Chapter 3:

Linear Functions & Their Algebra

Lesson 3A: Direct Variation

Lesson 3B: Average Rate of Change

Lesson 3C: Forms of a Line

Lesson 3D: Linear Modeling

Lesson 3E: Inverse of Linear Functions

Lesson 3F: Systems of Linear Equations

This assignment is a teacher-modified version of Algebra 2 Common Core Copyright (c) 2016 eMath Instruction, LLC used
by permission.

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Name: ____________________________________ Date: _______________________
Algebra II Common Core – Pd ____ Direct Variation 3A - Classwork

Proportional or Direct Relationships:

Two variables, x and y, have a direct (proportional) relationship if for every ordered pair (x,y) we have:

or (**k is slope)

Simply stated, y will always be a constant multiple of x. The value of k is known as the constant of
proportionality, or constant of variation.

When comparing two ordered pairs use the proportion:

Exercise 1: In each of the following, x and y are directly related. Solve for the missing value.

(a) y = 15, when x = 5 (b) y = -6, when x = 4

y = ? when x = 9 y = ? when x = -10

(c) y = 12, when x = 16

y = ? when x = 24

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Exercise 2: The distance a person can travel varies directly with the time they have been traveling if going at a
constant speed. If Phoenix traveled 78 miles in 1.5 hours while going at a constant speed, how far will he travel
in 2 hours at the same speed?

Exercise 3: Jenna works a job where her pay varies directly with the number of hours she has worked. In one
week, she worked 35 hours and made $274.75. How many hours would she need to work in order to earn
$337.55?

Exercise 4: Two variables, x and y, vary directly. When x = 6 then y = 4. The point is shown plotted below.
(a) Find the y-values for each of the follow x-values. Plot each point and connect.

(b) What is the constant of variation in this problem?

What does is represent on this line?

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 (c) Write the equation of the line you plotted in (a).

Direct relationships often exist between two variables whose values are zero simultaneously.

Exercise 5: The miles driven by a car, d, varied directly with the number of gallons, g, of gasoline used. Abigail is
able to drive d = 336 miles on g = 8 gallons of gasoline in her hybrid vehicle.

(a) Calculate the constant of variation for d/g. Include proper units.

(b) Give a linear equation that represents the relationship between d and g. Express your answer as an
equation solved for d.

(c) How far can Abigail drive on 6 gallons of gas? (d) How many gallons of gas will she need in order
to drive 483 miles?

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Exercise 6: Do the following tables represent direct variation? Justify your answer.

Extra Practice:

Exercise 7: If y = 4 when x = -2 and y varies directly as x, find x when y = 6.

(1) -3 (2) -2 (3) 3 (4) 8

Exercise 8: The mass of a substance varies directly as the volume of the substance. If the mass of 2 liters of the
substance is 10 kilograms, what will the volume of 35 kilograms of the substance?

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Exercise 9: The distance covered by a car traveling at a constant speed is directly proportional to the time spent
traveling. If the car goes 75 miles in 5 hours, how far will it go in 7 hours?

Exercise 10: In a molecule of water, there are two atoms of hydrogen and one atom of oxygen. How many
atoms of hydrogen are in 28 molecules of water?

(1) 14 (2) 29 (3) 42 (4) 56

Exercise 11: A cake recipe calls for 1.5 cups of milk and 3 cups of flour. Seth made a mistake and used 5 cups of
flour. How many cups of milk should he use to keep the proportions correct?

(1) 1.75 (2) 2 (3) 2.25 (4) 2.5

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Name: ____________________________________ Date: ________________________
Algebra II Common Core – Pd ____ Direct Variation 3A - Homework

1.) In each of the following, the variable pair given are proportional to one another. Find the missing value.
(a) b = 8 when a = 16 (b) y = 10 when x = 14
b = ? when a = 18 y = ? when x = 21

_____2.) If x and y vary directly and y = 16 when x = 12, then which of the following equations correctly
represents the relationship between x and y?
(1) (3) xy = 192
(2) y + x = 28 (4)

3.) The distance Max’s bike moves is directly proportional to how many rotations his bike’s crank shaft has
made. If Max’s bike moves 25 feet after two rotations, how many feet will the bike move after 15 rotations?

