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CPM Algebra1

Core Connections Algebra is a five-year sequence of college preparatory math courses focusing on algebra. It aims to build fluency in solving linear equations and inequalities, and extends these skills to solving quadratic and exponential functions. The course emphasizes conceptual understanding, problem solving, and applying math skills to real-world contexts. It covers topics like linear, quadratic, and exponential relationships; systems of equations; arithmetic and geometric sequences; and statistical modeling of two-variable data.

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33% found this document useful (3 votes)

7K views212 pages

CPM Algebra1

Uploaded by

JiHyun Lim

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Available Formats

Download as PDF, TXT or read online on Scribd

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CC Algebra

Core Connections Algebra Overview

Core Connections Algebra is the first course in a five-year sequence of college preparatory mathematics courses that starts with Algebra I and continues
through Calculus. It aims to deepen and extend student understanding built in previous courses by focusing on developing fluency with solving linear
equations, inequalities, and systems. These skills are extended to solving quadratic equations, exploring linear, quadratic, and exponential functions
graphically, numerically, symbolically, and as sequences, and by using regression techniques to analyze the fit of models to distributions of data.

On a daily basis, students in Core Connections Algebra use problem-solving strategies, questioning, investigating, analyzing critically, gathering and
constructing evidence, and communicating rigorous arguments justifying their thinking. Under teacher guidance, students learn in collaboration with
others while sharing information, expertise, and ideas.

The course is well balanced among procedural fluency (algorithms and basic skills), deep conceptual understanding, strategic competence (problem
solving), and adaptive reasoning (extension and application). The lessons in the course meet all of the content standards, of Appendix A of the Common
Core State Standards for Mathematics. The course embeds the CCSS Standards for Mathematical Practice as an integral part of the lessons in the course.

Key concepts addressed in this course are:

Representations of linear, quadratic, and exponential relationships using graphs, tables, equations, and contexts.

Symbolic manipulation of expressions in order to solve problems, such as factoring, distributing, multiplying polynomials, expanding exponential
expressions, etc.

Analysis of the slope of a line multiple ways, including graphically, numerically, contextually (as a rate of change), and algebraically.

Solving equations and inequalities using a variety of strategies, including rewriting (such as factoring, distributing, or completing the square),
undoing (such as extracting the square root or subtracting a term from both sides of an equation), and looking inside (such as determining the
possible values of the argument of an absolute value expression).

Solving systems of two equations and inequalities with two variables using a variety of strategies, both graphically and algebraically.

Representations of arithmetic and geometric sequences, including tables, graphs, and explicit or recursive formulas.

Use of exponential models to solve problems, and to compare to linear models.

Investigation of a variety of functions including square root, cube root, absolute value, piecewise-defined, step, and simple inverse functions.

Use of function notation.

Statistical analysis of two-variable data, including determining regression lines, correlation coefficients, and creating residual plots.

The differences between association and causation, and interpretation of correlation in context.

Comparison of distributions of one-variable data.

All Chapters

Core Connections Algebra TV: Table of contents

Chapter 1 Functions

Opening Chapter 1 Opening

Section 1.1 1.1.1 Solving Puzzles in Teams

1.1.2 Investigating the Growth of Patterns

1.1.3 Investigating the Graphs of Quadratic Functions

Section 1.2 1.2.1 Describing a Graph

1.2.2 Cube Root and Absolute Value Functions

1.2.3 Function Machines

1.2.4 Functions

1.2.5 Domain and Range

Closure Chapter 1 Closure

Chapter 2 Linear Relationships

Opening Chapter 2 Opening

Section 2.1 2.1.1 Seeing Growth in Linear Representations
2.1.2 Slope
2.1.3 Comparing Δy and Δx
2.1.4 y = mx + b and More on Slope
Section 2.2 2.2.1 Slope as Motion
2.2.2 Rate of Change
2.2.3 Equations of Lines in Situations
Section 2.3 2.3.1 Finding an Equation Given a Slope and a Point
2.3.2 Finding the Equation of a Line through Two Points
Extra Activity Finding y = mx + b from Graphs and Tables
Closure Chapter 2 Closure

Chapter 3 Simplifying and Solving

Opening Chapter 3 Opening

Section 3.1 3.1.1 Simplifying Exponential Expressions
3.1.2 Zero and Negative Exponents
Section 3.2 3.2.1 Equations ↔ Algebra Tiles
3.2.2 Exploring an Area Model

3.2.3 Multiplying Binomials and the Distributive Property

3.2.4 Using Generic Rectangles to Multiply
Section 3.3 3.3.1 Solving Equations With Multiplication and Absolute Value
3.3.2 Working With Multi-Variable Equations
3.3.3 Summary of Solving Equations
Closure Chapter 3 Closure

Chapter 4 Systems of Equations

Opening Chapter 4 Opening

Section 4.1 4.1.1 Solving Word Problems by Writing Equations

4.1.2 One Equation or Two?

Section 4.2 4.2.1 Solving Systems of Equations Using Substitution

4.2.2 Making Connections: Systems, Solutions, and Graphs

4.2.3 Solving Systems Using Elimination

4.2.4 More Elimination

4.2.5 Choosing a Strategy for Solving Systems

Section 4.3 4.3.1 Pulling it all Together

Closure Chapter 4 Closure

Chapter 5 Sequences

Opening Chapter 5 Opening

Section 5.1 5.1.1 Representing Exponential Growth

5.1.2 Rebound Ratios

5.1.3 The Bouncing Ball and Exponential Decay

Section 5.2 5.2.1 Generating and Investigating Sequences

5.2.2 Generalizing Arithmetic Sequences

5.2.3 Recursive Sequences

Section 5.3 5.3.1 Patterns of Growth in Tables and Graphs

5.3.2 Using Multipliers to Solve Problems

5.3.3 Comparing Sequences to Functions

Closure Chapter 5 Closure

Chapter 6 Modeling Two-Variable Data

Opening Chapter 6 Opening

Section 6.1 6.1.1 Line of Best Fit
6.1.2 Residuals
6.1.3 Upper and Lower Bounds
6.1.4 Least Squares Regression Line
Section 6.2 6.2.1 Residual Plots
6.2.2 Correlation
6.2.3 Association is Not Causation
6.2.4 Interpreting Correlation in Context
6.2.5 Curved Best-Fit Models
Closure Chapter 6 Closure

Chapter 7 Exponential Functions

Opening Chapter 7 Opening

Section 7.1 7.1.1 Investigating y = bx

7.1.2 Multiple Representations of Exponential Functions

7.1.3 More Applications of Exponential Growth

7.1.4 Exponential Decay

7.1.5 Graph → Equation

7.1.6 Completing the Multiple Representations Web

Section 7.2 7.2.1 Curve Fitting and Fractional Exponents

7.2.2 More Curve Fitting

7.2.3 Solving a System of Exponential Functions Graphically

Closure Chapter 7 Closure

Chapter 8 Quadratic Functions

Opening Chapter 8 Opening

Section 8.1 8.1.1 Introduction to Factoring Quadratics
8.1.2 Factoring with Generic Rectangles
8.1.3 Factoring with Special Cases
8.1.4 Factoring Completely
8.1.5 Factoring Shortcuts
Section 8.2 8.2.1 Multiple Representations for Quadratics
8.2.2 Zero Product Property
8.2.3 More Ways To Find the x-Intercepts
8.2.4 Completing the Quadratic Web
8.2.5 Completing the Square
Closure Chapter 8 Closure

Chapter 9 Solving Quadratics and Inequalities

Opening Chapter 9 Opening

Section 9.1 9.1.1 Solving Quadratic Equations
9.1.2 Introduction to the Quadratic Formula
9.1.3 More Solving Quadratic Equations
9.1.4 Choosing a Strategy
Section 9.2 9.2.1 Solving Linear, One-Variable Inequalities
9.2.2 More Solving Inequalities
Section 9.3 9.3.1 Graphing Two-Variable Inequalities
9.3.2 Graphing Linear and Non-Linear Inequalities
Section 9.4 9.4.1 Systems of Inequalities
9.4.2 More Systems of Inequalities

9.4.3 Applying Inequalities to Solve Problems

Closure Chapter 9 Closure

Chapter 10 Solving Complex Equations

Opening Chapter 10 Opening

Section 10.1 10.1.1 Association in Two-Way Tables
Section 10.2 10.2.1 Solving by Rewriting
10.2.2 Fraction Busters
10.2.3 Multiple Methods for Solving Equations
10.2.4 Determining the Number of Solutions
10.2.5 Deriving the Quadratic Formula and the Number System
10.2.6 More Solving and an Application
Section 10.3 10.3.1 Intersection of Two Functions
10.3.2 Number of Parabola Intersections
10.3.3 Solving Quadratic and Absolute Value Inequalities
Closure Chapter 10 Closure

Chapter 11 Functions and Data

Opening Chapter 11 Opening

Section 11.1 11.1.1 Transforming Functions
11.1.2 Inverse Functions
Section 11.2 11.2.1 Investigating Data Representations
11.2.2 Comparing Data
11.2.3 Standard Deviation
Section 11.3 11.3.1 Using a Best-Fit Line to Make a Prediction
11.3.2 Relation Treasure Hunt
11.3.3 Investigating a Complex Function
11.3.4 Using Algebra to Find a Maximum
11.3.5 Exponential Functions and Linear Inequalities
Closure Chapter 11 Closure

Appendix A Representing Expressions

Opening Chapter A Opening

Section A.1 A.1.1 Exploring Variables and Combining Like Terms
A.1.2 Simplifying Expressions by Combining Like Terms
A.1.3 Writing Algebraic Expressions
A.1.4 Using Zero to Simplify Algebraic Expressions
A.1.5 Using Algebra Tiles to Simplify Algebraic Expressions
A.1.6 Using Algebra Tiles to Compare Expressions
A.1.7 Simplifying and Recording Work
A.1.8 Using Algebra Tiles to Solve for x
A.1.9 More Solving Equations
Closure Chapter A Closure

Lesson (ENG)

Chapter 1 Functions
Welcome to algebra! In previous courses, you may have learned about relationships between two
quantities that could be graphed with a straight line. In this chapter, you will explore nonlinear Guiding Question
functions and learn how to describe a function completely. You will see the shapes and behaviors of Mathematically proficient students
several different nonlinear functions. This chapter also introduces you to sharing your mathematical model with mathematics.
knowledge with a study team as you work together to solve problems.
As you work through this chapter,
ask yourself:

Can I identify
important quantities in situations and
describe their relationships using graphs?

Chapter Outline
Section 1.1 This section starts with some function puzzles that you will solve with your team. Then you will encounter some real-
life situations in which you will investigate the growth patterns, some of which are not linear. You will also
investigate the family of quadratic functions to look at characteristics of their graphs.

Section 1.2 This section clarifies the description of non-linear graphs. You will make graphs of a variety of nonlinear functions.
You will investigate what it means for a relationship to be a function, learn how to use function notation, and
determine the domain and range of functions.

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1.1.1 How can I work with my team to figure it out?
Solving Puzzles in Teams
In previous courses, you have looked at patterns in tables, graphs, equations, and situations. In this course, you will not only continue
your study of linear functions (which you have previously called “linear equations”), but will extend these patterns to new kinds of functions. Working
with patterns will be the key to many of these functions. Note that we will define a function formally in Section 1.2 of this chapter. In today’s lesson,
you and your team will use clues in order to find patterns and solve puzzles.

1-1. TEAM SORT

Your teacher will give you a card with a representation of a line (a table, graph, equation, or
situation). Consider what you know about the line represented on your card. Then find the other
students in your class who have a representation of the same line. These students will be your
teammates, so you should sit together as instructed by your teacher. Be prepared to justify how you
know your representation matches those of your teammates.

1-2. In this problem you will work with “function machines” like those pictured at right.

a. To help you work together in your new teams today, each member of your team has a specific job. Read the
following Team Roles information on the next page.

b. When a value for is put into the machine, a value for comes out. That output then becomes the input for
another machine. An example is shown at right.

What is the output from the second function machine? Explain.

Team Roles for Problem 1-2
If you had the “graph” card in problem 1-1, you are the:

Resource Manager:

Get supplies for your team and make sure that your team cleans up.
Return the linear functions cards from problem 1-1 to the teacher.

Make sure that everyone has shared all of their ideas and help the team decide when it needs outside help.
“Does anyone have another idea? Are we ready to ask a question?”
Don’t call the teacher over unless the entire team is stuck and out of ideas.

Call the teacher over for team questions.

“Are we ready to ask a question?”

If you had the “table” card in problem 1-1, you are the:

Facilitator:

Get your team started by having someone read the task out loud.

Check that everyone understands what to work on.

Make sure that everyone understands your team’s answer before you move on.
“Does everyone understand how we got our answer?”

If you had the “equation” card in problem 1-1, you are the:

Recorder/Reporter:

Make sure that each team member can see the work the team is discussing.
Place the resource page in the center of the table.

Make sure that your team agrees about how to explain your ideas and each person has time to write their
answer.
“Does anyone need more time to write down our explanation?”

Make sure that each member of your team is able to share ideas.
“Is everybody ready to explain to the class how we got our answer?”

If you had the “situation” card in problem 1-1, you are the:

Task Manager:

Make sure that no one talks outside your team.

Help keep your team on task and talking about math.

Listen for statements and reasons.

“Why did you start that way?”
“Will you say more about how you got that answer?”

1-3. Obtain the Lesson 1.1.1C Resource Page, which is a set of four function machines. Copies of the
resource pages for this course can be downloaded at www.cpm.org/cca-resource-pages. Your team’s job
is to use a specified input to get a particular output by putting those machines in order so that one
machine’s output becomes the next machine’s input.

As you work, discuss what you know about the kind of output each machine produces to help you
arrange the machines in an appropriate order.

The four relations are reprinted below:

a. In what order should you stack the machines so that when is dropped into the first machine,
and all four machines have had their effect, the last machine’s output is ?

b. What order will result in a final output of when the first input is ?
Definition of Absolute Value
Absolute value, represents the numerical value of a number without regard to its sign. The symbol for absolute value is two vertical bars, .
Absolute value can represent the distance on a number line between a number and zero. Since a distance is always positive, the absolute value is
always either a positive value or zero. The absolute value of a number is never negative.

For example, the number is units away from , as shown on the number line at
right. Therefore, the absolute value of is . This is written

Likewise, the number is units away from . The absolute value of is , written .

1-4. Angelica is working with function machines. She has the two machines shown at right. She wants to
put them in order so that the output of the first machine becomes the input of the second. She wants to
use a beginning input of 6. Homework Help ✎

a. In what order must she put the machines to get a final output of ?

b. Is it possible for her to find an input that will get a final output of ? If so, show how she could do that. If not, explain why not.

1-5. Evaluate each absolute value expression. Review the Math Notes box in this lesson for the definition of absolute value. Homework Help ✎

a. b. c. d.

1-6. Examine the tile pattern below. 1-6 HW eTool (CPM) Homework Help ✎

Figure

a. On your paper, sketch Figures 4 and 5.

b. How does the pattern grow? Explain how you know.

c. How many tiles will there be in Figure 0 (the figure before Figure 1)? Explain how you know.
1-7. Simplify each expression. Homework Help ✎

a. b. c.

d. e. f.

g. h. i.

1-8. For each equation below, find if . Homework Help ✎

a. b. c.
CC Algebra

Lesson (ENG)

1.1.2 How does it grow?

Investigating the Growth of Patterns
How a pattern grows is a major focus of this course. Understanding how something changes can help you make decisions and predict
the future. For example, when the local health department needs to respond to an outbreak of an infectious disease, it makes a difference if the number of
infected people increases by 1000 or by 10,000 people each day. And what if they learned that the number of infected people tripled each day? That
might affect the way they respond to the disease.

Today you will work with your study team to analyze this and other situations that involve different types of functions. Your team will collect data about
three different situations. After collecting the data, you will complete a table and make a graph for each situation. As you work together, ask each other
the following questions to start and continue productive mathematical discussions.

What is the pattern? How is it changing? How can you describe it?

How does it grow (or get smaller)?

How can we organize the data?

1-9. DATA LABS

Today your team will collect and analyze data from three labs, which are described below. With your team, read
and follow the directions for each lab carefully. Each description will tell you how much data to collect and how
to collect it. Be sure to record your data in an organized way. Make sure that every team member understands
what the data represents and how each pattern is changing.

Lab A: Hot Tub Design

Perry is designing a hot tub that he will locate behind his house. He has 36 square designer tiles that he will use to
build a surface in his yard where he will place his hot tub. He wants to use all of the tiles, but he does not yet know
how he will arrange them to form the base of the hot tub. If his hot tub will be rectangular, how many different
rectangles with an area of 36 square tiles does he have to choose from?

Use the square tiles provided by your teacher or 1-9 Lab A Student eTool (CPM) to find as many rectangular configurations as you can.
Remember to record the length and the width of each rectangle you find. Assume that Perry’s yard is big enough to accommodate any
rectangular design you create and that it matters which dimension is the width and which is the length.

Lab B: Local Crisis

Health officials in Parsnipville are concerned about the recent outbreak of the flu. While scientists are working hard
to find a vaccine, the town leaders are turning to you to predict how many people will be sick over time. They hope
to find a vaccine in a week. Here are the facts: The epidemic started on Day 0 when Velma and Stanley returned
from their exotic jungle vacation with symptoms of the flu. Each day, a sick person infects two additional people.
The town of Parsnipville has 3800 citizens.

Use the beans (or other material) provided by your teacher to represent the people infected with the flu. Start with two beans to represent
Velma and Stanley. Then carefully add two beans to each existing bean to represent the growth of the disease. Collect (and record) data for
how many people will be sick each day for a few days.

Lab C: Sign On the Dotted Line

Certain legal documents, such as those used when buying property, sometimes require up to 50 signatures!
How long do you think that might take? To find out, collect data as one person of your team signs his or her
first name. Have another team member use a stop watch to time how long, in seconds, it takes to neatly sign
his or her first name 2, 3, 5, 7, and 10 times. Be sure to record the time it takes for each number of signatures. In order to collect good data,
be sure to have your team member practice signing his or her first name a few times before you start. This is not a speed competition, but
rather a way to collect typical data for one person’s signature.

1-10. When you are working with your team to solve problems in this course, it will be important to work effectively with other people. Effective
math conversations are a valuable part of the learning process throughout this course. Choose a member of your team to read these
Collaborative Learning Expectations out loud.

COLLABORATIVE LEARNING EXPECTATIONS

Working with other students allows you to develop new ways of thinking about mathematics, helps you learn to communicate about math,
and helps you understand ideas better by having to explain your thinking to others. The following expectations will help you get the most
out of working together.

T Together, work to answer questions.

E Explain and give reasons.
A Ask question and share ideas.
M Members of your team
are your first resource.
S Smarter together than apart.

1-11. REPRESENTING DATA

In problem 1-9, you collected data for three different situations. Now your team will work together to find ways of representing the data.
Obtain a Lesson 1.1.2D Resource Page from your teacher. Alternatively, collect and save data/graphs using the virtual tools: 1-11 Lab A
Student eTool (Desmos), 1-11 Lab B Student eTool (Desmos), 1-11 Lab C Student eTool (Desmos) or embedded eTools below. Click in the
lower right corner of the graph to view it in full-screen mode. Desmos Accessibility

a. For each lab, complete the corresponding table on the resource page. Use patterns to complete your table for any values in the top row
not already included in your data from problem 1-9. Some entries are started for you.

Lab A: Hot Tub Design Lab B: Local Crisis Lab C: Sign on the Dotted Line

Width of Hot Length of Hot Day # of Infected # of Time (in

Tub (tiles) Tub (tiles) People Signatures seconds)


powered by

b. Now plot your data from each lab on the set of axes provided on the resource page. Note that some data points may not fit on the given
axes. Then describe each graph. What does each graph look like? Should the points be connected? Be prepared to share your
observations with the class.

c. For each graph, find the point where and label it with its coordinate. Then explain what that point represents in each situation.

1-12. ANALYSIS

Graphs and tables not only represent data, but they also allow you to answer questions about the data. Use your tables and graphs on the
resource page from problem 1-11 to answer the questions below.

a. Which data appears to be linear? That is, when graphed, which data forms a line? Explain why it makes sense for this situation to
have a linear graph.

b. The town of Parsnipville will have a flu vaccine available on Day 7. Only people who have not yet gotten the flu will need to be
vaccinated. Since the town has 3800 citizens, how many people will need the vaccine on that day? Is it easier to answer this question
with your graph or with your table? Explain.

c. Now that Perry knows his options for the design of his hot tub, he wants to pick the hot tub that has the smallest perimeter. What do
you recommend?

d. Why isn’t there a point when on your graph for Lab A? Could there be? Explain.

Lesson (ENG)

1.1.3 What do I know about a parabola?

Investigating the Graphs of Quadratic Functions
In the previous lesson, you observed linear, inverse variation, and exponential functions. In this lesson, you will study equations that
create a family of functions called quadratic functions. The graph of a quadratic function has the shape of a parabola. You will learn all you can about
their shape.

1-23. FUNCTIONS OF AMERICA

Congratulations! You have just been hired to work at a national corporation called Functions of America.
Recently your company has had some growing pains, and your new boss has turned to your team for help.
See her memo below.

To: Your study team

From: Ms. Freda Function, CEO
Re: New product line

I have heard that while lines are very popular, there is a new craze in Europe to have non-linear designs. I
recently visited Paris and Milan and discovered that we are behind the times!

Please investigate a new function called quadratic function. A quadratic function can be written in the
form . Quadratic functions have the shape of a parabola.

I’d like a full report at the end of today with any information your team can give me about its shape and
equation. Spare no detail! I’d like to know everything you can tell me about how the equation for a
quadratic function affects its shape. I’d also like to know about any special points on a parabola or any
patterns that exist in its table.

Remember, the company is only as good as its employees! I need you to uncover the secrets that our
competitors do not know.

Sincerely,

Ms. Function, CEO

Your Task: Your team will be assigned its own quadratic function to study. Investigate your team’s function and be ready to describe
everything you can about it by using its graph (which is in the shape of a parabola), equation, and table. Answer the questions below to get
your investigation started. You may answer them in any order; however, do not limit yourselves to these questions! Investigate using the 1-
23 Student eTool (Desmos).

How would you describe the shape of your parabola? For example, would you describe your parabola as opening up or down? Do the
sides of the parabola ever go straight up or down (vertically)? Why or why not? Is there anything else special about its shape?

Does your parabola have any lines of symmetry? That is, can you fold the graph of your parabola so that each side of the fold exactly
matches the other? If so, where would the fold be? Do you think this works for all parabolas? Why or why not? For more
information on lines of symmetry, see the Math Notes box at the end of this lesson.

Are there any special points on your parabola? Which points do you think are important to know?

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CC Algebra
Are there any special points on your parabola? Which points do you think are important to know?

Are there - and -intercepts? What are they? Are there any intercepts that you expected but do not exist for your parabola?

Is there a highest (maximum) or lowest (minimum) point on the graph of your parabola? If so, where is it? This point is called a
vertex.

List of Quadratic Functions:

You can select these functions from the Desmos eTool below. Just click the double arrow located at the bottom right of the graph at the
left. Desmos Accessibility

1-24. Prepare a poster for the CEO detailing your findings from your parabola investigation. Include any insights
you and your teammates found. Explain your conclusions and justify your statements. Remember to include
both a table and a complete graph of your parabola with all special points carefully labeled. Be thorough and
complete.

Lines of Symmetry
When a graph or picture can be folded so that both sides of the fold will perfectly match, it is said to have reflective symmetry. The line where
the fold would be is called the line of symmetry. Some shapes have more than one line of symmetry. See the examples below.

This shape has two This shape has no

This shape has one This graph has two
lines of symmetry. his shape has eight lines of symmetry.
line of symmetry. lines of symmetry.
lines of symmetry.

This shape has two This shape has no

This shape has one This graph has two
lines of symmetry. his shape has eight lines of symmetry.
line of symmetry. lines of symmetry.
lines of symmetry.

1-25. Freda Function has another quadratic function for you to investigate! Graph the equation and then answer the questions from
problem 1-23. 1-25 HW eTool (Desmos) Homework Help ✎

1-26. Copy these Diamond Problems and use the pattern you discovered earlier, shown at right, to complete
each of them. Some of these may be challenging! Homework Help ✎

a. b. c. d.

1-27. Copy the figure below onto your paper. Then draw any lines of symmetry. Homework Help ✎

1-28. Solve the equations below for and check your solutions. Homework Help ✎

a. b.

c. d.

1-29. Mr. Guo is thinking of a number. When he takes the absolute value of his number, he gets . What could his number be? Is there more than
one possible answer? Homework Help ✎

Lesson (ENG)

1.2.1 How can I describe a graph?

Describing a Graph
What does it mean to describe the graph of a function completely? Today you will graph and investigate a new function: .

1-30. DESCRIBING A GRAPH

Your teacher will assign your team one of the functions below. On graph paper, graph your function for -
values between and .

When your team is convinced that your graph is correct, discuss all the ways you can describe this graph.
Obtain one or two “seed questions” from your teacher (on the Lesson 1.2.1A Resource Page) to get you
started with describing the graph or use the 1-30 Student eTool (Desmos). Then write as many summary
statements about the graph as you can. You can select these functions from the Desmos eTool below. Just click the double arrow located at
the bottom right of the graph at the left. Desmos Accessibility

1-31. PRESENT YOUR FINDINGS

With your team, prepare to present your findings to the rest of the class. Your presentation should contain not
only the graph of your function but also all of your observations and summary statements from problem 1-30.
Be thorough and complete. Remember that a main goal of this activity is to determine what items a
“complete description” of a graph must contain, so be sure to include everything you can. Remember to give
reasons for all statements that you make.

1-32. LEARNING LOGS

Throughout this course, you will be asked to reflect about your understanding of mathematical concepts in a Learning Log.
Writing about your understanding will help you consolidate ideas, develop new ways to describe mathematical ideas, and
recognize gaps in your understanding. It is important to write each entry of the Learning Log in your own words so that
later you can use your Learning Log as a resource to refresh your memory. Your teacher will tell you where to write your Learning Log
entries. Remember to label each entry with a title and a date so that it can be referred to later.

In this first Learning Log entry, as a class, create a list of all the ways to describe a graph from the presentations given by each team. Then,
next to each description, create a question that will prompt you to look for this quality in the graphs of other functions you encounter.
Once your class’s list is complete, copy the questions into your first entry in your Learning Log. Title this entry “Graph
Investigation Questions” and include today’s date.

1-33. Copy these Diamond Problems and use the pattern you discovered earlier, shown at right, to complete
each of them. Some of these may be challenging! Homework Help ✎

a. b. c. d.

1-34. Evaluate the following absolute value expressions. Homework Help ✎

a. b.

c. d.

1-35. The solution to the equation is called the cube root of . The idea is similar to the idea of a square root, except that the value must
be cubed (multiplied by itself three times) to become . One way to write the cube root of is using the notation . Use this
information to evaluate each of the following expressions. Homework Help ✎

a. b. c. d.

