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Houghton Miffin Harcourt™ and Holt McDougal are trademarks of Houghton Miflin Harcourt Publishing Company. Printed in the US.A ISBN 978.0.540-38975-5 131415 0928 24232221 201918 4500747193 EFGHI Ifyou have received these materials as examination copies free of charge, Houghton Miffin Harcourt Publishing Company retains ttle tothe materials ‘and they may not be resold. Resale of examination copes Is tity prohibited. Possession ofthis publication in print format does not entitle users to convert this publication, or any portion oft into electronic format.Timothy D. Kanold, Ph.D, isan award-winning interational educator, author, and consultant, Hes a former superintendent and diector of mathematics and science at Adlai. Stevenson High School District 125, in Lincolnshite,Ilinois. Hei a past president ofthe National Council of Supervisors of Mathematics (NCSM) and the Council forthe Presidential Awardees of Mathematics (PAM). He has served on several writing and leadership commissions for NCTM during the past decade. He presents motivational professional development seminars wit a focus on developing professional learning communities (PLCS) to improve the teaching assessing, and learning of students. He has recently authored nationally recognized articles, books, and textbooks for mathematics education and school leadership, including What Every Principal Needs to Know about the Teaching and Learning of Mathematics Edward B, Burger, Ph.D., is the President of Southwestern University, 2 former Francis Christopher Oakley ‘Third Century Professor of Mathematics at Wiliams College, and a former vice ‘provost at Baylor University. He has authored or coauthored more than sixty- five articles, books, and video series; delivered over five hundred addresses and workshops throughout the world; and made more than fifty radio and television appearances. He Isa Fellow of the American Mathematical Society as well as having earned many national honors, including the Robert Foster Cherry Award for Great Teaching in 2010. in 2012, Microsoft Education named him 2 "Global Hero in Education” Juli K. Dixon, Ph.D,, isa Professor ‘of Mathematics Education atthe University of Central Florida, he has taught mathematics in urban schools at the elementary, middle, secondary, and postsecondary levels. She san active researcher and speaker with ‘numerous publications and conference presentations. Key areas of focus are deepening teachers content knowledge and communicating and justifying mathematical ideas She Is a past chair ofthe NCTM Student Explorations in Mathematics Editorial Panel and member of the Board of Directors forthe Association of Mathematics Teacher Educators. ‘Matthew R. Larson, Ph.D., is the K-12 ‘mathematics curriculum specialist for the Lincoln Public Schools and served on the Board of Directors forthe National Council of Teachers of Mathematics from 2010 to 2013, He's a past chair of INCTM's Research Committee and ‘was a member of NCTM Task Force ‘on Linking Research and Practice. He is the author of several books on implementing the Common Core Standards for Mathematics. He has taught mathematics at ‘the secondary and college levels and held an appointment as ‘an honorary visiting associate professor at Teachers College, Columbia University. Steven J. Leinwand isa Principal Research Analyst at the American Institutes for Research (AIR) in Washington, D.C, and has over 30 years in leadership positions in mathematics ‘education, He's past president ofthe National Council of Supervisors of Mathematics and served on the NCTM Board of Directors. He is the author of ‘numerous articles, Books, and textbooks and has made countless presentations with topics including student achievement, reasoning, effective assessment, and successful implementation of standards,Robert Kaplinsky Teacher Specialist, Mathematics Downey Unified School District Downey, California Pee Ee CLES Michael A. DiSpezio Global Educator North Falmouth, Massachusetts UCN Mindy Eden Richwoods High School Peoria School District Peoria, IL Dustin Johnson Badger High School Math Teacher Department Chair Lake Geneva-Genoa City Union High School District, Lake Geneva, WI Ashley D. McSwain Murray High School Murray City School District Salt Lake City, UT Rebecca Quinn Doherty Memorial High Schoo! Worcester Public Schools District Worcester, MA UES Re eT cy Science, Technology, Engineering, and Mathematics Michael R. Heithaus Executive Director, School of Environment, Arts and Society Professor, Department of Biological Sciences Florida International University, North Miami, Florida Ted Ryan Madison Lafollette High School Madison Metropolitan School District Madison, Wi Tony Scoles Fort Zumwalt School District Ofellon, MO Gynthia L. Smith, Higley Unified School District Gilbert, AZ Phillip E. Spellane Doherty Memorial High Schoo! Worcester Public Schools District Worcester, MA Mona Toncheff Math Content Specialist Phoenix Union High School District Phoenix, AZQuantities and WL Math in Careers. Cour srs} iepor th Precisi Study Guide Review , Module Performance Task Ready 10.0 ON. esesseereeevee Module 1 Assessment Readiness... Algebraic Models {Publishing Company Image Cedi: ‘SPhotocsc'Getty Images (b) oMonkay Sustessmages/shutestock Study Guide Review ... Module Performance Task Ready to Go Orv. : 295 Module 2 Assessment Readiness... poco) Unit 1 Assessment Readi 97Understanding neat ‘Math in Careers. Ceres) 105 us 127 +137 149 we 150 we T5T 152 Study Guide Review . Module Performance Task.. Ready to Go On’... Nodule 3 Assessment Readiness... Patterns and Sequences lo Bund MOTE HN UONYBOOH spoasoninisrusnas ):fueysa6eur puateoip24 2 155 % 2 165 a ir “175 E Study Guide Review ......se00 oo 187 g Module Performance Task. 1-188 Ready to Go Ont... 2189 Module 4 Assessment Readiness 190 2191Btat--larm lala ice) ty Equations, adie eid. epg Math in Careers. Cece ira ie a Linear Functions Study Guide Review Module Performance Task. Ready to Go On?...eeseseeee Pe Module § Assessment Readiness. .. Forms of Linear Equations Study Guide Review Module Pe nance Task...