x − 1 ∣ − 4.
27−41 odd, 45, 50, 62, 64−70 2. USING STRUCTURE How do you know whether the graph of f(x) = a∣ x í h ∣ + k is a vertical stretch
or a vertical shrink of the graph of f(x) = ∣ x ∣?
Average: 1−4, 6–24 even,
3. WRITING Describe three different types of transformations of the graph of an absolute value function.
28−46 even, 50−56 even, 62, 64−70
4. REASONING The graph of which function has the same y-intercept as the graph of
Advanced: 1−4, 8−26 even, 30, 32,
f (x) = ∣ x − 2 ∣ + 5? Explain.
38−62 even, 64−70
g(x) = ∣ 3x − 2 ∣ + 5 h(x) = 3∣ x − 2 ∣ + 5
HOMEWORK CHECK
Basic: 5, 9, 27, 35 Monitoring Progress and Modeling with Mathematics
Average: 6, 12, 28, 36
In Exercises 5–12, graph the function. Compare the 21. f(x) = x 22. f(x) = x
Advanced: 8, 12, 30, 38 graph to the graph of f(x) = ∣ x ∣. Describe the domain
y y
and range. (See Examples 1 and 2.) 2
2
5. d(x) = ∣ x ∣ − 4 6. r(x) = ∣ x ∣ + 5
−2 2 x
ANSWERS 7. m(x) = ∣ x + 1 ∣ 8. v(x) = ∣ x − 3 ∣ p(x) = ax −2 2 x

1. vertex −2 w(x) = ax

9. p(x) = —3 ∣ x ∣ 10. j(x) = 3∣ x ∣
1
2. If a > 1, the graph is a vertical
stretch. If 0 < a < 1, the graph is a
11. a(x) = −5∣ x ∣ 12. q(x) = −—2 ∣ x ∣
3
vertical shrink. In Exercises 23–26, write an equation that represents
the given transformation(s) of the graph of g(x) = ∣ x ∣.
3. Sample answer: g(x) = ax is a
In Exercises 13–16, graph the function. Compare the 23. vertical translation 7 units down
vertical stretch or shrink, graph to the graph of f(x) = ∣ x − 6 ∣.
g(x) = x − h is a horizontal 24. horizontal translation 10 units left
translation, and g(x) = x + k is a 13. h(x) = ∣ x − 6 ∣ + 2 14. n(x) = —2 ∣ x − 6 ∣
1
1
vertical translation. 25. vertical shrink by a factor of —4
15. k(x) = −3∣ x − 6 ∣ 16. g(x) = ∣ x − 1 ∣
4. g(x) = 3x − 2 + 5; g is a horizontal 26. vertical stretch by a factor of 3 and a reÀection
shrink of f, so it will have the same In Exercises 17 and 18, graph the function. Compare in the x-axis
the graph to the graph of f(x) = ∣ x + 3 ∣ − 2.
y-intercept.
In Exercises 27–32, graph and compare the two
y 17. y(x) = ∣ x + 4 ∣ − 2 18. b(x) = ∣ x + 3 ∣ + 3
5. 4
functions. (See Example 3.)
In Exercises 19–22, compare the graphs. Find the value 27. f(x) = ∣ x − 4 ∣; g(x) = ∣ 3x − 4 ∣
2 of h, k, or a.
28. h(x) = ∣ x + 5 ∣; t(x) = ∣ 2x + 5 ∣
19. f(x) = x 20.
t(x) = x − h
−4 −2 2 4 x
2
y
4
y
f(x) = x ∣1
29. p(x) = ∣ x + 1 ∣ − 2; q(x) = —4 x + 1 − 2 ∣
−2
30. w(x) = ∣ x − 3 ∣ + 4; y(x) = ∣ 5x − 3 ∣ + 4
−3 −1 1 x
−4 d(x) = | x | − 4
−2 2 x
31. a(x) = ∣ x + 2 ∣ + 3; b(x) = ∣ −4x + 2 ∣ + 3
The graph of d is a vertical translation −4 g(x) = x + k
4 units down of the graph of f;
−2
∣
32. u(x) = ∣ x − 1 ∣ + 2; v(x) = −—2 x − 1 + 2
1
∣
domain: all real numbers;
range: y ≥ −4 160 Chapter 3 Graphing Linear Functions ALABAMA EDITION
6. y
8

6
r(x) = | x | + 5
7.hs_al_2022_alg1_se_0307.indd
6
y 160 13/02/20 1:13 PM

4
4
2
2
m(x) = | x + 1 |
−4 −2 2 4 x

−2 −4 −2 2 4 x

−2
The graph of r is a vertical translation
5 units up of the graph of f; domain: The graph of m is a horizontal translation
all real numbers; range: y ≥ 5 1 unit left of the graph of f; domain: all real
numbers; range: y ≥ 0
8–32. See Additional Answers.

