4 Writing Linear Functions GO DIGITAL

4.1 Writing Equations in Slope-Intercept Form

4.2 Writing Equations in Point-Slope Form
4.3 Writing Equations of Parallel and Perpendicular Lines
4.4 Scatter Plots and Lines of Fit
4.5 Analyzing Lines of Fit
4.6 Arithmetic Sequences
4.7 Piecewise Functions

NATIONAL GEOGRAPHIC EXPLORER

Katey Walter Anthony
Dr. Katey Walter Anthony measures the rate at which the permafrost in
Alaskan lakes is thawing, causing a release of methane. Her data feed
into mathematical models that predict global warming, which inspire
ideas to reduce it. One of the primary ideas for reducing global warming
is to implement the use of renewable energy.
• What are the main ways that electricity is generated? Of these,
which are classified as renewable energy?
• On a wind farm, how much electricity is produced per day by
each turbine?
• How many homes does a typical wind turbine power?

STEM
Wind is one example of a
renewable energy resource that
can provide long-lasting benefits.
In the Performance Task, you will
write a proposal for a new wind
farm in your community, detailing
the size, cost, and energy
production of the farm.

Renewable Energy

Algebra 1 Chapter 4.indb 184 5/1/20 8:12 AM

 GO DIGITAL

Preparing for Chapter

Chapter Learning Target Understand writing linear functions.
4
Chapter Success Criteria I can determine the slope given ordered pairs,
a graph, or a context.
I can write the equation of a line in different forms.
I can interpret scatter plots and analyze lines of fit.
I can write a function that represents an arithmetic Surface
sequence to solve a real-life problem. Deep

VOCAB
Chapter Vocabulary
Work with a partner. Discuss each of the vocabulary terms.

linear model correlation causation

point-slope form interpolation piecewise function
scatter plot extrapolation step function

Mathematical Practices
Make Sense of Problems and Persevere in Solving Them
Mathematically proficient students try special cases and simpler forms of the original
problem in order to gain insight into the solution.

Work with a partner. A wind farm contains 250 wind turbines that produce varying
amounts of energy each day.

1. A particular turbine on the wind farm produces 545 kilowatt hours (kWh)
of energy every half hour that it runs. The turbine runs for 4 hours and
55 minutes. What is the total amount of energy produced by the turbine?
Your friend solves a simpler form of the problem, as shown.

550 kWh
Energy production ≈ — • 5 h
1/2 h
1100 kWh
=— • 5 h
1h

= 5500 kWh
a. Your friend solves the original problem and determines that the turbine
produces 5600 kilowatt hours of energy. Without solving, determine
whether this solution is reasonable. Explain your reasoning.
b. Solve the original problem. Is your answer reasonable? Explain.

2. The owner of the wind farm wants to know the annual energy output of the
entire farm. How could you use a simpler form of the problem to find the solution?

185

Algebra 1 Chapter 4.indb 185 5/1/20 8:14 AM

 4
GO DIGITAL

Prepare WITH

Using a Coordinate Plane

y
Example 1 What ordered pair C
WATCH
corresponds to point A? 4
B

A
2

D
−4 −2 2 4 x
G
−2
F E
−4

Point A is 3 units to the left of the origin and 2 units up. So, the x-coordinate
is −3 and the y-coordinate is 2.

The ordered pair (−3, 2) corresponds to point A.

Use the graph to answer the question.

1. What ordered pair corresponds to point G? 2. What ordered pair corresponds to point D?

3. Which point is located in Quadrant I? 4. Which point is located in Quadrant IV?

Rewriting Equations

WATCH
Example 2 Solve the equation 3x − 2y = 8 for y.

3x − 2y = 8 Write the equation.

3x − 2y − 3x = 8 − 3x Subtraction Property of Equality

−2y = 8 − 3x Simplify.

− 2y 8 − 3x
—=— Division Property of Equality
−2 −2
3
y = −4 + — x Simplify.
2

Solve the equation for y.

5. x − y = 5 6. 6x + 3y = −1 7. 0 = 2y − 8x + 10

8. −x + 4y − 28 = 0 9. 2y + 1 − x = 7x 10. y − 4 = 3x + 5y

11. REASONING Both coordinates of a point (x, y) are multiplied by the same negative number. How
does this change the location of the point? (Hint: Consider every possible location of the original point.)

186 Chapter 4 Writing Linear Functions

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 Writing Equations in
4.1 GO DIGITAL

Slope-Intercept Form
Learning Target Write equations of lines in slope-intercept form.

Success Criteria • I can find the slope and the y-intercept of a line.
• I can use the slope and the y-intercept to write an equation
of a line.
• I can write equations in slope-intercept form to solve
real-life problems.

EXPLORE IT Interpreting a Real-Life Graph

Work with a partner. You find the following graph online.

Landline Phones and Cell Phones in U.S. households

100
90 Working landline phone
80 (2005, 90) Cell phone only
70
Percent

60 (2017, 52.5)
50
40
(2017, 43.8)
30
20 (2005, 7.3)
10
0
2005 2006 2007 2008 2009 2010 2011 2012 2013 2014 2015 2016 2017
Year

a. Explain what the graph represents. Make several observations from the graph.

b. Your friend thinks something is wrong with the graph because for a given
year, the two percents do not add up to 100%. Is your friend’s reasoning
valid? Explain.

c. You want to write an equation that represents each line. What do you need to
consider to write the equations? What do you need to calculate?
Math Practice
Specify Units
What would you let the d. Approximate the slope of each line. Interpret each slope in the context of
independent variable the problem.
represent in your
equations in part (c)?
Why? e. When do you expect the percent of U.S. households with only cell phone
service will exceed 70%? Explain how you made your prediction.

4.1 Writing Equations in Slope-Intercept Form 187

Algebra 1 Chapter 4.indb 187 5/1/20 8:15 AM

 Writing Equations in Slope-Intercept Form
GO DIGITAL

EXAMPLE 1 Using Slopes and y-Intercepts to Write Equations

Vocabulary
linear model, p. 190 Write an equation of each line with the given slope and y-intercept.

a. slope = −3; y-intercept = —12 b. slope = 0; y-intercept = −2

SOLUTION
a. y = mx + b Write the slope-intercept form.
Substitute −3 for m and —12 for b.
1
y = −3x + —2

An equation is y = −3x + —12 .

b. y = mx + b Write the slope-intercept form.

y = 0x + (−2) Substitute 0 for m and −2 for b.
y = −2 Simplify.

An equation is y = −2.

SELF-ASSESSMENT 1 I do not understand. 2 I can do it with help. 3 I can do it on my own. 4 I can teach someone else.

Write an equation of the line with the given slope and y-intercept.
1
1. slope = 7; y-intercept = 2 2. slope = —3 ; y-intercept = −1

3. REASONING Write equations that represent the x-axis and the y-axis. Are the equations
in slope-intercept form? Explain your reasoning.

EXAMPLE 2 Using Graphs to Write Equations

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

a. y b. y
4
(4, 3)
2
(0, 2)

2 4 x
2 4 x
−2
(4, −1)
(0, −3) −2

STUDY TIP
You can use any two points SOLUTION
on a line to find the slope. a. Find the slope and y-intercept. b. Find the slope and y-intercept.
Let (x1, y1) = (0, −3) and Let (x1, y1) = (0, 2) and
(x2, y2) = (4, 3). (x2, y2) = (4, −1).
y2 − y1 y2 − y1
m=— m=—
x2 − x1 x2 − x1
STUDY TIP
3 − (−3) 6 3 −1 − 2 −3 3
After writing an = — = —, or — = — = —, or −—
equation, check that the
4−0 4 2 4−0 4 4
given points are solutions Because the line crosses the y-axis Because the line crosses the y-axis
of the equation. at (0, −3), the y-intercept is −3. at (0, 2), the y-intercept is 2.
So, the equation is y = —32 x − 3. So, the equation is y = −—34 x + 2.

188 Chapter 4 Writing Linear Functions

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 EXAMPLE 3 Using Points to Write Equations
GO DIGITAL
Write an equation of the line that passes through each pair of points.
a. (−3, 5), (0, −1) b. (0, −5.8), (8, −5.8)

SOLUTION
a. Find the slope and y-intercept. b. Find the slope and y-intercept.
−1 − 5 −6 −5.8 − (−5.8) 0
m = — = — = −2 m=—=—=0
0 − (−3) 3 8−0 8
Because the line crosses the y-axis Because the line crosses the y-axis
at (0, −1), the y-intercept is −1. at (0, −5.8), the y-intercept is −5.8.
So, an equation is y = −2x − 1. So, an equation is y = −5.8.

EXAMPLE 4 Writing a Linear Function

Write a linear function f with the values f(0) = 10 and f(6) = 34.
REMEMBER
If f is a function and x is SOLUTION
in its domain, then f(x) Step 1 Interpret the function values. The values f(0) = 10 and f(6) = 34
represents the output indicate that (0, 10) and (6, 34) are on the graph of f.
of f corresponding to
the input x. Step 2 Find the slope of the line that passes through (0, 10) and (6, 34).
34 − 10 24
m=—=—=4
6−0 6
Step 3 Write an equation of the line. Because the line crosses the y-axis at (0, 10),
the y-intercept is 10. Use the slope and y-intercept to write an equation of
the line.

y = mx + b Write the slope-intercept form.

y = 4x + 10 Substitute 4 for m and 10 for b.

A function is f(x) = 4x + 10.

SELF-ASSESSMENT 1 I do not understand. 2 I can do it with help. 3 I can do it on my own. 4 I can teach someone else.

4. Write an equation of each line shown at the right in slope-intercept form. y p

2
Write an equation of the line that passes through the given points. (1, 1)
5. (0, −2), (4, 10) 6. ( −—45 , —12 ), ( 13, )
1
—2
2 4 x

(0, −1) q
7. WRITING In Example 3(b), explain how you can write the equation without
(5, −3)
performing any calculations. −4

Write a linear function g with the given values.

8. g(0) = 9, g(8) = 7 9. g(−2.5) = −5, g(0) = −4

2
10. REASONING A function f represents a proportional relationship where f(1) = —3 .
Write the function.

4.1 Writing Equations in Slope-Intercept Form 189

Algebra 1 Chapter 4.indb 189 5/1/20 8:16 AM

 Solving Real-Life Problems
So
GO DIGITAL
A llinear model is a linear function that models a real-life situation. When
a qquantity y changes at a constant rate with respect to a quantity x, you can use
the equation y = mx + b to model the relationship. The value of m is the constant
rate of change, and the value of b is the initial, or starting, value of y.

EXAMPLE 5
E Modeling Real Life

Excluding hydroelectric and solar, renewable energy sources in the U.S. generated
143.4 million megawatt hours of electricity in 2009. This quantity increased at an
approximately constant rate and reached 333.0 million megawatt hours by 2017.
Estimate the amount of electricity generated from these sources in 2021.

SOLUTION
SO
1. Understand the Problem You know the amounts of electricity generated in two
distinct years and that it increased at a constant rate. You are asked to estimate the
amount generated in a later year.
2. Make a Plan Find the initial value and the rate of change. Use these values to
write a linear model and estimate the amount generated in 2021.
3. Solve and Check Let x represent the number of years since 2009 and let y
represent the number of megawatt hours (in millions). Because 2009 corresponds
to x = 0 and 2017 corresponds to x = 8, the linear model representing the situation
passes through the points (0, 143.4) and (8, 333).
Let (x1, y1) = (0, 143.4) and (x2, y2) = (8, 333). The initial value is the
y-intercept b, which is 143.4. The rate of change is the slope m.
y2 − y1 333 − 143.4 189.6
m = — = — = — = 23.7
x2 − x1 8−0 8

⋅
Megawatt hours Initial Rate of Years
= value + change
(millions) since 2009

y = 143.4 + 23.7 ⋅ x
y = 143.4 + 23.7x Write the equation.

corresponds to x = 12.
2021 corre y = 143.4 + 23.7(12) Substitute 12 for x.
y = 427.8 Simplify.
The linear model is y = 23.7x + 143.4. The model estimates that renewable
energy sources generated about 427.8 million megawatt hours in 2021.

Another
A
Ann Way Use the slope
to find amounts of electricity
to x 2017 2018 2019 2020 2021
ggenerated
ge
gen
en in later years. y 333.0 356.7 380.4 404.1 427.8

+ 23.7 + 23.7 + 23.7 + 23.7

SELF-ASSESSMENT 1 I do not understand. 2 I can do it with help. 3 I can do it on my own. 4 I can teach someone else.

11. Wind energy in the U.S. generated about 74 million megawatt hours of electricity in 2009. This quantity
increased at an approximately constant rate and reached about 254 million megawatt hours by 2017. Estimate
how many more megawatt hours were generated from wind in 2020 than in 2016. Explain your reasoning.

190 Chapter 4 Writing Linear Functions

Algebra 1 Chapter 4.indb 190 5/1/20 8:17 AM

 4.1 Practice WITH AND
GO DIGITAL

In Exercises 1–6, write an equation of the line with the In Exercises 23 and 24, write a linear function f with the
given slope and y-intercept. Example 1 given values.

1. slope: 2 2. slope: 0 23. x f(x) 24.

x f(x)
y-intercept: 9 y-intercept: 5
1 −1 −4 −2
0 1
3. slope: −3 4. slope: −7.5 −2 −1
−1 3
y-intercept: 0 y-intercept: 1.5 0 0
2 3
5. slope: —3 6. slope: −—4
25. ERROR ANALYSIS Describe and correct the error in
y-intercept: −8 y-intercept: −—14 writing an equation of the line with a slope of 2 and a
y-intercept of 7.
In Exercises 7–10, write an equation of the line in

✗
slope-intercept form. Example 2
y = 7x + 2
7. y 8. y

4 4
(0, 3)
(3, 3) (4, 2) 26. ERROR ANALYSIS Describe and correct the error in
2
(0, 2) writing an equation of the line shown.

2 4 x 2 4 x

✗ y
(0, 4)
1−4
slope = —
0−5
−3 3
9. y 10. y =—=—
4 2
2 (5, 1) −5 5
(−3, 4) (2, 2)
3
2 2 4 6 x y = —x + 4
−2 2 4 x
5
(0, 0)
−2
−4 −2 x (0, −2)
27. MODELING REAL LIFE A public university charged
$9200 for tuition and fees in the 2014–2015 academic
In Exercises 11–16, write an equation of the line that year. This cost increased at a constant rate and
passes through the given points. Example 3 reached $10,900 in the 2019–2020 academic year.
Estimate the cost of tuition and fees in the
11. (3, 1), (0, 10) 12. (2, 7), (0, −5) 2023–2024 academic year. Example 5

13. (2, −4), (0, −4) 14. (−6, 0), (0, −24) 28. MODELING REAL LIFE A recording studio charges
musicians an initial fee of $50 to record an album.
15. (0, 5.2), (−1.5, 1) 16. ( 0, — ), ( −5, — )
1
3
7
3 Studio time costs an additional $75 per hour. Is it less
expensive to purchase 12 hours of recording time at
In Exercises 17–22, write a linear function f with the
the studio or a $795 music software program
given values. Example 4
that you can use to record on
17. f(0) = 2, f(2) = 4 18. f(0) = 7, f (3) = 1 your own computer? Use a
linear model to justify
19. f(4) = −3, f(0) = −2 your answer.

20. f(5) = −1, f(0) = −5

( )1
21. f −—2 = 1, f(0) = −4

22. f(0) = 3.75, f(−6) = 3.75

4.1 Writing Equations in Slope-Intercept Form 191

Algebra 1 Chapter 4.indb 191 5/1/20 8:17 AM

 29. MAKING AN ARGUMENT Your friend claims that 32. HOW DO YOU SEE IT?
given f(0) and any other value of a linear function f, The profits of Company A and Company B GO DIGITAL
you can write an equation in slope-intercept form x years since 2016 can be modeled by
that represents the function. Your cousin disagrees, f(x) = ax + b and g(x) = cx + d, respectively.
claiming that the two points could lie on a vertical
line. Who is correct? Explain. Company Profits
4

(millions of dollars)
Company A
30. THOUGHT PROVOKING 3 Company B
A linear function f has values f (−9) = −2 and

Profit
f (−3) = −6. The y-intercept of a linear function g 2

is six greater than the y-intercept of f, and the 1

x-intercept of g is the same as the x-intercept of f.
Write equations that represent f and g. 0
2016 2017 2018 2019 2020
Year
31. CONNECTING CONCEPTS y

Line is a reflection in (0, 1) a. Compare the values of b and d. Explain your

the x-axis of line k. Write reasoning.
an equation that represents 2 4 x b. Compare the values of a and c. Explain your
line k. −2 reasoning.