++ Ready toGo On? Module 6 Assessment Readiness. -199 221 +239 249 +261 2.269 281 2.295 +296 297 2.298Study Guide Review ... Module Performance Task... Ready 10 GOON? Module 7 Assessment Readiness. s26eun fopyenmos Déeuro supers abet kvedwoo Burrard Unoorey UAW UONENON @UNIT 2 ce ® Understanding "== Functions interior Designer Interior designers Create and improve interior spaces in homes and buildings, making them safe, functional, and visually pleasing Interior designers must understand the ‘geometry of spaces and how to interpret ‘measurements on blueprints, They also need to be able to calculate the amount and cost of materials needed for a project. If you are interested in a career as an. interior designer, you should study these ‘mathematical subjects: + Algebra + Geometry + Trigonometry <> + Business Math Research other careers that require “ems determining costs and amounts of ‘materials for a project, Check out the career activity at the end of the unit to find out how interior designers use math. Unit2 101 \Reading Start-Up Visualize Vocabulary Use the W words to identify a-e in the graphic, Put one term on each line and one term in the circle. Understand Vocabulary Match the term on the left to the correct expression on the right. 1. __ discrete graph ‘A. a graph made up of connected lines or curves 2. __funetion rule B.a graph made up of unconnected points 3. __ continuous graph C. asset of ordered pairs 4, __relation D. an algebraic expression that describes how the ‘output comes from the input Active Reading Booklet Before beginning the unit, create a booklet for taking notes as you learn the concepts in this unit. Write the main idea of each module on the appropriate pages to create an outline of the unit. As you study each lesson, write the important details that support the main idea, such as vocabulary and formulas, Refer to your finished booklet as you work on assignments and study for tests Unit 2 102 Vocabulary Review Words ¥ coordinate plane (plano cartesiano) ¥ input (entrada) ¥ ordered pair (par ordenado) ¥ origin (origen) ¥ output (salida) x-axis (ejex) W yaxis (eley) Preview Words continuous graph {ardfica continua) discrete graph (ardfica discreta) domain (dominio) function (funcién) function rule (regla de funcién) range (rango) relation (relacién) sequence (sucesién) yang inoieN BUHL LEKBNOH &LESSON3.1 Poe eel rsd Mal aleace Tmo aIES Miia d (ei Co) Graphing Relationships solve real-world problems? LESSON 3.2 Understanding Relations, Functions, and Inverse LESSON 3.3 Functions LESSON 3.6 Graphing Functions ‘function can be thought of as an industrial machine, ‘only accepting certain predefined inputs performing @ seties of operations on what is been fed, and delivering ‘an output dependent on the inital nput MODULE PERFORMANCE TASK PREVIEW. Season Passes Decisions, decisions! Wild Planet Theme Park has just opened, and you've decided to buy a season pass but arent sure which payment option isthe least expensive. How can you decide? Looks like the theme of this theme park is mathematics! Module 3 103iN YOU)Ready? Complete these exercises to review skills you will need for this module. Graphing Linear Relationships Examplet Tell whether the graph represents a linear nonproportional or proportional relationship. fe + xtra Practice The graph of a linear nonproportional relationship isa straight line that does not pass through the origin. . ‘The graph of a linear proportional relationship is a straight line that passes through the origin. ‘The graph represents a linear nonproportional relationship because it isa straight line that does not pass through the origin. ‘Tell whether the graph represents a linear nonproportional or proportional relationship. 1 Linear Functions Example2 Tell whether y = x” + 5 represents a linear function. y =x? + 5 does not representa Whena linear equation is written in standard linear function because x hasan —_ form, the following are true. oeaen oe + xand y both have exponents of 1. + xand y are not multiplied together. « xand y do not appear in denominators, exponents, or radicands. Tell whether the equation represents a linear function, A xy-2=9 5. y=2r45 3. O3x+y Module 3 104 fuedwo> Buerang uno2iey URW HOB ROH S| )Name ____________ lass. _____ Date. 3.1 Graphing Relationships Essential Question: How can you describe a relationship given a graph and sketch a graph given a description? (EEE interpreting Graphs The distance a delivery van is from the warehouse varies throughout the day. The graph shows the distance from the ‘warehouse for a day from 