160 Chapter 3 ALABAMA EDITION

 In Exercises 33–40, describe the transformations from 44. USING STRUCTURE Explain how the graph of each
the graph of f(x) = ∣ x ∣ to the graph of the given function. function compares to the graph of y = ∣ x ∣ for positive
Then graph the given function. (See Example 4.) and negative values of k, h, and a. Dynamic Teaching Tools
33. r(x) = ∣ x + 2 ∣ − 6 34. c(x) = ∣ x + 4 ∣ + 4 a. y = ∣ x ∣ + k Dynamic Assessment System
b. y = ∣ x − h ∣ Dynamic Classroom
35. d(x) = −∣ x − 3 ∣ + 5 36. v(x) = −3∣ x + 1 ∣ + 4
c. y = a∣ x ∣
37. m(x) = —2 ∣ x + 4 ∣ − 1 38. s(x) = ∣ 2x − 2 ∣ − 3
1
d. y = ∣ ax ∣
ANSWERS
39. j(x) = ∣ −x + 1 ∣ − 5 40. n(x) = ∣ 1
−—3 x +1 +2 ∣ 33. The transformations are a horizontal
ERROR ANALYSIS In Exercises 45 and 46, describe and
correct the error in graphing the function. translation 2 units left then a vertical
41. MODELING WITH MATHEMATICS The number of
translation 6 units down.

✗
pairs of shoes sold s (in thousands) increases and 45. y y
then decreases as described by the function
2
s(t) = −2∣ t − 15 ∣ + 50, where t is the time 2
(in weeks).
y = ∣x − 1∣ − 3
−5 −1 3x −4 −2 2 4 x

−2

✗
46. r(x) = x + 2 − 6
y
4 −6

a. Graph the function and find its domain and range.

y = −3∣ x ∣ 34. The transformations are a horizontal
b. Interpret the domain and range in this context.
−2 2 x translation 4 units left then a vertical
42. MODELING WITH MATHEMATICS On the pool table −2 translation 4 units up.
shown, you bank the ¿ve ball off the side represented
y
by the x-axis. The path of the ball is described by the
4
∣ 5
∣
function p(x) = —3 x − —4 . MATHEMATICAL CONNECTIONS In Exercises 47 and 48,
write an absolute value function whose graph forms a 6
y square with the given graph.
(−5,
−5,
5 5) (5, 5) c(x) = x + 4 + 4 4
47. y
3
2
1
(−5, 0) (0, 0) (5, 0)
5

−3 3 x
−8 −6 −4 −2 x
x
−3 y = x − 2
35. The transformations are a horizontal
a. At what point does the five ball bank off the side?
y
translation 3 units right, then a
b. Do you make the shot? Explain your reasoning. 48.
6 y = x − 3 + 1 reflection in the x-axis, then a vertical
43. USING TRANSFORMATIONS The points A −—2 , 3 , ( 1
) translation 5 units up.
B(1, 0), and C(−4, −2) lie on the graph of the y
2 6
absolute value function f. Find the coordinates of the
points corresponding to A, B, and C on the graph of
2 4 6 x 4
d(x) = − x − 3 + 5
each function.
a. g(x) = f(x) − 5 b. h(x) = f(x − 3)
49. WRITING Compare the graphs of p(x) = ∣ x − 6 ∣ and 2
c. j(x) = −f(x) d. k(x) = 4f(x) q(x) = ∣ x ∣ − 6.
−4 4 x

−2

ALABAMA EDITION Section 3.7 Graphing Absolute Value Functions 161 36. The transformations are a horizontal
translation 1 unit left, then a vertical
stretch by a factor of 3, then a
reflection in the x-axis, then a vertical
hs_al_2022_alg1_se_0307.indd 161
37. The transformations are a horizontal
13/02/20 1:13 PM
translation 4 units up.
translation 4 units left, then a vertical shrink y

by a factor of —12 , then a vertical translation 4

1 unit down.
y
6 v(x) = −3 x + 1 + 4

4 −4 2 4 x

−2
1
m(x) = 2 x +4 −1 2
−4

−8 −6 −2 x

−2

38–49. See Additional Answers.