(3, −4)
−4
33. Write a linear function with the values
f (0) = b and f (1) = b + m. What can you conclude?

REVIEW & REFRESH

In Exercises 34–36, solve the equation. 40. REASONING What is the least value of
4x − 5 when −—15 ≤ x − —
7
?
34. −4y − 10 = 4(y − 3) 10

In Exercises 41 and 42, find the slope and y-intercept

35. 2(3d + 3) = 7 + 6d of the graph of the linear equation.

36. −5(−4 + 2n) = −10(n − 2) 41. y = 9.5 42. 10x + y = −7

37. Write an equation of the line in slope-intercept form. 43. Tell whether 18 is a solution of −13 < 5 − x.
y
6
44. MODELING REAL LIFE Your total earnings (in
(0, 5) dollars) after working x weeks are represented
(3, 4) by the function f. You get a promotion, and your
4
weekly earnings are multiplied by a factor of a.
2
You then get a one-time bonus of k dollars. Use the
graph to find and interpret the values of a and k.

−2 2 4 x Earnings
y
38. Use intercepts to graph the linear equation 320
Total earnings

−4x + 2y = 16. Label the points corresponding 280

240
(dollars)

to the intercepts. (x) = 80x

ff(x)
f( 0
200
160
39. Let g(x) = −—2 ∣ x + 2 ∣ − 4. (a) Describe the g(x) = a ∙ f(x)
1
120
transformations from the graph of f(x) = ∣ x ∣ to the 80
40 h(x) = g(x) + k
graph of g. (b) Graph g.
0
0 1 2 3 4 5 6 x
Weeks

192 Chapter 4 Writing Linear Functions

Algebra 1 Chapter 4.indb 192 5/1/20 8:18 AM

 Writing Equations in
4.2 GO DIGITAL

Point-Slope Form
Learning Target Write equations of lines in point-slope form.

Success Criteria • I can use a point on a line and the slope to write an
equation of the line.
• I can use any two points to write an equation of a line.
• I can write a linear function using any two function values.

EXPLORE IT Writing Equations

Work with a partner.

a. For each graph, find the y-intercept of the line that has the given slope and
passes through the given point. Then write an equation of the line.

m = —12 m = −2

y y

4 6

2 4

2
−4 −2 2 4 6x
−2
−4 −2 2 4 x

−4 −2

b. The point (x1, y1) is a given point on a nonvertical line. The point (x, y)
is any other point on the line. Write an equation that represents the
slope m. Then solve your equation for (y 2 y1). What does the resulting
equation represent? Explain your reasoning.

(x, y)

(x1, y1)
Math Practice
Find Entry Points x
What information do you
need in order to write an
equation of a line using c. Justify your equations in part (a) using the results of part (b). Which method
your equation in part (b)? do you prefer? Explain your reasoning.

4.2 Writing Equations in Point-Slope Form 193

Algebra 1 Chapter 4.indb 193 5/1/20 8:19 AM

 Writing Equations of Lines in Point-Slope Form
GO DIGITAL
Given a point on a line and the slope of the line, you can write an equation
Vocabulary of the line. Consider the line that passes through (2, 3) and has a slope of —12.
point-slope form, p. 194 Let (x, y) be another point on the line where x ≠ 2. You can write an equation
relating x and y using the slope formula with (x1, y1) = (2, 3) and (x2, y2) = (x, y).
y 2 − y1
m=— Write the slope formula.
x2 − x1
1 y−3
—=— Substitute values.
2 x−2
1
— (x − 2) = y − 3 Multiply each side by (x − 2).
2
The equation in point-slope form is y − 3 = —12 (x − 2).

KEY IDEA
Point-Slope Form y
Words A linear equation written in the form (x, y)
y − y1 = m(x − x1) is in point-slope form.
The line passes through the point (x1, y1), y − y1
and the slope of the line is m. (x1, y1)
slope x − x1
x
Algebra y − y1 = m(x − x1)

passes through (x1, y1)

EXAMPLE 1 Using a Slope and a Point to Write an Equation

Write an equation in point-slope form of the line that passes through

the point (−8, 3) and has a slope of —14 .

SOLUTION
Check
y − y1 = m(x − x1) Write the point-slope form.
y − 3 = —14(x + 8)
? y − 3 = —14[x − (−8)] Substitute —14 for m, −8 for x1, and 3 for y1.
3 − 3 = —14(−8 + 8)

0=0 ✓ y − 3 = —14(x + 8) Simplify.

An equation is y − 3 = —14 (x + 8).

SELF-ASSESSMENT 1 I do not understand. 2 I can do it with help. 3 I can do it on my own. 4 I can teach someone else.

Write an equation in point-slope form of the line that passes through the given point
and has the given slope.
2
1. (3, −1); m = −2 2. (4, 0); m = −—3

3. (2, 4.5); m = 1.25 4. ( 2—, — ); m = —

2 4
5 5
3
4

5. STRUCTURE Without simplifying, identify the slope of the line given by the
equation y 2 5 5 22(x 1 5). Then identify one point on the line.

194 Chapter 4 Writing Linear Functions

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 Writing Equations of Lines Given Two Points
GO DIGITAL
When you are given two points on a line, you can write an equation of
the line using the following steps.
Step 1 Find the slope of the line.
Step 2 Use the slope and one of the points to write an equation of the line in
point-slope form.

ANOTHER WAY EXAMPLE 2 Using Two Points to Write an Equation

You can use either of the
given points to write an Write an equation in slope-intercept form of the line shown. y (1, 2)
equation of the line. 2
Use m = −2 and (3, −2). SOLUTION
y − (−2) = −2(x − 3) Step 1 Find the slope of the line. −1 1 3 5 x
y + 2 = −2x + 6 (3, −2)
−2 − 2 −4 −2
m = — = — 5 −2
y = −2x + 4 3−1 2
−4
Step 2 Use the slope m = −2 and the point (1, 2)
to write an equation of the line.
y − y1 = m(x − x1) Write the point-slope form.
y − 2 = −2(x − 1) Substitute −2 for m, 1 for x1, and 2 for y1.
y − 2 = −2x + 2 Distributive Property
y = −2x + 4 Write in slope-intercept form.

An equation is y = −2x + 4.

EXAMPLE 3 Writing a Linear Function

Write a linear function f with the values f (4) = −2 and f (8) = 4.

SOLUTION
The function values f(4) = −2 and f(8) = 4 indicate that (4, −2) and (8, 4) are
on the graph of f.
Step 1 Find the slope of the line that passes through (4, −2) and (8, 4).
4 − (−2) 6
m = — = — 5 1.5
8−4 4
Step 2 Use the slope m = 1.5 and the point (8, 4) to write an equation of the line.
y − y1 = m(x − x1) Write the point-slope form.
y − 4 = 1.5(x − 8) Substitute 1.5 for m, 8 for x1, and 4 for y1.
y − 4 = 1.5x − 12 Distributive Property
y = 1.5x − 8 Write in slope-intercept form.

A function is f(x) = 1.5x − 8.

SELF-ASSESSMENT 1 I do not understand. 2 I can do it with help. 3 I can do it on my own. 4 I can teach someone else.

Write an equation in slope-intercept form of the line that passes through the given points.
6. (1, 4), (3, 10) 7. (−4, −1), (8, −4)
8. Write a linear function g with the values g(2) = 3 and g(6) = 5.

4.2 Writing Equations in Point-Slope Form 195

Algebra 1 Chapter 4.indb 195 5/1/20 8:20 AM

 Solving Real-Life Problems
GO DIGITAL
EXAMPLE 4 Modeling Real Life

Your student council is ordering customized foam hands to promote school spirit. The
table shows the total costs of ordering different numbers of foam hands. Determine the
total cost of ordering 150 foam hands.

Number of foam hands 4 6 8 10

Total cost (dollars) 51.40 57.10 62.80 68.50

SOLUTION
1. Understand the Problem You know the total costs for four different orders of
foam hands. You are asked to determine the total cost of ordering 150 foam hands.
2. Make a Plan Find the rate of change for consecutive data pairs in the table. If the
rate of change is constant, you can use the point-slope form to write a linear model.
Use the model to find the total cost of 150 foam hands.
3. Solve and Check
Step 1 Find the rate of change for consecutive data pairs in the table.

57.10 2 51.40 62.80 2 57.10 68.50 2 62.80

—— 5 2.85, —— 5 2.85, —— 5 2.85
624 826 10 2 8
Because the rate of change is constant, the data are linear.

Check To check that your Step 2 Use the constant rate of change (slope) m = 2.85 and the data pair
model is correct, verify that the (4, 51.40) to write a linear model. Let C represent the total cost (in dollars)
other data pairs are solutions and let n represent the number of foam hands.
of the equation. C − C1 = m(n − n1) Write the point-slope form.
57.10 = 2.85(6) + 40 ✓ C − 51.40 = 2.85(n − 4) Substitute 2.85 for m, 4 for n1, and 51.40 for C1.
62.80 = 2.85(8) + 40 ✓ C − 51.40 = 2.85n − 11.40 Distributive Property
68.50 = 2.85(10) + 40 ✓ C = 2.85n + 40 Write in slope-intercept form.

To find the total cost of ordering 150 foam hands, find C when n 5 150.

C 5 2.85(150) 1 40 5 467.50

The total cost of ordering 150 foam hands is $467.50.

SELF-ASSESSMENT 1 I do not understand. 2 I can do it with help. 3 I can do it on my own. 4 I can teach someone else.

9. A political campaign manager orders bumper stickers online. The company

Number of Total cost
charges a shipping fee in addition to the cost per sticker. Customers who order
stickers (dollars)
more than 100 stickers receive a 25% discount on the price of each bumper
sticker. The table shows the total costs of ordering different numbers of 25 53.25
stickers. What is the total cost of ordering 275 bumper stickers? 50 98.25
75 143.25
100 188.25

196 Chapter 4 Writing Linear Functions

Algebra 1 Chapter 4.indb 196 5/1/20 8:20 AM

 4.2 Practice WITH AND
GO DIGITAL

In Exercises 1−8, write an equation in point-slope form In Exercises 25 and 26, tell whether the data in the
of the line that passes through the given point and has table can be modeled by a linear equation. Explain.
the given slope. Example 1 If possible, write a linear equation that represents y
as a function of x.
1. (2, 1); m = 2 2. (3, 5); m = −1
25. x 2 4 6 8 10
3. (7, −4); m = −6 4. (−8, −2); m = 5
y −1 5 15 29 47
5. ( 0 ); m = −3
5
—6 , 6. ( 0, ); m =
−—12 3
—4
26.
x 0 1 2 4 5
2
7. (5, −12); m = −—5 8. (−6, 8.2); m = 1.5
y 1.2 1.4 1.6 2 2.2
In Exercises 9−12, write an equation in slope-intercept
form of the line shown. Example 2 27. MODELING REAL LIFE A homeowner charges a
processing fee and a daily fee to rent a house. The
9. y 10. y table shows the total costs of renting the house for
(−4, 0) different numbers of days. Example 4
1 (3, 1) −4 −2 2x
−1 1 3 5x
−2
Days 2 4 6 8
−3
(1, −5)
(1, −3) Total cost (dollars) 258 467 676 885

y
a. Can the situation be modeled by a linear equation?
11. 12. y
6 6
(8, 4)
Explain.
(−6, 4) b. What is the processing fee? the daily fee?
4 2 (4, 1)
−2 6 10 x c. A guest can spend no more than $1200 on the
2
(−2, 2) house rental. What is the maximum number of
−6
days the guest can rent the house?
−6 −4 −2 x

28. MODELING REAL LIFE You want to order posters to

In Exercises 13−18, write an equation in slope-intercept advertise your band. A company charges $109.95 for
form of the line that passes through the given points. the first 100 posters and $65 for each additional
100 posters.
13. (7, 2), (2, 12) 14. (6, −2), (12, 1)
a. Write an equation that
15. (1, −9), (−3, −9) 16. (−5, 19), (5, 13) represents the total cost
(in dollars) of the posters
17. (6, 11), 2, —
3 ( 25
) (
18. (2, −3), −—2 , —8
1 1
) as a function of the number
(in hundreds) of posters
ordered.
In Exercises 19−24, write a linear function f with the
given values. Example 3 b. Find the total cost of
1000 posters.
19. f (2) = −2, f (1) = 1

20. f (5) = 7, f (−2) = 0 29. ERROR ANALYSIS Describe and correct the error in
writing an equation of the line that passes through the
21. f (−4) = 2, f (6) = −3 points (1, 2) and (4, 3).

✗
22. f (−10) = 4.5, f (−2) = 4.5
3−2 1 1
m=—=— y −2 = —(x − 4)
23. f (−3) = 1, f (13) = 5 4−1 3 3

24. f (−9) = 10, f (−1) = −2

4.2 Writing Equations in Point-Slope Form 197

Algebra 1 Chapter 4.indb 197 5/1/20 8:21 AM

 30. MAKING AN ARGUMENT Your friend says she can 33. MULTIPLE REPRESENTATIONS Three bank
write a linear function g with the values g(4) = −2 accounts are opened and then have fixed GO DIGITAL
and g(−1) = −2. Is your friend correct? Explain. amounts of money withdrawn each month.
The graph shows Account A, the table represents
31. CONNECTING CONCEPTS Compare the graph of Account B, and the equation y = −22.5x + 90
y = 2x to the graph of y − 1 = 2(x + 3). Make a represents Account C, where y represents the amount
conjecture about the graphs of y = mx and of money (in dollars) left after x months.
y − k = m(x − h). y
Month, Money

Money left
80

(dollars)
x left, y
32. HOW DO YOU SEE IT? 60 (2, 50)
The graph shows two points that lie on the graph 40 1 $100
(4, 20)
of a linear function. 20 2 $75
0
y 0 1 2 3 4 5 x 3 $50
Month 4 $25
4

a. Which account has the greatest initial value?

2
the least initial value?
b. Which account has the most amount of money
2 4 6 8 x withdrawn each month? the least amount?
c. Which account runs out of money first? last?
a. Does the y-intercept of the graph of the linear
function appear to be positive or negative? 34. THOUGHT PROVOKING
Explain.
( )
A line passing through p, —12 and (−8, q) has a
b. Estimate the coordinates of the two points. slope of —34 . Find two possible values for each of p
How can you use your estimates to confirm and q, and write the corresponding equations of
your answer in part (a)? the lines in slope-intercept form.

REVIEW & REFRESH

In Exercises 35–38, write the reciprocal of the 43. MODELING REAL LIFE The total cost (in dollars)
number. to cater an event with p people is represented by
C(p) = 18p + 50. The set-up fee increases
35. 5 36. −8
by $25. The new total cost is represented by
37. −—7
2
38. —32 T( p) = C(p) + 25. Describe the transformation
from the graph of C to the graph of T.
39. Write an equation in point-slope form of the line
that passes through the point (−9, 1) and has a
slope of —23 .

40. WRITING Compare the graphs of p(x) = ∣ x − 6 ∣

and q(x) = ∣ x ∣ − 6.

41. Determine whether the domain is discrete or

continuous. Explain.

Input 44. Solve the inequality 2r + 3 < 7 or −r + 9 ≤ 2.

1 2 3
Years, x Graph the solution.
Output
6 9 12
Height of tree (feet), y In Exercises 45 and 46, graph the linear equation and
identify the intercepts.
42. Write a linear function f with the values f(0) = 2 1
45. 4x + 5y = 20 46. y = —2 x − 3
and f(5) = −3.

198 Chapter 4 Writing Linear Functions

Algebra 1 Chapter 4.indb 198 5/1/20 8:22 AM

 Writing Equations of Parallel
4.3 GO DIGITAL

and Perpendicular Lines

Learning Target Recognize and write equations of parallel and perpendicular lines.

Success Criteria • I can identify parallel and perpendicular lines from their equations.
• I can write equations of parallel lines.
• I can write equations of perpendicular lines.

EXPLORE IT Recognizing Parallel and Perpendicular Lines

Work with a partner. Consider the graph of the linear function f.

2
f(x) = 2x
−4 −2 2 4 x

−4

a. Write and graph a function g that is a horizontal or vertical

translation of the graph of f. Do the graphs ever intersect?
How do you know?

b. Write and graph a function h that is a 90° clockwise rotation of the

graph of f. Do the graphs ever intersect? If so, what are the measures
of the angles created by the intersection? How do you know?