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4.) For his workout, the increase in Jacob’s heart rate is directly proportional to the amount of time he has
spent working out. If his heartbeat increased by 8 beats per minute after 20 minutes of working out, how much
will his heartbeat have increased after 30 minutes of working out?

5.) When a photograph is enlarged or shrunken, its width and length stay proportional to the original width and
length. Rojas is enlarging a picture whose original width was 3 inches and whose original length was 5 inches.
If its new length is to be 8 inches, what is the exact value of its new width in inches?

6.) For a set amount of time, the distance Kirk can run is directly related to his average speed. If Kirk can run 3
miles while running at 6 miles per hour, how far can he run in the same amount of time if his speed increases
to 10 miles per hour?

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Answer Key to 3A – Homework

1) (a) b = 9 (b) y = 15

2) (4)

3) 187.5 feet

4) 12 beats per minute

5) 4.8 inches

6) 5 miles

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Name: ____________________________________ Date: ___________________
Algebra II Common Core – Pd ____ Average Rate of Change 3B - Classwork

When we model using functions, we are very often interested in the rate that the output is changing compared
to the rate of the input. In Algebra I you were often told to think of the “Slope” when asked to find the Average
Rate of Change (AROC). The formula for slope is

m = _____________________________

This is very similar to the AROC formula that we will see shortly. The major difference between AROC and
slope, is that slope is only used for a line. The AROC of a line is constant, but for other functions the AROC varies
depending on the domain.

Exercise #1: The function f(x) is shown graphed to the right.

(a) Evaluate each of the following based

on the graph:

(i) f(0) = (ii) f(4) =

(iii) f(7) = (iv) f(13) =

(b) Calculate the average rate of change for the function over each of the intervals and determine which
interval has the greatest rate.

(i) 0 < x < 4 (ii) 4 < x < 7 (iii) 7 < x < 13

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(c) Draw in the lines whose slopes you found in part (b) by connecting the points shown on the graph. The
average rate of change gives a measurement of what property of the line?

The average rate of change is an exceptionally important concept in mathematics because it gives us a way to
quantify how fast a function changes on average over a certain domain interval. Although we used its formula
in the last exercise, we state it formally here:

Average Rate of Change:

For a function over the domain interval a < x < b, the functions Average Rate of Change is calculated by:

AROC = _____________________________

Exercise #2: Consider the two functions f(x) = 5x + 7 and g(x) = x2 + 1.

(a) Calculate the average rate of change for both functions over the following intervals. Do your work carefully
and show the calculations that lead to your answers.

(i) -2 < x < 3 (ii) 1 < x < 5

(b) The average rate of change for f was the same for both (i) and (ii) but was not the same for g. Why is that?

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_____Exercise #3: The Jamison family kept a log of the distance they traveled during a trip, as represented by
the graph below. During which interval is their average speed the greatest?
**Which interval has the steepest slope?

(1) The first hour to the second hour.

(2) The second hour to the fourth hour.

(3) The sixth hour to the eighth hour.

(4) The eighth hour to the tenth hour.

The average rate of change of distance over time is known as speed.

Exercise #4: An astronaut drops a rock off the edge of a cliff on the Moon. The distance, d(t), in meters, the
rock travels after t seconds can be modeled by the function d(t) = 0.8t 2. What is the average speed, in meters
per second, of the rock between 5 and 10 seconds after it was dropped?

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_____Exercise #5: The table below shows the average diameter of a pupil in a person's eye as he or she grows
older.

What is the average rate of change, in millimeters per year, of a person's pupil diameter from age 20 to age 80?

(1) 2.4 (2) 0.04 (3) -2.4 (4) -0.04

Exercise #6: Which function below has the greater average rate of change on the interval [-1,2]? Justify your
answer.

g(x) = 4x2 – 5x + 2

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Exercise #7: The police have accused a drive of breaking the speed limit of 60 miles per hour. As proof, they
provide two photographs. One photo shows the driver's car passing a toll booth at exactly 6 pm. The second
photo shows the driver's car passing another toll booth 40 miles down the road at exactly 6:30 pm. Does the
photo evidence prove that the driver broke the speed limit during this time?

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Name: ____________________________________ Date: ____________________
Algebra II Common Core – Pd ____ Average Rate of Change 3B - Homework

1.) For the function g(x) given in the table below, calculate the average rate of change for each of the following
intervals.