ALABAMA EDITION Section 3.7 161

 50. HOW DO YOU SEE IT? The object of a computer game In Exercises 55–58, graph and compare the
ANSWERS is to break bricks by deflecting a ball toward them two functions.
using a paddle. The graph shows the current path of
50. a. (7, 1) 55. f(x) = ∣ x − 1 ∣ + 2; g(x) = 4∣ x − 1 ∣ + 8
the ball and the location of the last brick.
b. Write an equation in vertex
56. s(x) = ∣ 2x − 5 ∣ − 6; t(x) = —2 ∣ 2x − 5 ∣ − 3
1
form with (7, 1) as the vertex; y
f(x) = x − 7 + 1 8 brick
57. v(x) = −2∣ 3x + 1 ∣ + 4; w(x) = 3∣ 3x + 1 ∣ − 6
51–70. See Additional Answers. 6
58. c(x) = 4∣ x + 3 ∣ − 1; d(x) = −—3 ∣ x + 3 ∣ + —3
4 1
paddle
4

59. REASONING Describe the transformations from the

2
graph of g(x) = −2∣ x + 1 ∣ + 4 to the graph of
Mini-Assessment h(x) = ∣ x ∣. Explain your reasoning.
0
0 2 4 6 8 10 12 14 x
BRICK FACTORY 60. THOUGHT PROVOKING Graph an absolute value
Graph the function. Compare the graph function f that represents the route a wide receiver
to the graph of f(x) = ∣ x ∣. Describe the a. You can move the paddle up, down, left, and right. runs in a football game. Let the x-axis represent
domain and range. At what coordinates should you place the paddle distance (in yards) across the field horizontally. Let
to break the last brick? Assume the ball deflects at the y-axis represent distance (in yards) down the field.
1. g(x) = ∣ x ∣ + 1 a right angle. Be sure to limit the domain so the route is realistic.
y b. You move the paddle to the coordinates in part (a),
g(x) and the ball is deflected. How can you write an 61. SOLVING BY GRAPHING Graph y = 2∣ x + 2 ∣ − 6
4 absolute value function that describes the path of and y = −2 in the same coordinate plane. Use the
the ball? graph to solve the equation 2∣ x + 2 ∣ − 6 = −2.
f(x) Check your solutions.

In Exercises 51–54, graph the function. Then rewrite 62. MAKING AN ARGUMENT Let p be a positive constant.
−2 2 x
the absolute value function as two linear functions, one Your friend says that because the graph of y = ∣ x ∣ + p
that has the domain x < 0 and one that has the domain is a positive vertical translation of the graph of
The graph of g is a vertical x ≥ 0. y = ∣ x ∣, the graph of y = ∣ x + p ∣ is a positive
horizontal translation of the graph of y = ∣ x ∣.
translation 1 unit up of the graph 51. y = ∣ x ∣ 52. y = ∣ x ∣ − 3
Is your friend correct? Explain.
of f. The domain is all real numbers. 53. y = −∣ x ∣ + 9 54. y = − 4∣ x ∣
63. ABSTRACT REASONING Write the vertex of the
The range is y ≥ 1. absolute value function f(x) = ∣ ax − h ∣ + k in terms
2. d(x) = −—13∣x∣ of a, h, and k.

y f(x)
3
Maintaining Mathematical Proficiency Reviewing what you learned in previous grades and lessons

Solve the inequality. (Section 2.4)

−3 3 x 64. 8a − 7 ≤ 2(3a − 1) 65. −3(2p + 4) > −6p − 5
d(x)
66. 4(3h + 1.5) ≥ 6(2h − 2) 67. −4(x + 6) < 2(2x − 9)
−3
Find the slope of the line. (Section 3.5)
The graph of d is a vertical shrink of 68. y 69. y 70. y
3 1
the graph of f by a factor of —13 and a (0, 3)
2
(5, 2)
−3 1 3x
reflection in the x-axis. The domain
−4 −2 2x 2 4 x
(−3, 1)
is all real numbers. The range is (−2, −2) (−1, 0)
−3
(1, −4)
−2 −2
y ≤ 0. −5

3. Compare the graphs of the two

functions m(x) = ∣ x + 2 ∣ − 1 and
162 Graphing Linear Functions ALABAMA EDITION
t(x) = ∣ 2x + 2 ∣ − 1. The graph of
Chapter 3

t is a horizontal shrink of the graph

of m by a factor of —12. The y-intercept
hs_al_2022_alg1_se_0307.indd 162 13/02/20 1:13 PM
is the same for both graphs and
the points on the graph of m Section Resources
move halfway closer to the y-axis,
Surface Level Deep Level Transfer Level
resulting in the graph of t.
4. Describe the transformations from Resources by Chapter Resources by Chapter Dynamic Assessment
the graph of f(x) = ∣ x ∣ to the graph • Practice A and • Enrichment and System
of g(x) = 2∣ x + 4 ∣. Translate the Practice B Extension • End-of-Chapter Quiz
graph of f horizontally 4 units left
• Puzzle Time • Cumulative Review
to get the graph of h(x) = ∣ x + 4 ∣.
Differentiating the Lesson Dynamic Assessment
Stretch the graph of h vertically by Tutorial Videos System
a factor of 2 to get the graph of Skills Review Handbook • Section Practice
g(x) = 2∣ x + 4 ∣. Skills Trainer