Two lines in the same plane that never intersect are parallel lines.
Two lines in the same plane that intersect to form right angles are
perpendicular lines.

c. Compare your equations and graphs with other students. Make a conjecture
Math Practice about how you can use equations to determine whether two lines are parallel
Make Conjectures or perpendicular.
Why is it important
to consider several d. Write a linear function that has a different slope than the graph of f. Repeat
examples before making parts (a) and (b) using this function. Do the results support your conjecture
a conjecture? in part (c)?

e. Without graphing, determine whether any of the following are equations

of parallel or perpendicular lines. Explain your reasoning.

3x + 4y = 6 Equation 1

3x + 4y = 12 Equation 2

4x − 3y = 12 Equation 3

4.3 Writing Equations of Parallel and Perpendicular Lines 199

Algebra 1 Chapter 4.indb 199 5/1/20 8:22 AM

 Identifying and Writing Equations of
Parallel Lines GO DIGITAL
Vocabulary
parallel lines, p. 200 KEY IDEA
perpendicular lines, p. 201 Parallel Lines and Slopes
Two lines in the same plane that never intersect are parallel lines. Two distinct
READING nonvertical lines are parallel if and only if they have the same slope.
The phrase “A if and only All distinct vertical lines are parallel.
if B” is a way of writing
two conditional statements
at once. It means that if Identifying Parallel Lines
EXAMPLE 1
A is true, then B is true. It
also means that if B is true, Determine which of the lines are parallel.
then A is true. a y
(−4, 3)
SOLUTION 3
(1, 2)
Find the slope of each line.
b
(−3, 0) 1
2−3 1
Line a: m = — = −— −4 2 x
1 − (−4) 5
−1 − 0 1 −2 (1, −1)
Line b: m = — = −— c
1 − (−3) 4
−4
−5 − (−4) 1 (−3, −4) (2, −5)
Line c: m = — = −—
2 − (−3) 5

Lines a and c have the same slope, so they are parallel.

EXAMPLE 2 Writing an Equation of a Parallel Line

Write an equation of the line that passes through (5, −4) and is parallel to
the line y = 2x + 3.

SOLUTION
Step 1 Find the slope of the parallel line. The graph of the given equation has a slope
of 2. So, the parallel line that passes through (5, −4) also has a slope of 2.
Step 2 Use the slope-intercept form to find the y-intercept of the parallel line.
y = mx + b Write the slope-intercept form.
−4 = 2(5) + b Substitute 2 for m, 5 for x, and −4 for y.
−14 = b Solve for b.

Using m = 2 and b = −14, an equation of the parallel line is y = 2x − 14.

SELF-ASSESSMENT 1 I do not understand. 2 I can do it with help. 3 I can do it on my own. 4 I can teach someone else.

1. Line a passes through (−5, 3) and (−6, −1). Line b passes through (3, −2) and (2, −7).
Are the lines parallel? Explain.
Write an equation of the line that passes through the given point and is parallel to the given line.
1
2. (0, −3); y = −2x − 5 3. (−4, 2); y = —4 x + 1 4. (1, 3.5); y = 15

5. REASONING Let f, g, and h be linear functions. The graph of g is a vertical translation

of the graph of f, and the graph of h is a vertical stretch of the graph of f. Are any of the graphs
of the functions parallel? Explain your reasoning.

200 Chapter 4 Writing Linear Functions

Algebra 1 Chapter 4.indb 200 5/1/20 8:22 AM

 Identifying and Writing Equations of
Perpendicular Lines GO DIGITAL
STUDY TIP
The product of a nonzero KEY IDEA
number m and its negative Perpendicular Lines and Slopes y
reciprocal is −1. 4
Two lines in the same plane that intersect to form
( )
1
m −— = −1
m
right angles are perpendicular lines. Nonvertical
lines are perpendicular if and only if their slopes
y = −2x + 2 2
1
y = 2x − 1

are negative reciprocals.

−2 2 x
Vertical lines are perpendicular to
horizontal lines. −2

EXAMPLE 3 Identifying Parallel and Perpendicular Lines

Determine which of the lines, if any, are parallel or perpendicular.

Line a: y = 4x + 2 Line b: x + 4y = 3 Line c: −8y − 2x = 16

SOLUTION
Write the equations in slope-intercept form. Then compare the slopes.
1 1
Line a: y = 4x + 2 Line b: y = −—4 x + —34 Line c: y = −—4 x − 2
1
Lines b and c have slopes of −—4 , so they are parallel. Line a has a slope of 4,
1
the negative reciprocal of −—4 , so it is perpendicular to lines b and c.

EXAMPLE 4 Writing an Equation of a Perpendicular Line

Write an equation of the line that passes through (−3, 1) and is

perpendicular to the line y = —12 x + 3.

SOLUTION
Step 1 Find the slope of the perpendicular line. The graph of the given equation has a
slope of —12 . Because the slopes of perpendicular lines are negative reciprocals,
the slope of the perpendicular line that passes through (−3, 1) is −2.
Step 2 Use the slope m = −2 and the point-slope form to write an equation of the
perpendicular line that passes through (−3, 1).
y − y1 = m(x − x1) Write the point-slope form.
y − 1 = −2[x − (−3)] Substitute −2 for m, −3 for x1, and 1 for y1.
y − 1 = −2x − 6 Simplify.
y = −2x − 5 Write in slope-intercept form.

An equation of the perpendicular line is y = −2x − 5.

SELF-ASSESSMENT 1 I do not understand. 2 I can do it with help. 3 I can do it on my own. 4 I can teach someone else.

6. Determine which of the lines, if any, are parallel or perpendicular. Explain.

Line a: 2x + 6y = −3 Line b: y = 3x − 8 Line c: −6y + 18x = 9
7. Write an equation of the line that passes through (−3, 5) and is perpendicular to the line y = −3x − 1.

4.3 Writing Equations of Parallel and Perpendicular Lines 201

Algebra 1 Chapter 4.indb 201 5/1/20 8:23 AM

 Writing Equations for Real-Life Problems
GO DIGITAL

EXAMPLE 5 Modeling Real Life

y N The planned path of Airplane A is shown in the graph. Each grid square represents 1
4 W E square mile. Airplane B will fly along a path parallel to Airplane A, passing through
S the point (14, 4). Airplane C will fly along a path perpendicular to each of these
2 paths, passing through the point (7, −1). An air traffic controller is in charge of the
(4, 1) region represented by the fourth quadrant. Do any of the paths intersect in the air
2 4 6 8x traffic controller’s region?
−2 (2, −2)
SOLUTION
−4 Airplane A
Use the slope of the path of Airplane A to write equations that represent the paths of
Airplanes B and C. Then graph the equations to determine whether any paths intersect
in the air traffic controller’s region, the fourth quadrant.

Airplane A Find the slope of the path of Airplane A. The line passes through the
1 − (−2) 3
points (2, −2) and (4, 1). So, the slope is m = — = —.
4−2 2

Airplane B Airplane C
Because the paths of Airplanes A Because the paths of Airplanes A and C
and B are parallel, the slopes of their are perpendicular, the slopes of their
graphs are the same. graphs are negative reciprocals. So, the
slope of the path of Airplane C is −—23 .
Use the slope m = —32 and the
point (14, 4) to write an equation. Use the slope m = −—23 and the point
(7, −1) to write an equation.
y − y1 = m(x − x1)
y − y1 = m(x − x1)
y − 4 = —32 (x − 14)
y − (−1) = −—23 (x − 7)
y − 4 = —32 x − 21
y + 1 = −—23 x + —
14
3
y = —32 x − 17
y = −—23 x + —
11
3

y
Airplane A
(14, 4)
2
(4, 1) Airplane B
2 4 8 10 12 14 16 x
(7, −1)
−2
(2, −2)
−4 Airplane C

The graph shows that the paths of Airplanes B and C intersect in the air traffic
controller’s region.

SELF-ASSESSMENT 1 I do not understand. 2 I can do it with help. 3 I can do it on my own. 4 I can teach someone else.

8. In Example 5, the pilot of Airplane C submits a new flight plan, which indicates a path that
is a translation of the original path. Do any of the paths intersect in the air traffic controller’s
region when the translation is (a) 3 miles north or (b) 3 miles west? Explain your reasoning.

202 Chapter 4 Writing Linear Functions

hs2022_alg1_se_0403.indd 202 6/8/21 1:38 PM

 4.3 Practice WITH AND
GO DIGITAL

In Exercises 1–6, determine which of the lines, if any, In Exercises 17–20, write an equation of the line that
are parallel. Explain. Example 1 passes through the given point and is perpendicular to
the given line. Example 4
1. y 2. y b c
(3, 2) 1 4
(−3, 1) (0, 3) (0, 5) (4, 6) 17. (7, 10); y = −—5 x − 9 18. (−4, −1); y = —3 x + 6
2
a (5, 4)
4 (3, 4)
(0, 0) 19. (−3, 3); 2y = 8x − 6 20. (8, 1); 2y + 4x = 12
−3 1 x
(3, 0) 2
b 21. MODELING REAL LIFE A city water department is
(−2, −3) (2, 0) proposing the construction of a new water pipe. The
−3
c 1a (5, 0) 6 x new pipe will be perpendicular to the existing pipe
shown, passing through the point (1, 0). The two pipes
3. Line a passes through (−1, −2) and (1, 0). will be connected at their intersection. At what point
Line b passes through (4, 2) and (2, −2). will the two pipes intersect? Example 5
Line c passes through (0, 2) and (−1, 1).
y
4
4. Line a passes through (−1, 3) and (1, 9).
existing (0, 3)
Line b passes through (−2, 12) and (−1, 14).
Line c passes through (3, 8.5) and (6, 10.5). water pipe

−6 −4 2 4 6 8x
5. Line a: 4y + x = 8 6. Line a: 3y − x = 6
(−2, −1) −2
Line b: 2y + x = 4 Line b: 3y = x + 18
Line c: 2y = −3x + 6 Line c: 3y − 2x = 9 −4 1 grid square = 1 square foot
In Exercises 7–10, write an equation of the line that
passes through the given point and is parallel to the
given line. Example 2 22. MODELING REAL LIFE A parks and recreation
department wants to construct a new bike path that is
7. (−1, 3); y = −3x + 2 8. (1, 2); y = −5x + 4 parallel to the railroad tracks and does not intersect
the trees shown. Will the department be able to build
9. (6, 4); 3y − x = −12 10. (2, −5); 2y = 3x + 10 the path so that it passes through the parking area at
the point (4, 5)? Justify your answer.
In Exercises 11–16, determine which of the lines, if any,
are parallel or perpendicular. Explain. Example 3 y 1 grid square = 400 square feet
8
11. y 12. y parking
c
(2, 5) 6 area
−6 −4 −1 x (0, 5) trees
(−3, −1) (0, −1)
(3, 4) 4 trees
(−6, −4) 3 (11, 4)
b
(−1, 1) 2
railroad
(−5, −4) −4 trees tracks
b (2, 0) (8, 0)
(−3, −6) (−2, −6) 2 5 x 2 4 6 10 12 14 x
a c (0, 0) a
23. ERROR ANALYSIS Describe and correct the error in
13. Line a passes through (−2, 1) and (0, 3).
writing an equation of the line that passes through
Line b passes through (4, 1) and (6, 4).
(4, −5) and is perpendicular to the line y = —13 x + 5.
Line c passes through (1, 3) and (4, 1).

✗ y − y1 = m(x − x1)
14. Line a passes through (2, 10) and (4, 13).
Line b passes through (4, 9) and (6, 12).
Line c passes through (2, 10) and (4, 9). y − (−5) = 3(x − 4)
y + 5 = 3x − 12
15. Line a: 4x − 3y = 2 16. Line a: y = 6x − 2
Line b: y = —43 x + 2 Line b: 6y = −x y = 3x − 17
Line c: 4y + 3x = 4 Line c: y + 6x = 1

4.3 Writing Equations of Parallel and Perpendicular Lines 203

Algebra 1 Chapter 4.indb 203 5/1/20 8:24 AM

 24. HOW DO YOU SEE IT? REASONING In Exercises 27–29,
A softball academy charges students an initial determine whether the statement is always, GO DIGITAL
registration fee plus a monthly fee. The graph shows sometimes, or never true. Explain your
the total amounts paid by two students over a 4-month reasoning.
period. The lines are parallel. Did one of the students
pay a greater registration fee? a greater monthly fee? 27. Two lines with positive slopes are perpendicular.
Explain.
28. A vertical line is parallel to the y-axis.
Softball Academy 29. Two lines with the same y-intercept are perpendicular.
y
375
Total cost

30. THOUGHT PROVOKING

(dollars)

300 Student B
225 You are designing a new logo for your math
150 Student A club. Your teacher asks you to include at least
75 one pair of parallel lines and at least one pair of
0 perpendicular lines. Sketch your logo in a
0 1 2 3 4 x
Months of membership coordinate plane. Write the equations of the
parallel and perpendicular lines.

y
25. CONNECTING CONCEPTS The vertices of a 31. MAKING AN ARGUMENT (−4, 16)
16
quadrilateral are A(2, 2), B(6, 4), C(8, 10), and D(4, 8). A hockey puck leaves the blade
Is quadrilateral ABCD a parallelogram? a rectangle? of a hockey stick, bounces off
Explain. a wall, and travels in a new (0, 8)
direction, as shown. Your friend
26. REASONING Lines a and b are perpendicular. 4
claims the path of the puck
Lines b and c are perpendicular. The slope of
forms a right angle. Is your
line a is m. What are the slopes of lines b and c? −12 −8
friend correct? Explain. (−4, 0) x
What can you conclude?

REVIEW & REFRESH

32. Determine whether the relation is a function. 40. Write an equation of the y
6 (1, 6)
Explain. line that passes through
(−1, 6), (1, 4), (−1, 2), (1, 6), (−1, 5) (4, 3) and is (a) parallel 4
and (b) perpendicular to
33. MODELING REAL LIFE The table shows the amounts the line shown. (2, 2)
2
of water remaining in a water tank as it drains. How
much water remains in the tank after 30 minutes?
2 4 x
Time (minutes) 8 10 12 14 16
Water (gallons) 155 150 145 140 135 41. Write an equation of the line that passes through
the points (0, −4.5) and (−3, 0.9).
3
34. Graph x > —4 . 42. STRUCTURE For what value of a are the
graphs of 6y = −2x + 4 and 2y = ax − 5 parallel?
In Exercises 35 and 36, graph the function. Compare perpendicular?
the graph to the graph of f(x) = | x |. Find the domain
and range. 43. Find the surface area of the regular pyramid.
35. g(x) = ∣ x ∣ + 7 36. h(x) = −4∣ x ∣
11 in.
In Exercises 37 and 38, graph the linear equation.
3
37. x = 6 38. y = −—2

39. Convert 50.2 ounces to kilograms. Round to the

nearest hundredth. 9 in.

204 Chapter 4 Writing Linear Functions

Algebra 1 Chapter 4.indb 204 5/1/20 8:25 AM

 4.4 Scatter Plots and Lines of Fit GO DIGITAL

Learning Target Use scatter plots and lines of fit to describe relationships between data.

Success Criteria • I can read and interpret scatter plots.

• I can identify correlations between data.
• I can write and interpret an equation of a line of fit.

EXPLORE IT Examining Scatter Plots

Work with a partner. A survey was
taken of 179 married couples. Each Ages of Married Couples
person was asked his or her age. The 85
graph shows the results. 80
75
a. Make several observations about the
Math Practice data in the graph. What do the data
70
65
Explain the Meaning

Wife’s age
show? What might be some reasons 60
How do you use the parts for the patterns in the data? 55
of the graph to help you
50
make observations?
b. Is the relationship positive or 45
negative? Describe what that 40
means in this context. 35
30
c. Do the data have a linear 0
0 30 35 40 45 50 55 60 65 70 75 80
relationship? If so, explain how
Husband’s age
you can use a linear equation to
represent the data.

d. The graph at the right shows the

median ages of American men Median Ages of American Men
and women at their first marriage and Women at First Marriage
for selected years from 1960 to 30
2015. Make several observations 28
about the data in the graph. 26
Why do you think the ages
Age

24
are increasing over time? 22 Men
20 Women
e. Explain how you can use a 0
1960 1970 1980 1990 2000 2010 2020
linear equation to represent
each set of data. Then write Year
each equation. Let x represent
the number of years since 1960.
Explain the method you used.

f. Find the y-intercept of the graph of each equation in part (e). Interpret
its meaning.

g. Explain how you can use your equation from part (e) to predict when
the median age of American women at their first marriage will be 30.