8:00 am to 5:00 pm. @® Segment 1 shows that the delivery van moved away from the warehouse. What does segment 2 show? Distance (miles) Time (hours) Based on the time frame, what change in the distance from the warehouse is represented by segment 6? © Which line segments show intervals where the distance did not change? @® _ What is a possible explanation for these segments? E i : 5 Reflect Discussion Explain how the slope of each segment of the graph is related to whether the delivery truck is not moving, is moving away from, or is moving toward the warehouse. Shutterstock Module 3 105 Lesson 1(-YEEEEM Relating Graphs to Situations Graphs can often be drawn to represent real life situations, These graphs are not always easly derived from equations, but rather represent certain situations. For example, these graphs may include the amount of rain over a certain period of time, or the height of a bouncing ball over a certain period of time. Example 1 Three hoses fill three different water barrels. A green hose fills a water barrel at a constant rate. A black hose is slowly opened when filling the barrel, A blue hose is completely open at the beginning and then slowly closed. The three graphs of the situations are shown, A B. « Water (gallons) Water (gallons) & i = Time (hours) Time (hours) Time (hours) @® Which graph best represents the amount of water in the barrel filled by the green hose? Since the flow of the water is constant, the amount of water in the barrel should be a steady increase. ‘Thus, graph B best represents the situation. Describe the water level represented by each graph. Then determine which graph represents each situation Describe the water level for graph A. Describe the water level for graph C. Graph A represents the hose and graph C represents the hose. Reflect 2. Could a graph of the amount of water in a water barrel slant downward from left to right? Explain. Module 3 106 Lesson 1 urd Gunenang uno2ieH uN ONENOH‘© Houghton Mf Harcourt Pubshing Company Your Turn You and a friend are playing catch. You throw three different balls to your friend. You throw the first ball in an arc and your friend catches it. You throw the second ball in an arc, but this time the ball gets stuck in a tree. You throw the third ball directly at your friend, but it lands in front of your friend, and rolls the rest of the way on the ground. The three graphs of these situations are shown. B. « = g = ; ; ; : 2 2 Time (seconds) 1e (seconds) 3. Which graph represents the situation where the ball gets stuck in the tree? 4. Describe the height of the ball represented by the other two graphs. Sketching Graphs for Situations ‘Some graphs that represent real-world situations are drawn without any interruptions. In other words, they are continuous graphs. A continuous graph is a graph that is made up of connected lines or curves. Other types of graphs are not continuous. They are made up of distinct, unconnected points, These graphs are called discrete graphs. Example2 Sketch a graph of the situation, tell whether the graph is continuous or discrete, and determine the domain and range. @® A student is taking a test. There are 10 problems on the test. For each problem the student answers correctly, the student ae received 10 points. 80 ‘The graph is made up of multiple unconnected points, so the graph is discrete, The student can get anywhere from 0 to 10 questions right, so the domain is the whole numbers from 0 to 10. If the student gets 0 problems correct, the student gets O points Ifthe student gets 10 problems correct, the student Ope alt. et et EO ‘gets 100 points, So the range is whole number multiples of 10 from 0 to 100. Number of Problems Correct Module 3 107 Lesson 1A bathtub is being filled with water. After 10 minutes, there are 120 {2 75 quarts of water in the tub. Then someone accidentally pulls the drain plug while the water is still running, and the tub begins to. 90 ‘empty. The tub loses 15 quarts in 5 minutes, and then someone & plugs the drain and the tub fills for 6 more minutes, gaining another § © 45 quarts of water. After a 15-minute bath, the person gets outand $45 pulls the drain plug, It takes 11 minutes for the tub to drain, t ‘The geaph is a graph 0 020 30 40 ‘The domain is Time (minutes) ‘The range is Your Turn Sketch a graph of the situation, tell whether the graph is continuous or discrete, and determine the domain and range. 5. At the start of a snowstorm, it snowed two inches an hour for two hours, then slowed to one inch an hour for an additional hour before stopping, g5 ‘Three hours after the snow stopped, it began to melt at one-half an inch 3 5 an hour for two hours : 22 23 01234567 Time (hours) 6. A local salesman is going door to door trying to sell vacuums. P For every vacuum he sells, he makes $20. He can sell a 200 ‘maximum of 10 vacuums a day. i & 120 * 80 40 x Omnnae seer earcens eanI0 Number of Vacuums Module 3 108 Lesson 1 Auwduey Guysyang ine eH YORIENOH‘Houghton ifn Harcourt Pushing Compeny, ETE 7. When interpreting graphs of real world situations, what can the slope of each part tell you about the situation? 8, Discussion What is the best way to sketch the graph ofa situation? 