162 Chapter 3 ALABAMA EDITION

 3.4–3.7 What Did You Learn? Dynamic Teaching Tools
Dynamic Assessment System
Core Vocabulary Dynamic Classroom
standard form, p. 130 constant function, p. 138 horizontal stretch, p. 148
x-intercept, p. 131 family of functions, p. 146 vertical stretch, p. 148
y-intercept, p. 131 parent function, p. 146 vertical shrink, p. 148 ANSWERS
slope, p. 136 transformation, p. 146 absolute value function, p. 156
rise, p. 136 translation, p. 146 vertex, p. 156
1. The units were given in the statement
run, p. 136 reflection, p. 147 vertex form, p. 158 of the problem. Because t was the
slope-intercept form, p. 138 horizontal shrink, p. 148 independent variable, the units for t
went on the horizontal axis. Because
d was the dependent variable, the
Core Concepts units for d went on the vertical axis.
2. Rewrite Q as 2(8x) − 200 to match
Section 3.4 the coefficient in P. Then rewrite the
Horizontal and Vertical Lines, p. 130 Using Intercepts to Graph Equations, p. 131
constant term as −150 − 50 to get
Section 3.5 an expression that is an exact match
Slope, p. 136 Slope-Intercept Form, p. 138 of P. Express Q in terms of P to
describe the transformations.
Section 3.6
Horizontal Translations, p. 146 Horizontal Stretches and Shrinks, p. 148
Vertical Translations, p. 146 Vertical Stretches and Shrinks, p. 148
Reflections in the x-axis, p. 147 Transformations of Graphs, p. 149
Reflections in the y-axis, p. 147

Section 3.7
Absolute Value Function, p. 156 Vertex Form of an Absolute Value Function, p. 158

Mathematical Practices
1. Explain how you determined what units of measure to use for the horizontal
and vertical axes in Exercise 37 on page 142.
2. Explain your plan for solving Exercise 48 on page 153.

Performance Task
The Cost of a T-Shirt
You receive bids for making T-shirts for your class fundraiser from
four companies. To present the pricing information, one company
uses a table, one company uses a written description, one company
uses an equation, and one company uses a graph. How will you
compare the different representations and make the final choice?

To explore the answers to this question and more, go to

BigIdeasMath.com.

ALABAMA EDITION 163

s_al_2022_alg1_se_03ec.indd 163 13/02/20 7:50 PM

ALABAMA EDITION Chapter 3 163

ANSWERS
1. function; Every input has exactly
one output.
3 Chapter Review Dynamic Solutions available at BigIdeasMath.com

2. not a function; A vertical line can be 3.1 Functions (pp. 103–110)

drawn through more than one point
Determine whether the relation is a function.
on the graph in many places. Input, x 2 5 7 9 14
Explain.
3. function; Every input has exactly Output, y 5 11 19 12 3
Every input has exactly one output.
one output.
4. a. The amount of money in the bank So, the relation is a function.

account is the dependent variable

Determine whether the relation is a function. Explain.
and the hours you babysat is the
independent variable. 1. (0, 1), (5, 6), (7, 9) 2. y 3. Input, x Output, y
3

b. domain: 0 ≤ x ≤ 4; 1 11 7
range: 100 ≤ y ≤ 140 −2 2 x
15 8
22
5. linear; As x increases by 5,
−3
y decreases by 3. The rate of change
is constant.
4. The function y = 10x + 100 represents the amount y (in dollars) of money in your bank account
6. nonlinear; The graph is not a line. after you babysit for x hours.
7. a. 0, 1, 2, 3, 4, 5, 6, 7; discrete; The a. Identify the independent and dependent variables.
number of tickets bought must be b. You babysit for 4 hours. Find the domain and range of the function.
a whole number.
Money left (dollars)

b. y
60 3.2
2
3.2 Linear Functions (pp. 111–120)
50
40 Does the table or equation represent a linear or nonlinear function? Explain.
30 +4 +4 +4
20 a. b. y = 3x − 4
10 x 6 10 14 18
0 The equation is in the form y = mx + b.
y 5 9 14 20
0 1 2 3 4 5 6 7 8 x
Tickets bought So, the equation represents a linear function.
+4 +5 +6

As x increases by 4, y increases by different

amounts. The rate of change is not constant.

So, the function is nonlinear.

Does the table or graph represent a linear or nonlinear function? Explain.

5. 6. y
x 2 7 12 17
2
y 2 −1 −4 −7

−2 2 x

7. The function y = 60 − 8x represents the amount y (in dollars) of money you have after
buying x movie tickets. (a) Find the domain of the function. Is the domain discrete or continuous?
Explain. (b) Graph the function using its domain.