4.4 Scatter Plots and Lines of Fit 205

Algebra 1 Chapter 4.indb 205 5/1/20 8:26 AM

 Interpreting Scatter Plots
GO DIGITAL
Vocabulary KEY IDEA
scatter plot, p. 206
Scatter Plot
correlation, p. 207
line of fit, p. 208 A scatter plot is a graph that shows the relationship between two data sets. The
two data sets are graphed as ordered pairs in a coordinate plane. Scatter plots can
show trends in the data.

EXAMPLE 1 Interpreting a Scatter Plot

Smoothies The scatter plot shows the amounts x (in grams) of sugar and the numbers y of
y
calories in 10 smoothies.
320
a. How many calories are in the smoothie that contains 56 grams of sugar?
310
300
b. How many grams of sugar are in the smoothie that contains 320 calories?
Calories

290 c. What tends to happen to the number of calories as the number of grams of
280 sugar increases?
270
260 SOLUTION
250
a. Draw a horizontal line from the point Smoothies
240
that has an x-value of 56. It intersects
0 y
0 46 50 54 58 62 66 70 x the y-axis at 270. 320
Sugar (grams) So, the smoothie has 270 calories. 310
300
b. Draw a vertical line from the point that

Calories
290
has a y-value of 320. It intersects 280
the x-axis at 70. 270
260
So, the smoothie has 70 grams
250
of sugar.
240
c. Looking at the graph, the plotted points go 0
0 46 50 54 58 62 66 70 x
up from left to right. Sugar (grams)
So, as the number of grams of
sugar increases, the number of
calories increases.

SELF-ASSESSMENT 1 I do not understand. 2 I can do it with help. 3 I can do it on my own. 4 I can teach someone else.

1. How many calories are in the smoothie that contains 51 grams of sugar?
2. How many grams of sugar are in the smoothie that contains 250 calories?
3. Another point, (55, 280), is plotted on the graph. Explain the meaning of this point.
4. WRITING Do you think it is possible for a smoothie to be represented by a point on the y-axis?
on the x-axis? Explain your reasoning.
5. REASONING From the graph, find the number of smoothies for each description.
Explain your reasoning.
a. smoothies with at least 270 calories
b. smoothies with less than 50 grams of sugar
c. smoothies with more than 275 calories and less than 62 grams of sugar

206 Chapter 4 Writing Linear Functions

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 Identifying Correlations between Data Sets
GO DIGITAL
A correlation is a relationship between data sets. You can use a scatter
plot to describe the correlation between data.
Positive Linear Correlation Negative Linear Correlation No Correlation
STUDY TIP y y y
You can think of a positive
linear correlation as having
a positive slope and a
negative linear correlation
as having a negative slope.

x x x

The points lie close to The points lie close to The points show
a line. As x increases, a line. As x increases, no pattern.
y increases. y decreases.

EXAMPLE 2 Identifying Correlations

Describe the relationship between the data in each scatter plot.

a. age and vehicles owned b. temperature and coat sales at a store

Age and Vehicles Owned Temperature and Coat Sales

y y
Number of vehicles

7 70

Coats sold per day

6 60
5 50
owned

4 40
3 30
2 20
1 10
0 0
0 20 25 30 35 40 45 50 55 x 0 35 40 45 50 55 60 65 70 x
Person’s age (years) Average daily
temperature (°F)

SOLUTION
a. The points show no pattern. The number of vehicles owned does not depend on a
person’s age. So, the scatter plot shows no correlation.
b. The points appear to lie close to a line with a negative slope. As the average
temperature increases, the number of coats sold decreases. So, the scatter plot
shows a negative linear correlation.

SELF-ASSESSMENT 1 I do not understand. 2 I can do it with help. 3 I can do it on my own. 4 I can teach someone else.

Make a scatter plot of the data. Then describe the relationship between the data.
6.
Temperature (°F), x 82 78 68 87 75 71 92 84
Attendees (thousands), y 4.5 4.0 1.7 5.5 3.8 2.9 4.7 5.3

7.
Age of a car (years), x 1 2 3 4 5 6 7 8
Value (thousands), y $24 $21 $19 $18 $15 $12 $8 $7

8. OPEN-ENDED Give an example of a real-life data set that has no correlation.

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 Using Lines of Fit to Model Data
GO DIGITAL
When data show a positive or negative linear correlation, you can model
the trend in the data using a line of fit. A line of fit is a line drawn on a
STUDY TIP scatter plot that is close to most of the data points.
A line of fit is also called
a trend line. KEY IDEA
Using a Line of Fit to Model Data
Step 1 Make a scatter plot of the data.
Step 2 Decide whether the data can be modeled by a line.
Step 3 Draw a line that appears to fit the data closely. There should be about as
many points above the line as below it.
Step 4 Write an equation using two points on the line. The points do not have
to represent actual data pairs, but they must lie on the line of fit.

EXAMPLE 3 Finding a Line of Fit

The table shows the total numbers y (in millions) Subscribers

Math Practice Year, x
of subscribers to a video-sharing website x years (millions), y
Use a Graph since 2010. Write an equation that models the total 0 9
A line of fit does not number of subscribers as a function of the number of
need to pass through years since 2010. Interpret the slope and y-intercept 1 21
any of the data points. of the line of fit. 2 26
SOLUTION 3 33
Step 1 Make a scatter plot of the data.
Website Subscribers 4 43
Step 2 Decide whether the data can be modeled by
y 5 53
a line. Because the scatter plot shows a positive
90
Subscribers (in millions)

linear correlation, you can fit a line to the data. 6 71

80
(7, 76)
70 Step 3 Draw a line that appears to fit the data closely. 7 76
60 Try to have as many points above the line as
below it. One possibility is shown. 8 89
50
40
Step 4 Write an equation using two points on the line. The line passes through (2, 26)
30 76 − 26
(2, 26) and (7, 76). The slope of the line is m = — = 10.
20 7−2
10 Use the slope m = 10 and the point (2, 26) to write an equation of the line.
0
0 1 2 3 4 5 6 7 8 9 x y − y1 = m(x − x1) Write the point-slope form.
Years since 2010
y − 26 = 10(x − 2) Substitute 10 for m, 2 for x1, and 26 for y1.
y = 10x + 6 Solve for y.
An equation of a line of fit is y = 10x + 6. The slope is 10 and the y-intercept
is 6. So, in 2010 there were about 6 million subscribers, and the number of
subscribers increased by about 10 million each year.

SELF-ASSESSMENT 1 I do not understand. 2 I can do it with help. 3 I can do it on my own. 4 I can teach someone else.

9. The table shows the gross revenue y (in millions of dollars) for a movie each week for x weeks
since its release. Write an equation that models the gross revenue as a function of the number of
weeks since its release. Interpret the slope and intercepts of the line of fit.

Week, x 1 2 3 4 5 6 7 8
Gross revenue (millions), y $135 $110 $77 $65 $34 $21 $14 $8

208 Chapter 4 Writing Linear Functions

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 4.4 Practice WITH AND
GO DIGITAL

1. INTERPRETING A SCATTER PLOT The scatter plot In Exercises 3–6, describe the relationship between the
shows the amounts x (in gigabytes) of random-access data in the scatter plot. Example 2
memory (RAM) and the prices y (in dollars) of
3. y 4. y
10 laptops. Example 1
2 2

Laptops
−2 2 x −3 −1 1 3x
y
1600 −2
Price (dollars)

1400 −3
1200
1000
800 5. y 6. y
600
400
8 8
200
0
0 4 8 12 16 x 4 4
RAM (gigabytes)
4 8 12 x −4 4 x

a. What is the price of the laptop with a RAM of

In Exercises 7 and 8, make a scatter plot of the data.
12 gigabytes?
Then describe the relationship between the data.
b. What is the RAM of the $1400 laptop?
7.
c. What tends to happen to the price as the RAM x 3.1 2.2 2.5 3.7 3.9 1.5 2.7 2.0
increases?
y 1 0 1 2 0 2 3 2

2. INTERPRETING A SCATTER PLOT The scatter plot 8.

shows the earned run averages and the winning x 3 4 5 6 7 8 9 10
percentages of eight pitchers on a baseball team. y 67 67 50 33 25 21 19 4

Pitchers
9. MODELING REAL LIFE The table shows the total
Winning percentage

y
0.700 amounts y (in thousands of dollars) of money a
0.600 homeowner saves on electric bills x years after
0.500 installing solar panels. Example 3
0.400
0.300
0.200 x 0 5 10 15 20 25
0.100
0 y −12 −5.2 3.8 10.5 20 28.4
0 2 3 4 5 6 x
Earned run average a. Write an equation that models the total amount of
money saved as a function of the number of years
after the solar panels were installed.
a. What is the winning percentage of the pitcher with
an earned run average of 4.20? b. Interpret the slope and y-intercept
of the line of fit.
b. What is the earned run average of the pitcher with
a winning percentage of 0.333?
c. What tends to happen to the
winning percentage as the
earned run average
increases?

Algebra 1 Chapter 4.indb 209 5/1/20 8:28 AM

 10. MODELING REAL LIFE The table shows the amounts 13. CHOOSE TOOLS Measure the
of storage left y (in gigabytes) on a music playing heights and arm spans of five people. GO DIGITAL
device when there are x songs on the device.
a. Make a scatter plot using the data you
x 0 242 519 698 825 1009 collected. Then draw a line of fit for the data.
b. Interpret the terms and coefficient in the equation
y 16 14.8 14.1 13.5 12.7 11.6 of the line of fit.
a. Write an equation that models the amount of 14. WRITING When is data best displayed in a scatter
storage left as a function of the number of songs. plot, rather than another type of display, such as a bar
b. Interpret the slope and y-intercept of the line of fit. graph or circle graph?

11. MAKING AN ARGUMENT Your friend says that a line 15. ANALYZING RELATIONSHIPS Is it possible to fit a line
of fit must pass through at least one of the data points. to the data in the tables? If so, write an equation of the
Is your friend correct? Explain. line. If not, explain why.

x −12 −9 −7 −4 −3 −1
12. HOW DO YOU SEE IT?
The graph shows part of a data set and a line of fit y 150 76 50 15 10 1
for the data set. Four data points are missing.
Choose possible coordinates for these data points.
x 2 5 6 7 9 15
y
y 5 22 37 52 90 226
120

80 16. THOUGHT PROVOKING

40
Describe a situation in which a line is a good fit for
a set of data, but the data do not show a positive or a
negative linear correlation.
4 8 12 16 20 x

REVIEW & REFRESH

17. REASONING A data set has no correlation. 22. MODELING REAL LIFE The costs for setting up
Does it make sense to find a line of fit for the data? and maintaining a website at two different website
Explain. hosting companies are shown. You have $620. At
which company can you set up and maintain a
18. Write an equation of the y website for the greatest amount of time? Explain.
(−3, 3)
line that passes through
2 Company A Company B
the given point and is
(a) parallel and (−4, 0) Set-up fee: $48 NO SET-UP FEE!!!
(b) perpendicular to −5 −3 −1 1 x Maintenance fee: Maintenance fee:
the given line. (−2, −1) $44 per month $62 per month
−2

23. Tell whether the data can be modeled by a linear

equation. Explain. If possible, write a linear
19. Make a scatter plot of the data. Then describe the
equation that represents y as a function of x.
relationship between the data.
x −3 −1 1 3 5
x 14 12 10 8 6 4 2
y 16 11.5 7 2.5 −2
y 4 1 0 −1 −2 −4 −5

In Exercises 20 and 21, graph the function. Compare 24. Solve P = 2 + 2w for w.
the graph to the graph of f (x) = ∣ x − 6 ∣.
25. What percent of 45 is 18?
20. h(x) = ∣ x − 6 ∣ + 2 21. g(x) = ∣ x − 1 ∣

210 Chapter 4 Writing Linear Functions

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 4.5 Analyzing Lines of Fit GO DIGITAL

Learning Target Analyze lines of fit and find lines of best fit.

Success Criteria • I can use residuals to determine how well lines of fit model data.
• I can use technology to find lines of best fit.
• I can distinguish between correlation and causation.

EXPLORE IT Comparing Lines of Fit

Work with a partner. Consider the scatter plots shown below.
y y
600 600

500 500

400 400

300 300
200 200
100 100
0 0
0 10 20 30 40 50 60 x 0 10 20 30 40 50 60 x

y y
600 600
500 500
400 400

Math Practice 300 300

200 200
Construct Arguments
What are some 100 100

characteristics of a line 0 0
0 10 20 30 40 50 60 x 0 10 20 30 40 50 60 x
of fit that might make it
more reliable than other a. Make several observations about each scatter plot. Is each line shown a good
lines of fit? fit for the data? Explain your reasoning.

b. What makes one line a better fit than another line?

c. How would you define a line of best fit? How can you analytically find a line
of best fit for a data set?

The data set below gives the temperatures x (in degrees Fahrenheit) and
numbers y of people at a beach.
(68, 105), (70, 210), (73, 290), (76, 240), (80, 300), (81, 385),
(86, 380), (90, 490), (92, 430), (95, 570), (97, 510), (99, 560)

d. CHOOSE TOOLS Make a scatter plot of the data. Then write an equation
that models the data. Compare your equation with those of other classmates.

e. Choose an equation from part (d) that you think best represents the data.
Do you think this equation is the equation of the line of best fit? Explain.

f. How can you predict the number of people who will be at the beach if the
temperature is expected to reach 85°F? Explain.

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Algebra 1 Chapter 4.indb 211 5/1/20 8:29 AM

 Analyzing Residuals
GO DIGITAL
One way to determine how well a line of fit models a data set is to
Vocabulary analyze residuals.
residual, p. 212
linear regression, p. 213 KEY IDEA
line of best fit, p. 213 Residuals
correlation coefficient, p. 213
A residual is the difference of the y-value of a data point and the corresponding
interpolation, p. 215
y-value found using the line of fit. A residual can be positive, negative, or zero.
extrapolation, p. 215
causation, p. 215 data line of fit
point

positive
residual negative
residual
data
point

A scatter plot of the residuals shows how well a model fits a data set. If the
model is a good fit, then the absolute values of the residuals are relatively
small, and the residual points will be more or less evenly dispersed about the
horizontal axis. If the model is not a good fit, then the residual points will form
some type of pattern that suggests the data are not linear. Wildly scattered
residual points suggest that the data might have no correlation.

EXAMPLE 1 Using Residuals

Subscribers In Example 3 in Section 4.4, the equation y = 10x + 6 models the data in the table
Year, x shown. Is the model a good fit?
(millions), y
0 9 SOLUTION
1 21 Step 1 Calculate the residuals and organize your results in a table.
2 26 Step 2 Use the points (x, residual) to make a scatter plot.
3 33 residual
y-Value
4 43 x y from Residual 4
model
5 53
0 9 6 9−6=3 2
6 71
1 21 16 21 − 16 = 5
7 76 2 4 6 8 x
2 26 26 26 − 26 = 0
8 89 −2
3 33 36 33 − 36 = −3
4 43 46 43 − 46 = −3
5 53 56 53 − 56 = −3
6 71 66 71 − 66 = 5
7 76 76 76 − 76 = 0
8 89 86 89 − 86 = 3

The absolute values of the residuals are relatively small, and the points are more or
less evenly dispersed about the horizontal axis.

So, the equation y = 10x + 6 is a good fit.

212 Chapter 4 Writing Linear Functions

Algebra 1 Chapter 4.indb 212 5/1/20 8:30 AM

 EXAMPLE 2 Using Residuals
GO DIGITAL
The table shows the ages x and salaries y (in thousands of dollars) of eight
Age, x Salary, y employees at a company. The equation y = 0.2x + 38 models the data. Is the
35 42 model a good fit?
37 44
SOLUTION
41 47
Step 1 Calculate the residuals and organize your results in a table.
43 50
45 52 Step 2 Use the points (x, residual) to make a scatter plot.
47 51 y-Value residual
x y Residual
53 49 from model 4
55 45 35 42 45.0 42 − 45.0 = −3.0
2
37 44 45.4 44 − 45.4 = −1.4
41 47 46.2 47 − 46.2 = 0.8
30 40 50 60 x
43 50 46.6 50 − 46.6 = 3.4
−2
45 52 47.0 52 − 47.0 = 5.0
−4
47 51 47.4 51 − 47.4 = 3.6
53 49 48.6 49 − 48.6 = 0.4
55 45 49.0 45 − 49.0 = −4.0

The residual points form a ∩-shaped pattern, which suggests the data are not linear.
So, the equation y = 0.2x + 38 does not model the data well.