1-36. Solve the following linear equations. Homework Help ✎

a. b.

c. d.

1-37. Examine the tile pattern shown at right. 1-

37 HW eTool (CPM) Homework Help ✎

Figure 1 Figure 2 Figure 3

a. On graph paper, draw Figure 0 and Figure 4.

b. How many tiles will Figure 10 have? How do you know?

1-38. Chari performed a series of jumps on a trampoline. Her coach measured the height of each
jump. The coach’s data was recorded in the table at right. 1-38 HW eTool Jump Height
(Desmos) Homework Help ✎ Number (feet)

a. Make a graph of the data.

b. Fully describe the graph.

c. If this pattern continues, what are a reasonable maximum and minimum for the graph?

d. Which family of functions could model this data? Review the Lesson 1.1.2 Math Note
if you need help.

1-39. Use the idea of cube root from problem 1-35 to evaluate the following expressions. Homework Help ✎

a. b. c. d.

1-40. Solve the equations below for and check your solutions. Homework Help ✎

a. b.

c. d.

1-41. Find y in each equation if . Homework Help ✎

a. b. c.

1-42. Use your graph investigation questions from problem 1-32 to describe the graph of the quadratic
equation , shown at right. 1-42 HW eTool (Desmos) Homework Help ✎

Lesson (ENG)

1.2.2 What is the difference?

Cube Root and Absolute Value Functions
You have drawn graphs of different families of functions: lines, quadratic functions, and square roots. As a class you saw an inverse proportional graph
(in the hot tub design problem) and an exponential graph (in the flu outbreak problem). Today you will explore the graphs of two additional functions,
cube root and absolute value.

1-43. CUBE ROOTS

The solution of the equation is called the cube root of . The idea of a cube root is similar to the idea
of a square root, except that the cube root of 8 must be cubed (multiplied by itself three times) to become .
One way to write the cube root of is using the notation .

a. How can this notation be used to write the solution of ?

b. What is the ? What is ?

c. Can you extend this logic to find ?

d. Use your calculator to obtain a decimal estimate for the solution in part (a).

1-44. Lydia wants to know what the graph of the cube root function, , looks like.

a. Help Lydia by making an table. What values of could you choose (between and ) to make all of the -values in
your table integers? Everyone should take a few moments on his or her own to think about how to create some values for the table.

Then, with your team put as many integer -values between and in your table as you can.

b. Create a graph of . Scale the -axis from to . Refer to your list of graph investigation questions from Lesson 1.2.1
to help you completely describe the graph. Be as detailed as you can.

1-45. Riley is impressed with Lydia’s graph of a cube root function. He wants to impress her in return by describing an absolute value graph.

a. Graph . Describe for Riley what the graph looks like. Refer to your list of graph investigation questions from Lesson 1.2.1 to
help you completely describe the graph. Be as detailed as you can.

b. Are there any values of that you cannot use in the equation above? If so, what are they? Are there any values for that you will
never get when you evaluate the equation above? If so, what are they?

1-46. Fully describe and graph the function .

1-47. Use your list of graph investigation questions from your Learning
Log to answer questions about the graph shown at right. 1-47 HW
eTool (Desmos). Homework Help ✎

1-48. Calculate the value of each expression below. Homework Help ✎

a. b. c. d.

1-49. Throughout this book, key problems have been selected as “checkpoints.” Each checkpoint problem is marked with an icon like the o
right. These checkpoint problems are provided so that you can check to be sure you are building skills at the expected level.
When you have trouble with checkpoint problems, refer to the review materials and practice problems that are available in the
“Checkpoint Materials” section at the back of your book.

This problem is a checkpoint for solving linear equations without parentheses. It will be referred to as Checkpoint 1.

Solve each equation. Homework Help ✎

a. b.

c. d.

Check your answers by referring to the Checkpoint 1 materials located at the back of your book.

Ideally, at this point you are comfortable working with these types of problems and can solve them correctly. If you feel that you need more
confidence when solving these types of problems, then review the Checkpoint 1 materials and try the practice problems provided. From this
point on, you will be expected to do problems like these correctly and with confidence.

Checkpoint 1: Solving Linear Equations, Part 1 (Integer Coefficients)

1-50. Graph the points (–3, 4) and (1, 1). If you drew a line through the points, name three other points that would be on the line. How did you find
them? Homework Help ✎

1-51. Copy and complete each of the Diamond Problems below. The pattern used in the Diamond Problems is
shown at right. Homework Help ✎

a. b. c. d.

Lesson (ENG)

1.2.3 What is the function?

Function Machines
In the next few lessons you will add to your list of what you can ask about a graph of a function. Throughout this chapter, you have used functions
between two variables (like ) to make graphs and find information. Today you will look more closely at how equations that relate
two variables help establish a function between the variables. You will also learn a new notation to help represent these functions.

1-52. ARE WE RELATED?

Examine the table of input ( ) and output ( ) values at right. Is

there a relationship between the input and output values? If so,
write an equation for this relationship. In what family is
this function?

1-53. FUNCTION MACHINES

A function works like a machine, as shown in the diagram below. A function is given a
name that can be a letter, such as or . The notation represents the output when is
processed by the machine. (Note: is read, “ of .”) When is put into the machine,
, the value of a function for a specific -value, comes out. In this notation,
replaces .

Numbers are put into the function machine (in this case, ) one at a time, and
then the function performs the operation(s) on each input to determine each output. For
example, when is put into the function , the function squares it and
then subtracts to get the output, which is . The notation shows that the function
named f connects the input ( ) with the output ( ).

a. Find the output for when the input is ; that is, find .

b. Now find and .

c. If the output of this function is , what was the input? That is, if , then
what is ? Is there more than one possible input?

1-54. Find the relationship between and in the table at right and
write the equation.

____________________

1-55. Find the corresponding outputs or inputs for the following functions. If there is no possible output for the given input, explain why not.

a. b. c.

d. e. f.

g. h. i.

1-56. Examine the function defined at right. Notice that ; that is, when is , the output ( or
) is .

a. What is the output of the function when the input is ? That is, find .

b. Likewise, what are and ?

c. What is the input of this function when the output is ? In other words, find when . Is
there more than one possible solution?

1-57. If , then . Find: Homework Help ✎

a. b. c.

1-58. Evaluate each expression. Homework Help ✎

a. b. c. d.

1-59. Graph and fully describe the function . Homework Help ✎

1-60. A line passes through the points and . Does it also pass through the point ? Justify your conclusion. 1-60 HW
eTool (Desmos). Homework Help ✎

1-61. Find the following absolute values. Homework Help ✎

a. b.

c. d.

Lesson (ENG)

1.2.4 Can I predict the output?

Functions
You have studied relationships between input and output values. But what happens when your relationship gives you unpredictable results? That is, what
happens when you cannot predict the output for a given input? Today you will study this situation and will be introduced to the quality that makes a
relationship a function.

1-62. THE COLA MACHINE

The cola machine at your school offers several types of soda. There are two buttons for your
favorite drink, Blast, while the other drinks (Slurp, Lemon Twister, and Diet Slurp) each have
one button.

a. Describe the input and output of this soda machine.

b. While buying a soda, Ms. Whitney pushed the button for Lemon Twister and got a can of
Lemon Twister. Later she went back to the same machine, but this time pushing the Lemon
Twister button got her a can of Blast. Is the machine functioning consistently? Why or why
not?

c. When Brandi pushed the top button for Blast she received a can of Blast. Her friend,
Miguel, decided to be different and pushed the second button for Blast. He, too, received a can of Blast. Is the machine functioning
consistently? Why or why not?

d. When Loutfi pushed a button for Slurp, he received a can of Lemon Twister! Later, Tayeisha also pushed the Slurp button and received
a can of Lemon Twister. Still later, Tayeisha noticed that everyone else who pushed the Slurp button received a Lemon Twister. Is the
machine functioning consistently? Explain why or why not.

1-63. FUNCTIONS

a. In a relationship like the soda machine, we want the outcome to be consistent and predictable. When it is, we say that the machine is
functioning properly.

Examine each of the tables and graphs below that show different inputs and their outputs. Decide if the graph or table could be
describing a soda machine that is “functioning properly.” Explain your reasoning.

Button Type of Candy ii. iii.

i. Number

Stix

M&Ns

Duds

A relationship between inputs and outputs is called a function if the inputs and outputs behave like a soda machine that is functioning
properly. Discuss with your team what it means for a relationship between inputs and outputs to be a function.

b. Examine each of the tables and graphs below. Compare the inputs and outputs and decide if the graph or table could be a function.
Explain your reasoning.

iv. v.

vii.
vi.
−8 11

4 3

11 −8

6 3

−8 11

1-64. Jade noticed that the line graphed at right is a function. “Hey – I think all lines are functions!” she exclaimed. Is
she correct? Support your claim with a diagram.

1-65. LEARNING LOGS

In this Learning Log entry, describe what it means for a relationship to be a function. Think of a type of machine that you use on a regular
basis and describe how it also operates as a function. Title this entry “Functions” and include today’s date.

1-66. If , find , , and . Homework Help ✎

1-67. Solve each equation below. Check each solution. Homework Help ✎

a. b.

c. d.

1-68. Find for each function below. Homework Help ✎

a. b.

c. d.

1-69. Graph and fully describe the function . Graph values of from to . 1-69 HW eTool (Desmos). Homework Help ✎

1-70. Find the corresponding inputs or outputs for the following functions. If there is no solution, explain why not. Be careful: In some cases, there
may be no solution or more than one possible solution. Homework Help ✎

a. b.

c. d.

Lesson (ENG)

1.2.5 What can go in? What can come out?

Domain and Range
You have many characteristics that you can describe about graphs and functions using the questions that you began developing in Lesson 1.2.1. You also
have learned how to tell if a relationship is a function. Today you will complete your focus on functions by describing the inputs and outputs of
functions.

1-71. Examine the graph of the relationship at right. Use it to estimate:

a. when

b. when

c. when

d. Is this relationship a function? Why or why not?

1-72. Examine the relation shown at right.

a. Find , , and .

b. Find . What happened?

c. Are there any other inputs that cannot be evaluated by this function? In other words, are there any other values that cannot be?
Explain how you know.

d. The set (collection) of numbers that can be used for in a function and still get an output is called the domain of the function. The
domain is a description or list of all the possible -values for the function. Describe the domain of .

e. What other types of functions have you looked at thus far in this course or in previous courses that have limited domains? How were
they limited?

1-73. Now examine graphed at right.

a. Is a function? How can you tell?

b. Which -values have points on the graph? That is, what is the domain of ?

c. What are the possible outputs for ? This is called the range of the function.

d. Ricky thinks the range of is: and . Is he correct? Why or why not?

e. What other functions have you worked with previously in this course or previous courses that have limited ranges? How were they
limited?

1-74. FINDING DOMAIN AND RANGE

The domain and range are good descriptors of a function because they help you know what numbers can go into and come out of a function.
The domain and range can also help you set up useful axes when graphing and help you describe special points on a graph (such as a missing
point or the lowest point).

Work with your team to describe in words the domain and range of each relationship below. Then state whether or not the relationship is also
a function.

a. b. c.

d. e. f.

1-75. Chiu loves tables! He has decided to make the table on the right for
a function to help him find its domain and range.

a. From his table, can you tell what the domain of is? Why
or why not?

b. From the table, can you tell the range of ? Why or why
not?

c. Is using a table an effective way to determine the domain and

range of a function?

1-76. Daniel is thinking about the relation shown at right.

a. He noticed that the curve continues to the left and to the right. What is the domain of this function?

b. He found out that the dotted line is a line that the graph gets closer and closer to as gets very, very
negative. (Another name for this dotted line is asymptote.) How should Daniel describe the range?

1-77. TEAM CHALLENGE

Sketch the graph of a function that has a domain of all numbers greater than or equal to and a range of all numbers less than or equal to
. Is there more than one possible answer?

Functions
A relationship between inputs and outputs is a function if there is exactly one output for each input. We often write a function as some
expression involving , where is the input and is the output. The following is an example of a function.

In the example above the value of depends on , so y is also called the dependent variable and is called the independent variable.

Another way to write a function is with the notation “ ” instead of “ ”. The function named “ ” has output . The input is .
In the example at right, . The input is 5 and the output is 9. You read this as, “ of 5 equals 9.”

The set of all inputs for which there is an output is called the domain. The set of all possible outputs is called the range. In
the example above, notice that you can input any -value into the equation and get an output. The domain of this function
is “all real numbers” because any number can be an input. But the outputs are all greater than or equal to zero. The range
is .

is not a function because there are two -values (outputs) for some -values, as shown below.

−1 0 0 1

0 −1 1 0

1-78. Which of the relationships below are functions? If a relationship is not a function, give a reason to support your conclusion. Homework Help
✎
a.
b.

d.
c.

1-79. Find the - and -intercepts for the graphs of the relationships in problem 1-78. Homework Help ✎

1-80. Find the inputs for the following functions with the given outputs. If there is no possible input for the given output, explain why
not. Homework Help ✎

a. b.

1-81. Use the relationship graphed at right to answer the questions below. Homework Help ✎

a. Is the relation a function? b. What is the domain? c. What is the range?

1-82. What value(s) of will make each equation true? Homework Help ✎

a. b. c.

Chapter 1 Closure What have I learned?

Reflection and Synthesis

The activities below offer you a chance to reflect about what you have learned during this chapter. As you work,
look for concepts that you feel very comfortable with, ideas that you would like to learn more about, and topics
you need more help with. Look for connections between ideas as well as connections with material you learned
previously.

1. TEAM BRAINSTORM
What have you studied in this chapter? What ideas were important in what you learned? With your team,
brainstorm a list. Be as detailed as you can. To help get you started, a list of Learning Log entries and Math Notes boxes are below.

What topics, ideas, and words that you learned before this chapter are connected to the new ideas in this chapter? Again, be as detailed as you can.

How long can you make your list? Challenge yourselves. Be prepared to share your team’s ideas with the class.

Learning Log Entries Math Notes

Lesson 1.2.1 – Graph Investigation Questions Lesson 1.1.1 – Definition of Absolute Value

Lesson 1.2.4 – Functions Lesson 1.1.2 – Families of Functions

Lesson 1.1.3 – Lines of Symmetry

Lesson 1.2.5 – Functions

2. MAKING CONNECTIONS
The following is a list of vocabulary found in this chapter. Make sure that you are familiar with the terms below and know what they mean. Click on any
word for a “pop-up” definition. For more information, refer to the index. You might also add these words to your Toolkit so that you can reference them
in the future.

absolute value domain equation

function graph input value

line of symmetry maximum minimum

output value parabola quadratic function

range x-intercept x → y table

y-intercept

Make a concept map showing all of the connections you can find among the key words and ideas listed above. To show a connection between two words,
draw a line between them and explain the connection, as shown in the model below. A word can be connected to any other word as long as you can
justify the connection. For each key word or idea, provide an example or sketch that shows the idea.

3. PORTFOLIO: EVIDENCE OF MATHEMATICAL PROFICIENCY

Your teacher may have instructed you to take a photograph of the poster you made for Lesson 1.1.3 as evidence of your early
understanding about describing functions. If so, include the photograph in your portfolio.

Your teacher will give you instructions for how to showcase your current understanding of describing a function. Part of this
showcase will be to choose a function or two and make a graph and table of it. Make a list of the questions you will ask to fully
investigate the function. Your teacher may give you the Chapter 1 Closure Resource Page: Investigations Graphic Organizer to help you organize your
work. The purpose of the portfolio is to give you an opportunity to show what you know about fully investigating a function. Make sure you do your
best work, and include as much detail as you can.

4. WHAT HAVE I LEARNED?

Most of the problems in this section represent typical problems found in this chapter. They serve as a gauge for
you. You can use them to determine which types of problems you can do well and which types of problems
require further study and practice. Even if your teacher does not assign this section, it is a good idea to try these
problems and find out for yourself what you know and what you still need to work on.

Solve each problem as completely as you can. The table at the end of the closure section has answers to these problems. It also tells you where you can
find additional help and practice with problems like these.

CL 1-83. Use the Order of Operations to simplify the following expressions.

a. b. c.

d. e. f.

g. Why are your answers for parts (b) and (d) different?

CL 1-84. Copy the pattern below onto graph paper. Draw the 1st and 5th figures on your paper.

Figure 2 Figure 3 Figure 4

a. How many tiles are in each figure?

b. Describe how the pattern is changing.

c. How many tiles would the 6th figure have? The 10th figure?

CL 1-85. Copy and complete each of the Diamond Problems below. The pattern used in the Diamond Problems is
shown at right.

a. b. c. d.

CL 1-86. Graph and fully describe the function .

CL 1-87. Solve each equation. Check your solution.

a. b.

c. d.

CL 1-88. Find for each function below.

a. b. c.

CL 1-89. Evaluate each expression

a. b. c. d.

CL 1-90. Use the function machine shown at right to answer the following questions.

a. If the input is , what is the output?

b. If the output was , what was the input?

CL 1-91. Check your answers using the table at the end of the closure section. Which problems do you feel confident about? Which problems were
hard? Use the table to make a list of topics you need help with and a list of topics you need to practice more.

Answers and Support for Closure Activity #4

What Have I Learned?
MN = Math Note, LL = Learning Log

CL 1-83. Solution Need Help? More Practice

a. b. c. d. Problems 1-7 and 1-14 Problems 1-20 and 1-28

g. They are different because , while

CL 1-84. Solution Need Help? More Practice

Lesson 1.1.2 Problems 1-6 and 1-37

Figure 1 Figure 5

a. 5, 8, 11, 14, 17

b. Each figure has three more tiles than the one before it.

c. The 6th figure would have 20 tiles. The 10th figure would
have 32 tiles.

CL 1-85. Solution Need Help? More Practice

a. b. c. d. Problem 1-15 Problems 1-21, 1-26,
1-33, and 1-51

CL 1-86. Solution Need Help? More Practice

The graph is half of a parabola on its side. As increases, Lessons 1.1.3, 1.2.1, Problems 1-25, 1-30, 1-42,
increases. and 1.2.2 1-47, 1-59, and 1-69
The starting point is (1, 3).
LL: 1.2.1
Domain:
Range:

CL 1-86. Solution Need Help? More Practice

CL 1-87. Solution Need Help? More Practice

a. no solution Checkpoint 1 Problems 1-16, 1-19, 1-36,
1-40, 1-49, and 1-67
b.

d. all real numbers

CL 1-88. Solution Need Help? More Practice

a. 0 Lesson 1.2.3 Problems 1-57, 1-66, and 1-67

b. 1

c. −1

CL 1-89. Solution Need Help? More Practice

a. 2 Lesson 1.2.2 Problems 1-5, 1-34, 1-35, 1-39,
1-48, 1-58, and 1-60
b. 81 MN: 1.1.1

c. −21

d. −15

CL 1-90. Solution Need Help? More Practice

a. 45 Lesson 1.2.3 Problems 1-71 and 1-81

b. −4 MN: 1.2.5

Lesson (ENG)

Chapter 2 Linear Relationships

Chapter 2 will focus on the starting value and growth of linear functions. You will look for
connections between the multiple representations of linear functions: table, graph, equation, and Guiding Question
situation. In this chapter, you will come to a deeper understanding of slope than you may have had Mathematically proficient students
in previous courses, and you will explore the idea of slope as a rate of change. reason abstractly and quantitatively.

As you work through this chapter,

ask yourself:

Can I create a representation of a

problem, consider the units involved,
and understand the meaning of the
quantities using tables, graphs and
equations?

Chapter Outline
Section 2.1 In this section, you will connect the starting value and growth in geometric tile patterns with the slope and -
intercept on a graph. You will learn how to measure the steepness of a line on a graph. You will also study the
difference between lines that point upward, lines that point downward, and lines that are horizontal or vertical.

Section 2.2
In this section, you will investigate situations where slope represents the speed in a real-life situation, culminating in
an activity called “The Big Race.” You will also look at how slope represents rate of change in situations that do not
involve motion.

Section 2.3
In Section 2.3, you will complete the multiple representations web, so that you can find the growth and starting
value in various representations, and can convert readily between them. In particular, you will develop an algebraic
method for finding the equation of a line when given only two points on the line.

Lesson (ENG)

2.1.1 How does it grow?

Seeing Growth in Linear Representations
Throughout this chapter you will explore the multiple representations of a linear relationship. You
will use the growth and starting value of linear relationships to find specific connections between
situations, tables, graphs, and equations.

The specific situation you will work with today is the growth of tile patterns.

As you work today, keep these questions in mind:

How can you see growth in the tile pattern?

What is the starting value for the tile pattern?

What is the connection to the equation? To the table?

2-1. TILE PATTERN INVESTIGATION

Find Pattern A on the Lesson 2.1.1B Resource Page, shown below or using the 2-1 Student eTool (CPM). Complete the following tasks for
Pattern A, recording your work on the resource page or on your paper as appropriate.

Figure 1 Figure 2 Figure 3

a. What do you notice about the pattern? After everyone has had a moment on his or her own to examine the figures, discuss what you
see with your team.

b. Sketch the next figure in the sequence (Figure 4) for Pattern A on your resource page. Figure 0 is the name of the figure that comes
before Figure 1. Sketch Figure 0.

c. By how much is tile Pattern A growing? Where are the tiles being added with each new figure? Color in the new tiles in each figure
with a marker or colored pencil on your resource page for each pattern.

d. What would Figure 100 look like for Pattern A? Describe it in words. How many tiles would be in the 100th figure? Find as many
ways as you can to justify your conclusion. Be prepared to report back to the class with your team’s findings and methods.

e. Write an equation that relates the figure number, , to the number of tiles, .

2-2. Complete parts (a) through (e) from problem 2-1 for Pattern B, shown below and on the Lesson 2.1.1B Resource Page. Explore using the 2-
2 Student eTool (CPM).

Figure 1

Figure 2

Figure 3

2-3. The growth of a tile Pattern C is represented by the equation .

a. Copy and fill in the table for Pattern C.

Figure #

# of Tiles

b. By how many tiles is Pattern C growing? What is the starting value?

c. Where do you look in the table to see the growth and starting value?

d. Where do you look in the equation to see the growth and starting value?

2-4. Look back at the growth of Patterns A, B, and C. Imagine that the team next to you created a brand new tile pattern, but they refused to show
the pattern to you. What other information would you need in order to predict the number of tiles in Figure 100? Explain your reasoning.

2-5. Now consider Tile Pattern D, shown below and on the Lesson 2.1.1B Resource Page. Explore using the 2-5 Student eTool (CPM).

Figure 1 Figure 2 Figure 3

a. Draw Figures 0 and 4 for this pattern on the resource page.

b. Write an equation for the number of tiles in this pattern. Use color to show where the numbers in your equation appear in the tile
pattern. Use for the figure number, and for the number of tiles in the figure.

c. Make a table for the equation you wrote in part (b). Does the information in your table match the diagrams from part (a)?

d. What is the same about this pattern and Pattern C? What is different? What would those similarities and differences look like in a tile
pattern?

e. What do the similarities and differences in part (d) look like in the equations?

f. What do the similarities and differences look like in the table?

2-6. A tile pattern has tiles in Figure and adds tiles in each new figure. Write the equation of the line that represents the growth of this
pattern. 2-6 HW eTool (Desmos) Homework Help ✎

2-7. Evaluate each expression if , , and . Homework Help ✎

a. b. c. d.

2-8. Examine the relation defined at right. Then estimate the values below. Homework Help ✎

a. b. c. when

d. e.

2-9. Which of the relations below are functions? Justify your answer. Homework Help ✎

a. b. c.

d. For each graph above, state the domain and range.

2-10. Examine the graphs in problem 2-9 again. Which, if any, have lines of symmetry? Copy each graph on your paper and show any lines of
symmetry. Homework Help ✎

Lesson (ENG)

2.1.2 How can I measure steepness?

Slope
In the previous lesson, you determined the growth and starting value of geometric tile patterns, and made connections to the table and equation. In this
lesson you will use your knowledge to determine an accurate value of growth from a graph.

During this lesson, ask your teammates the following focus questions:

What makes lines steeper? What makes lines less steep?

How is growth related to steepness?

Where is the starting value on a line?

2-11. Write an equation that represents the tile pattern in the table below.

Figure #

# of tiles

2-12. Does the relation in the table above appear to be a function? If so, write the equation in function notation. If not, explain why it is not
a function.

2-13. For each of the graphs below:

Describe how the pattern grows and how many tiles are in Figure 0. represents the figure number, and represents the number of
tiles in the figure.

Write an equation that relates the figure number, , to the number of tiles, .

Decide if the graph represents a function. If so, write the equation using function notation. If not, explain why the graph does not
represent a function.

a. b. c.

2-14. The graph below shows a line for a tile pattern. How is the line growing? That is, how many tiles are added each time the figure number is
increased by 1? Explain how you found your answer.

2-15. The triangles in problems 2-13 and 2-14 are called slope triangles. Slope is a measure of the steepness of a line. It is the ratio of the vertical
distance to the horizontal distance of a slope triangle. The vertical part of the triangle is called (read “change in ”), while the horizontal
part of the triangle is called (read “change in ”). Note that “ ” is the Greek letter “delta” that is often used to represent a difference or
a change. Explore using the Slope eTool (Desmos). Desmos Accessibility

Slope = 1 ∆y = 10
α = 10
∆x

a. What is the vertical distance ( ) for this slope triangle?

b. What is the horizontal distance ( ) for this slope triangle?

c. Find this graph on the Lesson 2.1.2 Resource Page. Draw smaller slope triangles for this line that have a horizontal distance ( ) of
1. Use one of these triangles to find the slope for this line.

d. How could you use and to find the slope of this line?

e. What is the equation of this line?

2-16. Find the line graphed at right with slope triangles A, B, and C on the Lesson 2.1.2 Resource Page.

a. Find the slope using slope triangles A and B. What do you notice?

b. What is the vertical distance ( ) of slope triangle C? Explain your reasoning.

c. Draw a slope triangle on the line with a horizontal distance ( ) of unit. Find the vertical distance (
) of this new triangle. What do you notice?

2-17. Draw a line with . How can you describe this line?
Draw a line with . How can you describe this line?

2-18. Michaela was trying to find the slope of the line shown at right, so she selected two lattice points (locations
where the grid lines intersect) and then drew a slope triangle.

Her teammate, Cynthia, believes that because the triangle is three units tall, while her other teammate,
Essie, thinks that because the triangle is three units tall and the line is pointing downward.

a. With whom do you agree and why?

a. When writing the slope of the line, Michaela noticed that Cynthia wrote on her paper, while Essie wrote
. She asked, “Are these ratios equal?” Discuss this with your team and answer her question.

b. Find the equation of Michaela's line.

2-19. What shape will the graph of be? How can you tell? Justify your prediction by making a table and graphing on
graph paper. 2-19 HW eTool (Desmos) Homework Help ✎

2-20. Evaluate each expression for and . Homework Help ✎

a. b. c. d.