(a) -3 < x < -1 (b) -1 < x < 6 (c) -3 < x < 9

(d) Explain how you can tell from the answers from (a) to (c) that the table does not represent a linear function.

2.) Which has a greater average rate of change over the interval -2 < x < 4, the function g(x) = 16x – 3 or the
function ? Provide justification for your answer.

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_____3.) The table below shows the year and the number of households in a building that had high-speed
broadband internet service.

For which interval of time was the average rate of change the smallest?
(1) 2002 – 2004 (3) 2004 – 2006
(2) 2003 – 2005 (4) 2005 – 2007

4.) An object travels such that its distance, d, away from its starting point is shown as a function of time, t, in
seconds, in the graph below.

14, 79
(a) What is the average rate of change of d over
11, 64 
the interval ? Include proper units in  7,64 
your answer.
Distance (feet)

(b) Is the average speed of this object greater  5, 20 

on the interval 0 < t < 5 or 11 < t < 14? Justify.
Time (seconds)

5.) What makes the average rate of change of a linear function different from that of any other function? What
is the special name that we give to the average rate of change of a linear function?

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Answer Key to 3B – Homework

1) (a) (b) 2 (c)

(d) For linear functions the average rate of change is constant. Since the average rate of change is different for each of
these intervals, this is not a linear function.

2) - Since is a linear function the average rate of change is its slope. The slope for is 16, which is constant over
all intervals.
- The average rate of change for is 4 (work necessary).
- Therefore, has a greater average rate of change because 16 is greater than 4.

3) (1)

4) (a) 22 feet per second; or 22 ft/sec

(b) = 4 ft/sec;
= 5 ft/sec
- The average speed is greater in the interval from 11 to 14 because 5 is greater than 4.

5) The average rate of change is a constant for linear functions and does not depend on the interval over
which it is calculated. No other type of function behaves this way. We call the average rate of change of
a linear function its slope.

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Name: ____________________________________ Date: _______________
Algebra II Common Core – Pd ____ Forms of a line 3C - Classwork

Two Common Forms of a Line:

Slope intercept form: _________________ Point-Slope Form: _________________

where m is the _________________ (or average rate of change) of the line and (x1, y1)
represents one _________________on the line.

RECALL: Parallel lines have the _________________ slope.

Perpendicular lines have _________________ _________________ slopes.

Exercise #1: Consider a line whose slope is 5 and which passes through the point (-2, 8).
(a) Write the equation of this line in (b) Write the equation of this line in
point-slope form. slope-intercept form.

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Exercise #2: A line passes through the points (5, -2) and (20,4).
(a) Determine the slope of this line (b) Write the equation of this line in
in simplest rational form. point-slope form.

(c) Write an equation for this line (d) For what x-value will this line pass
in slope-intercept form. through a y-value of 12?

Exercise #3: The graph of a linear function is shown below.

(a) Write the equation of this line in y = mx + b form.

(b) What must be the slope of a line perpendicular to the one shown?

(c) Draw a line perpendicular to the one shown that passes through the point (1,3).

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(d) Write the equation of the line you just drew in point-slope form.

(e) Does the line that you drew contain the point (30,-15)? Justify.

_____Exercise #4: Which equation represents a line parallel to the line whose equation is 2y - 5x = 10?

(1) 5y - 2x = 25 (3) 4y - 10x = 12

(2) 5y + 2x = 10 (4) 2y + 10x = 8

_____Exercise #5: What is the slope of a line that is perpendicular to the line whose equation is
3x + 4y = 12?

(1) (3)

(2) (4)

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Name: ____________________________________ Date: __________________
Algebra II Common Core – Pd ____ Forms of a line 3C - Homework

_____1.) Which of the following lines is perpendicular to and has a y-intercept of 4?

(1) (3)

(2) (4)

_____2.) Which of the following lines passes through the point (-4,-8)?

(1) (3)

(2) (4)

3.) Which of the following equations could describe the graph of the linear function shown below?
y
(1) (3)

(2) (4) x

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4.) For a line whose slope is -3 which passes through the point (5, -2):

(a) Write the equation of this line in (b) Write the equation of this line in slope-
point-slope form. intercept form.

5.) The two points (-3,6) and (6, 0) are plotted on the grid below.
y
(a) Find an equation, y = mx + b form, for the line passing
through these two points. Use of the grid is optional.