164 Chapter 3 Graphing Linear Functions ALABAMA EDITION

hs_al_2022_alg1_se_03ec.indd 164 13/02/20 12:31 PM

164 Chapter 3 ALABAMA EDITION

 ANSWERS
8. 5, 8, 13
9. 13, 4, −11
3.3 Function Notation (pp. 121–126) 10. x=7
a. Evaluate f(x) = 3x − 9 when x = 2. 11. x = −4
12. y
f(x) = 3x − 9 Write the function. 2
f(2) = 3(2) − 9 Substitute 2 for x.
=6−9 Multiply. −4 −2 2 4 x
= −3 Subtract.
g(x) = −2x − 3
When x = 2, f(x) = −3.
−4
b. For f(x) = 4x, find the value of x for which f(x) = 12.
−6
f(x) = 4x Write the function.
12 = 4x Substitute 12 for f(x).
13. y
3=x Divide each side by 4. 6

When x = 3, f(x) = 12. 2

h(x) = x+4
3
Evaluate the function when x = −3, 0, and 5. 2
8. f(x) = x + 8 9. g(x) = 4 − 3x

Find the value of x so that the function has the given value. −4 −2 2 4 x

10. k(x) = 7x; k(x) = 49 11. r(x) = −5x − 1; r(x) = 19 −2

Graph the linear function.

2 14. y
12. g(x) = −2x − 3 13. h(x) = —3 x + 4 2

(2, 0)
−4 −2 4 x
3.4 Graphing Linear Equations in Standard Form (pp. 129–134)
−2
Use intercepts to graph the equation 2x + 3y = 6.
−4 (0, −4)
Step 1 Find the intercepts.
To find the x-intercept, substitute To find the y-intercept, substitute
0 for y and solve for x. 0 for x and solve for y.
2x + 3y = 6 2x + 3y = 6
15. y
2x + 3(0) = 6 2(0) + 3y = 6 2

x=3 y=2 (−3, 0)

−4 2 4 x
y
Step 2 Plot the points and draw the line.
−4
The x-intercept is 3, so plot the point (3, 0). 3
The y-intercept is 2, so plot the point (0, 2). (0, 2)
Draw a line through the points. 1
(3, 0)
−1 1 3 5 x (0, −12)

Graph the linear equation. 16. y

2
14. 8x − 4y = 16 15. −12x − 3y = 36 16. y = −5 17. x = 6

ALABAMA EDITION Chapter 3 Chapter Review 165 −4 −2 2 4 x

−2

−4
hs_al_2022_alg1_se_03ec.indd 165 13/02/20 12:31 PM
−6

17. y

2 4 8 x

−2

−4

ALABAMA EDITION Chapter 3 165

ANSWERS
18. —65
19. undefined
3.5 Graphing Linear Equations in Slope-Intercept Form (pp. 135–144)
20. 0
a. The points represented by the table lie on a line. How can you find the slope of the line
21. y
6 from the table? What is the slope of the line?
Choose any two points from the table and use the slope formula.
4 Use the points (x1, y1) = (1, −7) and (x2, y2) = (4, 2). x y
1 −7
2 y2 − y1 2 − (−7) 9
slope = — = — = —, or 3 4 2
x2 − x1 4−1 3
7 11
−4 2 4 x The slope is 3. 10 20
−2
1
b. Graph −— x + y = 1. Identify the x-intercept.
x-intercept: –2 2
Step 1 Rewrite the equation in slope-intercept form.
22. y
2 1
y = —x + 1
2
−4 −2 2 4 x Step 2 Find the slope and the y-intercept.
−4 1
m = — and b = 1
2 y
4
−8 Step 3 The y-intercept is 1. So, plot (0, 1).
Step 4 Use the slope to find another point on the line.
(0, 1) 1
rise 1 2
slope = — = —
x-intercept: 2 run 2 −2 2 x

Plot the point that is 2 units right and 1 unit up −2

23. y
from (0, 1). Draw a line through the two points.
4
The line crosses the x-axis at (−2, 0). So, the x-intercept is −2.
2
The points represented by the table lie on a line. Find the slope of the line.
4 8 x 18. 19. 20.
x y x y x y
−2 −5
6 9 3 −4 −1

−4
11 15 3 −2 −3 −1
16 21 3 5 1 −1
21 27 3 8 9 −1
x-intercept: 9
24. y Graph the linear equation. Identify the x-intercept.