9% Essential Question Check-In How can you tell when to use a discrete graph as opposed to using a continuous graph? Give an example of each. (sr) Evaluate: Homework and Practice ‘The graph shows the attendance at a hockey game, and Hints and Help the rate at which the fans enter and exit the arena, cemeee 1. Compare segments I and 2, What do they represent? Number of people Time (minutes) 2. What does segment 8 represent in terms of the game? 3. What is the significance of segments 5 and 7? ‘What does segment 6 mean? Module 3 109 LessonUse Graphs A-D for Exercises 5-8. Janelle alternates between running and walking. She begins by walking for a short period, and then runs for the same amount of time. She takes a break before beginning to walk again. Consider the graphs shown. A B. Distance (meters) Distance (meters) Time (minutes) Time (minutes) G D —— Distance (meters) Distance (meters) Time (minutes) Time (minutes) 5. Which graph best represents the given situation? 6. Describe the other three graphs. 7. What if Janelle began by running, then slowed to a walk, stopped, and then began running again. Which graph would represent this situation? 8 What are possible situations for graphs A and D? Module 3 v0 Lesson 1 fusca Baneyanaunosen URW UEENOH‘© Houghton Mifin Hrcourt Publishing Company Use Graphs A-D for Exercises 9-11. During the winter, the amount of water that flows down a river remains at a low constant. In the spring, when the snow melts, the flow of water increases drastically, until it decreases to a steady rate in the summer. The flow then slowly decreases through the fall into the winter. Consider the graphs shown. A. B. Water (gallons per second) Season (winter-fall) a Water (gallons per second) Water (gallons per second) Season (winter-fall) s ‘Season (winter-fall) Which graph best represents the given situation? 10. Describe the other three graphs. 11. What are possible situations for graphs B, C, and Module 3 Season (winter-fall) De m1 Lesson 1‘Two children are selling lemonade. They are charging $1 for a cup. They only sell 10 cups. Consider the graphs shown. a A Profit Profit Profit Number of cups Number of cups 12, Which graph best represents the given situation? 13. What situations could the other graphs represent? 14, Is the graph that represents the given situation discrete or continuous? A plane takes off and climbs steadily for 15 minutes until it reaches 30,000 feet. It travels at that altitude for 2 hours until it begins to descend to land, which it takes 15 minutes at a constant rate. 15. Sketch a graph of the situation. Height (feet) 30,900 t (hours) 16. Is the graph discrete or continuous? 17. Determine the domain and range. A contestant on a game show is given $100 and is asked five questions. The contestant loses $20 for every wrong answer. 18. Sketch a graph of the situation. 19. Is the graph discrete or continuous? 20. Determine the domain and range. Module 3 12 § = s 3 é < Profit ‘Number of cups Number of cups Number of incorrect questions Lesson 1 _aiseungyeaase ns umonen UMW LONENOH S| tuna supa 288) - Auecwo> 6ing Company ‘Houghton Min Harcourt Pb You decide to hike up a mountain, You climb steadily for 2 hours, then take a 30 minute break for lunch, Then you continue to climb, faster than before. When you make it to the summit, you enjoy the view for an hour. Finally, you decide to climb down the mountain, but stop halfway down for a short break. Then you continue down at a slower pace than before. 21, Sketch a graph of the situation 22, Is the graph discrete or continuous? COs 23, Analyze Relationships Write a possible situation for the graph shown, 24, Represent Real-World Problems Scientists are conducting an experiment on a bacteria colony that causes its population to fluctuate, The population of a bacteria colony is shown in the graph, ‘What happened to the bacteria colony before time (? b. Suppose at time 1, a second colony of bacteria is added to the first. Draw a new graph to show how this action might affect, the population after time t & Suppose at some point after time t, scientists add a substance to the colony that destroys some of the bacteria. Describe how your graph from part b might change. Module 3 13 Height (feet) _ Time (hours) Time (hours) Population Time (hours) Population a Time (hours) Lesson 125. Explain the Error A student is told to draw a graph of the situation which represents the height of a skydiver with respect to time. He drew the following graph. Explain the student’ error and draw the correct graph. Lesson Performance Task ‘A digital rain gauge has an outdoor sensor that collects rainfall and transmits data to an indoor display. Assume you produced a graph ofall the data collected by the rain gauge over a 24-hour period. ‘a, Would that graph be a discrete graph or a continuous graph? Explain your reasoning . Describe the general shape of the graph assuming it rained at arate of 0.1 inch per hour for the entire 24-hour period. «e. Describe the general shape of the graph assuming it rained 0.1 inch per hour for 6 hours, stopped raining for 6 hours, and then rained 0.2 inch for 12 hours. ‘Module 3 m4 Height (feet) Time (seconds) Lesson 1 ewe) Guneyanguncoie Un YONYBPOH‘Houghton Miffin Harcourt Publshing Company Name—_____________Class___ ate. 3.2 Understanding Relations and Functions Essential Question: How do you represent relations and functions? Understanding Relations A relation is a sct of ordered pairs (x, y) where x is the input value and y is the output value. The domain is all possible inputs of a relation, and the range is all possible outputs of a relation. For example, the given relation represents the number of whole-wheat cracker boxes sold and the money earned {(154), 28), (3,12), (4,16). Domain: {1,2,3,4} Range: {2,8, 12, 16} ® forthe following relation, the input, x, is the ages of boys and the output, y is their corresponding height, in inches {(7, 41), (8, 45), (9, 49), (10, 52), (40, 53), (11, $5), (12, 59)} Bins © Plot the points on the graph. Height (in.) 88 8 025476 8 10 12 Module 3 5 Lesson 2@® Complete the mapping diagram, Age(yr) Height (in.) © State the domain of the relation. 