SELF-ASSESSMENT 1 I do not understand. 2 I can do it with help. 3 I can do it on my own. 4 I can teach someone else.

1. The table shows the attendances y (in thousands) at an amusement park from 2010 to 2020,
where x = 0 represents the year 2010. The equation y = −9.2x + 850 models the data.
Is the model a good fit? Explain your reasoning.

Year, x 0 1 2 3 4 5 6 7 8 9 10
Attendance, y 850 845 828 798 800 792 785 781 775 760 760

2. WRITING Describe when a residual is positive, negative, and zero.

3. STRUCTURE Explain how you can use residuals to determine how well a line of fit models
a data set.

Finding Lines of Best Fit

You can use technology to perform a method called linear regression to find a precise
line of fit called a line of best fit. This line best models a set of data. Technology will
STUDY TIP often give a value r, called the correlation coefficient. This value tells whether the
You know how to use two correlation is positive or negative and how closely the equation models the data. Values
points to find an equation of r range from −1 to 1. When r is close to 1 or −1, there is a strong correlation
of a line of fit. When between the variables. As r gets closer to 0, the correlation becomes weaker.
finding an equation of the
line of best fit, every point
r = −1 r=0 r=1
in the data set is used.
strong negative no strong positive
correlation correlation correlation

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hs2022_alg1_se_0405.indd 213 5/4/20 2:18 PM

 Finding a Line of Best Fit
EXAMPLE 3
Using Technology GO DIGITAL

The table shows the durations x (in minutes) of several eruptions of the geyser
Old Faithful and the times y (in minutes) until the next eruption. (a) Use technology
to find an equation of the line of best fit. Then graph the equation with the data.
(b) Identify and interpret the correlation coefficient. (c) Interpret the slope and
y-intercept of the line of best fit.

Duration, x 2.0 3.7 4.2 1.9 3.1 2.5 4.4 3.9

Time, y 60 83 84 58 72 62 85 85

SOLUTION
a. Step 1 Enter the data from the table Step 2 Use linear regression. The values
into a technology table. in the equation can be rounded to
obtain y = 12.0x + 35.
x y
2.0 60 y = mx + b
3.7 83
PARAMETERS
4.2 84
1.9 58
m = 11.9901 b = 35.1068
3.1 72 STATISTICS
slope y-intercept
2.5 62 r 2 = 0.9579
4.4 85 r = 0.9787
3.9 85
correlation coefficient

Math Practice Step 3 Graph the equation y = 12.0x + 35 with the data.
Analyze Givens
90
How can you determine
appropriate scales for 80
your graph?
70

60

2 4

b. The correlation coefficient is about 0.979. This means that the relationship between
the durations and the times until the next eruption has a strong positive correlation
and the equation closely models the data, as shown in the graph.
c. The slope of the line is about 12. This means the time until the next eruption
increases by about 12 minutes for each minute the duration increases. The
y-intercept is about 35, but it has no meaning in this context because the duration
cannot be 0 minutes.

SELF-ASSESSMENT 1 I do not understand. 2 I can do it with help. 3 I can do it on my own. 4 I can teach someone else.

4. Use the data in Exercise 1 on the previous page. (a) Use technology to find an equation of the
line of best fit. Then graph the equation with the data. (b) Identify and interpret the correlation
coefficient. (c) Interpret the slope and y-intercept of the line of best fit.
5. WHICH ONE DOESN’T BELONG? Which correlation coefficient does not belong with the other three?
Explain your reasoning.

r = −0.98 r = 0.96 r = −0.09 r = 0.97

214 Chapter 4 Writing Linear Functions

Algebra 1 Chapter 4.indb 214 5/1/20 8:30 AM

 Using a graph or its equation to approximate a value between two known
values is called interpolation. Using a graph or its equation to predict a GO DIGITAL
WORDS AND MATH value outside the range of known values is called extrapolation. In general,
How can the prefixes
the farther removed a value is from the known values, the less confidence
inter- and extra- help you
you can have in the accuracy of the prediction.
remember the meanings
of interpolation and EXAMPLE 4 Interpolating and Extrapolating Data
extrapolation?
Refer to Example 3. Use the equation of the line of best fit. (a) Approximate the time
until the next eruption after an eruption lasting 3—12 minutes. (b) Predict the time until
the next eruption after an eruption lasting 5.0 minutes.

SOLUTION
a. y = 12.0x + 35 Write the equation.
= 12.0 ( ) + 35
3—12 Substitute 3—12 for x.
= 77 Evaluate.
(5, 95)
90
The next eruption will occur about 77 minutes after an eruption
80 lasting 3—12 minutes.
70 b. Use technology to graph the equation and find the value of y when x ≈ 5.0.
y = 12x + 35
60 The next eruption will occur about 95 minutes after an eruption
2 4 lasting 5.0 minutes.

Correlation and Causation

When a change in one variable causes a change in another variable, it is called
causation. Causation produces a strong correlation between the two variables. The
converse is not true. In other words, correlation does not imply causation.

EXAMPLE 5 Identifying Correlation and Causation

Tell whether a correlation is likely in the situation. If so, tell whether there is a causal
READING relationship. Explain your reasoning.
A causal relationship exists a. time spent exercising and the number of calories burned
when one variable causes a
change in another variable. There is a positive correlation and a causal relationship because the more time
you spend exercising, the more calories you burn.

b. the number of banks and the population of a city

There may be a positive correlation but no causal relationship. Building more
banks will not cause the population to increase.

SELF-ASSESSMENT 1 I do not understand. 2 I can do it with help. 3 I can do it on my own. 4 I can teach someone else.

6. Refer to Exercise 4 on the previous page. Predict the attendance at the amusement park in 2023.
7. REASONING Why do you think extrapolating a value to make a prediction is likely to
result in a less accurate prediction than interpolating a value to find an estimate?
8. Is there a correlation between time spent playing video games and grade point average?
If so, is there a causal relationship? Explain your reasoning.
9. WRITING In your own words, explain why correlation does not imply causation.

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 4.5 Practice WITH AND
GO DIGITAL

In Exercises 1–4, use residuals to determine whether the In Exercises 7 and 8, use technology to find an equation
model is a good fit for the data in the table. Explain. of the line of best fit for the data. Identify and interpret
Examples 1 and 2 the correlation coefficient.

1. y = 4x − 5 7.
x −15 −10 −5 0 5 10 15 20

x −4 −3 −2 −1 0 1 2 3 4 y −4 2 7 16 22 30 37 43

y −18 −13 −10 −7 −2 0 6 10 15

8.
x 5.4 6.8 7.2 8.6 9.0 10.4 11.8
2. y = 6x + 4
y 12 −2 8 3 −1 −4 6
x 1.5 3 4.5 6 7.5 9 10.5 12 13.5
y 14 23 29 42 48 62 63 75 88 9. MODELING REAL LIFE The table shows the numbers y
of people who volunteer at an animal shelter on day x.
3. y = −1.3x + 1 Example 3

x −8 −6 −4 −2 0 2 4 6 8 Day, x 1 2 3 4 5 6 7 8

y 9 10 5 8 −1 1 −4 −12 −7 People, y 9 5 13 11 10 11 19 12

a. Use technology to find an equation of the line of

4. y = −0.5x − 2
best fit. Then plot the data and graph the equation
in the same viewing window.
x 4 6 8 10 12 14 16 18 20
b. Identify and interpret the correlation coefficient.
y −1 −3 −6 −8 −10 −10 −10 −9 −9
c. Interpret the slope and y-intercept of the line of
best fit.
5. ANALYZING RESIDUALS Week, Growth,
The table shows the growth x y 10. MODELING REAL LIFE The table shows the total
y (in inches) of an elk’s antlers
numbers y of people who reported an earthquake
during week x. The equation 1 6.0
x minutes after it ended.
y = −0.7x + 6.8 models the 2 5.5
data. Is the model a good
fit? Explain. 3 4.7 Minutes, People,
x y
4 3.9
1 12
5 3.3
2 97

6. ANALYZING RESIDUALS 3 408

The table shows the approximate 4 915
numbers y (in thousands) of movie
tickets sold from January to June 5 1420
for a theater. In the table, x = 1 6 1786
represents January. The equation
y = 1.3x + 27 models the data. 7 2092
Is the model a good fit? Explain.
a. Use technology to find an equation of the line of
Month, x 1 2 3 4 5 6 best fit. Then plot the data and graph the equation
Ticket in the same viewing window.
27 28 36 28 32 35
sales, y b. Identify and interpret the correlation coefficient.
c. Interpret the slope and y-intercept of the line
of best fit.

216 Chapter 4 Writing Linear Functions

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 11. MODELING REAL LIFE The table shows the mileages In Exercises 15–18, tell whether a correlation
x (in thousands of miles) and the selling prices y (in is likely in the situation. If so, tell whether GO DIGITAL
thousands of dollars) of several used automobiles of there is a causal relationship. Explain your
the same year and model. Example 4 reasoning. Example 5

Mileage, x 22 14 18 30 8 24 15. time spent talking on a cell phone and the remaining
battery life
Price, y 16 17 17 14 18 15
16. the height of a building and the number of steps inside
a. Use technology to find an equation of the line of
best fit. 17. the number of hats you own and the size of your head

b. Identify and interpret the correlation coefficient. 18. the weight of a dog and the length of its tail
c. Interpret the slope and y-intercept of the line of
best fit. 19. OPEN-ENDED Describe a data set that has a strong
correlation but does not have a causal relationship.
d. Approximate the price of an automobile with
25,000 miles.
e. Predict the price of an automobile with 6000 miles. 20. HOW DO YOU SEE IT?
Match each graph with its correlation coefficient.
12. MODELING REAL LIFE The table shows the grade Explain your reasoning.
point averages y of several students and the numbers x a. b.
of hours they spend watching television each week. 12 6

8 4
a. Use technology to find an Hours, GPA,
equation of the line of best fit. 4 2
x y
b. Identify and interpret the –2 2 4 2 4 8
5 3.4
correlation coefficient.
3 3.5 c. 4 d. 8
c. Interpret the slope and
y-intercept of the line 12 2.7 4

of best fit. 20 2.1 –6 –4 –2 10 20

–2 –4
d. Approximate the GPA of a 15 2.8
student who watches 14 hours –4 –8
8 3.0
of television each week.
4 3.7 A. r = 0 B. r = 0.98
e. Predict the GPA of a student
who watches 1 hour of television each week. C. r = −0.97 D. r = 0.69

13. ERROR ANALYSIS Describe and correct the error in

interpreting the technology display. 21. COMPARING METHODS The table shows the
number y (in billions) of text messages sent each year

✗
y = mx + b in a five-year period, where x = 1 represents the first
The data have year in the five-year period.
PARAMETERS
a strong
m = −4.47 b = 23.16 positive
STATISTICS Year, x 1 2 3 4 5
correlation.
r 2 = 0.9989
Text messages
r = −0.9995 241 601 1360 1806 2206
(billions), y

a. Use technology to find an equation of the line

14. USING MODELS Refer to Exercise 10.
of best fit. Identify and interpret the correlation
a. Predict the total numbers of people who reported coefficient.
an earthquake 9 minutes and 15 minutes after b. Is there a causal relationship? Explain.
it ended.
c. Calculate the residuals. Then make a scatter plot
b. The table shows Minutes, People, of the residuals and interpret the results.
the actual data. x y
Describe the accuracy d. Compare the methods you used in parts (a) and
of your extrapolations 9 2750 (c) to determine whether the model is a good fit.
in part (a). 15 3203 Which method do you prefer? Explain.

4.5 Analyzing Lines of Fit 217

Algebra 1 Chapter 4.indb 217 5/1/20 8:32 AM

 22. ABSTRACT REASONING A data set consists of the 24. THOUGHT PROVOKING
number x of people at Park A and the number y The time line shows the amounts of GO DIGITAL
of people at Park B recorded daily for 1 week. electricity (in millions of megawatt hours)
Sketch a possible graph of the data set. Describe the generated by nuclear power in the
relationship shown in the graph and give a possible United States from 2010 to 2017.
correlation coefficient. Determine whether there is a U.S. Nuclear Power Generation
causal relationship. Explain.
806.97 769.33 797.17 805.69
23. MAKING AN ARGUMENT Your friend uses technology
to find the line of best fit, y = 1.7x, for the data in
2010 2011 2012 2013 2014 2015 2016 2017
the table. He says the model is a good fit because
the correlation coefficient is about 0.95. Your cousin
makes a scatter plot of the data and says the model 790.2 789.02 797.18 804.95
is not a good fit because the data do not appear to be
linear. Who is correct? Explain. a. Analyze the data. Is a linear model a good fit?
Explain.
x 1.0 0.8 1.5 0.5 5.0 1.2 0.75 b. Estimate the amount of electricity generated by
y 1.25 1.5 1.0 0.8 8.5 2.0 2.5 nuclear power in 2021. Explain your method.

REVIEW & REFRESH

In Exercises 25 and 26, solve the inequality. Graph 32. WRITING Compare interpolation and extrapolation.
the solution.
33. Write an equation in y
4
25. 20 ≥ —5 w 26. −9y < 24 slope-intercept form (−4, 2)
2
of the line shown.
27. Is there a correlation between the outdoor −4 x
temperature and the number of reported illnesses?
−2
If so, is there a causal relationship? Explain your (−2, −2)
reasoning.

28. MODELING REAL LIFE You buy two tickets to 34. Determine which of the lines, if any, are parallel or
an escape room using a coupon for $5 off your perpendicular. Explain.
entire purchase. You pay a total of $48.15, which Line a passes through (−2, 2) and (2, 1).
includes 7% sales tax. What is the original price Line b passes through (1, −8) and (3, 0).
of one ticket?
Line c passes through (−4, −3) and (0, −2).
29. Determine whether the table represents a linear or
nonlinear function. Explain. In Exercises 35 and 36, solve the equation. Check
your solutions.
x 2 4 6 8
35. ∣ −3d ∣ = 15 36. ∣ b − 8 ∣ = ∣ b + —14 ∣
y 13 8 3 −2
In Exercises 37 and 38, use technology to find an
1 equation of the line of best fit for the data. Identify
30. Write an equation of the line with a slope of and a —2
y-intercept of −7. and interpret the correlation coefficient.

37.
31. Describe the relationship
4
y x 0 1 2 3 4 5 6 7
between the data in the
scatter plot. y −8 −5 −2 −1 −1 2 5 8
2

38.
2 4 x
x −4 −2 0 2 4 6 8 10
y 17 7 8 1 5 −2 2 −8

218 Chapter 4 Writing Linear Functions

Algebra 1 Chapter 4.indb 218 5/1/20 8:33 AM

 4.6 Arithmetic Sequences GO DIGITAL

Learning Target Understand the concept of arithmetic sequences.

Success Criteria • I can write the terms of arithmetic sequences.

• I can graph arithmetic sequences.
• I can identify arithmetic sequences.
• I can write arithmetic sequences as functions.

EXPLORE IT Describing Patterns Involving Squares

Work with a partner. Use the figures below.

Math Practice n=1 n=2 n=3 n=4

Analyze Givens
Be sure you can identify a. Complete the table. What do you notice?
the important quantities
in a problem. What do n 1 2 3 4
you think n represents in
this situation? Number of squares, qn 3
Number of sides, sn 12

b. Graph the data in the table. What do you notice?

qn sn

0 1 2 3 4 5 n 0 1 2 3 4 5 n

c. Can you write an equation that represents each graph? Explain.

d. How can you extend the patterns to find the number of

squares or the number of sides for greater values of n?
Explain your reasoning.

e. Find the number of squares and the number of sides when n = 20.