2-21. Create a tile pattern that matches the table below. Be creative and make your pattern interesting! 2-21 HW eTool (CPM) Homework Help ✎

Figure #

# of tiles

2-22. Figure of a tile pattern is shown at right. If the pattern grows linearly and if Figure has
tiles, then find a rule for the pattern. Homework Help ✎

Figure 2

2-23. Find the output for the relation with the given input. If there is no possible output for the given input, explain why
not. Homework Help ✎

2-24. Find the slope of the line shown on the graph below. Homework Help ✎

Lesson (ENG)

2.1.3 How steep is it?

Comparing and
In Lesson 2.1.2, you used the dimensions of a slope triangle to measure the steepness of a line. Today you will use the idea of stairs to understand slope
even better. You will review the difference between positive and negative slopes and will draw a line when given information about and .

During the lesson, ask your teammates the following focus questions:

How can you tell if the slope is positive or negative?

What makes a line steeper? What makes a line less steep?

What does a line with a slope of zero look like?

2-25. One way to think about slope or growth triangles is as stair steps on a line.

a. Picture yourself climbing (or descending) the stairs from left to right on each of the lines on the graph
(shown below, at right). Of lines A, B, and C, which is the steepest? Which is the least steep?

b. Examine line D. What direction is it traveling from left to right?

What number should be used for to represent this direction?

c. Find this graph on the Lesson 2.1.3A Resource Page and label the
sides of a slope triangle on each line. Then find the slope of each
line.

d. How does the slope relate to the steepness of the graph?

e. Cora answered part (d) with the statement, “The steeper the line, the
greater the slope number.” Do you agree? If so, use lines A through
D to support her statement. If not, change her statement to make it correct.

2-26. Find the graph shown below on the Lesson 2.1.3A Resource Page.

a. Which is the steepest line? Which is steeper, line B or line C?

b. Draw slope triangles for lines A, B, C, D, and E using the highlighted points on each line. Label and for each.

c. Match each line with its slope using the list below. Note: There are more slopes than lines.

d. Viewed left to right, in what direction would a line with slope point? How do you know?

e. Viewed left to right, in what direction would a line with slope point? How do you know? How would it be different from the line
in part (d)?

2-27. On graph paper, graph a line to match each description below.

a. b. A line with and .

c. d. A line that has and .

2-28. Which of the lines that you graphed in problem 2-27 represent a function? If the line does not represent a function, why not?

2-29. What happens to the slope when the slope triangles are different sizes? For example, the line below has
three different slope triangles drawn as shown.

a. Find the slope using each of the slope triangles. What do you notice?

b. The triangle labeled A is drawn above the line. Does the fact that it is above the line instead of
below it affect the slope of the line?

c. On the Lesson 2.1.3A Resource Page provided by your teacher, draw another slope triangle for this
line so that . What is the height ( ) of this new slope triangle?

2-30. LEARNING LOG

For today’s Learning Log, you will consider what connections between different representations of a
linear relationship you can already use. Copy the web below, without any arrows, into your Learning
Log. Discuss with your team the connections you have used so far in this chapter. For example, if you
have a linear equation, such as , can you complete a table? If so, draw an arrow from
“equation” to “table,” as shown below.

Draw arrows to show which representations you can connect already. Which connections have you not used yet but you are confident that
you could? Which connections do you still need to explore?

Can you think of examples from this chapter to support your conclusions? Write down the problem numbers next to your arrows.

Title this entry “Multiple Representations Web for Linear Relationships” and label it with today’s date. Be ready to share your findings with
the rest of the class.

2-31. Does the table below appear to represent a function? If so, write an equation using function notation that represents the table. If not, explain
why it cannot represent a function. 2-31 HW eTool (Desmos). Homework Help ✎

Figure #

# of tiles
4

2-32. When Yoshi graphed the lines and , she got the graph shown at right. 2-32 HW eTool (Desmos) Homework Help ✎

a. One of the lines above matches the equation , and the other matches . Which line matches which equation?

b. Yoshi wants to add the line to her graph. Predict where it would lie and sketch a graph to show its position. Justify your
prediction.
c. Where would the line lie? Again, justify your prediction and add the graph of this line to
your graph from part (b).

2-33. On graph paper, graph a line with -intercept and -intercept . Find the equation of the line. 2-33 HW eTool
(Desmos) Homework Help ✎

2-34. Draw Figures 1, 2, and 3 for a tile pattern that could be described by . 2-34 HW eTool (CPM) Homework Help ✎

2-35. What number is not part of the domain of ? How can you tell? Homework Help ✎

2.1.4 What information determines a line?

and More on Slope
In previous lessons, you found the slope and starting values of linear relations. You connected growth and start to their representations in patterns, tables,
equations, and graphs. Today you will complete your focus on finding slope as well as using slope and the -intercept to find the equation of a line.
During this lesson, keep the following questions in mind:

How can you find the growth? How can you find the starting value?

Is there enough information to graph the line?

How can you find the slope of a line without graphing it?

2-36. Equations for linear patterns can all be written in the form .

a. and represent variables. When you wrote equations relating the figure number to the number
of tiles, what did represent? What did represent?

b. and are parameters – they do not change within the situation of a given linear pattern. is
also called a coefficient since it multiplies the variable . What do and represent in a linear
pattern like the tile patterns?

c. What effect does have on a graph of the line? What effect does have?

2-37. THE LINE FACTORY

You are an engineer at the city’s premiere Line Factory. Your job is to process customers’ orders for
lines.

Analyze the recent orders below. If the customer has provided enough information to produce one (and
only one) line, then pass it on to your production department with an equation and a graph. However, if
you do not have enough information to draw one specific line, draw at least two lines that fit the order
and send it back to the customer. If the order is not a line, write a note to the customer explaining why it
is not a line.

The Line Factory standardizes its graphs by scaling the axes from to in both directions. Explore using 2-37 Student eTool (Desmos)
or embedded eTools below. Click in the lower right corner of the graph to view it in full-screen mode. Desmos Accessibility

a. Line A goes through the point .

b. Line B has a slope of and goes through the origin.

(1, 4)
c. Line C goes through points and .
(2, -2) d. Line D has the following table.

e. Line E grows by .

f. Line F goes through the point and has a slope of .

g. Customer G sent the following table.

2-38. FINDING THE SLOPE OF A LINE WITHOUT GRAPHING

While finding the slope of a line that goes through the points and , Gloria figured that and without graphing.
a. Explain how Gloria could find the horizontal and vertical distance of the slope triangle without
graphing. Draw a sketch of the line and validate her method.

b. What is the slope of the line?

c. Use Gloria’s method (without graphing) to find the slope of the line that goes through the points
and .

d. Use Gloria’s method to find the slope of the line that goes through the points and .

e. Another student found the slope from part (d) to be . What error or errors did that student make?

Note: This stoplight icon will appear periodically throughout the

text. Problems that display this icon contain errors of some type.

When you explain why something is a mistake, you are less likely to
make the same mistake yourself.

2-39. SLOPE CHALLENGE

What is the steepest line possible? What is its slope? Be ready to justify your statements.

2-40. LEARNING LOG

Consider the equation for a line, . What does the represent? What does the represent?
Now consider the four representations of a linear pattern: situation, table, equation, and graph. Where in
each of these representations would you look if you wanted to determine the growth? The starting
value? Title this Learning Log entry, “ ” and include today’s date.

The Slope of a Line

The slope of a line is the ratio of the vertical distance to the horizontal distance of a slope slope
triangle formed by two points on a line. The vertical part of the triangle is called Δy (read
“change in ”), while the horizontal part of the triangle is called Δx (read “change in ”). It
indicates both how steep the line is and its direction, upward or downward, left to right.

Note that “ ” is the Greek letter “delta” that is often used to represent a difference or a change.

Note that lines pointing upward from left to right have positive slope, while lines pointing
downward from left to right have negative slope. A horizontal line has zero slope, while a
vertical line has undefined slope.

To calculate the slope of a line, pick two points on the line, draw a slope triangle (as shown in
the example above), determine and , and then write the slope ratio. You can verify that
your slope correctly resulted in a negative or positive value based on its direction. In the
example above, and , so the slope is .
CC Algebra

2-41. If : 2-41 HW eTool (Desmos) Homework Help ✎

a. What is the slope of the line?

b. What is the -intercept of the line?

c. Graph the line.

2-42. Without graphing, find the slope of each line described below. Homework Help ✎

a. A line that goes through the points and .

b. A line that goes through the origin and the point

c. A vertical line (one that travels “up and down”) that goes through the point .

d. A line that goes through the points and .

2-43. Ms. Cai’s class is studying a tile pattern. The rule for the tile pattern is . Kalil thinks that Figure 12 of this pattern will have
tiles. Is he correct? Justify your answer. Homework Help ✎

2-44. State the slope and -intercept of each line. Homework Help ✎

a. b. c.

2-45. Evaluate the expressions below for the given values. Homework Help ✎

a. b.

c. for d. for

Lesson (ENG)

2.2.1 What is the equation of the line?

Slope as Motion
Today you will start to look at slope as a measurement of rate. Today’s activity ties together the equation of a line and motion. Look
for ways to connect what you know about and as you create motion graphs to match equations.

2-46. SLOPE WALK

Congratulations! The president of the Line Factory has presented your class with a special challenge. She
now wants a way to find the equation of a line generated when a customer walks in front of a motion detector.
That way, a customer can simply “walk a line” to order it from the factory.

Your Task: Once a motion detector has been set up with the correct software, have a volunteer walk away
from the motion detector at a constant rate. In other words, he or she should walk the same speed the entire
time. Then, once a graph is generated, use the graphing technology provided by your teacher to find the equation of the line. Also find the
equation of a line formed when a different volunteer walks toward the motion detector at a constant rate.

Discussion Points
What do you expect the first graph to look like? Why?

What will be different about the two graphs?

What would happen if the volunteer did not walk at a constant rate?

How does the volunteer’s speed affect the graph?

2-47. WALK THE WALK

To impress the president, you have decided to reverse the process: Write instructions for a client about how to walk in front of the motion
detector in order to create a graph for a given equation.

Each team in the class will be assigned one or two equations from the list below. Then, as a team, decide how to walk so that you will get the
graph for your equation. After the entire team understands how to walk, one member will try to graph the line by walking in front of the
motion detector. Pay close attention to detail! Your team only has two tries!

a. b.

c. d.

e. f.

g. h.

2-48. The graph below represents the number of tiles in a tile pattern. Homework Help ✎

a. Based on the information in the graph, how many tiles are being added each time (that is, what is the slope of the line)? Pay close
attention to the scale of the axes.

b. How many tiles are in Figure 0?

c. Write the equation for the tile pattern.

d. How would the line change if the pattern grew by tiles each time instead?

2-49. On graph paper, graph the line that goes through the points and . 2-49 HW eTool (Desmos) Homework Help ✎

a. What is the slope of the line?

b. What is the -intercept?

c. Find the equation of the line.

2-50. Solve each of the following equations. Homework Help ✎

a. b.

c. d.

2-51. Write an equation for the line containing the points shown in the table below. 2-51 HW eTool (Desmos) Homework Help ✎

2-52. Which graphs below have a domain of all numbers? Which have a range of all numbers? Which are functions? Homework Help ✎

a. b. c.

Lesson (ENG)

2.2.2 What can rate of change represent?

Rate of Change
Today you will focus on the meaning of “rate of change” in various situations. What does a rate of change represent? How can you
use it? As you graph the results of a competitive tricycle race today, think about how the participants’ rates of change compare to each other.

2-53. THE BIG RACE − HEAT 1

Before a big race, participants often compete in heats, which are preliminary races that determine who
competes in the final race. Later, your class will compete in a tricycle race against the winners of these
preliminary heats.

In the first heat, Leslie, Kristin, and Evie rode tricycles toward the finish line. Leslie began at the starting line
and rode at a constant rate of meters every second. Kristin got an -meter head start and rode meters
every seconds. Evie rode meters every seconds and got a -meter head start.

a. On neatly scaled axes, graph and then write an equation in terms of and for the distance Leslie travels. Let represent time in
seconds and represent distance in meters. Then do the same for Kristin and Evie using the same set of axes.

b. After how many seconds did Leslie catch up to Evie? How far were they from the starting line when Leslie caught up to Evie?
Confirm your answer algebraically and explain how to use your graph to justify your answer.

c. The winner of this heat will race in the final Big Race. If the race is meters long, who won? Use both the graph and the equations
to justify your answer.

d. How long did it take each participant to finish the race?

e. The school newspaper wants to report Kristin’s speed. How fast was Kristin riding? Write your answer as a unit rate.

2-54. THE BIG RACE − HEAT 2

In the second heat, Elizabeth, Kaye, and Hannah raced down the track. They knew the winner would compete against the other heat winners
in the final race.

a. When the line representing Kaye’s race is graphed, the equation is . What was her speed (in meters per second)? Did
she get a head start?

b. Elizabeth’s race is given by the equation . Who is riding faster, Elizabeth or Kaye? How do you know?

c. Just as she started pedaling, Hannah’s shoelace came untied! Being careful not to get her shoelace tangled in the pedal, she rode
slowly. Hannah’s race is represented by the table below. At what unit rate was she riding? Write your answer as a unit rate.

Hannah’s Race

Time (sec) Distance (meters)

d. To entertain the crowd, a clown rode a tricycle in the race described by the equation . Without graphing or making a
table, fully describe the clown’s ride.

© 1999-2022 CPM Educational Program. All rights reserved. eBooks Terms of Use Privacy Policy
CC Algebra
2-55. OTHER RATES OF CHANGE

The slope of a graph can represent many things. In this lesson you concentrated on situations where the rate of change of a line (the slope)
represented speed. However, the rate of change can represent many other things besides speed, depending on the situation.
a. For each graph below,

Explain what real-world quantities the slope and -intercept represent.

Find the rate of change for each situation.

i. ii. iii.

b. In each of the situations, would it make sense to draw a different line with a negative -intercept?

2-56. TAKE A WALK

The president of the Line Factory is so impressed with your work that you have been given a special
assignment: to analyze the graph below, which was created when a customer walked in front of a motion
detector. The motion detector recorded the distance between it and the customer.

Obtain the Lesson 2.2.2 Resource Page from your teacher. The graph is a piecewise graph. A
piecewise graph is a graph that has a different equation for different intervals along the -axis. Working
with your team, explain the motion that the graph describes.

Make sure you describe:

If the customer was walking toward or away from the motion detector.

Where the customer began walking when the motion detector started collecting data.

Any time the customer changed direction or stopped.

When the customer walked slowly and when he or she walked quickly by calculating
the rate of change. Find the speed in feet per second.

An equation representing each piece of the graph.

The domain (the interval along the -axis) for which each of the equations is valid.

2-57. Write a memo to the president of the Line Factory explaining why you cannot use a motion detector to collect the data plotted below. The -
axis represents time in seconds, and the -axis represents the distance from the motion detector in feet.

a. b.

2-58. LEARNING LOG

For today’s Learning Log entry, create your own situation with a rate of change, similar to problem 2-
55. Make a sketch of the graph and label the axes. Use the ideas you have developed in class to answer
the questions below in your Learning Log. Title this entry “Rates of Change and Slope” and label it with
today’s date.

In the situation you created:

What does it mean if the line is steeper? Less steep?

What does a positive slope mean? What about a negative slope?

What does a line with slope zero look like?

What does a zero slope mean in your situation?

Why does a vertical line have undefined slope?

Writing the Equation of a Line from a Graph

One of the ways to write the equation of a line directly from a graph is to find the slope of the
line ( ) and the -intercept ( ). These values can then be substituted into the general slope-
intercept form of a line: .

For example, the slope of the line at right is , while the -intercept is . By
substituting and into , the equation of the line is:

2-59. Find the rule for the following tile pattern. 2-59 HW eTool (Desmos) Homework Help ✎

Figure 2 Figure 3 Figure 4

2-60. Copy and complete each of the Diamond Problems below. The pattern used in the Diamond Problems is
shown at right. Homework Help ✎

a. b. c. d.

2-61. THE BIG RACE − HEAT 3

Barbara, Mark, and Carlos participated in the third heat of “The Big Race.” Barbara thought
she could win with a meter head start even though she only pedaled meters every
seconds. Mark began at the starting line and finished the meter race in seconds.
Meanwhile, Carlos rode his tricycle so that his distance ( ) from the starting line in meters
could be represented by the equation , where represents time in seconds. 2-61
HW eTool (Desmos). Homework Help ✎

a. What is the dependent variable? What is the independent variable?

b. Using the given information, graph lines for Barbara, Mark, and Carlos on the same set of axes. Who won the meter race and will
advance to the final race?

c. Find equations that describe Barbara’s and Mark’s motion.

d. How fast did Carlos pedal? Write your answer as a unit rate.
e. When did Carlos pass Barbara? Confirm your answer algebraically.

2-62. Create a table and a graph for the line . Find the -intercept and -intercept in the table and on the graph. 2-62 HW
eTool (Desmos) Homework Help ✎

2-63. Find the slope of the line containing the points in the table below. 2-63 HW eTool (Desmos) Homework Help ✎

OUT

2-64. Use what you know about to graph each of the following equations quickly on the same set of axes. Homework Help ✎

a. b. c.

2-65. Review what you know about graphs by answering the following questions. 2-65 HW eTool (Desmos).
Homework Help ✎

a. Find the equation of the line graphed at right.

b. What are its - and -intercepts?

2-66. Use the idea of cube root from problem 1-35 to evaluate the following expressions. Homework Help ✎

a. b. c. d.

2-67. Each part (a) through (d) below represents a different tile pattern. For each one, determine how the pattern is growing and the number of tiles
in Figure 0. Homework Help ✎

Figure 2

Figure 3

Figure 4

b. c.
d.

Lesson (ENG)

2.2.3 How can I use ?

Equations of Lines in Situations
During this chapter you have found linear equations using several different strategies and starting from many different types of
information. Today you are going to apply what you know about writing linear equations to solve a complicated puzzle: Who among you will win “The
Big Race”?

2-68. THE BIG RACE – FINALS

Today is the final event of “The Big Race”! Your teacher will give you each a card that describes how you
travel in the race. You and your study team will compete against the heat 1 and 2 winners, Leslie and
Elizabeth, at today’s rally in the gym. Unfortunately, Mark, the winner of heat 3, is absent from school and
will not be participating against you. (The clue cards are on the Lesson 2.2.3 Resource Page.)

Your Task: As a team, do the following:

Draw a graph (on graph paper) showing all of the racers’ progress over time. Identify the independent
and dependent variables.

Write an equation for each participant.

Figure out who will win the race!

Rules:

Your study team must work cooperatively to solve the problems. No team member has enough information to solve the puzzle alone!

Each member of the team will select rider A, B, C, or D. You may not show your card to your team. You may only communicate the
information contained on the card.

Assume that each racer travels at a constant rate throughout the race.

Elizabeth’s and Leslie’s cards will be shared by the entire team.

2-69. Use your results from “The Big Race – Finals” to answer the following questions. You may answer the questions in any order, but be sure to
justify each response.

a. Who won the finals of “The Big Race”? Who came in last place?

b. How fast was Rider D traveling? How fast was Elizabeth traveling?

c. At one point in the race, four different participants were the same distance from the starting line. Who were they and when did this
happen?

x- and y-Intercepts
Recall that the x-intercept of a line is the point where the graph crosses the -axis (where ). To find the -intercept, substitute for and
solve for . The coordinates of the -intercept are ( ).

Similarly, the y-intercept of a line is the point where the graph crosses the -axis, which
happens when . To find the -intercept, substitute for and solve for . The
coordinates of the y-intercept are ( ).

Example: The graph of is a line, as shown above right.

To calculate the -intercept, To calculate the -intercept,

let : let :

-intercept: -intercept:

2-70. Sometimes the quickest and easiest two points to use to graph a line that is not in slope-intercept form are the - and -intercepts. Find the -
and -intercepts for the two lines below and then use them to graph each line. Write the coordinates of the - and -intercepts on your
graph. Homework Help ✎

a. b.

2-71. Find the slope of the line passing through each pair of points below. Homework Help ✎

a. and b. and

c. and d. and

e. Azizah got for the slope of the line through points and . Explain to her the mistake
she made and how to find the slope correctly.

2-72. Evaluate the following expressions. Homework Help ✎

a. b. c. d.

2-73. Copy and complete the table below. Then write the corresponding equation. 2-73 HW eTool (Desmos) Homework Help ✎

IN ( )

OUT ( )

2-74. MATCH-A-GRAPH

Match the following graphs with their equations. Pay special attention to the scaling of each set of axes. Explain how you found each
match. Homework Help ✎

a. b.

c. d.

1. 2.

3. 4.

Lesson (ENG)

2.3.1 How can the solutions help find an equation?

Finding an Equation Given the Slope and a Point
To do well in “The Big Race,” you had to find the equation of a line with a given rate (slope) that passed through a given point. Your
method probably involved estimating the y-intercept of the line visually or working backward on a graph. What if the given point is
far away from the -axis? What if an estimate is not good enough in a particular situation?

During this lesson, you will develop an algebraic method for finding the equation of a line when given its slope and a point on the line.

2-75. DOWN ON THE FARM

Colleen recently purchased a farm that raises chickens. Since she has never raised chickens before, Colleen wants to learn as much about her
baby chicks as possible. In particular, she wants to know how much a baby chick weighs when it is hatched.

To find out, Colleen decided to track the weight of one of the chicks that was born just before she purchased
the farm. She found that her chick grew steadily by about grams each day, and she assumes that it has
been doing so since it hatched. Nine days after it hatched, the chick weighed grams.

Your Task: Determine how much the chick weighed the day it was hatched using two different
representations of the chick's growth: a graph and an table. Then, assuming the chicken will continue
to grow at the same rate, determine when the chick will weigh grams.

Discussion Points
What are you looking for?

What information are you given?

What do you expect the graph to look like? Why?

Which representation (graph or table) will give more accurate results? Why?

Further Guidance
2-76. USING A GRAPH

Use the information in problem 2-75 to answer these questions.

a. What is the baby chick’s rate of growth? That is, how fast does the baby chick grow each day? How does this rate relate to the
equation of the line?

b. Before graphing, describe the line that represents the growth of the chick. Do you know any points on the line? Does the line point
upward or downward? How steep is it?

c. Draw a graph for this situation. Let the horizontal axis represent the number of days since the chick hatched, and let the vertical axis
represent the chick’s weight. Label and scale your axes appropriately and title your graph “Growth of a Baby Chick.”

d. What is the -intercept of your graph? According to your graph, how much did Colleen’s chick weigh the day it hatched?

e. When will the chick weigh grams?

f. How is the minimum and the -intercept related in this graph?

2-77. USING A TABLE

Use the information in problem 2-75 to answer these questions.

a. Now approach this problem using a table. Make a table with two columns, the first labeled “Days Since Birth” and the second labeled
“Weight in Grams.” In the first column, write the numbers through .

b. Use Colleen’s measurements to fill one entry in the table.

c. Use the chick’s growth rate to complete the table.

d. According to your table, how much did the chick weigh the day it was hatched? When will the chick weigh grams? Do these
answers match your answers from the graph? Which method do you think is more accurate? Why?

Further Guidance section ends here.

2-78. FINDING AN EQUATION WITHOUT A TABLE OR GRAPH

Now you will explore another way Colleen could find the weight of her chick when it hatched without using a table or a graph.

a. Since Colleen is assuming that the chick grows linearly, the equation will be in the form . Without graphing, what do m
and b represent? Do you know either of these values? If so, what are their units?

b. You already know the chicken’s rate of growth. Place this into the equation of the line. What information is still unknown?

c. In Lesson 2.1.4, you discovered that knowing the slope and a point is enough information to determine a line.
Therefore, using the point should help you find the . How can you use this point in your
equation? Discuss this with your team and be ready to share your ideas with the rest of the class.

d. Work together as a class to solve for (the weight of the chick when it was hatched). Write the equation of the line that
represents the weight of the chick.

e. Does the you found algebraically match the one you found using the graph? Does it match the one you found using the
table? How accurate do you think your algebraic answer is? What are the units for the ?

f. Use your equation to determine when Colleen’s chicken will weigh grams.

2-79. Use this new algebraic method to find equations for lines with the following properties:

a. A slope of , passing through the point .

b. A slope of with an -intercept of .

2-80. MIGHTY MT. EVEREST

The Earth’s surface is composed of gigantic plates that are constantly moving. Currently, India lies on a plate
that is slowly drifting northward. India’s plate is grinding into the rest of Asia. As it does so, it pushes up the
Himalayan Mountains, which contain the world’s highest peak, Mt. Everest. In 1999, mountain climbers
measured Mt. Everest with satellite gear and found it to be meters high. Geologists estimate that Mt.
Everest may be growing by as much as cm per year.

Your Task: Assuming a constant growth of cm per year, determine how tall Mt. Everest was in the year 0. (The year 0 is the year that
came 2000 years before the year 2000.) Write an equation for the height of Mt. Everest over time, with representing the year and
representing the height of the mountain.

What are the units for and in your equation? How many decimal places should be in your answer? Explain why.

2-81. LEARNING LOG

For today’s Learning Log, you will consider what connections between different representations of a
linear relationship you now know. Copy the web below, without any arrows, into your Learning Log.
Discuss with your team the connections you have used so far in this chapter. Refer to the web that you
made in problem 2-30.

Draw arrows to show which representations you can connect already. Pay special attention to arrows that you did not draw in problem 2-30.
Are there any connections (arrows) that you can complete better than you did before? Can you think of examples from this chapter to
support your new arrows? Write down the problem numbers next to your arrows.

Title this entry “Multiple Representations Web for Linear Relationships” and label it with
today’s date. Be ready to share your findings with the rest of the class.

2-82. The point is on a line with slope . 2-82 HW eTool (Desmos) Homework Help ✎

a. Find the equation of the line.

b. Find the coordinates of another point on the line.

2-83. Copy and complete each of the Diamond Problems below. The pattern used in the Diamond Problems is
shown at right. Homework Help ✎

a. b. c. d.

2-84. The graph of the equation is a line. Homework Help ✎

a. Find the - and -intercepts and graph the line using these two points.

b. If a point on this line has an -coordinate of , what is its -coordinate?

2-85. Without graphing, identify the slope and y-intercept of each equation below. Homework Help ✎

a. b.

c. d.

2-86. Graph the line . Homework Help ✎

Lesson (ENG)

2.3.2 What is the equation of the line?

Finding the Equation of a Line Through Two Points
In past lessons, you learned facts about and by graphing lines from equations. In today’s lesson, you will reverse the process
used in Lesson 2.1.4 so that you can find the equation of a line when you know its graph.

2-87. In this problem, you will find the equation of the line that goes through the points in the table below. Use the questions below to help you
organize your work.

IN ( )

OUT ( )

a. What is the slope of the line?

b. Does it matter which points you used to find the slope of your line? Find the slope with two other points to verify your answer.

c. How can you use a point to find the equation? Find the equation of the line.

d. Once you have the slope, does it matter which point you use to find your equation? Why or why not?

e. How can you verify that your equation is correct?