8 © State the range of the relation. " Reflect 1. Discussion ‘The number 10 appears twice in the x column of the table. How many times is it written in the domain? Explain Recogni {A function is a type of relation in which there is only one output value for each input value. ing Functions For every input value, there is a unique output value. Example: y = x7, When x = 3, y will always be equal to 9. Example 1 Give the domain and range of each relation. State the corresponding outputs for the given inputs in context and explain whether the relation is a function, ® The given relation represents the number of students and the number of classrooms the school has to have for the corresponding number of students. Bi ea Domain: (40, 45 50} Classrooms ‘The domain represents the number of students. Range: {2, 3, 4} * 0 10 20 30 40 50 ‘The range represents the number of classrooms. Students For an input of 40 students, there is an output of 2 classrooms, Students Classrooms For an input of 45 students, there is an output of 3 classtooms. > For an input of 50 students, there is an output of 4 classrooms. 3 b> 4 ‘This relation is a function. Each domain value is, paired with exactly one range vah Module 3 us Lesson 2 farduey 6aypqra ine‘The given relation represents the amount of gas in gallons and the distance 8 Pt gas in g traveled in miles from that amount of gas. HCE) DIB See tu) 10 150 16 240 7 240 20 300 Gas (gal) Distance (mi) 10-4 150 16+ 240 7 300 20 Domain: j ‘The domain represents . $ Range: i ‘The range represents : For an input of - , there is an output of __ : For an input of. , there is an output of : For an input of ______, there is an output of, ‘ For an input of —___ _, there is an output of i ‘This relation —__ a function, Each domain value is paired with é range value. < hy mee 2. Ifeach month ina year was paired with all the possible numbers of da function? Explain, Module 3 WwW the month, will the result bea Lesson 2Your Turn Give the domain and range of each relation and interpret them in context. State the corresponding outputs for the given inputs in context and explain whether the relation is a function. 3. The relation represents the number of books sold and the price for the corresponding number of books. Delacorte sao) 2 3 4 5 10 Books 2 Sold Price ($) oe S - : g 2 4 - zy 3 6 4 7 ~ 2 5 *9 : O12345 Books Sold - 4, The relation represents the time spent exercising and the number of calories burned during that time. Saka SE) x 10 y | ee 20 50 & | Time(min) burned 5 | = & 100 oo 30 85 3 i | 20-4 50 35 85 g 50 30+ 85 60 100 5 35 100 020 40 60 60 Time (min) Module 3 ns Lesson 2 ‘ers par) abe - Koedwos Bunsen Uneaten uA LEECH @ 260 A299 /0‘Houghton Nifin Harcourt Pubishing Company Understanding the Vertical Line Test A test, called the vertical line tet, can be used to determine fa relation isa function. The vertical Hine test states that a relation is a function if and only ifa vertical line does not pass through more than one point on the graph of the relation, Example2 Use the vertical line test to determine if each relation is a function, Explain. ® Drew a vertical line through each point of the graph. Does any vertical line touch more than one point? Yes Since a vertical line does pass through more than cone point, the graph fails the vertical line test. So, the relation is not a function. Height (i ‘Draw a vertical line through each point of the graph. 300 1% Does any vertical line touch more than one point? Since a vertical line pass through more than ‘one point, the graph. the vertical line test. So, the relation a function, 50 x Reflect oS 1015 20. 25 5. Why does the vertical line test work? Gas (gal) YourTumn Use the vertical line test to determine if each relation is a function. 7 Module 3 19 Lesson 28, How can you use a mapping diagram to determine the domain and the range of a relation? 9. Discussion Fora discrete function, can the number of elements in the range be greater than the number of elements in the domain? Explain 10, Isa relation a function if its graph intersects the y-axis twice? 11. Ess stion Checl-tn You are asked to determine if the relation y =x? — 8x-+ 4 isa function. n ‘What would be the best way to represent this relation in order to determine if itis a function or not? Explain. + Online Homework Express each relation as a table, as a graph, and as a mapping diagram. Hints and Help, + Bara Practice ° 1. The relation represents ages of students and the number of words they can 2 ‘write per minute. & {o 10), (6, 20), (6, 23). (2, 3s) z + 7 z gs Words £ é 2 Age(yt) perMinute > 20 E an 3 10 2 Zs i 3 01234567 Age (yr) Module 3 120 Lesson 2é 5 4 Express each relation as a table, as a graph, and as a mapping diagram. 