4 21. y = 2x + 4 22. −5x + y = −10 23. x + 3y = 9

24. A linear function h models a relationship in which the dependent variable decreases 2 units for
every 3 units the independent variable increases. Graph h when h(0) = 2. Identify the slope,
y-intercept, and x-intercept of the graph.
−4 −2 2 x

−2

−4 166 Chapter 3 Graphing Linear Functions ALABAMA EDITION

2
slope: −—3; y-intercept: 2;
x-intercept: 3 hs_al_2022_alg1_se_03ec.indd 166 13/02/20 12:31 PM

166 Chapter 3 ALABAMA EDITION

 ANSWERS
25. y

3.6 Transformations of Graphs of Linear Functions (pp. 145–154) 16

1
a. Let f(x) = −—2 x+ 2. Graph t(x) = f(x − 3). Describe the transformation from the
graph of f to the graph of t. h(x) = f(x + 3)
The function t is of the form y = f(x − h), where h = 3. So, the graph of t is a horizontal 8
translation 3 units right of the graph of f.
4 f(x) = 3x + 4
y

5 −6 2 x
t(x) = f(x − 3)
3 The graph of h is a horizontal
1
translation 3 units left of the graph
f(x) = −2 x +2 1
x of f.
−4 −2 2 4
26. y

6
b. Graph f(x) = x and g(x) = −3x − 2. Describe the transformations from the graph
of f to the graph of g. h(x) = f(x) + 1 f(x) = 3x + 4
Note that you can rewrite g as g(x) = −3f(x) − 2.
Step 1 There is no horizontal translation from the graph of f to the graph of g.
Step 2 Stretch the graph of f vertically by a factor of 3 to get the graph of h(x) = 3x.
−4 2 4 x
Step 3 Reflect the graph of h in the x-axis to get the graph of r(x) = −3x.
−2
Step 4 Translate the graph of r vertically 2 units down to get the graph of g(x) = −3x − 2.

y
4 The graph of h is a vertical translation
1 unit up of the graph of f.
f(x) = x 27. y
g(x) = −3x − 2
−4 −2 2 4 x
4
h(x) = f(−x)
f(x) = 3x + 4

−4

−4 −2 2 4 x
Let f(x) = 3x + 4. Graph f and h. Describe the transformation from the graph of f to
−2
the graph of h.
25. h(x) = f(x + 3) 26. h(x) = f(x) + 1 The graph of h is a reflection in the
27. h(x) = f(−x) 28. h(x) = −f(x) y-axis of the graph of f.
29. h(x) = 3f(x) 30. h(x) = f(6x) 28. y
4
31. Graph f(x) = x and g(x) = 5x + 1. Describe the transformations from the graph of f to
f(x) = 3x + 4
the graph of g.

−4 −2 2 4 x

h(x) = −f(x)

ALABAMA EDITION Chapter 3 Chapter Review 167 −4

The graph of h is a reflection in the

x-axis of the graph of f.
hs_al_2022_alg1_se_03ec.indd 167 13/02/20 12:31 PM
30. y 31. y
6 29. y
4
4 16
f(x) = 3x + 4 2
12
f(x) = x
h(x) = 3f(x)
−4 −2 2 4 x
−2 −1 1 2 x
h(x) = f(6x) 4 f(x) = 3x + 4
g(x) = 5x + 1
The graph of h is a horizontal shrink of the −4 2 4 x
graph of f by a factor of —16 .
The transformations are a vertical stretch
The graph of h is a vertical stretch of
by a factor of 5, then a vertical translation
the graph of f by a factor of 3.
1 unit up.

ALABAMA EDITION Chapter 3 167

ANSWERS
32. y
16

12 3.7 Graphing Absolute Value Functions (pp. 155–162)

Let g(x) = −3∣ x + 1 ∣ + 2. (a) Describe the transformations from the graph of f(x) = ∣ x ∣
8 m(x) x 6
to the graph of g. (b) Graph g.
4 a. Step 1 Translate the graph of f horizontally 1 unit left to get the graph of t(x) = ∣ x + 1 ∣.
Step 2 Stretch the graph of t vertically by a factor of 3 to get the graph of h(x) = 3∣ x + 1 ∣.
−8 −4 4 8 x Step 3 Reflect the graph of h in the x-axis to get the graph of r(x) = −3∣ x + 1 ∣.
The graph of m is a vertical Step 4 Translate the graph of r vertically 2 units up to get the graph of g(x) = −3∣ x + 1 ∣ + 2.
translation 6 units up of the graph b. Method 1
of f; domain: all real numbers;
Step 1 Make a table of values.
range: y ≥ 6 g(x) = −3x + 1 + 2
y
4
33. y x −3 −2 −1 0 1
6
g(x) −4 −1 2 −1 −4
4 p(x) = x − 4

Step 2 Plot the ordered pairs. −4 2 x

2
Step 3 Draw the V-shaped graph.
2 4 6 8 x −4

−2
Method 2
The graph of p is a horizontal Step 1 Identify and plot the vertex. g(x) = −3x + 1 + 2
translation 4 units right of the graph (h, k) = (−1, 2) y
of f; domain: all real numbers; 4
Step 2 Plot another point on the graph such
range: y ≥ 0 as (0, −1). Because the graph is symmetric
(−1, 2)
34. y about the line x = −1, you can use
8 symmetry to plot a third point, (−2, −1).
−4 2 x
Step 3 Draw the V-shaped graph. (−2, −1) (0, −1)
6