2-88. The Line Factory needs a new logo for its pamphlet. After much work, the stylish logos below were proposed. The design department
knows the coordinates of the special points in each logo. However, programmers need to have the equations of the lines to program their
pamphlet-production software. Explore your ideas using the Line Factory Logo Student eTool (Desmos).

a. Work in pairs today. Choose one logo for each pair in your team to work on. What are the equations of the four line segments that
make up this logo?

b. What are the domain and range of each of the line segments in the logo?

c. Trade equations with the other pair of students in your team. Sketch each of their equations on graph paper. How did each sketch
compare with the original logos? Discuss any equation modifications needed with your team.

2-89. In your Learning Log, describe the process you used to find the equation of a line through two points.
Include an example. Title this entry “Finding the Equation of a Line Through Two Points” and include
today’s date.

2-90. Explain what the slope of each line below represents. Then find the slope and give its units. Homework Help ✎

a. b.

2-91. Find the equation of the line that goes through the points and . 2-91 HW eTool (Desmos) Homework Help ✎

2-92.
This problem is the checkpoint for evaluating expressions and the Order of Operations. It will be referred to as Checkpoint 2

Evaluate each expression if , and Homework Help ✎

a. b. c.

d. e. f.

Check your answers by referring to the Checkpoint 2 materials located at the back of your book.

Ideally, at this point you are comfortable working with these types of problems and can solve them correctly. If you feel that you need more
confidence when solving these types of problems, then review the Checkpoint 2 materials and try the practice problems provided. From this
point on, you will be expected to do problems like these correctly and with confidence.

Checkpoint 2: Evaluating Expressions and the Order of Operations

2-93. Greta is opening a savings account. She starts with and plans to add each week. Write an equation she can use to calculate the
amount of money she will have after any number of weeks. How much money will she have after year? Homework Help ✎

2-94. Paula found a partially completed table that her friend Donna was using to determine how fast water evaporated from a bucket during the
summer. Every other day she measured the height of the water remaining in the bucket in centimeters. 2-94 HW eTool (Desmos). Homework
Help ✎

Days ( )

Height cm ( )

a. Complete the table.

b. For this table, what is the rate of change, including the units?

c. Write an equation to represent the height of the water after any number of days.

Lesson (ENG)

Extension Activity What is the equation of the line?

Finding from Graphs and Tables
In past lessons, you learned facts about and by graphing lines from equations. In today’s lesson, you will reverse the process to
find the equation of a line when you know its graph.

2-95. SAVE THE EARTH

The Earth Protection Service (EPS) has asked your team to defend our planet against dangerous meteors.
Luckily, the EPS has developed a very advanced protection system, called the Linear Laser Cannon. This
cannon must be programmed with an equation that dictates the path of a laser beam and destroys any
meteors in its path. Unfortunately, the cannon uses a huge amount of energy, making it very expensive to
fire.

Your Mission: Using the Save The Earth: Practice Games 1-3 (Desmos) and Function Grapher
Game (Desmos) or the resource page provided by your teacher, find equations of lines that will eliminate the meteors as efficiently as
possible. The EPS offers big rewards for operators who use the fewest number of lasers possible to eliminate the meteors.

Game #1

Game #2

Game #3

Click in the lower right corner of the graph to view it in full-screen mode. Desmos Accessibility

 

2-96. Which equation below has no solution? Explain how you know. Homework Help ✎

a. b.

2-97. Rena says that if , the equation below is true. Her friend, Dean, says the answer is . Who is correct? Justify your
conclusion. Homework Help ✎

2-98. Sally ordered her groceries online. She accidentally ordered pounds of flour (instead of pounds) and only uses five pounds of flour
every two months. Homework Help ✎

a. What is the rate of growth for this situation, including the units?

b. Write an equation that represents this situation.

2-99. Graph the equation . Homework Help ✎

2-100. Write the equation for the function in the table below. 2-100 HW eTool (Desmos) Homework Help ✎

Lesson (ENG)

Chapter 2 Closure What have I learned?

Reflection and Synthesis

The activities below offer you a chance to reflect about what you have learned during this chapter. As you work, look for
concepts that you feel very comfortable with, ideas that you would like to learn more about, and topics you need more help
with. Look for connections between ideas as well as connections with material you learned previously.

1. TEAM BRAINSTORM
What have you studied in this chapter? What ideas were important in what you learned? With your team, brainstorm a list. Be as detailed as you can.
To help get you started, a list of Learning Log entries and Math Notes boxes are below.

What topics, ideas, and words that you learned before this chapter are connected to the new ideas in this chapter? Again, be as detailed as you can.

How long can you make your list? Challenge yourselves. Be prepared to share your team’s ideas with the class.

Learning Log Entries

Lesson 2.1.3 – Multiple Representations Web for Linear Relationships

Lesson 2.1.4 –

Lesson 2.2.2 – Rates of Change and Slope

Lesson 2.3.1 – Multiple Representations Web for Linear Relationships

Lesson 2.3.2 – Finding the Equation of a Line Through Two Points

Math Notes

Lesson 2.1.4 – The Slope of a Line

Lesson 2.2.2 – Writing the Equation of a Line from a Graph

Lesson 2.2.3 – - and -Intercepts

2. MAKING CONNECTIONS
The following is a list of vocabulary found in this chapter. Some of the words have been seen in a previous chapter. Make sure that you are familiar with
the terms below and know what they mean. Click on the word for a “pop-up” definition. For more information, refer to the index. You might also add
these words to your Toolkit so that you can reference them in the future.

Δx Δy coefficient

Figure 0 function graph

growth linear equation parameter

piecewise function rate of change situation

slope slope triangle starting value

steepness table unit rate

variable x-intercept y = mx + b

y-intercept zero slope

Your teacher may provide you with vocabulary cards to help you get started. If you use the cards to plan your concept map, be sure either to re-draw your
concept map on your paper or to glue the vocabulary cards to a poster with all of the connections explained for others to see and understand.

While you are making your map, your team may think of related words or ideas that are not listed here. Be sure to include these ideas on your
concept map.

3. PORTFOLIO: EVIDENCE OF MATHEMATICAL PROFICIENCY

Congratulations! You are now the owner of the city’s premiere Line Factory. However, instead of raking in huge
profits, you’ve noticed that you are only breaking even because many customers are ordering the incorrect line.
After your company has produced the customer’s line (at great expense!), they have refused to pay for it, saying it
was not the line that they wanted!

Your task: To prevent your customers from ordering the wrong lines, you need to produce a pamphlet to explain how to order a line. Carefully
determine what information should be in the pamphlet so that customers will know how to write their equation in form to get the line they
want.

You can view some examples of pamphlets to help determine the layout of your pamphlet. A sample is shown above. Your pamphlet can contain some
advertisements, but remember that it needs to include everything you know about equations and graphs of lines so that your customers can order wisely.
Remember to be specific and show examples!

Discussion Points
How do and affect the equation of a line?

What information does a customer need to know to order a line correctly?

How could a customer figure out what line to order if he or she only knew
two points on the line? One point and the slope?

4. WHAT HAVE I LEARNED?

Most of the problems in this section represent typical problems found in this chapter. They serve as
a gauge for you. You can use them to determine which types of problems you can do well and which
types of problems require further study and practice. Even if your teacher does not assign this section,
it is a good idea to try these problems and find out for yourself what you know and what you still
need to work on.

CL 2-101. For the line graphed at right:

a. Find the slope.

b. Find the -intercept.

c. Write the equation.

CL 2-102. Find and in the following equations. What do and represent?

CL 2-103. Graph each equation in problem CL 2-102.

CL 2-104. Shirley starts with in the bank and saves every months. Write an equation for the balance of Shirley’s bank account.

CL 2-106. Write a rule for the given tile pattern. How many tiles will be in figure 58?

Figure 1 Figure 2 Figure 3

CL 2-107. Solve for : .

CL 2-108. Copy and complete the table below for the rule . Then graph the rule on graph paper.

a. Completely describe the graph.

b. Is the relation a function?

c. State the domain and range.

CL 2-109. Find the slope of the line that passes through the points and .

CL 2-110. Evaluate the expressions below for the given values.

a. for b. for

c. for d. for

e. If (c) were , what value of would be excluded from the domain?

CL2-111. Check your answers using the table at the end of the closure section. Which problems do you feel confident about? Which problems were
hard? Use the table to make a list of topics you need help with and a list of topics you need to practice more.

Answers and Support for Closure Activity #4

What Have I Learned?
Note: MN = Math Note, LL = Learning Log

CL 2-101. Solution Need Help? More Practice

a. The slope is . Sections 2.1 and 2.2 Problems 2-18, 2-24, 2-33, 2-
48, 2-49, 2-65, 2-74, and 2-94
b. The -intercept is . MN: 2.1.4 and 2.2.2

c. LL: 2.1.3 and 2.1.4

CL 2-102. Solution Need Help? More Practice

represents the slope and represent the -intercept. Lesson 2.1.4 Problems 2-41, 2-44, and 2-85

a. LL: 2.1.4 and 2.3.1

CL 2-103. Solution Need Help? More Practice

a. Lesson 2.1.4 Problems 2-41, 2-62, 2-64, 2-
86, and 2-99
LL: 2.1.4 and 2.3.1

CL 2-104. Solution Need Help? More Practice

Let # of months that have passed. Lesson 2.2.3 Problems 2-61(c) and 2-93

Let amount of money in the account.

CL 2-105. Solution Need Help? More Practice

a. Section 2.1 Problems 2-31, 2-51, 2-63, 2-
73, and 2-100
b. MN: 2.1.4

CL 2-106. Solution Need Help? More Practice

Lesson 2.1.1 Problems 2-6, 2-22, and 2-59

Figure 58 will have tiles. LL: 2.3.1

CL 2-107. Solution Need Help? More Practice

Checkpoint 2 Problems CL1-87, 2-50, 2-96,
and 2-97

CL 2-108. Solution Need Help? More Practice

Lessons 1.1.3, 1.2.1, and 1.2.2 Problems CL1-86, 2-9, and 2-
43
LL: 1.2.1

a. The graph is a parabola opening up. The vertex is at

and is a minimum. The -intercepts are and .
The -intercept is . There is a vertical line of symmetry
through the vertex.

b. Yes, it is a function.

c. Domain: all numbers; Range:

CL 2-109. Solution Need Help? More Practice

Lessons 2.1.2 and 2.1.3 Problems 2-42 and 2-71

MN: 2.1.4

LL: 2.2.2 and 2.3.2

CL 2-110. Solution Need Help? More Practice

a. b. c. Checkpoint 2 Problems CL1-83, 2-7, 2-20, 2-
23, 2-35, and 2-45
d. e.
CC Algebra
c.

CL 3-117. Solution Need Help? More Practice

a. Lesson 3.3.2 Problems 3-94 and 3-104

b. LL: 2.1.4

c. Part (a):
Part (b):

CL 3-118. Solution Need Help? More Practice

a. Lesson 3.1.1 Problems 3-22, 3-12, 3-19, 3-
75(b), and 3-98
b. MN: 3.1.2

CL 3-119. Solution Need Help? More Practice

a. Chapter 2 Problems 2-73, 2-100, CL 2-
101, 3-22, 3-24, 3-38, 3-51, 3-
b. MN: 2.1.4 and 2.2.2
62, and 3-108

c. LL: 2.1.3, 2.1.4, 2.3.1, and

2.3.2

CL 3-120. Solution Need Help? More Practice

a. Checkpoint 3 Problems 3-11, 3-37, 3-63, 3-
95, and 3-110
b.

CL 3-121. Solution Need Help? More Practice

a. Section 3.1 Problems 3-20, 3-75(a) and (c),
and 3-112
b. MN: 3.1.2

c. LL: 3.1.2

CL 3-117. Solution Need Help? More Practice

a. Lesson 3.3.2 Problems 3-94 and 3-104

b. LL: 2.1.4

c. Part (a):
Part (b):

CL 3-118. Solution Need Help? More Practice

a. Lesson 3.1.1 Problems 3-22, 3-12, 3-19, 3-
75(b), and 3-98
b. MN: 3.1.2

CL 3-119. Solution Need Help? More Practice

a. Chapter 2 Problems 2-73, 2-100, CL 2-
101, 3-22, 3-24, 3-38, 3-51, 3-
b. MN: 2.1.4 and 2.2.2
62, and 3-108

c. LL: 2.1.3, 2.1.4, 2.3.1, and

2.3.2

CL 3-120. Solution Need Help? More Practice

a. Checkpoint 3 Problems 3-11, 3-37, 3-63, 3-
95, and 3-110
b.

CL 3-121. Solution Need Help? More Practice

a. Section 3.1 Problems 3-20, 3-75(a) and (c),
and 3-112
b. MN: 3.1.2

c. LL: 3.1.2

Lesson (ENG)

Chapter 3 Simplifying and Solving

In this chapter you will focus on multiplying expressions. You will also solve equations that contain products.
While these new ideas will be introduced using algebra tiles, you will also develop a method to multiply Guiding
expressions without using tiles.
Question
Mathematically proficient
students use appropriate tools
strategically.

As you work through this

chapter, ask yourself:

How can algebra tiles and area

models help me better
understand multiplication?

Chapter Outline
Section 3.1 You will simplify expressions with exponents by using the number 1.

Section 3.2 You will learn how to use algebra tiles to physically and visually represent an equation. You will also make
another equation situation connection on the multiple representations web. Then, using algebra tiles and generic
rectangles, you will develop a method to rewrite products of binomials and other polynomials, such as
.

Section 3.3 You will solve one-variable equations containing products and absolute value, and you will learn how to solve
multi-variable equations for one of the variables.

Lesson (ENG)

3.1.1 How can I rewrite it?

Simplifying Exponential Expressions
Today you will examine how to simplify expressions with exponents. Using patterns, you will develop strategies to simplify expressions when the
exponents are too large to expand on paper.

3-1. An exponent is shorthand for repeated multiplication. For example, . In an exponential expression like , is called the
base and is called the exponent.

Expand each of the expressions below. For example, to expand , you would write: .

a. b. c. d.

3-2. Ms. Wang has just explained to her class how to simplify exponents by using the number . She wrote
the following on the board:

a. Copy Ms. Wang’s steps on to your paper. Explain each step.

b. Simplify each of the expressions below using what you know about exponents and the number .
Start by expanding the exponents, and then simplify your results.

i. ii. iii. iv.

v. vi. vii. viii.

challenge:

3-3. Simplify each of the expressions below. Start by expanding the exponents, and then
simplify your results. Look for patterns or possible shortcuts that will help you simplify
more quickly. Be prepared to justify your patterns or shortcuts to the class.

a. b. c. d.

e. f. g. h.

i. j. k. l.

3-4. Work with your team to write four exponent problems, each having a simplification of . At least one problem must involve multiplication,
one must involve grouping, and one must involve division. Be creative!

3-5. Lacey and Haley are simplifying expressions.

a. Haley simplified and got . Lacey simplified and got the same result! However,
their teacher told them that only one simplification is correct. Who simplified correctly and how
do you know?

b. Haley simplifies and gets the result , but Lacey is not sure. Is Haley correct? Be sure
to justify your answer.

3-6. Use what you have learned about exponents to rewrite each of the expressions below. Homework Help ✎

a. b. c.

d. e. f.

3-7. Gerardo is simplifying expressions with very large exponents. He arrives at each of the results below. For each result, decide if he
is correct and justify your answer using the meaning of exponents. Homework Help ✎

3-8. Use what you know about slope and -intercept to graph . Homework Help ✎

3-9. Write an expression to represent the given situation. Be sure to define your variable.

Sam currently has in a savings account and is saving per week. Homework Help ✎

3-10. Find for each function below. Homework Help ✎

a. b.

c. d.

3-11. Simplify each expression. Homework Help ✎

a. b.

c. d.

Lesson (ENG)

3.1.2 How can I rewrite it?

Zero and Negative Exponents
In Lesson 3.1.1, you used the meaning of an exponent to rewrite expressions such as and . Today you will use the patterns you discovered
to learn how to interpret expressions with exponents that are negative or zero.

3-12. Review what you learned about exponents in Lesson 3.1.1 to rewrite each expression below as simply as possible. If you see a pattern or
know of a shortcut, be sure to share it with your teammates.

a. b. c.

d. e. f.

3-13. With your study team, summarize the patterns you found in problem 3-12. For each one, simplify the given expression and write an
expression that represents its generalization. Then, in your own words, explain why the pattern works.

Expression Generalization Why is this true?

3-14. Describe everything you know about . What is its value? How can you rewrite it using a single exponent? What new conclusions can
you draw? Be prepared to explain your findings to the class.

3-15. Problem 3-14 helped you recognize that . Now you will similarly use division to explore the
meaning of , , etc. Simplify each of the expressions below twice:

Once by expanding the terms and simplifying.

Again by using your new pattern for division with exponents.

Be ready to discuss the meaning of negative exponents with the class.

a. b. c.

3-16. Use your exponent patterns to rewrite each of the expressions below. For example, if the original expression has a negative exponent, then
rewrite the expression so that it has no negative exponents, and vice versa. Also, if the expression contains multiplication or division, then
use your exponent rules to simplify the expression.

a. b. c. d.

e. f. g. h.

3-17. EXPONENT CONCENTRATION

© 1999-2022 CPM Educational Program. All rights reserved. eBooks Terms of Use Privacy Policy
CC Algebra
Team A selects and turns over two cards.

If Team A thinks the values on the cards are equivalent, they must justify this claim to Team B. If everyone in Team B agrees, Team A
takes the pair. If the values are not equivalent, Team A returns both cards to their original position (face down). This is the end of the
turn for Team A.

Team B repeats the process.

Teams alternate until no cards remain face down. The team with the most matches wins.

3-18. In your Learning Log, describe the meaning of zero and negative exponents. That is, explain how to interpret and .
Title this entry “Zero and Negative Exponents” and include today’s date.

Laws of Exponents
In the expression , is the base and is the exponent.

The patterns that you have been using during this section of the book are called the laws of exponents. Here are the basic rules with examples:

Law Examples

3-19. Which of the expressions below are equivalent to ? Make sure you find all the correct answers! Homework Help ✎

a. b. c.

d. e. f.

3-20. Rewrite each expression below without negative or zero exponents. Homework Help ✎

a. b. c. d.

3-19. Which of the expressions below are equivalent to ? Make sure you find all the correct answers! Homework Help ✎

a. b. c.

d. e. f.

3-20. Rewrite each expression below without negative or zero exponents. Homework Help ✎

a. b. c. d.

3-21. Simplify and solve each equation below for . Record your work. Homework Help ✎

a. b.

c. d.

3-22. For the line graphed at right: 3-22 HW eTool (Desmos). Homework Help ✎

a. Determine the slope.

b. Find the equation of the line.

3-23. Write and solve an equation to represent the given situation. Be sure to define your variable. Homework Help ✎

Samantha currently has in the bank and is spending per week. How many weeks will it take until her account is worth only
?

3-24. Determine the equation of the line containing the points given in the table below. 3-24 HW eTool (Desmos). Homework Help ✎

Lesson (ENG)

3.2.1 How can I represent an equation?

Equations ↔ Algebra Tiles
In Chapter 2, you learned about the multiple representations of a linear function, as shown in
the web at right. Today you will look more at the equation ↔ situation connection. You will do
this by using “algebra tiles” to model them. Algebra tiles are a way to represent an equation
physically and visually.

3-25. Your teacher will distribute a set of algebra tiles for your team to use during this course.

a. The tiles have a positive side and a negative side. In this text the positive side will be the shaded side. Flip the tiles so that the positive
side of each tile is facing up. Trace one of each of the six tiles provided by your teacher on your paper. Leave plenty of space between
each tracing.

b. The dimensions of some of the tiles are shown at right. Label the dimensions of all the tiles next
to the tracings you made.

c. The algebra tiles will be named according to each of their areas. Write the name of each tile in the center of your tracing with a
colored pen or pencil. Make the name of the tile stand out.

d. Below each tile write “ ” and then find the perimeter of each tile.

3-26. JUMBLED PILES

a. Your teacher will show you a jumbled pile of algebra tiles similar to the one below. Write the shortest description for the collection of
tiles on your paper.

b. Build each collection of tiles below. Then name the collection using the simplest algebraic expression you can.

i. ii.

3-27. For each of the shapes formed by algebra tiles below:

Use tiles to build the shape.

Sketch and label the shape on your paper.

Write a simplified expression that represents the perimeter.

Write a simplified expression that represents the area.

a. b.

© 1999-2022 CPM Educational Program. All rights reserved. eBooks Terms of Use Privacy Policy
CC Algebra
Use tiles to build the shape.

Sketch and label the shape on your paper.

Write a simplified expression that represents the perimeter.

Write a simplified expression that represents the area.

a. b.

3-28. NEGATIVES AND SUBTRACTION

Let’s look at how you can use algebra tiles to represent “negative.” Below are several tiles with their
associated values. Note that the shaded tiles are positive and the un-shaded tiles are negative (as shown
in the diagram at right, which will appear throughout the text as a reminder).

“Subtraction” can be represented with a tool called an Equation Mat. For example, the equation can be
represented by the Equation Mat below. Explore using the Algebra Tiles with Equation Mat.

a. What equation is represented by the Equation Mat at right? Do not simplify the equation; simply write down what you see.

b. What equation is represented by the Equation Mat at right? Do not simplify.

3-29. SOLVING WITH AN EQUATION MAT

a. Obtain the Lesson 3.2.1B Resource Page (“Equation Mat”) from your teacher. Build the equation from part (a) of problem 3-28 with
tiles.

b. Read the Math Notes box at the end of this lesson to learn the “legal” moves you can make on an Equation Mat.

c. Solve the equation by making “legal” moves on your Equation Mat. Check your solution by evaluating the equation you wrote in part
(a) of problem 3-28.

d. Build the equation from part (b) of problem 3-28. Solve the equation by using “legal” tile moves and check your solution.

3-30. Using algebra tiles on an Equation Mat, create a physical representation of the equation
. Use “legal” moves to solve the equation and check your answer.

3-31. Write an equation (without simplifying) for each representation below. Build each equation on an
Equation Mat, solve for the variable by making “legal” moves, and check your solution. Explore using
the 3-31a Student eTool (CPM), 3-31b Student eTool (CPM), and 3-31c Student eTool (CPM).

3-32. Build each equation below. Then use “legal” moves to simplify it, solve for or , and check your solution. Write down the algebraic result
of each step and the legal tile move you made to get there.

a. b.

c. d.

Using Algebra Tiles to Solve Equations

Algebra Tiles: Solving Equations (YouTube) (Vimeo)

Algebra tiles are a physical and visual representation of an equation. For example, the equation can be
represented by the Equation Mat below.

An Equation Mat can be used to represent the process of solving an equation. The “legal” moves on an Equation Mat correspond with the
mathematical properties used to algebraically solve an equation.

“Legal” Tile Move Corresponding Algebra

Group tiles that are alike together. Combine like terms.

Flip all tiles from subtraction region to addition region Change subtraction to “adding the opposite"

Flip everything on both sides Multiply (or divide) both sides by

Remove zero pairs (pairs of tiles that are opposites) A number plus its opposite equals zero
within a region of the mat

Place or remove the same tiles on or from both sides Add or subtract the same value from both sides.

Arrange tiles into equal-sized groups Divide both sides by the same value

3-33. Copy and simplify the following expressions by combining like terms. Using or drawing sketches of algebra tiles may be helpful. Homework
Help ✎

3-34. Solve each equation. Show the check to prove your answer is correct. Homework Help ✎

a. b.

3-35. Fisher thinks that any two lines must have a point of intersection. Is he correct? If so, explain how you know. If not, produce a
counterexample. That is, find two lines that do not have a point of intersection and explain how you know. Homework Help ✎

3-36. Write and solve an equation for the following problem.

In the last election, candidate C received fewer votes than candidate B. If a total of
votes were cast, how many votes did candidate B receive? Homework Help ✎

3-37. Evaluate the following expressions. Homework Help ✎

a. b.

c. d.

3-38. Find the equation of the line based on the table. 3-38 HW eTool (Desmos) Homework Help ✎

3-39. For each of the shapes formed by algebra tiles below: Homework Help ✎

Sketch and label the shape on your paper and write an expression that represents the perimeter.

Simplify your perimeter expression as much as possible.

a. b.

c. d.

3-39. For each of the shapes formed by algebra tiles below: Homework Help ✎

Sketch and label the shape on your paper and write an expression that represents the perimeter.

Simplify your perimeter expression as much as possible.

a. b.

c. d.

3-40. Translate the Equation Mat at right into an equation. Do not simplify your equation. Remember that the double line represents
“equals.” Homework Help ✎

3-41. Consider the rule . 3-41 HW eTool (Desmos). Homework Help ✎

a. Without graphing, find the -intercept of .

b. Make a table and graph on graph paper.

c. How could you find the -intercept of with your graph from part (b)? How would you find it with the table? Explain.

3-42. Evaluate each expression below for when , if possible. Homework Help ✎

a. b. c. d.

3-43. Multiple Choice: What is the slope of the line that goes through the points and ? Homework Help ✎

a. b. c. d.

3-44. Simplify each expression below, if possible. Homework Help ✎

a. b. c. d.

Lesson (ENG)

3.2.2 What can I do with rectangles?

Exploring an Area Model
In the last lesson, you used tiles to represent algebraic equations. Today you will use algebra tiles again, but this time to represent
expressions using multiplication.

3-45. Your teacher will present this group of tiles to the class:

a. Using your own tiles or the 3-45 Student eTool, arrange the same group of tiles into one large rectangle, with the -tile in the lower
left corner. On your paper, sketch what your rectangle looks like.

b. What are the dimensions (length and width) of the rectangle you made? Label your sketch with its dimensions, then write the area of
the rectangle as a product, that is, .

c. The area of a rectangle can also be written as the sum of the areas of all its parts. Write the area of the rectangle as the sum of its parts.
Simplify your expression for the sum of the rectangle’s parts.

d. Write an equation that shows that the area written as a product is equivalent to the area written as a sum.

3-46. Your teacher will assign several of the expressions below. For each expression, build a rectangle using all of the tiles, if possible. Sketch
each rectangle, find its dimensions, and write an expression showing the equivalence of the area as a sum (like ) and as a
product (like ). If it is not possible to build a rectangle, explain why not. Explore using: 3-46 Student eTool (CPM).

a. b.

c. d.

e. f.

g. h.

i. j.

3-47. LEARNING LOG

Make a rectangle from any number of tiles. Your rectangle must contain at least one of each of the
following tiles: , and . Sketch your rectangle in your Learning Log and write its area as
a product and as a sum. Explain how you know that the product and sum are equivalent. Title this entry
“Area as a Product and as a Sum” and label it with today’s date.

3-48. For the entire rectangle at right, find the area of each part and then find the area of the
whole. Homework Help ✎

3-49. Write the area of the rectangle at right as a product and as a sum. Homework Help ✎

3-50. When solving for , Nathan noticed that is divided by . Homework Help ✎

a. What can he do to both sides of the equation to get alone?

b. Solve for . Then check your solution in the original equation.

c. Use the same process to solve this equation for : .