2. The relation represents the place won in a track meet and the number of points that place finish is worth. (1,5), (2.3), (3.2). (41), (5, o)} Poit 012345 Place State the domain and range of each relation, interpret in context, and explain if it is a function or not. 6. The relation represents the age of each student and the number of es Para pets the student has. 3 2 7. The relation represents time driven in hours and the number of miles traveled at the end of each hour. mi) 250 200 150 100 50 Distance (1 012345 Time (h) ‘Module 3 21 Lesson 2State the domain and range of each relation, interpret in context, and expl function or not. 8 The relation represents the number of hours a person is able to rent a canoe and the cost of renting the canoe for that many hours. Hours Cost ($) \\AY 9 Aperson can burn about 6 calories per minute bicycling, Let x represent the“ Minutes_-——Callories number of minutes bicycled, and let y represent the number of calories burned. Create a mapping diagram to show the number of calories burned by bicycling for 60, 120, 180, or 240 minutes. 10. The table represents a sample of ages of people and their shoe size. 11. An electrician charges a base fee of $75 plus $50 for each hour of work. The minimum the electrician charges is $175. Create a table that shows the amount the electrician charges for 1, 2, 3, and 4 hours of work. Module 3 12 Lesson 212. ‘The graph represents the average soccer goals scored for players of different ages. Determine the domain and range ofthe relation in context and explain whether or not this represents a function, Average Goals 94 8 121620 ‘Age (years) Express each relation as a mapping diagram and explain whether or not the relation represents a function. 43. {(13,23), (17.25), (22,22) (25,17) (33, wh 1“, {a2 (5,2), (5,4), (7,6) (11, 6) (11,3)} x y x y ing Company- Image rel Use the vertical line test to determine if each relation is a function. 15. 16. ‘Houghton Win Harcourt Publ ‘2Photodse/Getty mages Module 3 123 Lesson 2Use the vertical line test to determine if each relation is a function. 7 19, ‘Module 3 124 20. 22. Lesson 2 dey Guyana unomen uy LONE S‘@ Houghton Mfr Harcourt Publishing Company (eisiceea [ar 23, Draw Conclusions Examine the mapping diagram. The first set is the months of the year, and the second set is the possible number of days per month, Is the relation a function? Explain, 24, Justify Reasoning Tell whether each situation represents a function. Explain your reasoning. If the situation represents a function, give the domain and range. a. Each US. coin is mapped to its monetary value. b. A 81, $5, $10, $20, $50, or $100 bill is mapped to all the sets of are the same as the total value of the bill. 25, Explain the Error A student was given a graph and asked to use the vertical line test to determine if the relation was a function or not. The student said that the relation failed the vertical line test and the graph was not a function. What error did the student make? Explain the error and give the correct answer. Module 3 125 Lesson 2Lesson Performance Task ‘At an amusement park, a person spends $30 on admission and food, and then goes on r number of rides that cost $2 each, a, Write an equation to represent the total amount A spent at the amusement park if person goes on anywhere from 0 to Sides 1b, Represent the relation as a table, asa graph, and as a mapping diagram, «. Find the domain and range, and then determine whether the relation isa function or not. A 50 | j 40 : <* c 3 2 4 r a 10 i Q . a ie ene eee i Rides z i i Module 3 126 Lesson 2Name ———________ _— Class__ Date. 3.3. Modeling with Functions What is function notation and how can you use functions to model real-world situations? Identifying Independent and Dependent Vai ‘The input ofa function is the independent variable. The output of the function is the dependent variable, ‘The value of the dependent variable depends on, or isa function of, the value of the independent variable. Identify dependent and independent variables in each situation. In the winter, more electricity is used when the outside temperature goes down, and less is used when the outside temperature rises. @® The depends on the Dependent: Independent: © The cost of shipping a package is based on its weight, 2 The depends on the @® Dependent: Independent: © The faster Tom walks, the quicker he gets home. The depends on the é & — & Dependent: Independent: = Reflect = 1. Discussion Give a situation where “time” is the dependent variable and “distance” is the independent variable, 2. In Explore 1, explain how you know that the amount of electricity used is not the independent variable. Modal 3 127 Lesson 3Applying Function Notation fx is the independent variable and y is the dependent variable, then you can use funiétion ‘notation to write 9 = F(x), which is read “y equals f of x." where § names the function. When an equation in two variables describes a fanction, you always can use function notation to write it. ‘The dependent variable is afunction of the independent variable. y is a function of x y = f @ ‘Write an equation in function notation. Amanda babysits and charges $5 per hour. facie 1 2 3 GUS ieetae 5 10 15 20 @® The is $5 times the * An algebraic expression that defines a function is a function rule. Write an equation using two variables to show this relationship. Amount earned is $5 times the number of hours worked. 