(b) Does the point (30, -16) lie on this line? Justify.

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6.) A linear function is graphed below along with the point (3,1). y

(a) Draw a line parallel to the one shown that passes

through the point (3,1).

(b) Write an equation for the line you just drew in point-slope
form.

(c) Between what two consecutive integers does the y-intercept of the line that you drew fall?

(d) Determine the exact value of the y-intercept of the line that you drew.

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Answers to 3C – Homework

1) (2)
2) (1)
3) (4)

4) (a)

(b)

5) (a)

(b) The point does lie on the line because when substituted it makes the equation true.

6) (a) [a line drawn with a slope of that passes through (3, 1).]

(b)

(c) Between the integers -3 and -4.

(d) y-intercept = -3.5

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Name: ____________________________________ Date: __________________
Algebra II Common Core – Pd ____ Linear Modeling 3D- Classwork

Linear Modeling:

Linear functions are used to model any process that has a constant rate at which one variable changes with
respect to the other - this is also known as constant slope. This lesson will touch upon those concepts.

For these types of questions, we need to find the slope and then use the formula for a linear to write an
equation.

Recall:

slope: equation of a line:

Exercise #1: Tom was driving away from NYC at a constant speed of 58 miles per hour. He started 45 miles
away.
** “per” indicates slope/m-value; “starting”/”initial” value or “fixed cost” indicates y-intercept/b-value

(a) Write a linear function that gives Tom’s (b) If Tom’s destination is 270 miles away
distance, D, from NYC as a function of the from NYC, algebraically determine to the
number of hours, h, he has been driving. nearest tenth of an hour how long it will
take Tom to reach his destination.

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Exercise #2: Eve is trying to model her cell-phone plan. She knows that it has a fixed cost, per month, along
with a $0.15 charge per call she makes. In her last month's bill, she was charged $12.80 for making 52 calls.

(a) Create a linear model, in point-slope form, (b) How much is Eve’s fixed cost? In other
for the amount Eve must pay, P, per month words, how much would she have to pay
given the number of phone calls she makes, c. for making zero phone calls?

Many times linear models have been constructed and we are asked only to work with these models. Models in
the real world can be messy and it is often convenient to use our graphing calculators to plot and investigate
their behavior.

Exercise #3: A factory produces widgets. The cost, C, in dollars to produce w widgets is given by the equation C
= 0.18w + 20.64. Each widget sells for 26 cents. Thus, the revenue gained, R, from selling these widgets is given
by R = 0.26w.

(a) Use your graphing calculator to sketch and

label each of these linear functions for the
interval 0 < w < 500. Label the y-axis with its scale.

Changing Window Settings on TI-84:

1. Press “window” button

2. Change Xmin/Xmax according to your
interval
3. Use 2nd+tblset to determine a scale for y

(b) Use your calculator's INTERSECT (2nd trace 5) command to determine the number of widgets, w, that
must be produced for the revenue to equal the cost.
**Left/right arrow towards the point of intersection, then hit enter 3 times

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(c) If profit is defined as the revenue minus the cost, create an equation in terms of w for the profit, P.

Exercise #4: Water is pouring into a tank. After 20 seconds, there are 5 gallons of water in the tank. After one
minute, there are 12 gallons in the tank. Assume that the number of gallons
varies linearly with the time since water started pouring into the tank.

(a) Create a linear model, in point-slope form, for the amount of gallons in the tank, T, in terms of the number
of seconds, s, since water started pouring into a tank.

(b) What is the y-intercept? What does this represent?

(c) At what time will there be 20 gallons in the tank? Round to the nearest tenth of a second, if necessary.

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Exercise #5: Each day Charlotte records the height of a plant for her science lab. Her data are shown in the
table below.

The plant continues to grow at a constant daily rate. Write an equation to represent h(n), the height of the
plant on the nth day. On what day will the plant reach 15 cm?

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Name: ____________________________________ Date: __________________
Algebra II Common Core – Pd ____ Linear Modeling 3D – Homework

_____1. Which of the following would model the distance, D, a driver is from Chicago if they are heading
towards the city at 58 miles per hour and started 256 miles away?
(1) (3)

(2) (4)

_____2. The cost, C, of producing x-bikes is given by . The revenue gained from selling x-bikes
is given by If the profit, P, is defined as , then which of the following is an equation
for P in terms of x?
(1) (3)
(2) (4)

3.) Fabio is driving west away from Albany and towards Buffalo along Interstate 90 at a constant rate of speed
of 62 miles per hour. After driving for 1.5 hours, Fabio is 221 miles from Albany.
(a) Write a linear model for distance, D, that Fabio is away from Albany as a function of the number of hours,
h, that he has been driving.