3-51. Jamila wants to play a game called “Guess My Line.” She gives you the following hints: “Two points on my line are
and ." 3-51 HW eTool (Desmos) Homework Help ✎

a. What is the slope of her line? A graph of the line may help.

b. What is the -intercept of her line?

c. What is the equation of her line?

3-52. A calculator manufacturer offers two different models for students. The company has sold scientific calculators so far and continues
to sell per month. It has also sold graphical models and continues to sell of this model each month. When will the sales of
scientific calculators equal the sales of graphical calculators? Homework Help ✎

3-53. On graph paper, make an table and graph . Find its - and -intercepts. Homework Help ✎

Lesson (ENG)

3.2.3 How can I rewrite a product?

Multiplying Binomials and the Distributive Property
In Lesson 3.2.2, you made rectangles with algebra tiles and found the dimensions of the rectangles. Starting with the area of a
rectangle as a sum, you wrote the area as a product. Today you will reverse the process, starting with the product and finding its area as a sum.

3-54. For each of the following rectangles, find the dimensions (length and width) and write the area as the product of the dimensions and as the
sum of the tiles. Remember to combine like terms whenever possible.

a. b.

3-55. Your teacher will assign your team some of the expressions below. Use your algebra tiles (CPM) to build rectangles with the given
dimensions. Sketch each rectangle on your paper, label its dimensions, and write an equivalence statement for its area as a product and as a
sum. Be prepared to share your solutions with the class.

a. b.

c. d.

e. f.

g. h.

3-56. With your team, examine the solutions you found for parts (b), (c), (g), and (h) of problem 3-55. This
pattern is called the Distributive Property. Multiply the following expressions without using your tiles
and simplify. Be ready to share your process with the class.

a. b.

c. d.

3-57. CLOSED SETS

Whole numbers (positive integers and zero) are said to be a closed set under addition: if you add two whole numbers, you always get a whole
number. Whole numbers are not a closed set under subtraction: if you subtract two whole numbers, you do not always get a whole number:
( is not a whole number).

a. Investigate with your team whether the integers are a closed set under addition, and whether the integers are a closed set under
subtraction. Give examples. If you find that integers are closed under either of the operations, can you explain how you know they are
closed for all integers?

b. Read the Math Notes box that follows. Are polynomials a closed set under addition? Are polynomials a closed set under subtraction?
That is, if you add or subtract two polynomials, will you always get a polynomial as your answer? Give examples and explain how
you know your answer is always true.

Vocabulary for Expressions

Expressions (YouTube) (Vimeo)

A mathematical expression is a combination of numbers, variables, and operation symbols. Addition and subtraction separate expressions into
parts called terms. For example, is an expression. It has three terms: , , and . The coefficients are and . is called a
constant term.

A one-variable polynomial is an expression which only has terms of the form:

(any real number) (whole number)

For example, is a polynomial, so the simplified form, is a polynomial.

The function is a polynomial function.

The following are not polynomials: , and

A binomial is a polynomial with only two terms, for example, and .

3-58. Examine the rectangles formed with tiles below. For each figure, write its area as a product of the width and length and as a sum of its
parts. Homework Help ✎

a. b.

3-59. Find the total area of each rectangle below. Each number inside the rectangle represents the area of that smaller rectangle, while each number
along the side represents the length of that portion of the side. Homework Help ✎

a. b.

3-60. Solve each equation below for . Then check your solutions. Homework Help ✎

a. b.

c. d.

3-61. Mailboxes Plus sends packages overnight for plus per ounce. United Packages charges plus per
ounce. Mr. Molinari noticed that his package would cost the same to mail using either service. How much does his
package weigh? 3-61 HW eTool (Desmos) Homework Help ✎

3-62. What is the equation of the line that has a -intercept of and passes through the point ? 3-62 HW eTool (Desmos).
Homework Help ✎

3-63. Evaluate each rational expression. Homework Help ✎

a. b.

c. d.

Lesson (ENG)

3.2.4 How can I generalize the process?

Using Generic Rectangles to Multiply
You have been using algebra tiles and the concept of area to multiply polynomial expressions. Today you will be introduced to a tool
that will help you find the product of the dimensions of a rectangle. This will allow you to multiply expressions without tiles.

3-64. Use the Distributive Property to find each product below.

a. b.

c. d.

3-65. Write the area as a product and as a sum for the rectangle shown at right.

3-66. Now examine the following diagram. How is it similar to the set of tiles in problem 3-65? How is it different? Talk with your teammates
and write down all of your observations.

3-67. Diagrams like the one in problem 3-66 are referred to as generic rectangles. Generic rectangles allow you to use an area model to multiply
expressions without using the algebra tiles. Using this model, you can multiply with values that are difficult to represent with tiles.

Draw each of the following generic rectangles on your paper. Then find the area of each part and write the area of the whole rectangle as a
product and as a sum.

a. b.

c. d.

e. How did you find the area of the individual parts of each generic rectangle?

3-68. Multiply and simplify the following expressions using either a generic rectangle or the Distributive Property. For part (a), verify that your
solution is correct by building a rectangle with algebra tiles.

a. b.

c. d.

3-69. THE GENERIC RECTANGLE CHALLENGE

Copy each of the generic rectangles below and fill in the missing dimensions and areas. Then write the entire area as a product and as a
sum. Be prepared to share your reasoning with the class.

a. b.

c. d.

Properties of Real Numbers

The legal tiles moves have formal mathematical names, called the properties of real numbers.

The Commutative Property states that when adding or multiplying two or more numbers or terms, order is not important. That is:

For example,

However, subtraction and division are not commutative, as shown below.

since

The Associative Property states that when adding or multiplying three or more numbers or terms together, grouping is not important. That is:

For example,

However, subtraction and division are not associative, as shown below.

since since

The Identity Property of Addition states that adding zero to any expression gives the same expression. That is:

For example,

The Identity Property of Multiplication states that multiplying any expression by one gives the same expression. That is:

For example,

The Additive Inverse Property states that for every number there is a number such that . A common name used for the
additive inverse is the opposite. That is, is the opposite of . For example, and .

The Multiplicative Inverse Property states that for every nonzero number there is a number such that . A common name used for
the multiplicative inverse is the reciprocal. That is, is the reciprocal of . For example, .

3-70. Use a generic rectangle to multiply the following expressions. Write each solution both as a sum and as a product. Homework Help ✎

a. b.

c. d.

3-71. Find the rule for the pattern represented at right. Homework Help
✎

Figure 1

3-72. Harry the Hungry Hippo is munching on the lily pads in his pond. When he arrived at the pond, there were
lily pads, but he is eating lily pads an hour. Heinrick the Hungrier Hippo found a better pond with lily
pads! He eats lily pads every hour. Homework Help ✎

a. If Harry and Heinrick start eating at the same time, when will their ponds have the same number of lily
pads remaining?

b. How many lily pads will be left in each pond at that time?

3-73. Graph each equation below on the same set of axes and label the point of intersection with its coordinates. 3-73 HW
eTool (Desmos) Homework Help ✎

3-74. Are the odd numbers a closed set under addition? Justify your conclusion. Homework Help ✎

3-75. Simplify each of the expressions below. Your final simplification should not contain negative exponents. Homework Help ✎

a. b. c.

Lesson (ENG)

3.3.1 What if an equation has a product?

Solving Equations With Multiplication and Absolute Value
Now that you know how to multiply algebraic expressions, you can solve equations that involve multiplication. You will also solve
equations that have an absolute value in them.

3-76. Review what you learned in Lesson 3.2.4 by multiplying each expression below. First decide if you will multiply each expression using the
Distributive Property or using a generic rectangle. Remember to simplify your result.

a. b.

c. d.

3-77. Work with your team to solve each of these equations. Use the Distributive Property or draw generic
rectangles to help you rewrite the products. Be sure to record your algebra work for each step.

3-78. ABSOLUTE VALUE EQUATIONS

Find as many solutions to the following equations as you can.

a. b.

c. d.

3-79. Solve . Work with your team to organize your work so that anyone could follow along to find both solutions.

3-80. Solve . Record your steps.

The Distributive Property

Generic Rectangles (YouTube) (Vimeo)

The Distributive Property states that for any three terms , , and :

That is, when multiplies a group of terms, such as , then it multiplies each term of the group. For example, when multiplying
, the multiplies both the and the . This can be shown with algebra tiles or in a generic rectangle (see below).

simplifying results in

The multiplies each term.

3-81. Find each of the following products by drawing and labeling a generic rectangle or by using the Distributive Property. Homework Help ✎

a. b. c.

3-82. Is the set of even numbers closed under addition? That is, if you add two even numbers, do you always get an even number? Is the set of odd
numbers closed under addition? Explain your answers. Homework Help ✎

3-83. Find the dimensions of the generic rectangle at right. Then write an equivalency statement
of the area as a product and as a sum. Homework Help ✎

3-84. Solve for . Use any method. Check your solutions by testing them in the original equation. Homework Help ✎

a. b.

c. d.

3-85. Copy and complete each of the Diamond Problems below. The pattern used in the Diamond Problems is
shown at right. Homework Help ✎

a. b. c. d.

3-86. If and , then find: Homework Help ✎

a. b. c.

d. e. f.

Lesson (ENG)

3.3.2 How can I change it to form?

Working With Multi-Variable Equations
So far in this course you have solved several types of equations with one variable. Today you will apply your equation-solving skills
to rewrite equations with two or more variables.

3-87. You now have a lot of experience working with equations that compare two quantities. For example, while working on the Big Race, you
found relationships of the form which compared (time in seconds) with (distance in meters). If a participant's race can be
modeled with the equation :

a. How much of a head start did the participant get? How can you tell from the equation?

b. What was the participant's rate of speed? That is, how fast did she go? Justify your answer.

3-88. CHANGING FORMS

You could find the slope and starting value for quickly because the equation is in form. But what if the equation is
in a different form? Explore this situation below.

a. The line is written in standard form. Can you easily tell what the slope of the line is? Its starting value? Predict
these values.

b. The equation is shown on the Equation Mat at right. Set up this

equation on your Equation Mat using tiles. Using only “legal” moves, rearrange the
tiles to get by itself on the left side of the mat. Record each of your moves
algebraically.

c. Now use your result from part (b) to find the slope and starting value of the line . Did your result match your
prediction in part (a)?

3-89. Many times in real-world situations a formula with more than one variable may not be in the form you need. The previous problem showed
that standard form linear equations do not show the slope and -intercept until they are solved for , that is, until is isolated on one side of
the equation. The formulas in this problem are used in many different jobs. Sometimes you need to solve them for a different variable in
order for the formula to be useful. Solve each formula for the given variable.

a. . Find the force, , needed to move a piano given the amount of work applied, , and distance moved, .

b. . Find the temperature in Celsius, , when given the temperature in degrees Fahrenheit, .

c. . The symbol, is a letter of the Greek alphabet. Sometimes scientists use Greek letters for variables. Find the mass, , of a
precious stone given its density, , and volume, .

d. . Find, , the distance to the light bulb, given , the intensity of light, and , the wattage of the light bulb.

3-90. Solve each of the following equations for the indicated variable. Use your Equation Mat if it is helpful. Write down each of your steps
algebraically.

a. Solve for

b. Solve for

c. Solve for

d. Solve for

3-91. Solve each of the following equations for the indicated variable. Record your work.

a. Solve for

b. Solve for

c. Solve for

d. Solve for

3-92. MORE CLOSED SETS

In Lesson 3.2.3 you were told that whole numbers are said to be a closed set under addition, but are not closed under subtraction. Then you
discovered that integers and polynomials are a closed set under both addition and subtraction. With your team, explore closure under
multiplication as follows:

a. Investigate with your team if the integers are a closed set under multiplication. Give examples of your conclusion. If you find that
integers are closed under multiplication, can you explain how you know all integers are closed under multiplication?

b. Are one-variable polynomials closed under multiplication? In other words, if you multiply two polynomials that both have the same
variable, will you always get a polynomial as your answer? Give examples and explain how you know your answer is true for all one-
variable polynomials.

As a starting point, you may want to think about some of the products below.

i. ii.

iii. iv.

Linear Equations from Slope and/or Points

If you know the slope, , and -intercept, , of a line, you can write the equation of the line as .

You can also find the equation of a line when you know the slope and one point on the line. To do so, rewrite with the known slope
and substitute the coordinates of the known point for and . Then solve for and write the new equation.

For example, find the equation of the line with a slope of that passes through the point . Rewrite as
Substituting into the equation results in . Solve the equation to find . Since you now know the slope and -
intercept of the line, you can write the equation of the line as .

Similarly you can write the equation of the line when you know two points. First use the two points to find the slope. Then substitute the known
slope and either of the known points into . Solve for and write the new equation.

For example, find the equation of the line through and . The slope is . Substituting and into
results in . Then solve the equation to find . Since you now know the slope and -intercept, you can write the
equation of the line as .

3-93. Solve each equation. Be sure to find all possible answers and check your solutions. Homework Help ✎

a. b.

c. d.

3-94. Solve each equation below for the indicated variable. Homework Help ✎

a. for b. for

c. for d. for

3-95. Evaluate the following rational expressions. Homework Help ✎

a. b.

c. d.

3-96. Find the equation of each line described below. 3-96 HW eTool (Desmos). Homework Help ✎

a. A line with slope of that passes through the point .

b. A line that passes through the points and .

3-97. Graph the lines and on the same set of axes. Then find their point of intersection. 3-97 HW eTool
(Desmos) Homework Help ✎

3-98. Simplify each expression using the laws of exponents. Homework Help ✎

a. b.

c. d.

3-99. One way to solve absolute value equations is to think about “looking inside” the absolute value. The “inside” must be positive or negative, so
you should solve the equation both ways. For example, you could record your steps as shown at right.

Solve each equation. Be sure to find all possible answers and check your solutions. Homework Help ✎

a. b.

c. d.

© 1999-2022 CPM Educational Program. All rights reserved. eBooks Terms of Use Privacy Policy
3-100. Find each of the following products by drawing and labeling a generic rectangle or by using the Distributive Property. Homework Help ✎

a. b.

3-101. For each generic rectangle below, find the dimensions (length and width). Then write the area as a product of the dimensions and as a
sum. Homework Help ✎

a. b.

3-102. Solve each of the following equations. Be sure to show your work carefully and check your answers. Homework Help ✎

a. b.

c. d.

3-103. Multiply each of the following expressions. Show all of your work. Homework Help ✎

3-104. Solve each of the following equations for the indicated variable. Show all of your steps. Homework Help ✎

a. for b. for

c. for d. for

Lesson (ENG)

3.3.3 What kinds of equations can I solve now?

Summary of Solving Equations
You have been developing your equation-solving skills in this chapter. Today you
will practice solving several types of equations. At the end of the lesson, you will
summarize everything you know about solving equations.

3-105. Your teacher will explain the way you will work today on the problems below. As you work, be sure to record all of your steps carefully.
Check your solutions, if possible.

a. Solve for b. Solve for

c. Solve for d. Solve for

e. Solve for f. Solve for

g. Solve for h. Solve for

i. Solve for j. Solve for

3-106. LEARNING LOG

In your Learning Log, write a letter to Clarissa, a new student in class, explaining everything you have
learned about how to solve equations. Clarissa does not have algebra tiles, so you will need to show her
how to solve without the tiles. Make up examples that show all of the different equation-solving skills
you have. Be sure to explain your ideas to her thoroughly so she will know what to do on her own. Title
this entry “Summary of Solving Equations” and include today’s date.

Using Generic Rectangles to Multiply

Generic Rectangles (YouTube) (Vimeo)

A generic rectangle can be used to find products because it helps to organize the different areas that make up the total rectangle. For example, to
multiply , a generic rectangle can be set up and completed as shown below. Notice that each product in the generic rectangle
represents the area of that part of the rectangle.

Note that while a generic rectangle helps organize the problem, its size and scale are not important. Some students find it helpful to write the
dimensions on the rectangle twice, that is, on both pairs of opposite sides.

3-107. Solve each equation. Homework Help ✎

a. b.

c. d.

3-108. Find the equation of the line based on the table. 3-108 HW eTool (Desmos). Homework Help ✎

3-109. Find an equation of the line with slope passing through the point . 3-109 HW eTool (Desmos). Homework Help ✎

3-110.
This problem is a checkpoint for operations with rational numbers. It will be referred to as Checkpoint 3.

Compute each of the following problems with fractions. Homework Help ✎

a. b. c.

d. e. f.

Check your answers by referring to the Checkpoint 3 materials located at the back of your book.

Ideally, at this point you are comfortable working with these types of problems and can solve them correctly. If you feel that you need more
confidence when solving these types of problems, then review the Checkpoint 3 materials and try the practice problems provided. From this
point on, you will be expected to do problems like these correctly and with confidence.

Checkpoint 3: Operations with Rational Numbers

3-111. Copy and complete these generic rectangles on your paper. Then write the area of each rectangle as a product of the length and width and as a
sum of the parts. Homework Help ✎

a. b.

c. d.

3-112. Simplify using only positive exponents. Homework Help ✎

a. b.

c.
✎
d.

Lesson (ENG)

Chapter 3 Closure What have I learned?

Reflection and Synthesis

The activities below offer you a chance to reflect about what you have learned during this chapter. As you work, look for
concepts that you feel very comfortable with, ideas that you would like to learn more about, and topics you need more help
with. Look for connections between ideas as well as connections with material you learned previously.

1. TEAM BRAINSTORM
What have you studied in this chapter? What ideas were important in what you learned? With your team, brainstorm a list. Be as detailed as you can.
To help get you started, a list of Learning Log entries and Math Notes boxes are below.

What topics, ideas, and words that you learned before this chapter are connected to the new ideas in this chapter? Again, be as detailed as you can.

Now consider the Standards for Mathematical Practice. Obtain the Closure Resource Page: Standards for Mathematical Practice from your teacher. What
Mathematical Practices did you use in this chapter? When did you use them? Give specific examples.

How long can you make your list? Challenge yourselves. Be prepared to share your team’s ideas with the class.

Learning Log Entries

Lesson 3.1.2 – Zero and Negative Exponents

Lesson 3.2.2 – Area as a Product and as a Sum

Lesson 3.3.3 – Summary of Solving Equations

Math Notes

Lesson 3.1.2 – Laws of Exponents

Lesson 3.2.1 – Using Algebra Tiles to Solve Equations

Lesson 3.2.2 – Multiplying Algebraic Expressions with Tiles

Lesson 3.2.3 – Vocabulary for Expressions

Lesson 3.2.4 – Properties of Real Numbers

Lesson 3.3.1 – The Distributive Property

Lesson 3.3.2 – Linear Equations From Slope and/or Points

Lesson 3.3.3 – Using Generic Rectangles to Multiply

© 1999-2022 CPM Educational Program. All rights reserved. eBooks Terms of Use Privacy Policy
CC Algebra
Another student in your class thinks that . Justify why so they are
convinced that your answer is correct.

Extend this idea: What if one of the expressions being multiplied has three terms? How can a generic rectangle be used to multiply two expressions such
as ?

Now consider the Standards for Mathematical Practice that follow. What Mathematical Practices did you use in this chapter? When did you use them?
Give specific examples.

BECOMING MATHEMATICALLY PROFICIENT

The Common Core State Standards For Mathematical Practice

This book focuses on helping you use some very specific Mathematical Practices. The Mathematical Practices describe ways in which
mathematically proficient students should increasingly engage with mathematics throughout the year.

Make sense of problems and persevere in solving them:

Making sense of problems and persevering in solving them means that you can solve realistic problems that are full of different
kinds of mathematics. These types of problems are not routine, simple, or typical. Instead, they combine lots of math ideas and
real-life situations. You have to stick with challenging problems, trying different strategies and using all of the resources available
to you.

Reason abstractly and quantitatively:

Throughout this course, you are first introduced to new math ideas by discovering them through real-life situations. Seeing math ideas within a
context helps you make sense of things. Once you learn about a math idea in a practical way, you are able to think about the concept more
generally, or “reason abstractly.” At that point, you are often able to use numbers and math symbols to represent the math idea. This is called
“reasoning quantitatively.”

Construct viable arguments and critique the reasoning of others:

An important practice of mathematics is to construct viable arguments and critique the reasoning of others. In this course, you regularly share
information, opinions, and expertise with your study team. You and your study teams use higher-order, critical-thinking skills any time you provide
clarification, build on each other’s ideas, analyze a problem and come to consensus, and productively criticize each other’s ideas.

Model with mathematics:

When you model with mathematics you are taking a complex situation and using mathematics to represent it, often by making assumptions and
approximations to simplify the situation. Modeling allows you to analyze and describe the situation and make predictions. For example, you
model when you write an equation, or make graphs or tables or diagrams, to describe a situation. In situations involving the variability of data, you
learn that although a model may not be perfect, it can still be very useful for describing data and making predictions. In the process of analyzing,
you go back and improve your model by revising your assumptions and approximations.

Use appropriate tools strategically:

Throughout this course, you have to use appropriate tools strategically. Examples of tools include rulers, scissors, diagrams, graph paper, blocks,
tiles, calculators, computer software, and websites. Sometimes, different teams decide to use different tools to solve the same problem. Frequently,
the lesson concludes with a discussion about which tools are most efficient and productive to solve a given problem.

Attend to precision:

To attend to precision means that when solving problems, you need to pay close attention to the details. For example, you need to be aware of the
units, or how many digits your answer requires, or how to choose a scale and label your graph. You may need to convert the units to be consistent.
Other times you need to go back and check whether a numerical solution makes sense in the context of the problem

© 1999-2022 CPM Educational Program. All rights reserved. eBooks Terms of Use Privacy Policy
CC Algebra
CL 3-120. Evaluate the following expressions.

a. b.

c. d.

CL 3-121. Using your knowledge of exponents, rewrite each expression below so that there are no negative exponents or parentheses remaining.

c. d.

CL 3-122. Check your answers using the table at the end of the closure section. Which problems do you feel confident about? Which problems were
hard? Use the table to make a list of topics you need help on and a list of topics you need to practice more.

Answers and Support for Closure Activity #4

What Have I Learned?
Note: MN = Math Note, LL = Learning Log

CL 3-113. Solution Need Help? More Practice

a. bricks Section 2.1 Problems CL 2-104, CL 2-105,
CL 2-106, 3-52, 3-61, and 3-72
b. Martin’s rule: Section 2.2
Horaces’s rule:

Min. Bricks Min. Bricks

… … … …

c. After minutes, they will each have bricks.

S l i N dH l ? M P i

CL 3-117. Solution Need Help? More Practice

a. Lesson 3.3.2 Problems 3-94 and 3-104

b. LL: 2.1.4

c. Part (a):
Part (b):

CL 3-118. Solution Need Help? More Practice

a. Lesson 3.1.1 Problems 3-22, 3-12, 3-19, 3-
75(b), and 3-98
b. MN: 3.1.2

CL 3-119. Solution Need Help? More Practice

a. Chapter 2 Problems 2-73, 2-100, CL 2-
101, 3-22, 3-24, 3-38, 3-51, 3-
b. MN: 2.1.4 and 2.2.2 62, and 3-108

c. LL: 2.1.3, 2.1.4, 2.3.1, and

2.3.2

CL 3-120. Solution Need Help? More Practice

a. Checkpoint 3 Problems 3-11, 3-37, 3-63, 3-
95, and 3-110
b.

CL 3-121. Solution Need Help? More Practice

a. Section 3.1 Problems 3-20, 3-75(a) and (c),
and 3-112
b. MN: 3.1.2

c. LL: 3.1.2

Lesson (ENG)

Chapter 3 Simplifying and Solving

As you work through this

chapter, ask yourself:

How can algebra tiles and area

models help me better
understand multiplication?

Chapter Outline
Section 3.1 You will simplify expressions with exponents by using the number 1.

Section 3.3 You will solve one-variable equations containing products and absolute value, and you will learn how to solve
multi-variable equations for one of the variables.

Lesson (ENG)

3.1.1 How can I rewrite it?

3-1. An exponent is shorthand for repeated multiplication. For example, . In an exponential expression like , is called the
base and is called the exponent.

Expand each of the expressions below. For example, to expand , you would write: .

a. b. c. d.

3-2. Ms. Wang has just explained to her class how to simplify exponents by using the number . She wrote
the following on the board:

a. Copy Ms. Wang’s steps on to your paper. Explain each step.

b. Simplify each of the expressions below using what you know about exponents and the number .
Start by expanding the exponents, and then simplify your results.

i. ii. iii. iv.

v. vi. vii. viii.

challenge:

a. b. c. d.

e. f. g. h.

i. j. k. l.

3-5. Lacey and Haley are simplifying expressions.

a. Haley simplified and got . Lacey simplified and got the same result! However,
their teacher told them that only one simplification is correct. Who simplified correctly and how
do you know?

b. Haley simplifies and gets the result , but Lacey is not sure. Is Haley correct? Be sure
to justify your answer.

3-6. Use what you have learned about exponents to rewrite each of the expressions below. Homework Help ✎

a. b. c.

d. e. f.

3-8. Use what you know about slope and -intercept to graph . Homework Help ✎

3-9. Write an expression to represent the given situation. Be sure to define your variable.

Sam currently has in a savings account and is saving per week. Homework Help ✎

3-10. Find for each function below. Homework Help ✎

a. b.

c. d.

3-11. Simplify each expression. Homework Help ✎

a. b.

c. d.

Lesson (ENG)

3.1.2 How can I rewrite it?

a. b. c.

d. e. f.

Expression Generalization Why is this true?

3-14. Describe everything you know about . What is its value? How can you rewrite it using a single exponent? What new conclusions can
you draw? Be prepared to explain your findings to the class.

3-15. Problem 3-14 helped you recognize that . Now you will similarly use division to explore the
meaning of , , etc. Simplify each of the expressions below twice:

Once by expanding the terms and simplifying.

Again by using your new pattern for division with exponents.

Be ready to discuss the meaning of negative exponents with the class.

a. b. c.

a. b. c. d.

e. f. g. h.

3-17. EXPONENT CONCENTRATION

Split your team into two pairs and decide which is Team A and which is Team B. Your teacher will distribute a set of cards for a game
described below.

Arrange the cards face down in a rectangular grid.

Team A selects and turns over two cards.

Team B repeats the process.

Teams alternate until no cards remain face down. The team with the most matches wins.

3-18. In your Learning Log, describe the meaning of zero and negative exponents. That is, explain how to interpret and .
Title this entry “Zero and Negative Exponents” and include today’s date.

Laws of Exponents
In the expression , is the base and is the exponent.

The patterns that you have been using during this section of the book are called the laws of exponents. Here are the basic rules with examples:

Law Examples

3-19. Which of the expressions below are equivalent to ? Make sure you find all the correct answers! Homework Help ✎

a. b. c.

d. e. f.

3-20. Rewrite each expression below without negative or zero exponents. Homework Help ✎

a. b. c. d.

3-21. Simplify and solve each equation below for . Record your work. Homework Help ✎

a. b.

c. d.

3-22. For the line graphed at right: 3-22 HW eTool (Desmos). Homework Help ✎

a. Determine the slope.

b. Find the equation of the line.