4 −4

q(x) = 4 x
Graph the function. Compare the graph to the graph of f(x) = ∣ x ∣. Describe the
−4 −2 2 4 x
domain and range.
32. m(x) = ∣ x ∣ + 6 33. p(x) = ∣ x − 4 ∣ 34. q(x) = 4∣ x ∣ 35. r(x) = −—4 ∣ x ∣
1
The graph of q is a vertical stretch
of the graph of f by a factor of 4; 36. Graph f(x) = ∣ x − 2 ∣ + 4 and g(x) = ∣ 3x − 2 ∣ + 4. Compare the graph of g to the
domain: all real numbers; graph of f.
range: y ≥ 0 37. Let g(x) = —3 ∣ x − 1 ∣ − 2. (a) Describe the transformations from the graph of f(x) = ∣ x ∣ to
1

the graph of g. (b) Graph g.

35. y
2

−8 −4 4 8 x

−2
168 Chapter 3 Graphing Linear Functions ALABAMA EDITION
1
−4 r(x) = − x
4
−6

The graph of r is a vertical shrink of 37.hs_al_2022_alg1_se_03ec.indd

a. The transformations 168
are a horizontal 13/02/20 12:31 PM

the graph of f by a factor of —14 and a translation 1 unit right, then a vertical
reflection in the x-axis; domain: all shrink by a factor of —13 , then a vertical
real numbers; range: y ≤ 0 translation 2 units down.
36. See Additional Answers. b. y
4

−8 4 8 x
1
−2 g(x) = 3 x −1 −2

−4

168 Chapter 3 ALABAMA EDITION

 3 Chapter Test
Determine whether the relation is a function. If the relation is a function, determine
ANSWERS
1. function; Every input has exactly one
output; not linear; As x increases by
whether the function is linear or nonlinear. Explain. 1, y changes by different amounts.
The rate of change is not constant.
1. 2. y = −2x + 3 3. x = −2
x −1 0 1 2 2. function; Every input has exactly
y 6 5 9 14 one output; linear; It is in the form
y = mx + b.
Graph the equation and identify the intercept(s). If the equation is linear, find the slope of 3. not a function; The input −2 has
the line. infinite output values.
4. 2x − 3y = 6 5. y = 4.5 6. y = ∣ x − 1 ∣ − 2 4. y
4
Find the domain and range of the function represented by the graph. Determine whether
the domain is discrete or continuous. Explain. 2

7. y 8. y
4 8
−4 −2 4 x
2

−4 −2 2 4x −8 −4 4 8x −4
−4

−4 −8
x-intercept: 3; y-intercept: −2;
slope: —23

Graph f and g. Describe the transformations from the graph of f to the graph of g. 5. y
6
9. f(x) = x; g(x) = −x + 3 10. f(x) = ∣ x ∣; g(x) = ∣ 2x + 4 ∣
4
11. Function A represents the amount of money in a jar based on the number of quarters in the
jar. Function B represents your distance from home over time. Compare the domains. 2

12. A mountain climber is scaling a 500-foot cliff. The graph shows the
Mountain Climbing −4 −2 2 4 x
elevation of the climber over time.
y
Elevation (feet)

a. Find and interpret the slope and the y-intercept of the graph. 500 −2
400
b. Explain two ways to find f(3). Then find f(3) and interpret
300
its meaning. 200
no x-intercept; y-intercept: 4.5;
c. How long does it take the climber to reach the top of the cliff? 100 f(x) = 125x + 50 slope: 0
Justify your answer. 0
0 0.8 1.6 2.4 3.2 4.0 x
6. y
Time (hours) 4
13. Without graphing, compare the slopes and the intercepts of the
graphs of the functions f(x) = x + 1 and g(x) = f(2x).
2

14. A rock band releases a new single. Weekly sales s (in thousands of dollars) increase
and then decrease as described by the function s(t) = −2∣ t − 20 ∣ + 40, where t is the −4 −2 4 x
time (in weeks).
−2 y= x−1 −2
a. Identify the independent and dependent variables.
b. Graph s. Describe the transformations from the graph of f(x) = ∣ x ∣ to the graph of s. −4

x-intercepts: −1, 3; y-intercept: −1

7. domain: all real numbers; range: all
ALABAMA EDITION Chapter 3 Chapter Test 169
real numbers; continuous; The graph
is a curve.
8. domain: −2, −1, 0, 1, 2, 3; range:
−8, −5, −2, 1, 4, 7; discrete; The
hs_al_2022_alg1_se_03ec.indd 169 13/02/20 12:31 PM
graph is individual points.
Chapter Resources 9. y
4
Surface Level Deep Level Transfer Level g(x) = −x + 3
2 f(x) = x
Resources by Chapter Resources by Chapter STEM Video
• Practice A and • Enrichment and STEM Video Performance Task −4 −2 2 4 x
Practice B Extension Dynamic Assessment System −2
• Puzzle Time • Cumulative Review • Chapter Test
Differentiating the Lesson Game Library −4
Assessment Book
Tutorial Videos • Chapter Tests A and B
The transformations are a reflection
Skills Review Handbook • Alternative Assessment in the x-axis then a vertical
Skills Trainer • Performance Task translation 3 units up.
Game Library 10–14. See Additional Answers.