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(b) How far was Fabio from Albany when he started his trip?

(c) If the total distance from Albany to Buffalo is 290 miles, determine how long it takes for Fabio to reach
Buffalo. Round your answer to the nearest tenth of an hour.

4.) The average temperature of the planet is expected to rise at an average rate of 0.04 degrees Celsius per
year due to global warming. The average temperature in the year 2000 was 14.71 degrees Celsius. The
average Celsius temperature, C, is given by , where x represents the number of years since
2000.
(a) What will the average temperature be in the year 2100?

(b) Algebraically, determine the number of years that it will take for the temperature to reach 20 oC. Round to
the nearest year.

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(c) Sketch a graph of the average yearly temperature below for the interval 0 < x < 200. Label your axes
correctly as well as two points on the graph.
C
(d) Predict what the temperature should be (Celsius)
in 2200.

5.) A rocket taking off from the Earth’s surface uses fuel at a constant rate of 12.5 gallons per minute. The
rocket initially contains 225 gallons of fuel.
(a) Determine a linear model, in y = ax + b form, for the amount of fuel, y, as a function of the number of
minutes, x, that the rocket has burned.

(b) Sketch a model of what the graph of the function should like. Be sure to label your x- and y-intercepts.

(c) The rocket must still contain 50 gallons of fuel when it hits the stratosphere. What is the maximum number
of minutes the rocket can take to hit the stratosphere? Indicate this line on your sketch from part (b) and label
it.

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Answers to 3D - Homework

1) (2)
2) (1)

3) (a) =
(b) ; which is the y-intercept of this model
(c)

4) (a) (c)
(b) Approximately 132 years
(d)

5) (a) (b)
(c) As shown on the graph, the maximum
number of minutes is 14, after that the
rocket will contain less than 50 gallons
of fuel.

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Name: ____________________________________ Date: ________________________
Algebra II Common Core – Pd ____ Inverse of Linear Functions 3E - Classwork

Recall that functions have inverses that are also functions if they are one-to one. With the exception of
horizontal lines ( ), all linear functions are one-to-one and thus have inverses that are also functions.

Inverses of linear functions include the inverse operations of the original function but in reverse order. This gives
rise to a simple method of finding the equation of any inverse. Simply ______________ x & y in the original
equation and __________________ for y.

Recall: Inverse notation: The inverse of f(x) is __________________.

Exercise #1: Find the inverse of the function f(x) = 3x - 4. Be sure to write in inverse notation!

Exercise #2: On the grid below the linear function y = 2x - 4 is graphed along with the line y = x.
(a) How can you quickly tell that y = 2x - 4 is a
one-to-one function? (Which test does it pass?)

(b) Graph the inverse of y = 2x - 4 on the same grid. Recall

that this is easily done by switching the x and y coordinates
of the original line.

A function and its inverse will always

be symmetrical across the line y=x
(mirror image).

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(c) Find the equation of the inverse in y = mx + b form.

Exercise #3: Find the inverse of the function .

_____Exercise #4: Which of the following represents the equation of the inverse of the linear function
?

(1) (3)

(2) (4)

_____Exercise #5: What is the y-intercept of the inverse of ?

Recall: The y-int. of a function’s inverse is the x-int. of the original function.

(1) y = 15 (3) y = 9

(2) (4)

Sometimes we are asked to work with linear functions in their point-slope form. The method of finding the
inverse and plotting it, though, do not change just because the linear equation is written in a different form.

_____Exercise #6: Which of the following is the inverse of y + 6 = 4(x-2)?

(1) (3)

(2) (4)

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_____Exercise #7: Which of the following points lie on the graph of the inverse y - 8 = 5(x + 2)?
(1) (8, -2) (3) (-10,40)

(2) (-8,2) (4) (-2,8)

_____Exercise #8: Which of the following linear functions would not have an inverse that is also a function?

(1) y = x (3) y = 2

(2) 2y = x (4) y = 5x – 1

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Name: ____________________________________ Date: ________________________
Algebra II Common Core – Pd ____ Inverse of Linear Functions 3E - Homework

_____1. The graph of a function and its inverse are always symmetric across which of the following lines?

(1) (3)

(2) (4)

_____2. Which of the following represents the inverse of the linear function ?

(1) (3)

(2) (4)

_____3. If the y-intercept of a linear function is 8, then we know which of the following about its inverse?

(1) Its y-intercept is . (3) Its y-intercept is .