3-23. Write and solve an equation to represent the given situation. Be sure to define your variable. Homework Help ✎

Samantha currently has in the bank and is spending per week. How many weeks will it take until her account is worth only
?

3-24. Determine the equation of the line containing the points given in the table below. 3-24 HW eTool (Desmos). Homework Help ✎

Lesson (ENG)

3.2.1 How can I represent an equation?

3-25. Your teacher will distribute a set of algebra tiles for your team to use during this course.

b. The dimensions of some of the tiles are shown at right. Label the dimensions of all the tiles next
to the tracings you made.

c. The algebra tiles will be named according to each of their areas. Write the name of each tile in the center of your tracing with a
colored pen or pencil. Make the name of the tile stand out.

d. Below each tile write “ ” and then find the perimeter of each tile.

3-26. JUMBLED PILES

a. Your teacher will show you a jumbled pile of algebra tiles similar to the one below. Write the shortest description for the collection of
tiles on your paper.

b. Build each collection of tiles below. Then name the collection using the simplest algebraic expression you can.

i. ii.

3-27. For each of the shapes formed by algebra tiles below:

Use tiles to build the shape.

Sketch and label the shape on your paper.

Write a simplified expression that represents the perimeter.

Write a simplified expression that represents the area.

a. b.

3-28. NEGATIVES AND SUBTRACTION

“Subtraction” can be represented with a tool called an Equation Mat. For example, the equation can be
represented by the Equation Mat below. Explore using the Algebra Tiles with Equation Mat.

a. What equation is represented by the Equation Mat at right? Do not simplify the equation; simply write down what you see.

b. What equation is represented by the Equation Mat at right? Do not simplify.

3-29. SOLVING WITH AN EQUATION MAT

a. Obtain the Lesson 3.2.1B Resource Page (“Equation Mat”) from your teacher. Build the equation from part (a) of problem 3-28 with
tiles.

b. Read the Math Notes box at the end of this lesson to learn the “legal” moves you can make on an Equation Mat.

c. Solve the equation by making “legal” moves on your Equation Mat. Check your solution by evaluating the equation you wrote in part
(a) of problem 3-28.

d. Build the equation from part (b) of problem 3-28. Solve the equation by using “legal” tile moves and check your solution.

3-30. Using algebra tiles on an Equation Mat, create a physical representation of the equation
. Use “legal” moves to solve the equation and check your answer.

a. b.

c. d.

Using Algebra Tiles to Solve Equations

Algebra Tiles: Solving Equations (YouTube) (Vimeo)

Algebra tiles are a physical and visual representation of an equation. For example, the equation can be
represented by the Equation Mat below.

“Legal” Tile Move Corresponding Algebra

Group tiles that are alike together. Combine like terms.

Flip all tiles from subtraction region to addition region Change subtraction to “adding the opposite"

Flip everything on both sides Multiply (or divide) both sides by

Remove zero pairs (pairs of tiles that are opposites) A number plus its opposite equals zero
within a region of the mat

Place or remove the same tiles on or from both sides Add or subtract the same value from both sides.

Arrange tiles into equal-sized groups Divide both sides by the same value

3-33. Copy and simplify the following expressions by combining like terms. Using or drawing sketches of algebra tiles may be helpful. Homework
Help ✎

3-34. Solve each equation. Show the check to prove your answer is correct. Homework Help ✎

a. b.

3-36. Write and solve an equation for the following problem.

In the last election, candidate C received fewer votes than candidate B. If a total of
votes were cast, how many votes did candidate B receive? Homework Help ✎

3-37. Evaluate the following expressions. Homework Help ✎

a. b.

c. d.

3-38. Find the equation of the line based on the table. 3-38 HW eTool (Desmos) Homework Help ✎

3-39. For each of the shapes formed by algebra tiles below: Homework Help ✎

Sketch and label the shape on your paper and write an expression that represents the perimeter.

Simplify your perimeter expression as much as possible.

a. b.

c. d.

3-39. For each of the shapes formed by algebra tiles below: Homework Help ✎

Sketch and label the shape on your paper and write an expression that represents the perimeter.

Simplify your perimeter expression as much as possible.

a. b.

c. d.

3-40. Translate the Equation Mat at right into an equation. Do not simplify your equation. Remember that the double line represents
“equals.” Homework Help ✎

3-41. Consider the rule . 3-41 HW eTool (Desmos). Homework Help ✎

a. Without graphing, find the -intercept of .

b. Make a table and graph on graph paper.

c. How could you find the -intercept of with your graph from part (b)? How would you find it with the table? Explain.

3-42. Evaluate each expression below for when , if possible. Homework Help ✎

a. b. c. d.

3-43. Multiple Choice: What is the slope of the line that goes through the points and ? Homework Help ✎

a. b. c. d.

3-44. Simplify each expression below, if possible. Homework Help ✎

a. b. c. d.

Lesson (ENG)

3.2.2 What can I do with rectangles?

Exploring an Area Model
In the last lesson, you used tiles to represent algebraic equations. Today you will use algebra tiles again, but this time to represent
expressions using multiplication.

3-45. Your teacher will present this group of tiles to the class:

b. What are the dimensions (length and width) of the rectangle you made? Label your sketch with its dimensions, then write the area of
the rectangle as a product, that is, .

d. Write an equation that shows that the area written as a product is equivalent to the area written as a sum.

a. b.

c. d.

e. f.

g. h.

i. j.

3-47. LEARNING LOG

3-48. For the entire rectangle at right, find the area of each part and then find the area of the
whole. Homework Help ✎

3-49. Write the area of the rectangle at right as a product and as a sum. Homework Help ✎

3-50. When solving for , Nathan noticed that is divided by . Homework Help ✎

a. What can he do to both sides of the equation to get alone?

b. Solve for . Then check your solution in the original equation.

c. Use the same process to solve this equation for : .

3-51. Jamila wants to play a game called “Guess My Line.” She gives you the following hints: “Two points on my line are
and ." 3-51 HW eTool (Desmos) Homework Help ✎

a. What is the slope of her line? A graph of the line may help.

b. What is the -intercept of her line?

c. What is the equation of her line?

3-53. On graph paper, make an table and graph . Find its - and -intercepts. Homework Help ✎

Lesson (ENG)

3.2.3 How can I rewrite a product?

a. b.

c. d.

e. f.

g. h.

a. b.

c. d.

3-57. CLOSED SETS

Vocabulary for Expressions

Expressions (YouTube) (Vimeo)

A one-variable polynomial is an expression which only has terms of the form:

(any real number) (whole number)

For example, is a polynomial, so the simplified form, is a polynomial.

The function is a polynomial function.

The following are not polynomials: , and

A binomial is a polynomial with only two terms, for example, and .

3-58. Examine the rectangles formed with tiles below. For each figure, write its area as a product of the width and length and as a sum of its
parts. Homework Help ✎

a. b.

3-60. Solve each equation below for . Then check your solutions. Homework Help ✎

a. b.

c. d.

3-62. What is the equation of the line that has a -intercept of and passes through the point ? 3-62 HW eTool (Desmos).
Homework Help ✎

3-63. Evaluate each rational expression. Homework Help ✎

a. b.

c. d.

Lesson (ENG)

3.2.4 How can I generalize the process?

3-64. Use the Distributive Property to find each product below.

a. b.

c. d.

3-65. Write the area as a product and as a sum for the rectangle shown at right.

3-66. Now examine the following diagram. How is it similar to the set of tiles in problem 3-65? How is it different? Talk with your teammates
and write down all of your observations.

Draw each of the following generic rectangles on your paper. Then find the area of each part and write the area of the whole rectangle as a
product and as a sum.

a. b.

c. d.

e. How did you find the area of the individual parts of each generic rectangle?

a. b.

c. d.

3-69. THE GENERIC RECTANGLE CHALLENGE

Copy each of the generic rectangles below and fill in the missing dimensions and areas. Then write the entire area as a product and as a
sum. Be prepared to share your reasoning with the class.

a. b.

c. d.

Properties of Real Numbers

The legal tiles moves have formal mathematical names, called the properties of real numbers.

The Commutative Property states that when adding or multiplying two or more numbers or terms, order is not important. That is:

For example,

However, subtraction and division are not commutative, as shown below.

since

The Associative Property states that when adding or multiplying three or more numbers or terms together, grouping is not important. That is:

For example,

However, subtraction and division are not associative, as shown below.

since since

The Identity Property of Addition states that adding zero to any expression gives the same expression. That is:

For example,

The Identity Property of Multiplication states that multiplying any expression by one gives the same expression. That is:

For example,

The Additive Inverse Property states that for every number there is a number such that . A common name used for the
additive inverse is the opposite. That is, is the opposite of . For example, and .

3-70. Use a generic rectangle to multiply the following expressions. Write each solution both as a sum and as a product. Homework Help ✎

a. b.

c. d.

3-71. Find the rule for the pattern represented at right. Homework Help
✎

Figure 1

a. If Harry and Heinrick start eating at the same time, when will their ponds have the same number of lily
pads remaining?

b. How many lily pads will be left in each pond at that time?

3-73. Graph each equation below on the same set of axes and label the point of intersection with its coordinates. 3-73 HW
eTool (Desmos) Homework Help ✎

3-74. Are the odd numbers a closed set under addition? Justify your conclusion. Homework Help ✎

3-75. Simplify each of the expressions below. Your final simplification should not contain negative exponents. Homework Help ✎

a. b. c.

Lesson (ENG)

3.3.1 What if an equation has a product?

a. b.

c. d.

3-78. ABSOLUTE VALUE EQUATIONS

Find as many solutions to the following equations as you can.

a. b.

c. d.

3-79. Solve . Work with your team to organize your work so that anyone could follow along to find both solutions.

3-80. Solve . Record your steps.

The Distributive Property

Generic Rectangles (YouTube) (Vimeo)

The Distributive Property states that for any three terms , , and :

simplifying results in

The multiplies each term.

3-81. Find each of the following products by drawing and labeling a generic rectangle or by using the Distributive Property. Homework Help ✎

a. b. c.

3-83. Find the dimensions of the generic rectangle at right. Then write an equivalency statement
of the area as a product and as a sum. Homework Help ✎

3-84. Solve for . Use any method. Check your solutions by testing them in the original equation. Homework Help ✎

a. b.

c. d.

3-85. Copy and complete each of the Diamond Problems below. The pattern used in the Diamond Problems is
shown at right. Homework Help ✎

a. b. c. d.

3-86. If and , then find: Homework Help ✎

a. b. c.

d. e. f.

Lesson (ENG)

3.3.2 How can I change it to form?

a. How much of a head start did the participant get? How can you tell from the equation?

b. What was the participant's rate of speed? That is, how fast did she go? Justify your answer.

3-88. CHANGING FORMS

You could find the slope and starting value for quickly because the equation is in form. But what if the equation is
in a different form? Explore this situation below.

a. The line is written in standard form. Can you easily tell what the slope of the line is? Its starting value? Predict
these values.

b. The equation is shown on the Equation Mat at right. Set up this

equation on your Equation Mat using tiles. Using only “legal” moves, rearrange the
tiles to get by itself on the left side of the mat. Record each of your moves
algebraically.

c. Now use your result from part (b) to find the slope and starting value of the line . Did your result match your
prediction in part (a)?

a. . Find the force, , needed to move a piano given the amount of work applied, , and distance moved, .

b. . Find the temperature in Celsius, , when given the temperature in degrees Fahrenheit, .

c. . The symbol, is a letter of the Greek alphabet. Sometimes scientists use Greek letters for variables. Find the mass, , of a
precious stone given its density, , and volume, .

d. . Find, , the distance to the light bulb, given , the intensity of light, and , the wattage of the light bulb.

3-90. Solve each of the following equations for the indicated variable. Use your Equation Mat if it is helpful. Write down each of your steps
algebraically.

a. Solve for

b. Solve for

c. Solve for

d. Solve for

3-91. Solve each of the following equations for the indicated variable. Record your work.

a. Solve for

b. Solve for

c. Solve for

d. Solve for

3-92. MORE CLOSED SETS

As a starting point, you may want to think about some of the products below.

i. ii.

iii. iv.

Linear Equations from Slope and/or Points

If you know the slope, , and -intercept, , of a line, you can write the equation of the line as .

3-93. Solve each equation. Be sure to find all possible answers and check your solutions. Homework Help ✎

a. b.

c. d.

3-94. Solve each equation below for the indicated variable. Homework Help ✎

a. for b. for

c. for d. for

3-95. Evaluate the following rational expressions. Homework Help ✎

a. b.

c. d.

3-96. Find the equation of each line described below. 3-96 HW eTool (Desmos). Homework Help ✎

a. A line with slope of that passes through the point .

b. A line that passes through the points and .

3-97. Graph the lines and on the same set of axes. Then find their point of intersection. 3-97 HW eTool
(Desmos) Homework Help ✎

3-98. Simplify each expression using the laws of exponents. Homework Help ✎

a. b.

c. d.

Solve each equation. Be sure to find all possible answers and check your solutions. Homework Help ✎

a. b.

c. d.

a. b.

3-101. For each generic rectangle below, find the dimensions (length and width). Then write the area as a product of the dimensions and as a
sum. Homework Help ✎

a. b.

3-102. Solve each of the following equations. Be sure to show your work carefully and check your answers. Homework Help ✎

a. b.

c. d.

3-103. Multiply each of the following expressions. Show all of your work. Homework Help ✎

3-104. Solve each of the following equations for the indicated variable. Show all of your steps. Homework Help ✎

a. for b. for

c. for d. for

Lesson (ENG)

3.3.3 What kinds of equations can I solve now?

3-105. Your teacher will explain the way you will work today on the problems below. As you work, be sure to record all of your steps carefully.
Check your solutions, if possible.

a. Solve for b. Solve for

c. Solve for d. Solve for

e. Solve for f. Solve for

g. Solve for h. Solve for

i. Solve for j. Solve for

3-106. LEARNING LOG

Using Generic Rectangles to Multiply

Generic Rectangles (YouTube) (Vimeo)

3-107. Solve each equation. Homework Help ✎

a. b.

c. d.

3-108. Find the equation of the line based on the table. 3-108 HW eTool (Desmos). Homework Help ✎

3-109. Find an equation of the line with slope passing through the point . 3-109 HW eTool (Desmos). Homework Help ✎

3-110.
This problem is a checkpoint for operations with rational numbers. It will be referred to as Checkpoint 3.

Compute each of the following problems with fractions. Homework Help ✎

a. b. c.

d. e. f.

Check your answers by referring to the Checkpoint 3 materials located at the back of your book.

Ideally, at this point you are comfortable working with these types of problems and can solve them correctly. If you feel that you need more
confidence when solving these types of problems, then review the Checkpoint 3 materials and try the practice problems provided. From this
point on, you will be expected to do problems like these correctly and with confidence.

Checkpoint 3: Operations with Rational Numbers

3-111. Copy and complete these generic rectangles on your paper. Then write the area of each rectangle as a product of the length and width and as a
sum of the parts. Homework Help ✎

a. b.

c. d.

3-112. Simplify using only positive exponents. Homework Help ✎

a. b.

c.
✎
d.

Lesson (ENG)

Chapter 3 Closure What have I learned?

Reflection and Synthesis

The activities below offer you a chance to reflect about what you have learned during this chapter. As you work, look for
concepts that you feel very comfortable with, ideas that you would like to learn more about, and topics you need more help
with. Look for connections between ideas as well as connections with material you learned previously.

1. TEAM BRAINSTORM
What have you studied in this chapter? What ideas were important in what you learned? With your team, brainstorm a list. Be as detailed as you can.
To help get you started, a list of Learning Log entries and Math Notes boxes are below.

What topics, ideas, and words that you learned before this chapter are connected to the new ideas in this chapter? Again, be as detailed as you can.

How long can you make your list? Challenge yourselves. Be prepared to share your team’s ideas with the class.

Learning Log Entries

Lesson 3.1.2 – Zero and Negative Exponents

Lesson 3.2.2 – Area as a Product and as a Sum

Lesson 3.3.3 – Summary of Solving Equations

Math Notes

Lesson 3.1.2 – Laws of Exponents

Lesson 3.2.1 – Using Algebra Tiles to Solve Equations

Lesson 3.2.2 – Multiplying Algebraic Expressions with Tiles

Lesson 3.2.3 – Vocabulary for Expressions

Lesson 3.2.4 – Properties of Real Numbers

Lesson 3.3.1 – The Distributive Property

Lesson 3.3.2 – Linear Equations From Slope and/or Points

Lesson 3.3.3 – Using Generic Rectangles to Multiply

Extend this idea: What if one of the expressions being multiplied has three terms? How can a generic rectangle be used to multiply two expressions such
as ?

Now consider the Standards for Mathematical Practice that follow. What Mathematical Practices did you use in this chapter? When did you use them?
Give specific examples.

BECOMING MATHEMATICALLY PROFICIENT

The Common Core State Standards For Mathematical Practice

Make sense of problems and persevere in solving them:

Reason abstractly and quantitatively:

Construct viable arguments and critique the reasoning of others:

Model with mathematics:

Use appropriate tools strategically:

Attend to precision:

a. b.

c. d.

CL 3-121. Using your knowledge of exponents, rewrite each expression below so that there are no negative exponents or parentheses remaining.

c. d.

Answers and Support for Closure Activity #4

What Have I Learned?
Note: MN = Math Note, LL = Learning Log

CL 3-113. Solution Need Help? More Practice

a. bricks Section 2.1 Problems CL 2-104, CL 2-105,
CL 2-106, 3-52, 3-61, and 3-72
b. Martin’s rule: Section 2.2
Horaces’s rule:

Min. Bricks Min. Bricks

… … … …

c. After minutes, they will each have bricks.

S l i N dH l ? M P i

CL 3-117. Solution Need Help? More Practice

a. Lesson 3.3.2 Problems 3-94 and 3-104

b. LL: 2.1.4

c. Part (a):
Part (b):

CL 3-118. Solution Need Help? More Practice

a. Lesson 3.1.1 Problems 3-22, 3-12, 3-19, 3-
75(b), and 3-98
b. MN: 3.1.2

CL 3-119. Solution Need Help? More Practice

a. Chapter 2 Problems 2-73, 2-100, CL 2-
101, 3-22, 3-24, 3-38, 3-51, 3-
b. MN: 2.1.4 and 2.2.2
62, and 3-108

c. LL: 2.1.3, 2.1.4, 2.3.1, and

2.3.2

CL 3-120. Solution Need Help? More Practice

a. Checkpoint 3 Problems 3-11, 3-37, 3-63, 3-
95, and 3-110
b.

CL 3-121. Solution Need Help? More Practice

a. Section 3.1 Problems 3-20, 3-75(a) and (c),
and 3-112
b. MN: 3.1.2

c. LL: 3.1.2

Lesson (ENG)

Chapter 4 Systems of Equations

In Chapter 2, you studied the connections between the multiple representations of linear equations
and learned how to write equations from situations. In this chapter, you will learn how to solve word Guiding Question
problems by writing a pair of equations, called a system of equations. Then you will solve the Mathematically proficient
system of equations with the same multiple representations you used for solving linear equations: students attend to precision.
table, graph, and by manipulating the equations.
As you work through this
Along the way, you will develop ways to solve different forms of systems, and will learn how to chapter, ask yourself:
recognize when one method may be more efficient than another. By the end of this chapter, you will
know multiple ways to find the point of intersection of two lines and will be able to solve systems Am I using correct
that arise from different situations. vocabulary and clear
explanations in discussions
with my team, while paying
attention to small details?

Chapter Outline

Section 4.1 In this section, you will write and solve mathematical sentences (such as one- and two-variable equations) to
solve situational word problems.

Section 4.2 You will develop methods to solve systems of equations in different forms. You will learn what it means for a
system to have no solutions or infinite solutions. You will also find ways to know which solving method is most
efficient and accurate.

Section 4.3 Section 4.3 provides an opportunity for you to review and extend what you learned in Chapters 1 through 4. You
will make important connections between solving equations, multiple representations, and systems of equations.

Lesson (ENG)

4.1.1 How can I use variables to solve problems?

Solving Word Problems by Writing Equations
Today you will learn to translate written information into algebraic symbols and then solve the equations that represent the
relationships.

4-1. Match each mathematical sentence on the left with its translation on the right.

a. 1. A zoo has two fewer elephants than zebras and five times more monkeys than
elephants. The total number of elephants, monkeys, and zebras is .
b.
2. Zola earned by working two hours and receiving a bonus.
c.
3. Thirty ounces of metal is created by mixing zinc with silver. The number of ounces of
d.
silver needed is twelve times the number of ounces of zinc.

4. Eddie, who earns per hour, worked two hours longer than Zach, who earns per
hour. Together they earned .

4-2. Mathematical sentences, like those in the left column of problem 4-1, are easier to understand when everyone knows what the variables
represent. A statement that describes what the variable represents is called a "let" statement. For example, for mathematical sentence (a)
above, which is matched with translation 2, we could say, “Let Zola's rate of pay (in dollars/hour).” Note that a “let” statement always
indicates the units of measurement.

Write a “let” statement for each of the mathematical sentences in parts (b) through (d) above.

4-3. The perimeter of a triangle is cm. Sides #1 and #2 have equal length, while Side #3 is one centimeter shorter than twice the length of Side
#1. Let’s determine how long each side is:

a. Let represent the length of Side #1. What essential part of this “let” statement is missing? What is the length of Side #2? Side #3?

b. Write a mathematical sentence that states that the perimeter is cm.

c. Solve the equation you found in part (b) and determine the length of each side. Be sure to label your answers with the appropriate
units.

4-4. THE ENVIRONMENTAL CLUB

Charles and Amy are part of the Environmental Club at school. Their service project for the semester is to get a tree for their school donated
and plant it on the school grounds. Charles’ uncle owns a tree nursery and is willing to donate a -foot tall tree that he says will grow
feet per year.

Amy goes to another nursery in town, but is only able to get tree seeds donated. According to the seed package, the tree will grow feet
per year. Charles plants his tree and Amy plants a seed on the same day. Amy thinks that even though her tree will be much shorter than
Charles’ tree for the first several years, it will eventually be taller because it grows more each year, but she does not know how many years it
will take for her tree to get as tall as Charles’ tree.

Will the trees ever be the same size? If so, how many years will it take?

Your Task:

Represent this problem with tables, equations, and one graph.

Use each representation to find the solution. Explain how you found the solution in each of the three representations.

Discussion Points
How can the given information be represented with equations?

What is a solution to a two-variable equation?

How can this problem be represented on one graph?

How does the solution appear on the graph?

4-5. In the previous problem, you wrote equations that were models of a real-life situation. Models are usually not perfect representations, but
they are useful for describing real-life behavior and for making predictions. You predicted when the two trees would be the same height.

a. What are an appropriate domain and range for the two models of tree growth?

b. Where can you find the -intercepts of the model on the graph, in the table, and in the equation? In the situation of the story, what does
the -intercept represent?

4-6. For the following word problems, write one or two equations. Be sure to define your variable(s) and units of measurement with appropriate
“let” statements and label your answers. You do not need to solve the equations yet.

a. After the math contest, Basil noticed that there were four extra-large pizzas that were left
untouched. In addition, another three slices of pizza were uneaten. If there were a total of
slices of pizza left, how many slices does an extra-large pizza have?

b. Herman and Jacquita are each saving money to pay for college. Herman currently has
and is working hard to save per month. Jacquita only has but is saving per
month. In how many months will they have the same amount of savings?

c. George bought some CDs at his local store. He paid for each CD. Nora bought the same number of CDs from a store online.
She paid for each CD, but had to pay for shipping. In the end, both George and Nora spent the exact same amount of
money buying their CDs! How many CDs did George buy?

4-7. Solve part (b) of problem 4-6 above. In how many months would they have the same amount of savings? How much savings would they
have at that time?

Line of Best Fit

A line of best fit is a straight line that represents, in general, the data on a scatterplot, as shown in the
diagram. This line does not need to touch any of the actual data points, nor does it need to go through the
origin. The line of best fit is a model of numerical two-variable data that helps describe the data in order to
make predictions for other data.

To write the equation of a line of best fit, find the coordinates of any two convenient points on the line (they
could be lattice points where the gridlines intersect, or they could be data points, or the origin, or a
combination). Then write the equation of the line that goes through these two points.

4-8. Smallville High School Principal is concerned about his school’s Advanced Placement (AP) test scores. He wonders if there is a relationship
between the students’ performance in class and their AP test scores so he randomly selects a sample of ten students who took AP
examinations and compares their final exam scores to their AP test scores. 4-8 HW eTool (Desmos). Homework Help ✎

AP Score

Final Score

Create a scatterplot on graph paper. Draw a line of best fit that represents the data. Refer to the Math Notes box in this lesson. Use the
equation of your line of best fit to predict the final exam score of another Smallville HS student who scored a on their AP test.

4-9. Solve for . Check your solutions, if possible. Homework Help ✎

a. b.

4-10. On the same set of axes, use slope and -intercept to graph each line in the system shown below. Then
find the point(s) of intersection, if one (or more) exists. 4-10 HW eTool (Desmos). Homework Help ✎

4-11. A team of students is trying to answer the scientific notation problem . Homework
Help ✎

Jorge thinks they should use a generic rectangle because there are two terms multiplied by two terms.

Cadel thinks the answer is but he cannot explain why.

Lauren thinks they should multiply the like parts. Her answer is .

Who is correct? Explain why each student is correct or incorrect.

4-12. For each of the following generic rectangles, find the dimensions (length and width) and write the area as the product of the dimensions and
as a sum. Homework Help ✎

a. b.

4-13. A prime number is defined as a number with exactly two integer factors: itself and . Jeannie thinks that all prime numbers are odd. Is she
correct? If so, state how you know. If not, provide a counterexample. Homework Help ✎

4-14. Solve this problem by writing and solving an equation. Be sure to define your variable. Homework Help ✎

A rectangle has a perimeter of inches. Its length is one less than three times its width. What are the length and width of the rectangle?

4-15. The basketball coach at Washington High School normally starts each game with the following five players:

Melinda, Samantha, Carly, Allison, and Kendra

However, due to illness, she needs to substitute Barbara for Allison and Lakeisha for Melinda at this week's game. What will be the starting
roster for this upcoming game? Homework Help ✎

4-16. When Ms. Shreve solved an equation in class, she checked her solution and it did not make the equation true! Examine her work
below and find her mistake. Then find the correct solution. Homework Help ✎

4-17. Determine if the statement below is always, sometimes, or never true. Justify your conclusion.
Homework Help ✎

4-18. Find an equation for the line passing through the points and . Homework Help ✎

4-19. Multiply each polynomial. That is, change each product to a sum. Homework Help ✎

a. b.

Lesson (ENG)

4.1.2 How many equations do I need?

One Equation or Two?
In the previous lesson, you created one or two mathematical sentences that represented word problems. Today you will represent a
word problem with two equations. You will also explore how to use the Equal Values Method to solve systems containing equations that are not in
form.

4-20. ONE EQUATION OR TWO?