4.6 Arithmetic Sequences 219

Algebra 1 Chapter 4.indb 219 5/1/20 8:33 AM

 Writing the Terms of Arithmetic Sequences
GO DIGITAL
A sequence is an ordered list of numbers. Each number in a sequence is
Vocabulary called a term. Each term an has a specific position n in the sequence.
sequence, p. 220 5, 10, 15, 20, 25, . . . , an, . . .
term, p. 220
arithmetic sequence, p. 220 1st position nth position
3rd position
common difference, p. 220

KEY IDEA
Arithmetic Sequence
In an arithmetic sequence, the difference between each pair of consecutive
terms is the same. This difference is called the common difference. Each term is
found by adding the common difference to the previous term.
5, 10, 15, 20, . . . Terms of an arithmetic sequence
READING +5 +5 +5 common difference
An ellipsis (. . .) is a series
of dots that indicates
an intentional omission
of information. In EXAMPLE 1 Extending an Arithmetic Sequence
mathematics, the . . .
notation means “and so Write the next three terms of the arithmetic sequence.
forth.” The ellipsis indicates
that there are more terms −7, −14, −21, −28, . . .
in the sequence that are
not shown. SOLUTION
Use a table to organize the terms and find the pattern.

Position 1 2 3 4
Term −7 −14 −21 −28 Each term is 7 less than
the previous term. So, the
+(−7) +(−7) +(−7) common difference is −7.

Add −7 to a term to find the next term.

Position 1 2 3 4 5 6 7
Term −7 −14 −21 −28 −35 −42 −49

+(−7) +(−7) +(−7)

The next three terms are −35, −42, and −49.

SELF-ASSESSMENT 1 I do not understand. 2 I can do it with help. 3 I can do it on my own. 4 I can teach someone else.

1. WRITING Explain how to find the common difference of an arithmetic sequence.

2. OPEN-ENDED Give an example of an arithmetic sequence. Then give an example of a sequence
that is not arithmetic but has the same first term as the arithmetic sequence you wrote.
Write the next three terms of the arithmetic sequence.
3 1 1
3. −12, 0, 12, 24, . . . 4. 0.2, 0.6, 1, 1.4, . . . 5. 4, 3 —4 , 3 —2 , 3 —4 , . . .

220 Chapter 4 Writing Linear Functions

Algebra 1 Chapter 4.indb 220 5/1/20 8:34 AM

 Graphing Arithmetic Sequences
GO DIGITAL
To graph a sequence, let a term’s position number n in the sequence be
the x-value. The term an is the corresponding y-value. Plot the ordered pairs (n, an).

EXAMPLE 2 Graphing an Arithmetic Sequence

Graph the arithmetic sequence 4, 8, 12, 16, . . .. What do you notice?

SOLUTION
Make a table. Then plot the ordered pairs (n, an).
an
Position, n Term, an 16
(4, 16)
1 4 14
12
2 8 (3, 12)
10
3 12 8
(2, 8)
4 16 6
4
(1, 4)
The points lie on a line. 2
0
0 1 2 3 4 5 6 7 n

EXAMPLE 3 Identifying an Arithmetic Sequence from a Graph

an Does the graph represent an arithmetic sequence? Explain.
16
(1, 15)
14
SOLUTION
12 (2, 12)
10 Make a table to organize the ordered pairs. Then determine whether there is a
(3, 9) common difference.
8
6 (4, 6)
4
Position, n 1 2 3 4
2 Term, an 15 12 9 6 Each term is 3 less than
0 the previous term. So, the
0 1 2 3 4 5 6 7 n
+(−3) +(−3) +(−3) common difference is −3.

Consecutive terms have a common difference of −3. So, the graph represents
the arithmetic sequence 15, 12, 9, 6, . . ..

SELF-ASSESSMENT 1 I do not understand. 2 I can do it with help. 3 I can do it on my own. 4 I can teach someone else.

Graph the arithmetic sequence. What do you notice?

6. 3, 12, 21, 30, . . . 7. 4, 2, 0, −2, . . . 8. 1, 0.8, 0.6, 0.4, . . .
Determine whether the graph represents an arithmetic sequence. Explain.
9. an 10. an 11. an
(4, 30)
14 28 14
12 24 12 (2, 10)
(4, 11) (3, 22) (4, 10)
10 20 10
8 16 8 (1, 10) (3, 10)
(3, 7) (2, 14)
6 12 6
4 (2, 4) 8 4
(1, 6)
2 4 2
(1, 2)
0 0 0
0 1 2 3 4 5 6 7 n 0 1 2 3 4 5 6 7 n 0 1 2 3 4 5 6 7 n

4.6 Arithmetic Sequences 221

Algebra 1 Chapter 4.indb 221 5/1/20 8:34 AM

 Writing Arithmetic Sequences as Functions
GO DIGITAL
Because consecutive terms of an arithmetic sequence have a common
difference, the sequence has a constant rate of change. So, the points
represented by any arithmetic sequence lie on a line. You can use the first
term and the common difference to write a linear function that describes an
arithmetic sequence. For example, let a1 = 4 and d = 3.
ANOTHER WAY
An arithmetic sequence is a Position, n Term, an Written using a1 and d Numbers
linear function whose domain 1 first term, a1 a1 4
is the set of positive integers. 2 second term, a2 a1 + d 4+3=7
You can think of d as the slope
3 third term, a3 a1 + 2d 4 + 2(3) = 10
and (1, a1) as a point on the
graph of the function. An 4 fourth term, a4 a1 + 3d 4 + 3(3) = 13

…
equation in point-slope form
of the function is n nth term, an a1 + (n − 1)d 4 + (n − 1)(3)
an − a1 = d(n − 1).
This equation can be KEY IDEA
rewritten as
Equation for an Arithmetic Sequence
an = a1 + (n − 1)d. Let an be the nth term of an arithmetic sequence with first term a1 and common
difference d. The nth term is given by an = a1 + (n − 1)d.

EXAMPLE 4 Finding the nth Term of an Arithmetic Sequence

Write an equation for the nth term of the arithmetic sequence

55, 40, 25, 10, . . .. Then find a16.

STUDY TIP SOLUTION

Notice that the equation
in Example 4 is of the The first term is 55, and the common difference is −15.
form y = mx + b, where an = a1 + (n − 1)d Equation for an arithmetic sequence
y is replaced by an and x
is replaced by n. an = 55 + (n − 1)(−15) Substitute 55 for a1 and −15 for d.

an = −15n + 70 Simplify.

Use the equation to find the 16th term.

an = −15n + 70 Write the equation.

a16 = −15(16) + 70 Substitute 16 for n.

= −170 Simplify.

The 16th term of the arithmetic sequence is −170.

SELF-ASSESSMENT 1 I do not understand. 2 I can do it with help. 3 I can do it on my own. 4 I can teach someone else.

Write an equation for the nth term of the arithmetic sequence. Then find a25.
12. 8, 16, 24, 32, . . .

13. 1, 0, −1, −2, . . .

1 1
14. 4, 5—2 , 7, 8—2 , . . .

222 Chapter 4 Writing Linear Functions

Algebra 1 Chapter 4.indb 222 5/1/20 8:35 AM

 You can rewrite the equation for an arithmetic sequence with first term
a1 and common difference d in function notation by replacing an with f(n). GO DIGITAL
f(n) = a1 + (n − 1)d
The domain of the function is the set of positive integers.

EXAMPLE 5 Modeling Real Life

Winter Online bidding for a geothermal heat pump increases by $25 for each bid
after the $420 initial bid.
heating
system a. Write a function that represents the arithmetic sequence. Then graph the function.
b. The winning bid is $1520. How many bids were there?
heat
exchanger SOLUTION
and pump
a. The first term is 420, and the common difference is 25.
heat
transferred f(n) = a1 + (n − 1)d Function for an arithmetic sequence
to pipe from
ground during f(n) = 420 + (n − 1)25 Substitute 420 for a1 and 25 for d.
winter
f(n) = 25n + 395 Simplify.

Summer The function f(n) = 25n + 395 represents the arithmetic sequence.
cooling Make a table. Then plot the ordered pairs (n, f(n)).
system

Bid Bid Online Bidding

heat number, n amount, f (n) f(n)

Bid amount (dollars)

exchanger 525
and pump 1 $420 (4, 495)
500
heat 2 $445 475 (3, 470)
transferred
450 (2, 445)
from pipe to 3 $470
ground during 425
4 $495 (1, 420)
summer 400
0
0 1 2 3 4 5 6 n
Bid number

Check b. Use the function to find the value of n for which f (n) = 1520.
f (n) = 25n + 395 f(n) = 25n + 395 Write the function.
?
1520 = 25(45) + 395 1520 = 25n + 395 Substitute 1520 for f (n).
? 1125 = 25n
1520 = 1125 + 395 Subtract 395 from each side.

1520 = 1520 ✓ 45 = n Solve for n.

There were 45 bids.

SELF-ASSESSMENT 1 I do not understand. 2 I can do it with help. 3 I can do it on my own. 4 I can teach someone else.

15. A carnival charges $1.50 for each game after you pay a $10 entry fee.
Games Total cost
a. Write a function that represents the arithmetic sequence. Then graph the function.
1 $11.50
b. You have $35. How many games can you play? 2 $13.00
16. WHAT IF? In Example 5, online bidding increases by about 10% for each bid 3 $14.50
after the $420 initial bid. Can this situation be represented by an arithmetic 4 $16.00
sequence? Explain.

4.6 Arithmetic Sequences 223

Algebra 1 Chapter 4.indb 223 5/1/20 8:35 AM

 4.6 Practice WITH AND
GO DIGITAL

In Exercises 1 and 2, write the next three terms of the In Exercises 23−26, determine whether the sequence is
arithmetic sequence. arithmetic. If so, find the common difference.

1. First term: 2 23. 13, 26, 39, 52, . . . 24. 5, 9, 14, 20, . . .
Common difference: 13
25. 48, 24, 12, 6, . . . 26. 87, 81, 75, 69, . . .
2. First term: 18
Common difference: −6 27. PATTERNS Write a sequence that represents
the number of smiley faces in each group. Is the
In Exercises 3−6, find the common difference of the sequence arithmetic? Explain.
arithmetic sequence.

3. 13, 18, 23, 28, . . . 4. 175, 150, 125, 100, . . .

2 1
5. 4, 3—3 , 3—3 , 3, . . . 6. 6.5, 5, 3.5, 2, . . .

In Exercises 7−12, write the next three terms of the

arithmetic sequence. Example 1
28. PATTERNS Write a sequence that represents
7. 19, 22, 25, 28, . . . 8. 1, 12, 23, 34, . . . the number of cubes in each group. Is the sequence
arithmetic? Explain.
9. 16, 21, 26, 31, . . . 10. 60, 30, 0, −30, . . .

2 1 1
11. 1.3, 1, 0.7, 0.4, . . . 12. —56 , —3 , —2 , —3 , . . .

In Exercises 13−18, graph the arithmetic sequence.

Example 2
In Exercises 29−34, write an equation for the nth
13. 4, 12, 20, 28, . . . 14. −15, 0, 15, 30, . . .
term of the arithmetic sequence. Then find a10.
Example 4
15. −1, −3, −5, −7, . . . 16. 2, 19, 36, 53, . . .

1 1 29. −5, −4, −3, −2, . . .

17. 0, 4—2 , 9, 13—2 , . . . 18. 6, 5.25, 4.5, 3.75, . . .
30. −6, −9, −12, −15, . . .
In Exercises 19−22, determine whether the graph
represents an arithmetic sequence. Explain. 1 1
31. —2 , 1, 1—2 , 2, . . .
Example 3
an an 32. 100, 110, 120, 130, . . .
19. 20.
7 28
(4, 26)
6 24 33. 10, 0, −10, −20, . . .
5 (2, 4) (4, 4) 20 (3, 19)
4 16 4 5 6
3 12 (2, 12) 34. —37 , —7 , —7 , —7 , . . .
2 (1, 1) (3, 1) 8
1 4 (1, 5)
35. ERROR ANALYSIS Describe and correct the
0 0
0 1 2 3 4 5 6 7 n 0 1 2 3 4 5 6 7 n error in finding the common difference of the
arithmetic sequence.
21. an 22. an

✗
70 (1, 70) 21
60 18
(4, 20) 2, 1, 0, −1, . . .
(2, 55) (3, 16)
50 15
40 (3, 40) 12 −1 −1 −1
30 9 (2, 10)
(4, 25) Each term is 1 less than
20 6
10 3 the previous term. So, the
(1, 2)
0 0 common difference is 1.
0 1 2 3 4 5 6 7 n 0 1 2 3 4 5 6 7 n

224 Chapter 4 Writing Linear Functions

Algebra 1 Chapter 4.indb 224 5/1/20 8:36 AM

 36. ERROR ANALYSIS Describe and correct the error 42. OPEN-ENDED Write the first four terms
in writing an equation for the nth term of the of two different arithmetic sequences with GO DIGITAL
arithmetic sequence. a common difference of −3. Write an
equation for the nth term of each sequence.

✗ 14, 22, 30, 38, . . .

an = a1 + nd
REPEATED REASONING In Exercises 43 and 44, a
sequence represents the figures. (a) Draw the next three
an = 14 + 8n figures represented by the sequence and (b) describe the
figure represented by the 20th number in the sequence.
43.
37. NUMBER SENSE The fifth term of an arithmetic
sequence is 21. The common difference of the
sequence is 1.5 times the first term. Graph the
sequence.

38. NUMBER SENSE The fourth term of an

44.
arithmetic sequence is 20. The common difference
of the sequence is 2—15 times the first term. Graph the
sequence.

39. MODELING REAL LIFE The total number of babies

born in a country each minute after midnight on
45. CRITICAL THINKING Your friend says that the
January 1st can be estimated by the arithmetic
sequence shown in the table. Example 5 figures shown cannot be represented by an arithmetic
sequence. Describe a sequence that supports your
Minutes after midnight
friend’s claim. Then describe a sequence that does not
1 2 3 4 support your friend’s claim.
January 1st
Total babies born 5 10 15 20

a. Write a function that represents the sequence.

Then graph the function.
b. Estimate how many minutes after midnight on
January 1st it takes for 100 babies to be born.
46. HOW DO YOU SEE IT?
40. MODELING REAL LIFE The gross revenue from The bar graph shows the costs of advertising
a musical each week after opening night can be in a magazine.
approximated by the arithmetic sequence shown
in the table. Magazine Advertisement
70,000
Week 1 2 3 4 60,000
Cost (dollars)

50,000
Gross revenue 40,000
2.6 2.4 2.2 2.0
(millions of dollars) 30,000
20,000
a. Write a function that represents the sequence. 10,000
0
Then graph the function. 1 2 3 4
b. In what week does the musical earn $1.6 million? Size of advertisement (pages)

41. COLLEGE PREP Which function represents the

a. Does the graph represent an arithmetic
sequence 5, 1.5, 22, 25.5, . . .?
sequence? Explain.
A f (n) 5 23.5n 1 5 B g(n) 5 23.5n 1 8.5 b. Explain how you would estimate the cost of a
six-page advertisement in the magazine.
C h(n) 5 3.5n 1 1.5 D k(n) 5 5n 2 8.5

4.6 Arithmetic Sequences 225

Algebra 1 Chapter 4.indb 225 5/1/20 8:37 AM

 47. REPEATED REASONING Firewood is stacked in 49. PROBLEM SOLVING A train stops
a pile. The bottom row has 20 logs, and the top row at a station every 12 minutes starting at GO DIGITAL
has 14 logs. Each row has one more log than the row 6:00 a.m. You arrive at the station at
above it. How many logs are in the pile? 7:29 a.m. How long must you wait
for the train?

48. THOUGHT PROVOKING 50. MAKING AN ARGUMENT Can a function with a

Write a function that you can use to find the increase range of all real numbers greater than or equal to
in area from one square to the next as the side length zero represent an arithmetic sequence? Explain your
increases by 1 inch. Explain your reasoning. Then reasoning.
find the increase in area from the 10th square to the
11th square. 51. Let x be a constant. Determine
3 in.
whether each sequence is an arithmetic sequence.
2 in.
Explain.
1 in.
a. x + 6, 3x + 6, 5x + 6, 7x + 6, . . .
b. x + 1, 3x + 1, 9x + 1, 27x + 1, . . .