(2) Its x-intercept is . (4) Its x-intercept is .

_____4. If both were plotted, which of the following linear functions would be parallel to its inverse? Explain your
thinking.

(1) (3)

(2) (4)

_____5. Which of the following represents the equation of the inverse of ?

(1) (3)

(2) (4)

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_____6. Which of the following points lies on the inverse of ?

(1) (3)
(2) (4)

7. A linear function is graphed below. Answer the following questions based on this graph.

y
(a) Write the equation of this linear function in y  mx  b form.

(b) Sketch a graph of the inverse of this function on the same grid.

x
(c) Write the equation of the inverse in y  mx  b form.

(d) What is the intersection point of this line with its inverse?

8. Given the general linear function y = mx + b, find an equation of its inverse in terms of m and b.

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Answers to 3E - Homework

1) (3)

2) (1)

3) (2)

4) (4)

5) (3)

6) (4)

7) (a)

(b) Graph a line by switching the x, and y-coordinates from the given line.

(c)

(d)

8) or

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Name: ____________________________________ Date: ________________________
Algebra II Common Core – Pd ____ Systems of Linear Functions 3G - Classwork

Systems of equations, or more than one equation, arise frequently in mathematics. To solve a system means to
find all sets of values that simultaneously make all equations true. You have solve systems of linear equations in
the last two Common Core math courses, but we will add to their complexity in this lesson.

Exercise #1: Solve the following system of equations by:

(a) substitution and (b) elimination.

(a) 3x + 2y = -9
2x + y = -7 Substitution Method:

1. Isolate y for one of the equations

2. Plug the expression obtained for y into the
other equation

(b) 3x + 2y = -9
Elimination Method:
2x + y = -7
1. Make the coefficients of either x or y the same number
with opposite signs (ex: -3 & 3, -10 & 10, etc.)
2. Add the equations together to eliminate that variable
3. Solve for the remaining variable

**Variables with coefficients of 1 or -1 will be easiest to eliminate

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You should be very familiar with solving two-by-two systems of linear equations (two equations and two
unknowns). In this lesson, we will extend the method of elimination to linear systems of three equations and
three unknowns. These linear systems serve as the basis for a field of math known as Linear Algebra.

Exercise #2: Consider the three-by-three system of linear equations shown below. Each equation is numbered
in this first exercise to help keep track of our manipulations.

(1) 2x + y + z = 15
(2) 6x - 3y - z = 35
(3) -4x + 4y - z = -14

(a) The addition property of equality allows us to add two equations together to produce a third valid
equation. Create a system by adding equations (1) and (2) and (2) and (3).

(b) Use this new two-by-two system to solve the three-by-three

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In three-by-three systems we may need to use the multiplication property of equality before we can eliminate
variables.

Exercise #3: Solve the following system of equations. Show all steps.

4x + y - 3z = -6
-2x + 4y + 2z = 38
5x - y - 7z = -19

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Exercise #4: Solve the system of equations. Show all steps.

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Name: ____________________________________ Date: ________________________
Algebra II Common Core – Pd ____ Systems of Linear Functions 3G - Homework

1.) The sum of two numbers is 5 and the larger difference of the two numbers is 39. Find the two numbers by
setting up a system of two equations with two unknowns and solve algebraically.

2.) In the following system, the value of the constant c is unknown, but it is known that x = -8 and y = 4 are the x
and y values that solve this system. Determine the value of c. Show how you arrived at your answer.

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3.) Solve the following system of equations.

4.) Find the values of x, y, and z in the following system of equations:

(1) x = 1, y = 0, z = 0 (3) x = -2, y = 3, z = 1

(2) x = 5, y = -4, z = -1 (4) x = -2, y = 4, z = -3

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5.) Algebraically solve the following system of equations.

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Answers to 3F – Homework

1) The two numbers are .

2)

3)

4)

5)

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