Elsie took all of her cans and bottles from home to the recycling plant. The number of cans was one
more than four times the number of bottles. She earned ¢ for each bottle and ¢ for each can, and
ended up earning in all. How many cans and bottles did she recycle?

Solomon decided to solve the problem by writing one equation. He said, “I can let b represent the
number of bottles. Then would be the number of cans. My equation would be
.”

Marcus agreed with Solomon’s answer, but said, “It is easier to solve this problem with two equations. I
can let b represent the number of bottles and represent the number of cans. That way my two
equations are .”

a. Solomon’s equation has three terms: , , and . What do each of these terms represent in the problem?

b. What do the parts of each of Marcus’ equations represent?

c. Do Solomon’s equation and Marcus’ equations represent the same problem? Why or why not?

d. Solve this problem using Solomon’s equation. Be sure to label your answer. You do not need to solve Marcus’ equations.

4-21. Renard thought that writing two equations for problem 4-20 was easy, but he’s not sure if he knows how to solve the system of equations. He
wants to use two equations with two variables to solve this problem:

Ariel bought several bags of caramel candy and taffy. The number of bags of taffy was more than the number of bags of caramels.
Taffy bags weigh ounces each, and caramel bags weigh ounces each. The total weight of all of the bags of candy was ounces.
How many bags of candy did she buy?

a. Renard lets the number of taffy bags and the number of caramel bags. Help him write
two equations to represent the information in the problem.

b. Now Renard is stuck. He says, “If both of the equations were in the form ‘ something,’ I
could set the two equations equal to each other to find the solution.” Help him change the
equations into a form he can solve.

c. Solve Renard’s equations to find the number of caramel and taffy bags that Ariel bought.

d. Discuss with your team how you can make sure your solution is correct.

4-22. When you write equations to solve word problems, you sometimes end up with two equations like
Renard’s, or like the two equations at right. Notice that the second equation is solved for , but the first
is not. Change the first equation into “ ” form, and then solve this system of equations. Check your
solution.

4-23. A set of two or more equations with the same variables is called a system of equations. When you set the two equations equal to each other,
like Renard did in problem 4-21, you are using the equal values method of solving a system of equations.

There are animals on Farmer Cole’s farm – all sheep and chickens. If the animals have a total of legs, how many of each type of
animal lives on his farm? Write a system of equations, and use the equal values method to solve it. Be sure to check your answer.

4-24. Solve the system of equations at right using the Equal Values Method. Check your answer.

The Equal Values Method

The Equal Values Method is a method to find the solution to a system of equations. For example, solve the system of equations below:

Put both equations into form. The two equations are now and
.

Take the two expressions that equal and set them equal to each other. Then solve this new
equation to find . See the example at right.

Once you know , substitute your solution for x into either original equation to find . In this
example, the second equation is used.

Check your solution by evaluating for and in both of the original equations.

4-25. Write expressions to represent the quantities described below. Homework Help ✎

a. Geraldine is years younger than Tom. If Tom is years old, how old is Geraldine? Also, if Steven is twice as old as Geraldine, how
old is he?

b. people went to see “Ode to Algebra” performed in the school auditorium. If the number of children that attended the performance
was , how many adults attended?

c. The cost of a new CD is , and the cost of a video game is . How much would CDs and video games cost?

4-26. Nina has some nickels and pennies in her pocket. Her friend, Maurice, has twice as many nickels as Nina. Together, these coins are worth
. How many nickels does Nina have? Show all of your work and label your answers. Homework Help ✎
¢

4-27. Create a table and graph the rule Label its - and -intercepts. 4-27 HW eTool (Desmos) Homework Help ✎

4-28. Examine the graphs of each relation below. Decide if each is a function. Then describe the domain and range of each. Homework Help ✎

a. b.

4-29. What number is not part of the domain of the function ? How can you tell? Homework Help ✎

4-30. If and , find: Homework Help ✎

a. b. c. if d.

Lesson (ENG)

4.2.1 How can I solve the system?

Solving Systems of Equations Using Substitution
In Lesson 4.1.2, you helped Renard develop the Equal Values Method of solving a system of equations. You set both of the equations
equal to the same variable. Today you will develop a more efficient method of solving systems that are too messy to solve by setting
the equations equal to each other.

4-31. Review what you learned in Lesson 4.1.2 as you solve the system of equations below. Check your solution.

4-32. AVOIDING THE MESS

A new method, called the Substitution Method, can help you solve the system in problem 4-31 without using fractions. This method is
outlined at right.

a. If , then does ? That is, can you switch the and the ?
Why or why not?

b. Since you know that , can you replace the in the second equation with from the top equation? Why or why not?

c. Once you replace the in the second equation with , you have an equation with only one variable, as shown below. This is
called substitution because you are substituting for (replacing) with an expression that it equals. Solve this new equation for and
then use that result to find in either of the original equations.

4-33. Use the Substitution Method to solve the systems of equations below.

a. b.

c. d.

4-34. When Mei solved the system of equations below, she got the solution , . Without solving the system yourself, can you tell her
whether this solution is correct? How do you know?

4-35. HAPPY BIRTHDAY!

You’ve decided to give your best friend a bag of marbles for his birthday. Since you know that your friend likes green marbles better than
red ones, the bag has twice as many green marbles as red. The label on the bag says it contains a total of marbles.

How many green marbles are in the bag? Write an equation (or system of equations) for this
problem. Then solve the problem using any method you choose. Be sure to check your answer when
you are finished.

Describing Association
An association (relationship) between two numerical variables can be described by its form, direction, strength, and outliers.
The shape of the pattern is called the form of the association: linear or non-linear. The form can be made of clusters of data.

If one variable increases as the other variable increases, the direction is said to be a positive association. If one variable increases as the other
variable decreases, there is said to be a negative association. If there is no apparent pattern in the scatterplot, then the variables have no
association.

Negative linear association Negative non-linear association Positive linear association with clusters

Strength is a description of how much scatter there is in the data away from the line of best fit. See some examples below.

strong negative association moderate negative association weak positive association

An outlier is a piece of data that does not seem to fit into the overall pattern. There is one obvious outlier in the association graphed at right.

4-36. Ms. Hoang’s class conducted an experiment by rolling a marble down different length slanted boards and timing how long it took. The results

are shown at right. Describe the association. Refer to the Math Notes Box in this lesson if you need help remembering how to describe an
association. Homework Help ✎

4-37. Solve each equation for the variable. Check your solutions, if possible. Homework Help ✎

a. b.

c. d.

4-38. The Fabulous Footballers scored an incredible points at last night’s game. Interestingly, the number of field
goals was more than twice the number of touchdowns. The Fabulous Footballers earned points for each
touchdown and points for each field goal. Homework Help ✎

a. Multiple Choice: Which system of equations below best represents this situation? Explain your
reasoning. Assume that represents the number of touchdowns and represents the number of field
goals.

i. ii.

iii. iv.

b. Solve the system you selected in part (a) and determine how many touchdowns and field goals the Fabulous Footballers earned last
night.

4-39. Yesterday Mica was given some information and was asked to find
a linear equation. But last night her cat destroyed most of the
information! At right is all she has left: 4-39 HW eTool
(Desmos) Homework Help ✎

a. Complete the table and graph the line that represents Mica’s rule.

b. Mica thinks the equation for this graph could be . Is she correct? Explain why or why not. If not, find your own algebraic
rule to match the graph and table.

4-40. Kevin and his little sister, Katy, are trying to solve the system of equations shown below. Kevin thinks the new equation should
be , while Katy thinks it should be . Who is correct and why? Homework Help ✎

4-41. Simplify each expression. In parts (c) and (d) write your answers using scientific notation. Homework Help ✎

a. b.

Lesson (ENG)

4.2.2 How does a graph show a solution?

Making Connections: Systems, Solutions, and Graphs
In this chapter you have practiced writing mathematical sentences to represent situations. Often, these sentences give you a system of
equations, which you can solve using substitution. Today you will also represent these situations on a graph and will examine more
closely the solution to a two-variable equation.

4-42. THE HILLS ARE ALIVE

The Alpine Music Club is going on its annual music trip. The members of the club are yodelers, and they like to
play the xylophone. This year they are taking their xylophones on a gondola to give a performance at the top of
Mount Monch.

The gondola conductor charges for each yodeler and for each xylophone. It costs for the entire club,
including the xylophones, to ride the gondola. Two yodelers can share a xylophone, so the number of yodelers on
the gondola is twice the number of xylophones.

How many yodelers and how many xylophones are on the gondola?

Your Task:

Represent this problem with a system of equations. Solve the system and explain how its solution relates to
the yodelers on the music trip.

Represent this problem with a graph. Identify how the solution to this problem appears on the graph.

Discussion Points
How can the given information be represented with equations?

What is a solution to a two-variable equation?

How can this problem be represented on a graph?

How does the solution appear on the graph?

Further Guidance
4-43. Start by focusing on one aspect of the problem: the cost to ride the gondola. The conductor charges for each yodeler and for each
xylophone. It costs for the entire club, with instruments, to ride the gondola.

a. Write an equation with two variables that represents this information. Be sure to define your variables.

b. Find a combination of xylophones and yodelers that will make your equation from part (a) true. Is this the only possible combination?

c. List five additional combinations of xylophones and yodelers that could ride the gondola if it costs for the trip. With your team,
decide on a good way to organize and share your list.

d. Jon says, “I think there could be xylophones and yodelers on the gondola.” Is he correct? Use the equation you have written to
explain why or why not.

e. Helga says, “Each correct combination we found is a solution to our equation.” Is this true? Explain what it means for something to be
a solution to a two-variable equation.

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CC Algebra
4-44. Now consider the other piece of information: The number of yodelers is twice the number of xylophones.

a. Write an equation (mathematical sentence) that expresses this piece of information.

b. List four different combinations of xylophones and yodelers that will make this equation true.

c. Put the equation you found in part (a) together with your equation from problem 4-43 and use substitution to solve this system of
equations.

d. Is the answer you found in part (c) a solution to the first equation you wrote (the equation in part (a) of problem 4-43)? How can you
check? Is it a solution to the second equation you wrote (the equation in part (a) of this problem)? Why is this a solution to the system
of equations?

4-45. The solution to “The Hills are Alive” problem can also be represented graphically.

a. On graph paper, graph the equation you wrote in part (a) of problem 4-43. The points you listed for that equation may help. What is
the shape of this graph? Label your graph with its equation.

b. Explain how each point on the graph represents a solution to the equation.

c. Now graph the equation you wrote in part (a) of problem 4-44 on the same set of axes. The points you listed for that equation may
help. Label this graph with its equation.

d. Find the intersection point of the two graphs. What is special about this point?

e. With your team, find as many ways as you can to express the solution to “The Hills are Alive” problem. Be prepared to share all the
different forms you found for the solution with the class.

Further Guidance section ends here.

4-46. Consider the system of equations:

a. Use substitution to solve this system.

b. With your team, decide how to fill in the rest of the table at right for the equation .

c. Use your table to make an accurate graph of the equation .

d. Now graph on the same set of axes. Find the point of intersection.

e. Does the point of intersection you found in part (a) agree with what you see on your graph?

4-47. The equation of two lines are given below. A table of solutions for the first equation has been started below the equation.

a. Graph both lines. Without actually solving the system of equations, predict what the solution to this system will be. Explain.

b. Solve the system. Was your prediction in part (a) correct?

4-48. What is a solution to a two-variable equation? Answer this question in complete sentences in your Learning Log. Then
give an example of a two-variable equation followed by two different solutions to it. Finally, make a list of all of the ways
to represent solutions to two-variable equations. Title your entry “Solutions to Two-Variable Equations” and label it with
today’s date.

The Substitution Method

Systems of Equations: Substitution Method (YouTube) (Vimeo)

The Substitution Method is a way to change two equations with two variables into one equation with one variable. It is convenient to use when
only one equation is solved for a variable.

For example, to solve the system:

Use substitution to rewrite the two equations as one. In other words, replace in the second
equation with from the first equation to get . This equation
can then be solved to find . In this case, .

To find the point of intersection, substitute the value you found into either original equation to
find the other value.

In the example, substitute into and write the answer for and as an
ordered pair.

To check the solution, substitute and into both of the original equations.

4-49. Camila is trying to find the equation of a line that passes through the points and . Does the equation work?
Justify your answer. Homework Help ✎

4-50. The graph at right contains the lines for and . Homework Help ✎

a. Using the graph, what is the solution to this system?

b. Solve the system algebraically to confirm your answer to part (a).

4-51. Hotdogs and corndogs were sold at last night's football game. Use the information below to write mathematical sentences to help you
determine how many corndogs were sold. Homework Help ✎

a. The number of hotdogs sold was three fewer than twice the number of corndogs. Write a mathematical sentence that relates the number
of hotdogs and corndogs. Let represent the number of hotdogs and represent the number of corndogs.

b. A hotdog costs and a corndog costs . If was collected, write a mathematical sentence to represent this information.

c. How many corndogs were sold? Show how you found your answer.

4-52. Copy and complete each of the Diamond Problems below. The pattern used in the Diamond Problems is
shown at right. Homework Help ✎

a. b. c. d.

4-53. Rianna thinks that if and if , then . Is she correct? Homework Help ✎

4-54. Solve the following equations for , if possible. Check your solutions. Homework Help ✎

a. b.

c. d.

Lesson (ENG)

4.2.3 Can I solve without substituting?

Solving Systems Using Elimination
In this chapter, you have learned the substitution method for solving systems of equations. You also studied how to set two equations
equal to each other. But are these methods the best to use for all types of systems? Today you will develop a new solution method
that can save time for systems of linear equations in standard form, .

4-55. Jeanette is trying to find the intersection point of these two equations:

She has decided to use substitution to find the point of intersection. Her plan is to solve the first equation , and
for then to substitute the result into the second equation. Use Jeanette’s idea to solve the system.

4-56. AVOIDING THE MESS: THE ELIMINATION METHOD

Your class will now discuss a new method, called the Elimination Method, to find the solution to Jeanette’s problem without the
complications and fractions of the previous problem. Your class discussion is outlined below.

a. Build Jeanette’s first equation on an Equation Mat as shown below or use the 4-56a Student eTool (CPM).

b. “Add the same tiles to both sides” is a “legal” tile move. Jeanette can add anything she wants to both sides of the equation. If she
wanted to, she could choose to add 16 to both sides. You will see in a moment why that makes sense.

c. But is equal to , according to the original equations in problem 4-55. On the left side, instead of adding , Jeanette
decides to add . After all, is equivalent to .

d. Write a new equation for the result of Jeanette’s addition to both sides of the equation. Notice that you now have only one equation
with one variable. What happened to the -terms? Simplify and then solve this new equation for the remaining variable.

e. Use your solution for to find . Check to be sure your solution makes both original equations true.

f. Now use algebra tiles and the Elimination Method to solve the system of equations below for and . Check your solution.

4-57. Pat was in a fishing competition at Lake Pisces. He caught some bass and some trout. Each bass weighed
pounds, and each trout weighed pound. Pat caught a total of pounds of fish. He got points in the
competition for each bass, but since trout are endangered in Lake Pisces, he lost point for each trout. Pat scored
a total of points.

a. Write a system of equations representing the information in this problem.

b. Is this system a good candidate for the Elimination Method? Why or why not?

c. Solve this system to find out how many bass and trout Pat caught. Be sure to record your work and check your answer by substituting
your solution into the original equations.

4-58. ANNIE NEEDS YOUR HELP

Annie was going to use the elimination method. She was ready to add the same value to both sides of the equation to eliminate the -terms
when she noticed a problem: Both -terms are positive!

With your team, figure out something you could do that would allow you to add the value of the second equation to the first equation and
eliminate the -terms. Once you have figured out a method, solve the system and check your solution. Be ready to share your method with
the class.

4-59. Find the point of intersection of each pair of lines below. Show your steps algebraically. Check each solution when you are finished.

a. b. c.

Systems of Linear Equations

A system of linear equations is a set of two or more linear equations that are given together, such as the
example at right:

If the equations come from a real-world context, then each variable will represent some type of
quantity in both equations. For example, in the system of equations above, could stand for a
number of dollars in both equations and could stand for the number of weeks.

To represent a system of equations graphically, you can simply graph each equation on the same
set of axes. The graph may or may not have a point of intersection, as shown circled at right.

Also notice that the point of intersection lies on both graphs in the
system of equations. This means that the point of intersection is
a solution to both equations in the system. For example, the point of
intersection of the two lines graphed above is . This point of
intersection makes both equations true, as shown at right.

The point of intersection makes both equations true; therefore the point of intersection is a solution to both equations. For this reason, the point of
intersection is sometimes called a solution to the system of equations.

4-60. Find the point of intersection of each pair of lines, if one exists. If you use an Equation Mat, be sure to record your process on paper. Check
each solution, if possible. 4-60a HW eTool (CPM), 4-60b HW eTool (CPM), and 4-60c HW eTool (CPM) Homework Help ✎

a. b. c.

4-61. Jai was solving the system of equations below when something strange happened. 4-61 HW eTool (Desmos) Homework Help ✎

a. Solve the system. Explain to Jai what the solution should be.

b. Graph the two lines on the same set of axes. What happened?

c. Explain how the graph helps to explain your answer in part (a).

4-62. On Tuesday the cafeteria sold pizza slices and burritos. The number of pizza slices sold was less than twice the number of burritos sold.
Pizza sold for a slice and burritos for each. The cafeteria collected a total of for selling these two items. Homework Help
✎
a. Write two equations with two variables to represent the information in this problem. Be sure to define your variables.

b. Solve the system from part (a). Then determine how many pizza slices were sold.

4-63. A local deli sells -inch sub sandwiches for . It has decided to sell a “family sub” that is inches long. How much should it charge?
Show all work. Homework Help ✎

4-64. Use generic rectangles to multiply each of the following expressions. Homework Help ✎

a. b.

c. d.

4-65. A consumer magazine collected the following data for the fuel efficiency of cars (miles per gallon) compared to weight (thousands of
pounds). Homework Help ✎

is the weight ( s of pounds)

and is the fuel efficiency (mpg).

a. Describe the association between fuel efficiency and weight.

b. Cheetah Motors has come out with a super lightweight sports utility vehicle (SUV) that weighs only pounds. What does the
model predict the fuel efficiency will be?

Lesson (ENG)

4.2.4 How can I eliminate a variable?

More Elimination
In Lesson 4.2.3, you learned how to use the Elimination Method to solve systems of equations. In this method, you combined two
equations in a way that made one variable disappear. This method is particularly useful for solving systems of equations where
neither equation is in form.

Today you will practice using the elimination method while learning to deal with various complications that systems of equations sometimes present. As
you solve these systems, ask your teammates these questions:

How can you create one equation with only one variable?

How can you eliminate one variable?

How do you know your solution is correct?

4-66. Which system of equations below would be easiest to solve using the Elimination Method? Once you have explained your decision, use the
Elimination Method to solve this system of equations. (You do not need to solve the other system!) Record your steps and check your
solution.

a. b.

4-67. Rachel is trying to solve this system:

a. Combine these equations. What happened?

b. Is the same line as ? That is, do they have the same solutions? Are their graphs
the same? Justify your conclusion! Be ready to share your reasoning with the class.

c. Since you can rewrite as , perhaps this equivalent form of the original equation can help solve this system.
Combine and . Is a variable eliminated? If so, solve the system for and . If not, brainstorm another
way to eliminate a variable. Be sure to check your solution.

d. Why was the top equation changed? Would a variable have been eliminated if the bottom equation were multiplied by on both
sides? Test this idea.

4-68. For each system below, determine:

Is this system a good candidate for the Elimination Method? Why or why not?

What is the best way to get one equation with one variable? Carry out your plan and solve the system for both variables.

Is your solution correct? Verify by substituting your solution into both original equations.

a. b. c.

4-69. Tracy's team was given the following system by their teacher.

a. Combine these equations and solve. What happened?

b. Are these two equations the same line? How can you tell?

c. How can you explain the solution you got in part (a)?

4-70. A NEW CHALLENGE

Carefully examine this system:

With your team, propose a way to combine these equations so that you eventually have one equation with one variable. Be prepared to share
your proposal with the class.

Forms of a Linear Function

There are three main forms of a linear function: slope-intercept form, standard form, and point-slope form. Study the examples below.

Slope-Intercept form: . The slope is , and the -intercept is .

Standard form:

Point-Slope form: . The slope is , and is a point on the line. For example, if the slope is and the point
is on the line, the equation of the line can be written or .

4-71. Solve these systems of equations using any method. Check each solution, if possible. Homework Help ✎

a. b.

c. d.

4-72. For each line below, make a table and graph. What do you notice? 4-72 HW eTool (Desmos) Homework Help ✎

a. b.

4-73. Find all possible values for in each equation. Homework Help ✎

a. b.

c. d.

4-74. Aimee thinks the solution to the system below is . Eric thinks the solution is . Who is correct? Explain your
reasoning. Homework Help ✎

4-75. Figure 3 of a tile pattern has tiles, while Figure 4 has tiles. If the tile pattern grows at a constant rate, how many tiles will Figure 50
have? Homework Help ✎

4-76. Solve each equation for the indicated variable. Homework Help ✎

a. b.

c. d.

Lesson (ENG)

4.2.5 What is the best method?

Choosing a Strategy for Solving Systems
When you have a system of equations to solve, how do you know which method to use? Focus today on how to choose a strategy
that is the most convenient, efficient, and accurate for a system of equations.

4-77. Erica works in a soda-bottling factory. As bottles pass her on a conveyer belt, she puts caps on them.
Unfortunately, Erica sometimes breaks a bottle before she can cap it. She gets paid cents for each bottle
she successfully caps, but her boss deducts cents from her pay for each bottle she breaks.

Erica is having a bad morning. Fifteen bottles have come her way, but she has been breaking some and
has only earned cents so far today. How many bottles has Erica capped and how many has she broken?

a. Write a system of equations representing this situation.

b. Solve the system of equations using two different methods: substitution and elimination. Demonstrate that each method gives the same
answer.

4-78. For each system below, decide which algebraic solving strategy to use. That is, which method would be the most efficient and convenient:
the Substitution Method, the Elimination Method, or setting the equations equal to each other (equal values)? Do not solve the systems yet!
Be prepared to justify your reasons for choosing one strategy over the others.

a. b.

c. d.

e. f.

g. h.

4-79. Your teacher will assign you several systems from problem 4-78 to solve. With your team, use the best strategy to solve each system
assigned by your teacher. Be sure to check your solution.

4-80. In your Learning Log, write down everything you know about solving systems of equations. Include examples and explain
your reasoning. Title this entry “Solving Systems of Equations” and label it with today’s date.

Intersection, Parallel, and Coincide

When two lines lie on the same flat surface (called a plane), they may intersect (cross each other) once, an parallel lines
infinite number of times, or never.

For example, if the two lines are parallel, then they never intersect. The system of these two lines does not
have a solution. Examine the graph of two parallel lines at right. Notice that the distance between the two
lines is constant and that they have the same slope but different -intercepts.

However, what if the two lines lie exactly on top of each other? When this happens, we say that the two lines coincide. When you look at two lines
that coincide, they appear to be one line. Since these two lines intersect each other at all points along the line, coinciding lines have an infinite
number of intersections. The system has an infinite number of solutions. Both lines have the same slope and -intercept.

While some systems contain lines that are parallel and others coincide, the most common case for a system intersecting lines
of equations is when the two lines intersect once, as shown at right. The system has one solution, namely, the
point where the lines intersect, .

4-81. Solve the following systems of equations using any method. Check each solution, if possible. Homework Help ✎

a. b.

c. d.

4-82. The Math Club is baking pies for a bake sale. The fruit-pie recipe calls for twice as many peaches as nectarines. If it takes a total of
pieces of fruit for all of the pies, how many nectarines are needed? Homework Help ✎

4-83. Candice is solving this system: Homework Help ✎

a. She notices that each equation contains the expression . Can she substitute for ? Why or why not?

b. Substitute for in the second equation to create one equation with one variable. Then solve for and .

4-84. Find for each function below. Homework Help ✎

a. b.

c. d.

4-85. Tim is buying snacks for the Mathletes who love microwave popcorn. When Tim looks at the popcorn selection he notices many brands and
different prices. He wonders if the cost is related to the quality of the popcorn. To answer his question he purchases a random sample of
popcorn bags and records their price. When it is time for the Mathletes meeting he pops each bag in the same microwave, opens each bag and
counts the number of unpopped kernels. 4-85 HW eTool (Desmos) Homework Help ✎

Price

# Unpopped

a. Make a scatterplot on graph paper and draw the line of best fit. Determine the equation of the line of best fit.

b. Estimate the number of unpopped kernels (after cooking) in a bag that costs .

4-86.
This problem is part 2 of the checkpoint for solving linear equations (fractional coefficients). It will be referred to as Checkpoint

Solve each equation. Homework Help ✎

a. b. c.

Check your answers by referring to the Checkpoint 4 materials located at the back of your book.

Ideally, at this point you are comfortable working with these types of problems and can solve them correctly. If you feel that you need more
confidence when solving these types of problems, then review the Checkpoint 4 materials and try the practice problems provided. From this
point on, you will be expected to do problems like these correctly and with confidence.

Checkpoint 4: Solving Linear Equations, Part 2 (Fractional Coefficients)

Lesson (ENG)

4.3.1 What can I do now?

Pulling it all Together
This lesson contains many problems that will require you to use the algebra content you have learned so far in new ways.

Your teacher will describe today’s activity. As you solve the problems below, remember to make connections between all of the different topics you have
studied in Chapters 1 through 4. If you get stuck, think of what the problem reminds you of. Decide if there is a different way to approach the problem.
Most importantly, discuss your ideas with your teammates.

4-87. Brianna has been collecting insects and measuring the lengths of their legs and antennae. Below is the
data she has collected so far.

Ant Beetle Grasshopper

Length of Antenna ( ) mm mm mm
Length of Leg ( ) mm mm mm
a. Graph the data Brianna has collected. Put the antenna length on the -axis and leg length on the
-axis.

b. Brianna thinks that she has found an algebraic rule relating antenna length and leg length:
. If represents the length of the antenna and represents the leg length, could
Brianna’s rule be correct? If not, find your own algebraic rule relating antenna length and leg
length.

c. If a ladybug has an antenna mm long, how long does Brianna’s rule say its legs will be? Use
both the rule and the graph to justify your answer.

4-88. Barry is helping his friend understand how to solve systems of equations. He wants to give her a problem to practice. He wants to give her a
problem that has two lines that intersect at the point . Help him by writing a system of equations that will have as a solution
and demonstrate how to solve it.

4-89. Examine the generic rectangle at right. Determine the missing attributes and then write the area as a
product and as a sum.

4-90. One evening, Gemma saw three different phone-company ads. TeleTalk boasted a flat rate of ¢ per minute.
AmeriCall charges ¢ per call plus ¢ per minute. CellTime charges ¢ per call plus only ¢ per minute.

a. Gemma is planning a phone call that will take about minutes. Which phone plan should she use and
how much will it cost?

b. Represent each phone plan with a table and a rule. Then graph each plan on the same set of axes, where
represents time in minutes and represents the cost of the call in cents. If possible, use different
colors to represent the different phone plans.

c. How long would a call need to be to cost the same with TeleTalk and AmeriCall? What about AmeriCall and CellTime?

d. Analyze the different phone plans. How long should a call be so that AmeriCall is cheapest?