REVIEW & REFRESH

52. Determine which of the lines, if any, are parallel In Exercises 57−60, classify the number as rational or
or perpendicular. Explain. irrational. Explain your reasoning.
—
Line a: 2x 1 3y 5 9 57. —
9
58. √ 7
13
Line b: y = —13 x 2 2 —
59. 2√ 49 60. 2π
Line c: 12 5 3x 1 y
61. The scatter plot shows the low temperature x (in
In Exercises 53 and 54, use the graphs of f and g to degrees Fahrenheit) and the high temperature y (in
describe the transformations from the graph of f degrees Fahrenheit) each day for 10 days in a city.
to the graph of g.
Daily Temperature
53. f(x) 5 22x 1 7; g(x) 5 210x 1 5 y
(degrees Fahrenheit)

69
High temperature

3 3 68
54. f(x) 5 2—4 x 1 6; g(x) 5 —4 x 2 3
67
66
55. REASONING Write a 65
function f that represents the 1 23 64
4 41 63
arithmetic sequence shown 62
in the mapping diagram. 12 89
0
0 50 52 54 56 58 x
Low temperature
56. MODELING REAL LIFE The table shows the (degrees Fahrenheit)
temperatures x (in degrees Fahrenheit) and the
numbers y of shoppers at a mall.
a. What was the high temperature on the day when
Temperature, x 53 76 64 61 78 58 the low temperature was 55°F?
Number of b. What was the low temperature on the day when
422 331 384 390 326 409
shoppers, y the high temperature was 67°F?

a. Approximate the number of shoppers when the In Exercises 62 and 63, determine whether the
temperature is 70°F. sequence is arithmetic. If so, find the common
b. Predict the number of shoppers when the difference.
temperature is 85°F. 62. 27, 9, 3, 1, . . . 63. 214, 29, 24, 1, . . .

226 Chapter 4 Writing Linear Functions

Algebra 1 Chapter 4.indb 226 5/1/20 8:38 AM

 4.7 Piecewise Functions GO DIGITAL

Learning Target Graph and write piecewise functions.

Success Criteria • I can evaluate piecewise functions.

• I can graph piecewise functions.
• I can write piecewise functions.

EXPLORE IT Interpreting a Graph

Work with a partner. At the beginning of the day on Monday, your friend
has $300 in her digital wallet. She sends and receives the following electronic
payments through Sunday.
• $50 payment received on Wednesday
• $150 payment sent on Thursday
• $100 payment received on Saturday

She graphs the balance of her account during the week as shown.

Digital Wallet Balance

Digital Wallet: y
400
Balance:
Balance (dollars)

350
$300 300
250
200
150
100
50
0
0 1 2 3 4 5 6 7 x
Days after Monday

a. Does the graph represent y as a function of x? Explain your reasoning.

b. According to the graph, what is your friend’s balance when x = 2?

when x = 4? Do these values match what you expect given the list of
payments sent and received?

Math Practice
c. Does the graph accurately show how the account balance changes during
Simplify a Situation
the week? Explain your reasoning.
How can finding the
balance on each day of
the week help you create
a more accurate graph? d. Create a graph that more accurately shows how the account balance
changes during the week.

4.7 Piecewise Functions 227

Algebra 1 Chapter 4.indb 227 5/1/20 8:38 AM

 Evaluating Piecewise Functions
GO DIGITAL
Vocabulary
KEY IDEA
piecewise function, p. 228
step function, p. 230
Piecewise Function
A piecewise function is a function defined by two or more equations.
Each “piece” of the function applies to a different part of its domain.
An example is shown below.

f(x) = { x − 2,
2x + 1,
if x ≤ 0
if x > 0 4
y

• The expression x − 2 represents 2

the value of f when x is less than f(x) = 2x + 1, x > 0
or equal to 0.
−4 −2 2 4 x
• The expression 2x + 1
represents the value of f f(x) = x − 2, x ≤ 0
when x is greater than 0.
−4

EXAMPLE 1 Evaluating a Piecewise Function

Evaluate f(x) = { 3x + 1, if x < 2

x − 5, if x ≥ 2
when (a) x = 2 and (b) x = −—13 .

SOLUTION
a. Because x = 2 and 2 ≥ 2, use the second equation.
f(x) = x − 5 Write the second equation.
f(2) = 2 − 5 Substitute 2 for x.
f(2) = −3 Subtract.

The value of f is −3 when x = 2.

b. Because x = −—13 and −—13 < 2, use the first equation.

f(x) = 3x + 1 Write the first equation.

( ) ( )
f −—13 = 3 −—13 + 1 Substitute −—13 for x.

f ( −— ) = 0
1
3
Simplify.

The value of f is 0 when x = −—13 .

SELF-ASSESSMENT 1 I do not understand. 2 I can do it with help. 3 I can do it on my own. 4 I can teach someone else.

Evaluate the function when x = −8, −2, 0, —72 , and 5.

1. h(x) = { −3x,
2x + 7,
if x < 0
if x ≥ 0
2. f (x) = x + 2,{ 3,

4x,
if x < −2
if −2 ≤ x ≤ 5
if x > 5

3. REASONING When evaluating a piecewise function, can two different inputs

have the same output? Explain your reasoning.

228 Chapter 4 Writing Linear Functions

Algebra 1 Chapter 4.indb 228 5/1/20 8:38 AM

 Graphing and Writing Piecewise Functions
GO DIGITAL

EXAMPLE 2 Graphing a Piecewise Function

Graph y = { −x − 4,
x,
if x < 0
if x ≥ 0
. Find the domain and range.

SOLUTION
y
Step 1 Graph y = −x − 4 for x < 0. 4
Because 0 is not included in the
domain for this equation, use an 2
open circle at (0, −4). y = x, x ≥ 0
Step 2 Graph y = x for x ≥ 0. Because 0 −4 −2 2 4 x
is included in the domain for this
−2
equation, use a closed circle at (0, 0).

The domain is all real numbers. y = −x − 4, x < 0

The range is y > −4.

EXAMPLE 3 Writing a Piecewise Function

Write a piecewise function represented by the graph. y

4

SOLUTION
2
Each “piece” of the function is linear.
Left Piece When x < 0, the graph is the line −4 −2 2 4 x
represented by y = x + 3.
−2
Right Piece When x ≥ 0, the graph is the line
represented by y = 2x − 1. −4
So, a piecewise function represented by the
graph is

f(x) = { x + 3,
2x − 1,
if x < 0
if x ≥ 0
.

SELF-ASSESSMENT 1 I do not understand. 2 I can do it with help. 3 I can do it on my own. 4 I can teach someone else.

Graph the function. Find the domain and range.

4. y = { x + 1,
−x,
if x ≤ 0
if x > 0
5. y = { x − 2, if x < −1
4x, if x ≥ −1

Write a piecewise function represented by the graph.

6. y 7. y
4
3
2
1

−4 −2 2 4 x −4 −2 2 4 x

−2 −2

8. OPEN-ENDED Write a piecewise function that is positive over its entire domain.

4.7 Piecewise Functions 229

Algebra 1 Chapter 4.indb 229 5/1/20 8:39 AM

 Graphing and Writing Step Functions
GO DIGITAL
A step function is a piecewise function defined by a constant value over
WORDS AND MATH each part of its domain. The graph of a step function consists of a series
How does the graph of of line segments.
a step function relate to y
your understanding of 2, if 0 ≤ x < 2
6
the word step? 3, if 2 ≤ x < 4
4 4, if 4 ≤ x < 6
f(x) =
5, if 6 ≤ x < 8
2 6, if 8 ≤ x < 10
0
7, if 10 ≤ x < 12
0 2 4 6 8 10 12 x

EXAMPLE 4 Modeling Real Life

You rent a karaoke machine for 5 days. The rental company charges $50 for
the first day and $25 for each additional day or any portion of a day. Write and
graph a step function that represents the relationship between the number x of
days and the total cost y (in dollars) of renting the karaoke machine.

SOLUTION
Step 1 Use a table to organize Step 2 Write the step function.
the information.
50, if 0 < x ≤ 1
Number Total cost 75, if 1 < x ≤ 2
of days (dollars) f(x) = 100, if 2 < x ≤ 3
0<x≤1 50 125, if 3 < x ≤ 4
150, if 4 < x ≤ 5
1<x≤2 75
2<x≤3 100
3<x≤4 125
4<x≤5 150

Step 3 Graph the step function. Karaoke Machine Rental

y
175
Total cost (dollars)

150
125
100
75
50
25
0
0 1 2 3 4 5 x
Number of days

SELF-ASSESSMENT 1 I do not understand. 2 I can do it with help. 3 I can do it on my own. 4 I can teach someone else.

9. A landscaper rents a wood chipper for 4 days. The rental company charges $100 for the first day and
$50 for each additional day or any portion of a day. Write and graph a step function that represents
the relationship between the number x of days and the total cost y (in dollars) of renting the chipper.
10. REASONING Is it possible to perform a vertical translation on a step function f ? a horizontal
translation? If so, how would the equation that represents f change?

230 Chapter 4 Writing Linear Functions

Algebra 1 Chapter 4.indb 230 5/1/20 8:40 AM

 Writing Absolute Value Functions
GO DIGITAL
The absolute value function f(x) = ∣ x ∣ can be written as a piecewise function.

f(x) = {−x,
x,
if x < 0
if x ≥ 0
Similarly, the vertex form of an absolute value function g(x) = a∣ x − h ∣ + k can be
REMEMBER written as a piecewise function.
The vertex form of an
absolute value function is g(x) = { a[−(x − h)] + k, if x − h < 0
a(x − h) + k, if x − h ≥ 0
g(x) = a∣ x − h ∣ + k, where
a ≠ 0. The vertex of the
graph of g is (h, k). EXAMPLE 5 Modeling Real Life

In holography, light from a laser beam is split into two beams, a reference beam and
an object beam. Light from the object beam reflects off an object and is recombined
with the reference beam to form images on film that can be used to create
three-dimensional images.
y
(5, 8) mirror a. Write an absolute value function that represents the path of the reference beam.
8
reference reference b. Write the function in part (a) as a piecewise function.
beam beam
6 object
beam SOLUTION
splitter
4 a. The vertex of the path of the reference
film beam is (5, 8). So, the function has the
2 object plate form g(x) = a∣ x − 5 ∣ + 8. Substitute the
beam mirror coordinates of the point (0, 0) into
(0, 0) the equation and solve for a.
2 4 6 8 x
g(x) = a∣ x − 5 ∣ + 8
laser
Vertex form of the function
0 = a∣ 0 − 5 ∣ + 8 Substitute 0 for x and 0 for g(x).
−1.6 = a Solve for a.

So, the function g(x) = −1.6∣ x − 5 ∣ + 8 represents the path of the

reference beam.
STUDY TIP b. Write g(x) = −1.6∣ x − 5 ∣ + 8 as a piecewise function.

{
Recall that the graph of
−1.6[−(x − 5)] + 8, if x − 5 < 0
an absolute value function g(x) =
is symmetric about the −1.6(x − 5) + 8, if x − 5 ≥ 0
line x = h. So, it makes Simplify each expression, and solve the inequalities.
sense that the piecewise
function “splits” at x = 5. So, a piecewise function for g(x) = −1.6∣ x − 5 ∣ + 8 is

g(x) = {
1.6x, if x < 5
−1.6x + 16, if x ≥ 5
.}

SELF-ASSESSMENT 1 I do not understand. 2 I can do it with help. 3 I can do it on my own. 4 I can teach someone else.

11. WHAT IF? In Example 5, the reference beam originates at (3, 0) and reflects off y
a mirror at (5, 4).
6
a. Write an absolute value function that represents the path of the reference beam.
4
b. Write the function in part (a) as a piecewise function.
2
12. WRITING Write a piecewise function represented by the graph. Then describe a
real-life situation that can be modeled by the graph. 0
0 2 4 6 8 10 x

4.7 Piecewise Functions 231

Algebra 1 Chapter 4.indb 231 5/1/20 8:40 AM

 4.7 Practice WITH AND
GO DIGITAL

In Exercises 1 and 2, evaluate the function when In Exercises 11–16, write a piecewise function
x = −4, −2, −1, —12 , and 2. Example 1 represented by the graph. Example 3

1. f(x) = {5xx +−3,1, if x ≤ −2

if x > −2
11.
3
y 12.
2
y

{
1
−x + 4, if x < −1
2. g(x) = 3, if −1 ≤ x < 2 −1 1 3x −2 2 x
2x − 5, if x ≥ 2 −2
−3
In Exercises 3–8, graph the function. Find the domain
and range. Example 2 13. y 14. y

{−x,
1
if x < 2 −4 −2 2x
3. y = 2 4 6x
x − 6, if x ≥ 2 −2

4. y = { 2x,
−2x,
if x ≤ −3
if x > −3
−4

−6

5. y = { −3x − 2,
x + 2,
if x ≤ −1
if x > −1 15.
2
y 16. y

{
2
x + 8, if x < 4
6. y = −2 2 x
4x − 4, if x ≥ 4
−2

{
4x
1, if x < −3 −2
7. y = x − 1, if −3 ≤ x ≤ 3 −4
−—53x + 4, if x > 3

{
17. WRITING When you graph the solutions of a
2x + 1, if x ≤ −1 piecewise function and a linear function, how
8. y = −x + 2, if −1 < x < 2 do the graphs differ?
−3.5, if x ≥ 2
18. MODELING REAL LIFE
9. MODELING REAL LIFE On a trip, the total distance Write a piecewise
(in miles) you travel in x hours is represented by the function that represents 0–24 shirts
piecewise function the total cost y (in $17.00 per shirt

{
dollars) of ordering x
55x, if 0 ≤ x ≤ 2 . 25–49 shirts
d(x) = custom shirts. Then $15.80 per shirt
65x − 20, if 2 < x ≤ 5 determine the total
How far do you travel in 4 hours? cost of ordering 50+ shirts
26 shirts. $14.00 per shirt
10. ERROR ANALYSIS Describe and correct the error plus a $20 processing
in graphing fee on all orders

y= { x + 6, if x ≤ −2 .
1, if x > −2 In Exercises 19 and 20, graph the step function.
Find the domain and range.

✗ 4
y

19. f(x) =
3,
4,
5,
if 0
if 2
if 4
≤
≤
≤
x
x
x
<
<
<
2
4
6
2 6, if 6 ≤ x < 8

−5 −3 −1 1x −—52, if −6 ≤ x < −5
20. f(x) = −1, if −5 ≤ x < −3
0, if −3 ≤ x < −2
1, if −2 ≤ x < 0
232 Chapter 4 Writing Linear Functions

Algebra 1 Chapter 4.indb 232 5/1/20 8:41 AM

 21. MODELING REAL LIFE A state issues tickets for 30. MODELING REAL LIFE You are trying to
speeding on an interstate highway as follows. make a hole in one on the miniature GO DIGITAL
golf green.
• no more than 10 miles per hour over: $40
• more than 10 miles per hour to no more than y
3
20 miles per hour over: $70
• more than 20 miles per hour to no more than 1
30 miles per hour over: $120
1 3 5 7 9 x
• more than 30 miles per hour over: $200
Write and graph a step function that represents the a. Write an absolute value function that represents
relationship between the number x of miles per hour the path of the golf ball.
over the speed limit and the cost y (in dollars) of the
b. Write the function in part (a) as a piecewise
speeding ticket. Example 4
function.

22. MODELING REAL LIFE A parking garage charges 31. COLLEGE PREP Which of the following are true about
$4 per hour or any portion of an hour, up to a daily
maximum of $15. f(x) = { 2x + 8,
−—23 x,
if x < −3
if x ≥ −3 }
? Select all that apply.

a. Write and graph a step function that represents

the relationship between the number x of hours a A The y-intercept of the graph is 8.
car is parked in the garage and the total cost y (in B The function is increasing when x < −3 and
dollars) of parking in the garage for up to 1 day. decreasing when x > −3.
b. Is x a function of y? Explain your reasoning. C The function is negative when x < −4, positive
when −4 < x < 0, and negative when x > 0.
In Exercises 23–28, write the absolute value function as
a piecewise function. D ( ) ( )
7
f − —2 = f − —2
3

23. y = ∣ x ∣ + 1 24. y = ∣ x − 2 ∣
32. HOW DO YOU SEE IT?
y
25. y = 4∣ x − 1 ∣ 26. y = −3∣ x + 6 ∣ The graph of a piecewise 6
function f is shown. What
4
27. y = −∣ x − 3 ∣ + 2 28. y = 7.5∣ x + 1 ∣ − 5 is the value of f (1)? Which
is greater, f(4) or f(4.1)?
29. MODELING REAL LIFE You are sitting on a boat on a
lake. You can get a sunburn from the sunlight that hits 2 4 6x
you directly and also from the sunlight that reflects off
the water. Example 5
33. CRITICAL THINKING Describe how the graph of each
piecewise function changes when < is replaced with
y
≤ and ≥ is replaced with >. Do the domain and range
change? Explain.
5
a. f(x) = { x + 2,
−x − 1,
if x < 2
if x ≥ 2

{
3 1 3
—2 x + —2 , if x < 1
b. f(x) =
1 −x + 3, if x ≥ 1

{∣ ∣
1 3 x
−x + 2, if x ≤ −2
34. STRUCTURE Graph y = .
x, if x > −2
a. Write an absolute value function that represents Find the domain and range.
the path of the sunlight that reflects off the water.
35. MAKING AN ARGUMENT Your friend says that

{
b. Write the function in part (a) as a piecewise
2x − 2, if x ≤ 3
function. y= represents a piecewise
−3, if x ≥ 3
function. Is your friend correct? Explain.