1 tol 4 L = 5 6 © The dependent variable is a function of the independent variable. Write the equation in function notation. Amounteamed is $5__ times the number of hours worked. 1 bod 4 4 y et 0 x 5 oe x 3. Discussion Can y be used instead of f(x) in function notation? If so, tell why. If not, give an example of a function not written in function notation and the same function written in function notation, Module 3 28 Lesson 3 uedu09 Gunsiang monica uIynR UoRyBnOHin Harcourt Publishing Company -Image Credits: Modeling Using Function Notation ‘The value of the dependent variable depends on, or isa function of, the value of the independent variable. If x is, the independent variable and y is the dependent variable, then the function notation for y will read “f of x” where f names the function, When an equation in two variables describes a function, you can use function notation to write it. Example 1 For each example identify the independent and dependent variables. Write an equation in function notation for each situation, and then use the equation to solve the problem. ® A lawyer's fee is $180 per hour for his services, How much does the lawyer charge for 5 hours? ‘The fee for the lawyer depends on how many hours he works. Dependent: fee; Independent: hours Let h represent the number of hours the lawyer works. ‘The function for the lawyer’ fee is f(hh) = 180h. S(h) = 180k #05) = 180(5) Substitute 5 for h =900 Simplify ‘The lawyer charges $900 for 5 hours of work. The admission fee at a carnival is $9. Each ride costs $1.75. How much does it cost to go to the carnival and then go on 12 rides? The depends on the » plus $9. Dependent: Independent: Let r represent the . The function for the total cost of the carnival is s Substitute 12 for r into the function for the total cost of the carnival, and find the total cost. 4 = f| It costs to go to the carnival and go on rides. Your Turn For each example identify the independent and dependent variables. Write an equation in function notation for each situation. Then use the equation to solve the problem. 4. Kate earns $7.50 per hour, How much money will she earn after working 8 hours? Module 3 129 Lesson 3Choosing a Reasonable Domain and Range ‘When a function describes a real-world situation, every real number is not always a reasonable choice for the domain, and range. For example, a number representing the length of an object cannot be negative, and only whole numbers can represent a number of people. Example2 Write a function in function notation for each situation. Find a reasonable domain and range for each function. @® Manuel has already sold $20 worth of tickets to the school play. He has 4 tickets left to sell at $2.50 per ticket. Write a function for the total amount collected from ticket sales. Let t represent the number of tickets to sell. ‘Total amount collected is-_-—=—«$2.50-—per_—ticket_— plus —_tickets already from ticket sales sold FO $2.50 t + 20 Manuel has only 4 tickets left to sell, so a reasonable domain is {0, 1, 2, 3, 4). Substitute these values into the function rule 2.501 + 20 to find the range values ‘The range is {$20, $22.50, $25, $27.50, $30}. A telephone company charges $0.25 per minute for the first 5 minutes of a call plus a $0.45, connection fee per call. Write a function for the total cost in dollars of making a call. Let m represent the number of minutes used. Total cost for one call is $0.25 per minute plus 80.45 fee. fm) = . + ‘The charges only occur ifa call is made, so a reasonable domain is ( }. Substitute these values into the function rule 0.25m + 0.45 to find the range values. The range is Your Turn Write a function in function notation for each situation. Find a reasonable domain and range for each function, creases by 2.°C for every hour for the 5. ‘The temperature early in the morning is 17 °C. The temperature next 5 hours, Write a function for the temperature in degrees Celsius. 6. Takumi earns $8.50 per hour proofreading advertisements at a local newspaper. He works no more than 5 hours a day, Write a function for his earnings. Module 3 130 Lesson 3 3‘eHoughton Min Harcourt Publi (ss) PVE CHU Cie etme rac 7. How can you identify the independent variable and the dependent variable given a situation? 8. Describe how to write 3x + 2y = 12 in function notation, Assume that y represents the dependent variable. 9. Discussion What is the advantage of using function notation instead of using y? 10, Essential Question Check-In Explain how to find reasonable domain values for a function. Identify the dependent and independent variables in each situation. nine omen “Hints and Help 1, Identify the dependent and independent variables in each situation. + Extra Practice B. ‘The price of a house A. The total cost of running a depends on its area. business is based on its expenses. C. The time it takes you to run D. The number of items a certain distance depends on in a carton depends on the distance. the size of the carton, 2. Charles will babysit for up to 4 hours and charges $7 per hour. ‘Write a function in function notation for this situation. Module 3 131 Lesson 3For each situation, identify the independent and dependent variables. Write a function in function notation, Then use the function to solve the problem, 3, Almira earns $50 an hour. How much does she earn in 6 hours? 