ALABAMA EDITION Chapter 3 169

ANSWERS
1. Sample answer: x: −4, −3, −2, −1
and y: 1, 2, 3, 4; x: −4, −3, −2, −1
3 Cumulative Assessment
and y: 0, 1, 3, 5
1. You claim you can create a table of values that represents a linear function. Your friend
2. a. f(x) = 12x + 42
claims he can create a table of values that represents a nonlinear function. Using the given
b. 8 days numbers, what values can you use for x (the input) and y (the output) to support your
3. a. Sample answer: 2, 10 claim? What values can your friend use?

b. Sample answer: −2, 10 Your claim Friend’s claim

4. ≤ x x
y y

−4 −3 −2 −1 0

1 2 3 4 5

2. A car rental company charges an initial fee of $42 and a daily fee of $12.
a. Use the numbers and symbols to write a function that represents this situation.

x f(x) 42 12 138

+ − × ÷ =

b. The bill is $138. How many days did you rent the car?

3. Fill in values for a and b so that each statement is true for the inequality ax − b > 0.
b
a. When a = _____ and b = _____, x > —.
a
b
b. When a = _____ and b = _____, x < —.
a

4. Fill in the inequality with <, ≤, >, or ≥ so that the solution of the inequality is represented
by the graph.

–5 –4 –3 –2 –1 0 1 2 3 4 5

−3(x + 7) −24

170 Chapter 3 Graphing Linear Functions ALABAMA EDITION

hs_al_2022_alg1_se_03ec.indd 170 13/02/20 12:31 PM

170 Chapter 3 ALABAMA EDITION

 ANSWERS
5. −4x + 5y = 40
6. a. x = 8; one solution; 8 is the only
value that makes the equation
5. Use the numbers to fill in the coefficients of ax + by = 40 so that when you graph the true.
function, the x-intercept is −10 and the y-intercept is 8. 16 16
b. x = −— 5 ; one solution; − 5 is
—

−10 −8 −5 −4 4 5 8 10
the only value that makes the
equation true.
c. no solution; no solution; −6 = 28
6. Solve each equation. Then classify each equation based on the solution. Explain
your reasoning. is never true.
a. 2x − 9 = 5x − 33 b. 5x − 6 = 10x + 10 d. x = 2.8; one solution; 2.8 is
the only value that makes the
c. 2(8x − 3) = 4(4x + 7) d. −7x + 5 = 2(x − 10.1)
equation true.
e. 6(2x + 4) = 4(4x + 10) f. 8(3x + 4) = 2(12x + 16)
e. x = −4; one solution; −4 is
7. The table shows the cost of bologna at a deli. Plot the points represented by the table the only value that makes the
in a coordinate plane. Decide whether you should connect the points with a line. Explain equation true.
your reasoning.
f. all real numbers; identity;
Pounds, x 0.5 1 1.5 2 32 = 32 is always true.
Cost, y $3 $6 $9 $12
7. y
15
8. The graph of g is a horizontal translation right, then a vertical stretch, then a vertical
translation down of the graph of f(x) = x. Use the numbers and symbols to create g. 12
1 1
−3 −1 −—2 0 —2 1 3
9

Cost
6
x g(x) + − × ÷ =
3

9. What is the sum of the integer solutions of the compound inequality 2∣ x − 5 ∣ < 16?
0
0 0.5 1.0 1.5 2.0 2.5 x
A 72 B 75 C 85 D 88
Pounds

10. Your bank offers a text alert service that notifies you when your checking account balance yes; The pounds can be any value, so
drops below a specific amount. You set it up so you are notified when your balance drops the domain is continuous.
below $700. The balance is currently $3000. You only use your account for paying your
rent (no other deposits or deductions occur). Your rent each month is $625. 8. Sample answer: g(x) = 3(x − 1) − 3
a. Write an inequality that represents the number of months m you can pay your rent 9. B
without receiving a text alert. 10. a. 3000 − 625m ≥ 700
b. What is the maximum number of months you can pay your rent without receiving b. 3 months
a text alert?
c. June, July, August, September
c. Suppose you start paying rent in June. Select all the months you can pay your rent
without making a deposit.

June July August September October

ALABAMA EDITION Chapter 3 Cumulative Assessment 171

hs_al_2022_alg1_se_03ec.indd 171 13/02/20 12:31 PM

ALABAMA EDITION Chapter 3 171