4-91. Mary Sue is very famous for her delicious brownies, which she sells at football games at her Texas high school. The graph at right shows the
relationship between the number of brownies she sells and the amount of money she earns.

a. How much should she charge for brownies? Be sure to demonstrate your reasoning.
b. During the last football game, Mary Sue made . How many brownies did she sell? Show your work.

4-92. How many solutions does each equation below have? How can you tell?

a. b.

c. d.

4-93. Anthony has the rules for three lines: , , and . When he solves a system with lines and , he gets no solution. When he solves a
system with lines and , he gets infinite solutions. What solution will he get when he solves a system with lines and ? Justify your
conclusion.

4-94. Normally, the longer you work for a company, the higher your salary per hour. Hector surveyed the people at his company and placed his
data in the table below.

Number of Years at Company

Salary per Hour

a. How much can Hector expect to make after working at the company for years?

b. Hector’s company is hiring a new employee who will work hours a week. How much do you expect
the new employee to earn for the first week?

4-95. Dexter loves to find shortcuts. He has proposed a few new moves to help simplify and solve equations.
Examine his work below. For each, decide if his move is “legal.” That is, decide if the move creates an
equivalent equation. Justify your conclusions using the “legal” moves you already know.

a. b.

c. d.

4-96. Solve the problem below using two different methods.

The Math Club sold roses and tulips this year for Valentine's Day. The number of roses sold was
more than times the number of tulips sold. Tulips were sold for each and roses for each. The
club made . How many roses were sold?

4-97. Solve the following system of equations. Then confirm your solution by graphing both equations on the same set of axes.

4-98. Find the point of intersection for each set of equations below using any method. Check your solutions, if possible. Homework Help ✎

a. b.

c. d.

4-99. Consider the equation . Homework Help ✎

a. If you graphed this equation, what shape would the graph have? How can you tell?

b. Without changing the form of the equation, find the coordinates of three points that must be on the graph of this equation. Then graph
the equation on graph paper.

c. Solve the equation for . Does your answer agree with your graph? If so, how do they agree? If not, check your work to find the error.

4-100. A tile pattern has tiles in Figure 2 and increases by tiles for each figure. Find a rule for this pattern and then determine how many tiles
are in Figure 100. Homework Help ✎

4-101. Make a table and graph the rule on graph paper. Label the -intercepts. 4-101 HW eTool (Desmos) Homework Help ✎

4-102. Mr. Greer solved an equation below. However, when he checked his solution, it did not make the original equation true. Find his error and
then find the correct solution. Homework Help ✎

4-103. Mr. Saksunn is concerned with his students’ scores on the last math test and also concerned about the number of students looking tired in
class. He decides to see if there is a relationship between the number of tired or sleepy behaviors (yawns, nodding-off, head on desk) a
student exhibits and their test score. He has his assistant observe students and count the number of tired behaviors during one week of
class. 4-103 HW eTool (Desmos) Homework Help ✎

Tired Behaviors

Test Score

a. Make a scatterplot on graph paper and draw the line of best fit. Determine the equation of the line of best fit.

b. Using your equation from part (a), estimate the test score of a student who exhibits tired behaviors during Professor Saksunn’s math
class in a week.

4-104. Thirty coins, all dimes and nickels, are worth . How many nickels are there? Homework Help ✎

4-105. Multiple Choice: Martha’s equation has the graph shown at right. Which of these are solutions to
Martha’s equation? (Remember that more than one answer may be correct.) Homework Help ✎

a. b. c. d.

4-106. Copy and complete the table below. Then write the corresponding rule. 4-106 HW eTool (Desmos) Homework Help ✎

4-107. Simplify each expression. In parts (c) and (d) write your answers using scientific notation. Homework Help ✎

a. b.

c. d.

4-108. Using the variable , write an equation that has no solution. Explain how you know it has no solution. Homework Help ✎

4-109. If and , then find: Homework Help ✎

a. b. c.

d. e. f.

4-110. Multiple Choice: Which equation below could represent a tile pattern that grows by and has tiles in Figure 2? Homework Help ✎

a. b. c. d.

4-111. Solve the systems of equations below using the method of your choice. Check your solutions, if possible. Homework Help ✎

a. b.

4-112. Decide if the statement below is true or false. Justify your response. Homework Help ✎

“The expression is equivalent to .”

4-113. Find each of the following products by drawing and labeling a generic rectangle or by using the Distributive Property. Homework Help ✎

4-114. Solve each equation below for the indicated variable, if possible. Show all steps. Homework Help ✎

a. Solve for : b. Solve for :

c. Solve for : d. Solve for :

4-115. Consecutive integers are integers that are in order without skipping, such as , , and . Find three consecutive numbers with a sum of
. Homework Help ✎

Lesson (ENG)

Chapter 4 Closure What have I learned?

Reflection and Synthesis

The activities below offer you a chance to reflect about what you have learned during this chapter.
As you work, look for concepts that you feel very comfortable with, ideas that you would like to
learn more about, and topics you need more help with. Look for connections between ideas as well
as connections with material you learned previously.

1. TEAM BRAINSTORM
What have you studied in this chapter? What ideas were important in what you learned? With your team, brainstorm a list. Be as detailed as you can.
To help get you started, a list of Learning Log entries and Math Notes boxes are below.

What topics, ideas, and words that you learned before this chapter are connected to the new ideas in this chapter? Again, be as detailed as you can.

How long can you make your list? Challenge yourselves. Be prepared to share your team’s ideas with the class.

Learning Log Entries

Lesson 4.2.2 – Solutions to Two-Variable Equations

Lesson 4.2.5 – Solving Systems of Equations

Math Notes

Lesson 4.1.1 – Line of Best Fit

Lesson 4.1.2 – The Equal Values Method

Lesson 4.2.1 – Describing Association

Lesson 4.2.2 – The Substitution Method

Lesson 4.2.3 – Systems of Linear Equations

Lesson 4.2.4 – Forms of a Linear Function

Lesson 4.2.5 – Intersection, Parallel, and Coincide

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CC Algebra
2. MAKING CONNECTIONS
The following is a list of vocabulary found in this chapter. Some of the words have been seen in a previous chapter. Make sure that you are familiar with
the terms below and know what they mean. Click on the word for a “pop-up” definition. For more information, refer to the index. You might also add
these words to your Toolkit so that you can reference them in the future.

coincide Elimination Method Equal Values Method

equation graph infinite solutions

let statement mathematical sentence model

no solution parallel point of intersection

situation solution standard form

Substitution Method system of equations table

y = mx + b

While you are making your map, your team may think of related words or ideas that are not listed above. Be sure to include these ideas on your concept
map.

3. PORTFOLIO: EVIDENCE OF MATHEMATICAL PROFICIENCY

4. WHAT HAVE I LEARNED

Solve each problem as completely as you can. The table at the end of the closure section has answers to these
problems. It also tells you where you can find additional help and practice with problems like these.

CL 4-116. Solve the system of equations shown at right.

a. Describe what happened when you tried to solve the system.

b. Graph the system of equations. How does the graph of the system explain what happened with the
equations?

CL 4-117. Solve the system of equations shown at right.

a. Describe what happened when you tried to solve the system.

b. Graph the system of equations. How does the graph of the system explain what happened with the
equations?

CL 4-118. Solve these systems of equations using any method.

a. b. c.

CL 4-119. Bob climbed down a ladder from his roof, while Roy climbed up another ladder next to him. Each ladder had rungs. Their friend Jill
recorded the following information about Bob and Roy:

Bob went down rungs every second.

Roy went up rung every second.

At some point, Bob and Roy were at the same height. Which rung were they on?

CL 4-120. Solve for .

a. b.

c. d.

e. f.

CL 4-121. Solve the equations in parts (a) and (b) for . Then state the slope and the -intercept of each equation in part (c).

a. b.

c. For each of the two solved equations, find the -intercept and slope. Justify your answers.

CL 4-122. Leo solved a system of equations by graphing and the graph is shown at right.

a. Estimate the solution from the graph.

b. What is the equation of each line in the system?

c. Solve the system algebraically. How accurate was your estimate?

CL 4-123. As treasurer of his school’s FFA club, Kenny wants to buy gifts for all members. He can buy t-shirts for
and sweatshirts for . The club has only to spend. If Kenny wants to spend all of the club’s money, how
many of each type of gift can he buy?

a. Write a system of equations representing this problem.

b. Solve your system of equations and figure out how many of each type of gift Kenny should buy.

CL 4-124. Simplify each expression to one without zero or negative exponents. In part (d), write the answer in scientific notation.

a. b. c. d.

CL 4-125. Rewrite each expression below as a product and as a sum.

CL 4-126. Check your answers using the table at the end of the closure section. Which problems do you feel confident about? Which problems were
hard? Use the table to make a list of topics you need help on and a list of topics you need to practice more.

Answers and Support for Closure Activity #4

What Have I Learned?
MN = Math Note, LL = Learning Log

CL 4-116. Solution Need Help? More Practice

a. Setting the two equations equal to each other results in an Sections 4.2 Problems 4-60(c), 4-69, and 4-
answer that is not possible, so no solution. 81
MN: 4.2.3 and 4.2.5
b. There can be no intersection because the lines are parallel.

LL: 4.2.2 and 4.2.5

CL 4-117. Solution Need Help? More Practice

a. There are an infinite number of solutions. Section 4.2 Problems 4-47, 4-61, 4-74, 4-
81, 4-98, and 4-111
b. The two lines coincide, so all of the points on the lines are MN: 4.2.3 and 4.2.5
solutions to the system of equations

CL 4-118. Solution Need Help? More Practice

a. , Section 4.2 Problems 4-60, 4-71, 4-81, 4-
98, and 4-111
b. , MN: 4.1.2, 4.2.2, and 4.2.3

c. , LL: 4.2.2 and 4.2.5

CL 4-119. Solution Need Help? More Practice

They were on the rung. Chapter 4 Problems 4-25, 4-26, 4-38, 4-
51, 4-82, and 4-104
MN: 4.2.3

LL: 4.2.5

CL 4-120. Solution Need Help? More Practice

a. Section 3.2.1 Problems CL2-107, CL3-116,
4-9, 4-37, 4-54, and 4-86
b. no solution Checkpoint 2

c. Checkpoint 4

CL 4-121. Solution Need Help? More Practice

a. Lesson 2.1.4 and 3.2.2 Problems CL3-117, 4-99, and
4-114
b.

c. a) -intercept, , slope:

b) -intercept, , slope:

CL 4-122. Solution Need Help? More Practice

b. and Section 4.2 Problems 4-40, 4-60, 4-71, 4-
81, 4-98, and 4-111
c. MN: 4.2.1, 4.2.2, and 4.2.3

LL: 4.2.5

CL 4-123. Solution Need Help? More Practice

a. Chapter 4 Problems 4-25, 4-26, 4-38, 4-
51, 4-82, and 4-104
b. t-shirts, sweatshirts MN: 4.2.3

LL: 4.2.5

CL 4-124. Solution Need Help? More Practice

a. Section 3.1 Problems CL3-121, 4-11, 4-41,
and 4-107
b.

CL 4-125. Solution Need Help? More Practice

a. Section 3.2 Problems CL3-114, 4-19, 4-64,
and 4-102
b. MN: 3.3.3

c. LL: 3.2.2

Lesson (ENG)

Chapter 5 Sequences
Chapter 5 provides you an opportunity to review and strengthen your algebra skills while you learn
about arithmetic and geometric sequences. Early in the chapter, you will find yourself using familiar Guiding Question
strategies such as looking for patterns and making tables to write algebraic equations describing Mathematically proficient students
sequences of numbers. Later in the chapter, you will develop shortcuts for writing equations for look for and express regularity in
certain kinds of sequences. repeated reasoning.

As you work through this chapter,

ask yourself:

When patterns are repeated,

can I find shortcuts
that lead to equations?

Chapter Outline

Section 5.1 This section begins with lessons that ask you to describe the growth of a rabbit population and the decreasing rebound
height of a bouncing ball. You will use tables, graphs, and equations to represent the growth.

Section 5.2 You will do an investigation where you categorize several sequences. You will also learn some of the specialized
vocabulary used when discussing sequences. You will create multiple representations of arithmetic sequences,
including equations for sequences that depend on previous terms.

Section 5.3 In this section you will compare the growth of various sequences and recognize growth by multiplication and growth
by addition. Then you will create multiple representations of geometric sequences and compare sequences to
functions.

Lesson (ENG)

5.1.1 How does the pattern grow?

Representing Exponential Growth
So far in this course, you have been investigating the family of linear functions using multiple
representations (especially tables, graphs, and equations). In this chapter, you will learn about a new
family of functions and the type of growth it models.

5-1. MULTIPLYING LIKE BUNNIES

In the book Of Mice and Men by John Steinbeck, two good friends named Lennie and
George dream of raising rabbits and living off the land. What if their dream came true?

Suppose Lennie and George started with two rabbits and that in each month following those
rabbits have two babies. Also suppose that every month thereafter, each pair of rabbits has
two babies.

Your Task: With your team, determine how many rabbits Lennie and George would have after one year ( months). Represent this
situation with a written description of the pattern of growth, a diagram, and a table. What patterns can you find and how do they compare to
other patterns that you have investigated previously?

Discussion Points
What strategies could help us keep track of the total number of rabbits?

What patterns can we see in the growth of the rabbit population?

How can we predict the total number of rabbits after many months have passed?

Further Guidance

5-2. How can you determine the number of rabbits that will exist at the end of one year? Consider this as you answer the questions below.

a. Draw a diagram to represent how the total number of rabbits is growing each month. How many rabbits will Lennie and George have
after three months?

b. As the number of rabbits becomes larger, a diagram becomes too cumbersome to be useful. A table might work better. Organize your
information in a table showing the total number of rabbits for the first several months (at least months). What patterns can you find
in your table? Describe the pattern of growth in words.

c. If you have not done so already, use your pattern to determine the number of rabbits that Lennie and George would have after one year
( months) have passed.

d. How does the growth in the table that you created compare to the growth patterns that you have investigated previously? How is it
similar and how is it different?

Further Guidance Section Ends Here

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CC Algebra
5-3. Lennie and George want to raise as many rabbits as possible, so they have a few options to consider. They could start with a larger number
of rabbits, or they could raise a breed of rabbits that reproduces faster. How do you think that each of these options would change the pattern
of growth you observed in the previous problem? Which situation might yield the largest rabbit population after one year?

a. To help answer these questions, model each case below with a table for the first five months.

Case 2: Start with rabbits; each pair has babies per month.

Case 3: Start with rabbits; each pair has babies per month.

Case 4: Start with rabbits; each pair has babies per month.

b. Which case would appear to give Lennie and George the most rabbits after one year? How many rabbits would they have in that case?

5-4. A NEW FAMILY?

Look back at the tables you created in problems 5-1 and 5-3.

a. What pattern do they all have in common? Functions that have this pattern are called exponential functions.

b. Obtain the Lesson 5.1.1 Resource Page from your teacher or use the 5-4 Student eTool (Desmos). Click in the lower right corner of the
graph to view it in full-screen mode. Desmos Accessibility Graph the data for Case 2. Give a complete description of the graph.


powered by

5-5. LEARNING LOG

To represent the growth in number of rabbits in problems 5-1 and 5-3, you discovered a new function family that is not linear. Functions in
this new family are called exponential functions. Throughout this chapter and later in Chapter 7, you will learn more about this special
family of functions.

Write a Learning Log entry to record what you have learned so far about exponential functions. For
example, what do their graphs look like? What patterns do you observe in their tables? Title this entry
“Exponential Functions” and include today’s date.

The Elimination Method

When solving a system of equations, it may be easier to eliminate one of the variables by adding multiples of the two equations. This process is
called elimination.

The first step is to rewrite the equations so that the and variables are lined up vertically. Next, decide what number to multiply each equation
by, if necessary, in order to make the coefficients of either the -terms or the -terms add up to zero. Be sure that you can justify each step in the
solution.

For example, consider the system at right.

You can eliminate the -terms by multiplying the top equation by

and the bottom equation by and then adding the equations, as shown
at right.

Finally, substitute for in either original equation:

Thus, the solution to the original system is ( ).

Check your solution by evaluating for and in both of

the original equations.

5-6. What if the data for Lennie and George (from problem 5-1) matched the data in each table below? Assuming that the growth of the rabbits
multiplies as it did in problem 5-1, complete each of the following tables. Show your thinking or give a brief explanation of how you know
what the missing entries are. Homework Help ✎

a. Months Rabbits b. Months Rabbits

5-7. Solve the following systems of equations algebraically. Then graph each system to confirm your solution. Graphing Calculator
(Desmos) Homework Help ✎

a. b.

5-8. For the function , find the value of each expression below. Homework Help ✎

a. b. c. d.

e. What value of would make ?

5-9. Benjamin is taking Algebra 1 and is stuck on the problem shown below. Examine his work so far and help him by showing and explaining
the remaining steps. Homework Help ✎

Original problem: Simplify

He knows that . Now what?

© 1999-2022 CPM Educational Program. All rights reserved. eBooks Terms of Use Privacy Policy
CC Algebra
5-10. Simplify each expression below. Assume that the denominator in part (b) is not equal to zero. Homework Help ✎

a. b.

c. d.

5-11. The equation of a line describes the relationship between the - and -coordinates of the points on the line. 5-11 HW eTool (Desmos).
Homework Help ✎

a. Plot the points , and and draw the line that passes through them. State the coordinates of two more points on the
line. Then answer this question: What will be true of the coordinates of any other point on this line? Now write an equation that says
exactly the same thing. (Do not worry if it is very simple! If it accurately describes all the points on this line, it is correct.)

b. Plot the points , and . What is the equation of the line that goes through these points?

c. Choose any three points on the -axis. What must be the equation of the line that goes through those points?

5-12. Jill is studying a strange bacterium. When she first looks at the bacteria, there are cells in her sample. The next day, there are
cells. Intrigued, she comes back the next day to find that there are cells! 5-12 HW eTool (Desmos) Homework Help ✎

a. Should the graph of this situation be linear or curved?

b. Create a table and graph for this situation. The inputs are the days that have passed after she first began to study the sample, and the
outputs are the numbers of cells of bacteria.

5-13. Write each expression below in a simpler form. Homework Help ✎

a. b. c. d.

5-14. Jackie and Alexa were working on homework together when Jackie said, “I got as the solution, but it looks like you got something
different. Which solution is right?”

“I think you made a mistake,” said Alexa. Did Jackie make a mistake? Help Jackie figure out whether she made a mistake and, if she did,
explain her mistake and show her how to solve the equation correctly. Jackie’s work is shown at right. Homework Help ✎

5-15. Solve each of the following equations. Homework Help ✎

a. b.

5-16. Write the equation of each line described below. Homework Help ✎

a. A line with slope and -intercept

b. A line with slope and -intercept .

5-17. The dartboard shown at right is in the shape of an equilateral triangle. It has a smaller
equilateral triangle in the center, which was made by joining the midpoints of the three
edges. If a dart hits the board at random, what is the probability that: Homework Help ✎

a. The dart hits the center triangle?

b. The dart misses the center triangle but hits the board?

Lesson (ENG)

Chapter 6 Modeling Two-Variable Data

In Chapter 6 you will be describing a dependent relationship, called the association, between two
numerical variables. You will use scatterplots of data to create lines and curves that model the data Guiding Question
and then use those models to make predictions. You will mathematically describe the form, direction, Mathematically proficient students model
strength, and outliers of an association. with
mathematics.

As you work through this chapter, ask

yourself:

Can I model relationships mathematically in

order to describe, analyze, make predictions,
and draw conclusions about a set of data?

Chapter Outline
Section 6.1 You will start this section by investigating how much of a football field you can see through a hole in the fence.
Later you will make predictions in an anthropologist’s investigation of forearm length. In this section you will:

Estimate a line of best fit and use it to make predictions.

Interpret the slope and y-intercept in a statistical situation.

Describe the form, direction, strength, and outliers of an association.

Calculate residuals and create upper and lower bounds for predictions.

Use your calculator to create the unique line of best fit called the least squares regression line.

Section 6.2 In this section you will have several problems that help Giulia and her dad open a pizza parlor. In this section you
will:

Create residual plots and analyze them to determine whether a model is an appropriate fit to the data.

Calculate the correlation coefficient and and interpret them in context.

Use mathematical terms to describe the form, direction, and strength of an association.

Discover that association is not causation because there might be a lurking variable.

Fit curved models to non-linear scatterplots.

Lesson (ENG)

Chapter 7 Exponential Functions

Chapter 7 provides an opportunity for you to learn more about the family of exponential functions.
You will also build more advanced algebra skills, such as solving for an indicated variable, Guiding Question
simplifying or rewriting exponential expressions, working with fractional exponents, and finding the Mathematically proficient students make
exponential function that passes exactly through any pair of given points. sense of problems and persevere in solving
them.
You will learn about several important applications of exponential functions.
As you work through this chapter, ask
yourself:

Am I making connections between the

multiple representations and making sense of
the situations?

Chapter Outline

Section 7.1 In Section 7.1, you will investigate a family of exponential functions. You will recognize exponential growth when
given situations, tables, graphs, or equations, and you will make connections between these representations. You
will also extend your knowledge of exponents and their properties and learn how to use these properties, along with
the algebra skills you already possess, to solve exponential equations. You will be introduced to step functions. At
the end of the section, you will get to apply exponential functions to real-life situations involving growth and decay.
Section 7.2 In Section 7.2, you will find exponential equations that fit given data. In doing so, you will learn about fractional
exponents.

Lesson (ENG)

Chapter 8 Quadratic Functions

In Chapter 2, you used a web to organize the connections you found between each of the different
representations of lines. These connections enabled you to use any representation (such as a graph, Guiding Question
rule, situation, or table) to find any of the other representations. You did the same thing in Chapter 7 Mathematically proficient
for exponential functions. students construct viable
arguments and critique the
In this chapter, a quadratics web will challenge you to find connections between the different
reasoning of others.
representations of a quadratic function. Through this endeavor, you will learn how to rewrite
quadratic equations in several forms, and how to use your graphing calculator to assist you. As you work through this
chapter, ask yourself:

Can I explain my
understanding of mathematics
accurately to others?

Chapter Outline
Section 8.1 In this section, you will develop a method to change a quadratic equation written as a sum into its product form
(also called its factored form). Then you will learn shortcuts for factoring some quadratics.

Section 8.2 Through a fun application, you will find ways to generate each representation of a quadratic function (rule, graph,
table, and situation) from each of the others. You will also develop a method to find the -intercepts of a parabola
using the Zero Product Property. Then you will see another way to write the equation of a parabola, called
graphing form, and use square roots to find the x-intercepts. Finally you will “complete the square” to change
between standard form and graphing form of a quadratic function.

Lesson (ENG)

Chapter 9 Solving Quadratics and Inequalities

You will start this chapter by extending your ability to solve quadratic equations, and deciding which
method of solving is most efficient. Guiding Question
Mathematically proficient students look for
So far in this course you have focused on what you can determine when two expressions are equal.
and make use of structure.
By using what you know about balancing equations, you can now solve linear and quadratic
equations for a given variable. As you work through this chapter, ask
yourself:
However, what if the two expressions are not equal? If you know that one expression is always
larger than the other, what does that tell you about the variable? In this chapter you will learn how to Can I look closely to see a pattern or
deal with these types of relationships, called inequalities. You will develop ways to represent structure in these functions?
solutions to inequalities both algebraically and graphically.

In addition, you will extend your ability to work with mathematical sentences by learning how to
write inequalities that describe situations.

Chapter Outline
Section In this section, you will solve quadratic equations using the Quadratic Formula.
9.1

Section In this section, you will study how to solve linear inequalities and apply this understanding to solving applications.
9.2

Section After learning how to represent solutions to one-variable inequalities on a number line, you will study how to represent the
9.3 solutions of two-variable inequalities on an graph.

Section In the final section, you will apply what you know about systems of equations to help find the solutions to a system of
9.4 inequalities.

Lesson (ENG)

Chapter 10 Solving Complex Equations

Since the beginning of this course, you have studied several different types of equations and
inequalities and have developed successful methods to solve them. For example, you have learned Guiding Question
how to solve linear equations and inequalities, quadratic equations and systems of equations and Mathematically proficient students
inequalities. use appropriate tools strategically.

In Chapter 10, you will extend your solving skills to include other types of equations, including As you work through this chapter,
equations with square roots, absolute values, variables in exponents, and messy fractions. Then you ask yourself:
will learn how to determine the number of possible solutions for an equation without actually solving
them. You will also consider “imaginary” solutions to quadratic equations. Am I considering all available tools
(multiple methods, different
This chapter also focuses on intersections of functions. You will learn how to use the intersection of representations, graphing calculator)
the graphs of two functions to find the solution to an equation. Then you will solve quadratic and as I approach this problem?
absolute value inequalities.

Before all that, you will start this chapter by determining if there is an association between two
categorical variables that are represented on a two-way table.

Chapter Outline

Section 10.1 In this section, you will determine association of categorical data that is represented on two-way tables.

Section 10.2 You will develop new ways to solve unfamiliar, complicated equations involving fractions, square roots,
exponents, and absolute values. You will determine the number of solutions that are possible for quadratic and
absolute value equations without solving them. You will be introduced to a new kind of number called an
imaginary number.

Section 10.3 This section clarifies the difference between intercepts and intersections. You will find the intersection of two
functions, and you will see how you can use the intersection to estimate the solution of very complex equations.
Then you will solve quadratic and absolute value inequalities.

Lesson (ENG)

Chapter 11 Functions and Data

You will start this chapter by looking at how you can change functions and then how you can “undo”
functions. Guiding Question
Mathematically proficient
Then you will model a golf game and compare your results with other teams. You will review the
students make sense of
ways to graphically show data, and decide whether to use scatterplots or two histograms to compare
problems and persevere
two variables. You will use statistics to compare two sets of data: center, shape, spread and outliers.
in solving them.
Finally, you will learn a new way to describe the variability (the spread) in data called the standard
deviation. As you work through this
chapter, ask yourself:
The course ends with some challenging investigations in which you will draw upon some of the
mathematics you have learned this year in order to solve the problems. Am I taking advantage of
everything I have learned this
year to really engage with the
mathematics and understand
the problems I am solving?

Chapter Outline
Section 11.1 In this section, you will add or multiply by a constant to transform linear, quadratic, and exponential functions.
Then you will “undo” functions to find the inverse function.

Section 11.2 You will review the differences between graphical representations of single-variable data. Then you will compare
the center, shape, spread, and outliers of two distributions. Finally you will develop a new way to describe the
spread called standard deviation.

Section 11.3 In this section you will investigate some challenging, culminating problems that will give you a chance to use some
of the mathematics you have learned this year.

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