4.7 Piecewise Functions 233

Algebra 1 Chapter 4.indb 233 5/1/20 8:42 AM

 36. MULTIPLE REPRESENTATIONS You purchase a new 37. PERFORMANCE TASK You are the
cell phone that costs $250. You select a payment plan manager of a store. During a sale, you GO DIGITAL
where you initially pay $10, and then pay $10 every offer customers different discounts based
month for the next 24 months. So far, you have paid on the total amounts they spend. Write and
$60. Two graphs that model this situation are shown. graph a step function that represents your
Explain how each graph represents the situation. discount policy. Then create an advertisement
Then describe an advantage and disadvantage of explaining your discount policy to customers.
each representation.

Cell Phone Payment Cell Phone Payment 38. THOUGHT PROVOKING

y y The output y of the greatest integer function is the
60 greatest integer less than or equal to the input value
Total amount
60

paid (dollars)
Total amount
paid (dollars)

50 50 x. This function is written as f(x) = ⟨x⟩. Graph the

40 40
function for −4 ≤ x < 4. Is it a piecewise function?
30 30
20 20
a step function? Explain.
10 10
0 0
0 1 2 3 4 x 0 1 2 3 4 x 39. During a 9-hour snowstorm, it snows
Number of Number of at a rate of 1 inch per hour for the first 2 hours,
months months 2 inches per hour for the next 6 hours, and 1 inch per
hour for the final hour. Write and graph a piecewise
function that represents the snow accumulation during
the storm. What is the total accumulation?

REVIEW & REFRESH

In Exercises 40– 42, graph f and h. Describe the 48. MODELING REAL LIFE There must be 2 chaperones
transformations from the graph of f to the graph of h. for every 25 students at a school dance. How many
chaperones are needed for 200 students?
40. f(x) = x; h(x) = 4x + 3

41. f(x) = x; h(x) = −x − 8

1
49. Graph y = { −—14 x,
2x + 3,
if x ≤ −4
if x > −4
. Find the domain
42. f(x) = x; h(x) = −—2 x + 5 and range.

43. Describe the relationship y In Exercises 50 and 51, write a linear function f with
between the data in 7 the given values.
6
the scatter plot.
5 50. f(−2) = 5, f(6) = −3
4
3
51. f(0) = −4, f(10) = −12
2
1
0 52. Is there a correlation between your score on a math
0 1 2 3 4 5 6 7 x quiz and your score on the chapter test? If so, is
In Exercises 44 and 45, solve the equation. there a causal relationship? Explain your reasoning.

44. 7.5 + x = 15.5 45. −5(x − 4) − 12 = 23 53. REASONING The piecewise function f
consists of two linear “pieces.” The graph of
46. NUMBER SENSE The sixth term of an f is shown. What is the value of f (−10)? f(8)?
arithmetic sequence is 8. The common difference
of the sequence is −—13 times the first term. Graph y
4
the sequence.

47. The points represented by the table lie on a line. 2

Find the slope of the line.

2 4 x
x 4 4 4 4
y −6 −3 0 3

234 Chapter 4 Writing Linear Functions

Algebra 1 Chapter 4.indb 234 5/1/20 8:42 AM

 4 Chapter Review
Chapter Learning Target
WITH

Understand writing linear functions.

GO DIGITAL

Chapter Success Criteria I can determine the slope given ordered pairs,
a graph, or a context.
I can write the equation of a line in different forms.
I can interpret scatter plots and analyze lines of fit.
I can write a function that represents an arithmetic Surface
sequence to solve a real-life problem. Deep

SELF-ASSESSMENT 1 I do not understand. 2 I can do it with help. 3 I can do it on my own. 4 I can teach someone else.

4.1 Writing Equations in Slope-Intercept Form (pp. 187–192)

Learning Target: Write equations of lines in slope-intercept form. Vocabulary
linear model
Write an equation of the line in slope-intercept form.
1. y 2. y
6
2
(0, 1) (3, 5)
4

2 4 x (0, 3)
2
(4, −1)
−2

2 4 x

3. A landlord charged $865 per month to rent an apartment in 2010. The rent increased at a
constant rate and reached $1065 per month in 2018. Estimate the monthly rent in 2021.

4.2 Writing Equations in Point-Slope Form (pp. 193–198)

Learning Target: Write equations of lines in point-slope form. Vocabulary
point-slope form
4. Write an equation in point-slope form of the line that passes through the
point (4, 7) and has a slope of −1.

Write a linear function f with the given values.

5. f(10) = 5, f(2) = −3 6. f(3) = −4, f(5) = −4 7. f(6) = 8, f(9) = 3

8. Write Ax + By = C in point-slope form, where A and B are nonzero constants.

9. You are ordering party hats for New Year’s Eve. The table shows the total costs of ordering
different numbers of party hats. Determine the total cost of ordering 25 party hats.

Number of party hats 3 6 9 12

Total cost (dollars) 2.67 5.34 8.01 10.68

Chapter 4 Chapter Review 235

Algebra 1 Chapter 4.indb 235 5/1/20 8:43 AM

 4.3 Writing Equations of Parallel and Perpendicular Lines (pp. 199–204)
GO DIGITAL
Learning Target: Recognize and write equations of parallel and perpendicular lines.

Determine which of the lines, if any, are parallel or perpendicular. Explain. Vocabulary
parallel lines
10. Line a passes through (0, 4) and (4, 3). 11. Line a: 2x − 7y = 14
perpendicular lines
Line b passes through (0, 1) and (4, 0). Line b: y = —72 x − 8
Line c passes through (2, 0) and (4, 4). Line c: 2x + 7y = −21

12. Write an equation of the line that passes through (1, 5) and is parallel to the line
y = −4x + 2.
13. Write an equation of the line that passes through (2, −3) and is perpendicular to
the line y = −2x − 3.

4.4 Scatter Plots and Lines of Fit (pp. 205–210)

Learning Target: Use scatter plots and lines of fit to describe relationships between data.

The scatter plot shows the roasting times Roasting Turkeys

y (in hours) and weights x (in pounds) of y
Vocabulary
seven turkeys. scatter plot
Roasting time (hours)

6.0

14. What is the roasting time for a 5.5 correlation

12-pound turkey? 5.0 line of fit
4.5
15. Describe the relationship between the data. 4.0

16. The table shows the salary caps y (in millions 3.5

of dollars) in the NBA x years since the 3.0

beginning of the season in 2013. Write an 2.5

equation that models the salary cap as a 0

0 4 8 12 16 20 24 28 x
function of time. Interpret the slope and Weight (pounds)
y-intercept of the line of fit.

Year, x 0 1 2 3 4
Salary cap
58.68 63.07 70.00 91.14 99.09
(millions of dollars), y

4.5 Analyzing Lines of Fit (pp. 211–218)

Learning Target: Analyze lines of fit and find lines of best fit. Vocabulary
residual
17. The table shows the heights x (in inches) and shoe sizes y of several students.
linear regression
line of best fit
Height, x 64 62 70 63 72 68 66 74 68 59
correlation coefficient
Shoe size, y 9 7 12 8 13 9.5 9 13.5 10 6.5 interpolation
extrapolation
a. Find an equation of the line of best fit. Identify and interpret the correlation coefficient. causation
b. Make a scatter plot of the residuals to verify that the model is a good fit.
c. Is there a causal relationship in the data? Explain.

236 Chapter 4 Writing Linear Functions

Algebra 1 Chapter 4.indb 236 5/1/20 8:43 AM

 4.6 Arithmetic Sequences (pp. 219–226)
GO DIGITAL
Learning Target: Understand the concept of arithmetic sequences.

Write an equation for the nth term of the arithmetic sequence. Then find a30. Vocabulary
sequence
18. 6, 12, 18, 24, . . . 19. −9, −6, −3, 0, . . .
term
20. Does the graph shown represent an arithmetic sequence? an arithmetic sequence
12
Explain. (1, 11) common difference
8
21. In chemistry, water is called H2O because each molecule (0, 7)
of water has two hydrogen atoms and one oxygen atom. (−1, 3) 4
Describe the pattern shown below. Use the pattern to
determine the total number of atoms in 23 molecules. 2 n
(−2, −1)

n=1 n=2 n=3 n=4 n=5

4.7 Piecewise Functions (pp. 227–234)

Learning Target: Graph and write piecewise functions. Vocabulary

{
piecewise function
3
—2 x + 3, if x ≤ 0 step function
22. Evaluate y = when (a) x = 0 and (b) x = 5.
−2x, if x > 0

Graph the function. Find the domain and range.

23. y = { x + 6, if x ≤ 0
−3x, if x > 0
24. y = { 4x + 2, if x < −4
2x − 6, if x ≥ −4

Write the absolute value function as a piecewise function.

25. y = ∣ x ∣ + 15 26. y = 4∣ x + 5 ∣ 27. y = 2∣ x + 2 ∣ − 3

28. You are organizing a school fair and rent a popcorn machine for 3 days. The rental company
charges $65 for the first day and $35 for each additional day or any portion of a day. Write
and graph a step function that represents the relationship between the number x of days and
the total cost y (in dollars) of renting the popcorn machine.

Mathematical Practices
Make Sense of Problems and Persevere in Solving Them
Mathematically proficient students try special cases and simpler forms of the original problem
in order to gain insight into the solution.

1. In Exercise 36 on page 234, which graph represents a simpler form of the original
problem? What insight can you gain from the simpler form?

{
2. The function shown represents the total cost y (in dollars) 3x + 5, if 0 < x ≤ 10
of ordering x ornaments. Your friend says that the total cost y = 2.7x + 5, if 10 < x ≤ 20
is always greater when you order more ornaments. How 2.5x + 5, if x > 20
can you test special cases to evaluate your friend’s claim?

Chapter 4 Chapter Review 237

Algebra 1 Chapter 4.indb 237 5/1/20 8:44 AM

 4 Practice Test WITH GO DIGITAL

1. Graph y = { 2x + 4, if x ≤ −1
1
—3 x − 1, if x > −1
. Find the domain and range.

Write an equation in slope-intercept form of the line with the given characteristics.
2
2. slope = —5 ; y-intercept = −7

3. passes through (0, 6) and (3, −3)

4. parallel to the line y = 3x − 1; passes through (−2, −8)

1
5. perpendicular to the line y = —4 x − 9; passes through (1, 1)

Write an equation in point-slope form of the line with the given characteristics.
6. slope = 10; passes through (6, 2)

7. passes through (−3, 2) and (6, −1)

8. Write a linear function f with the values f(0) = 6 and f (7) = 27.

9. Let a, b, c, and d be constants. Determine which of the lines, if any, are parallel
or perpendicular. Explain.
Line 1: y − c = ax
Line 2: ay = −x − b
Line 3: ax + y = d

10. The first row of an auditorium has 42 seats. Each row after the first has three more seats
than the row before it.
a. Find the number of seats in Row 25.
b. Which row has 90 seats?

11. The graph of f is a line that passes through the points (−7, 11) and (3, 5).
Write an equation of a line that is a horizontal shrink by a factor of —12 , followed
by a horizontal translation 3 units right of the graph of f.

12. The table shows the amounts x (in dollars) spent on advertising for a Advertising Yearly
festival and the attendances y of the festival for several years. (dollars), x attendance, y
a. Find an equation of the line of best fit. Interpret the slope and 500 400
y-intercept.
1000 550
b. What would you expect a scatter plot of the residuals to look like?
1500 550
Explain your reasoning.
2000 800
c. Is there a causal relationship in the data? Explain.
2500 650
d. Predict the attendance when the advertising cost is $8900.
3000 800
13. Write a piecewise function defined by three equations that has a domain of 3500 1050
all real numbers and a range of −3 < y ≤ 1.
4000 1100

238 Chapter 4 Writing Linear Functions

Algebra 1 Chapter 4.indb 238 5/1/20 8:44 AM

 4 Performance Task
GO DIGITAL

This One’s a Breeze!

The capacity of a wind turbine is the
maximum amount of power it can generate.
Most wind farms have turbines with capacities
of 2 to 3 megawatts (MW), which is equivalent
to 2000 to 3000 kilowatts (kW).

In optimal conditions, the actual amount

of power generated by a wind turbine is
typically about 35% of its capacity.

In the United States, installing

commercial wind turbines costs
about $1.65 million per megawatt.

The average American household

uses about 10,400 kilowatt hours
(kWh) of energy each year.

Wind turbines require

about —34 acre of land per
megawatt of power.

Kern County,
California has DESIGN A WIND FARM
over 4500 wind Write a proposal to government officials for a new wind
turbines. farm in your county. Choose the amount of land that will be
occupied by your farm and the power of the turbines. Use
functions and graphs to show the cost of the turbines and the
total power generated. Relate the energy output of the wind
farm to the amount of energy used in a typical household.
Energy (kWh) = Power (kW) × Time (h)

239

Algebra 1 Chapter 4.indb 239 5/1/20 8:45 AM

 4 College and Career Readiness
Tutorial videos are available for each exercise.
WITH GO DIGITAL

1. Which function represents the arithmetic sequence shown in the graph?

an
A f(n) = 21 + 3n
28
(1, 24)
B f(n) = 18 − 3n 24
(2, 21)
20
(3, 18)
C f(n) = 27 − 3n 16
(4, 15)
12
D f(n) = 24 − 3n 8
4
0
0 1 2 3 4 5 6 7 n

2. Consider the function f(x) = x − 1. Select each

y
function shown in the graph. 4

A f (x + 2) B f (3x)
2
C f (x) + 4 D f (−x)
−4 −2 2 4 x
E 3f (x) F −f (x)

3 5
3. Which equation is equivalent to —4 x − —2 y = −2x?
1 5
A y = —2 x B 3x − —2 y = −8x
3 5 11
C —4x = −2x − —2 y D y=—
10
x

4. You download a digital soccer game for $2.50. You can add new players for
$1.50 each to upgrade your team. The total cost c is a function of the number n
of new players that you add.
a. Is the domain discrete or continuous? Explain.
b. Graph the function using its domain.

5. Find the domain and range of the function represented by the graph.

A The domain is −2, 1, and −1. y

The range is −1, 0, 1, and 2. 4

B The domain is −1, 0, 1, and 2. 2

The range is −2, 1, and −1.
−4 −2 4 x
C The domain is −1 ≤ x ≤ 2.
The range is −2 ≤ y ≤ 1.

D The domain is −2 ≤ x ≤ 1. −4
The range is −1 ≤ y ≤ 2.

240 Chapter 4 Writing Linear Functions

Algebra 1 Chapter 4.indb 240 5/1/20 8:46 AM

 6. Complete the piecewise function with −, +, <, ≤, >, or ≥ 4
y

so that the function is represented by the graph. GO DIGITAL

2x 3, if x 0 1
y=
2x 3, if x 0 −4 2 4 x

−2
7. Find values for m and b so that the graph of y = mx + b
passes through the points (6, 1) and (−2, −3). −4

A m = —12, b = −2 B m = —12 , b = 2

C m = −—12 , b = 4 D m = −—12, b = −4

8. For a function f, y → −∞ as x → −∞, y → −∞ as x → +∞, and the graph has x-intercepts

of −2.5 and 1. Which graph could represent the function?

A y B y

x x

C y D y

x x

9. The table shows the daily high temperatures x (in degrees Fahrenheit) and the numbers y of
frozen fruit bars sold on eight randomly selected days. The equation y = 3x − 50 models
the data.

Temperature (°F), x 54 60 68 72 78 84 92 98

Frozen fruit bars, y 40 120 180 260 280 260 220 180

a. Select the points that appear on a scatter plot of the residuals.

(92, −6) (78, 96) (60, −10) (84, 58) (98, −64)

(72, 94) (54, −72) (96, 78) (60, 10) (68, 26)

b. Determine whether the model is a good fit for the data. Explain your reasoning.

Chapter 4 College and Career Readiness 241

Algebra 1 Chapter 4.indb 241 5/1/20 8:46 AM