4. Stan, a local delivery driver, is paid $3.50 per mile driven plus a daily amount of $75. On Monday, he is assigned a route that is 30 miles long, How much is he being paid for that day? 5. Bruce owns a small grocery store and charges $4.75 per pound of produce. Ifa customer orders 5 pounds of produce, how much does Bruce charge the customer? 6. Georgia, a florist, charges $10.95 per flower bundle plus a $15 delivery charge per order, If Charlie orders 8 bundles of flowers and has them delivered, how much does Georgia charge Charlie? 7, Allison owns a music store and sells DVDs at $17.75 per DVD. If Craig orders 5 DVDs, how much does it cost? 8. Anne buys used cars at auction for $2000 per car. There is a $150 fee to take part in the auction. If Anne buys 13 used cars, how much does she pay in total? 9. Harold, a real estate developer, sells houses at $250,000 per house, If he sells 9 houses, how much does he earn? Module 3 132 Lesson 3‘© Houghton Miffn Harcourt Publishing Company 10. Gordon buys 3 HD TVs for $1200 each. There is a shipping charge of $90 to have the TVs delivered to his house. How much does Gordon pay in total? 11. Cindy is buying jackets for her local community charity's auction, Each jacket costs $50. If Cindy bought 23 jackets, what is the total cost? 12, Autumn sells laptop computers for $600 each. If she sells 68 computers, how much money does she earn? Write a function using function notation to describe each situation, Find a reasonable domain and range for each function. 13. Elijah has already sold $40 worth of tickets for a local raffle. He has 5 tickets left to sell at $5 per ticket 14, Mary has already sold $55 worth of tickets to the benefit concert. She has 3 tickets left to sell at $7 per ticket 15. A law firm charges $100 per hour for the first 3 hours plus a $300 origination fee for its services. 16. A pay-for-service Internet company charges $5 per hour for the first 3 hours of service plus a $10 connection fee. Module 3 133 Lesson 317. A high definition radio station charges $200 per year in addition to $50 per month for the first 3 months to receive its broadcast. 18. A newspaper charges $3 per line for the first 4 lines plus a $20 fee to advertise 19, Matt has already sold $72 worth of tickets to the benefit concert. He has 6 tickets left to sell at $9 per ticket. 20, Sarah has sold $33 worth of tickets to the comedy show. She has 4 tickets left to sell at $11 per ticket. Module 3 134 Lesson 3 free Basten ncsien yan vonENOH O‘© Houghton Mifin Harcourt Publishing Company RIE! 21, Justify Reasoning The function f(x) = —6x + 11 has a range given by {-37, -25, -13, -1). Select the domain values of the function from the list 1, 2,3, 4,5, 6,7, 8. Explain how you arrived at your answer. 22 a. Represent Real-World Problems Victor needs to find the volume of 6 cube- shaped boxes with sides lengths of between 2 feet and 7 feet. The side lengths of the boxes can only be whole numbers, The volume of a cube-shaped box with a side length of sis given by the function V(s) = 5°. ‘What is a reasonable domain for this situation? Explain. bb. What is a reasonable range for this situation? Explain, 22 a. Represent Real-World Problems Tanya is printing a report, There are 100 sheets of paper in the printer, and the number of sheets of paper p left after 1 minutes of printing is given by the function p(t) = ~8t + 100. How many minutes would it take the printer to use all 100 sheets of paper? Show your work. b. What is a reasonable domain for this situation? Explain, What is a reasonable range for this situation? Explain. Module 3 135, Lesson 3Lesson Performance Task Jennas parents have given her an interest-free loan of $100 to buy a new pair of running shoes. She plans to pay back the loan with monthly payments of $20 each, ‘a, Write @ function rule for the balance function B(p), where represents the number of payments that Jenna has made. b, After how many payments will Jenna have paid back more than half the loan? Explain your reasoning. . Suppose the loan amount were $120 and the monthly payments were $15, Write a rule for the new balance function and use it to determine how long it would take Jenna to pay off the loan, Module 3 136 Lesson 3‘eHoughton Min Harcourt Publishing Company Name—______lass_____ Date. 3.4 Graphing Functions Essential Question: How do you graph functions? Graphing Functions Using a Given Domain Recall that the domain of a function is the set of input values, or x-values, of the function and that the range isthe set of corresponding output values, or y-values, of the function, One way to understand a function and its features is to ‘graph it. You can graph a function by finding ordered pairs that satisfy the function, Graph the function for the given domain. x+3y=15 D:10,3,6,9} @® You have been given the input values, x, of the domain. You need to solve the function for x43y= 15 Subtract x from both sides. % =e Since y is multiplied by 3, divide both sides by 3. I + Rewrite the right side as two separate fractions. + Simpli Substitute the given values of the domain for x to find © Graph the ordered pairs. the values of y Module 3 137 Lesson 4Reflect Discussion Why do you not connect the points ofthe graph? 2, Discussion How would the graph be different if the domain was 0 ouNy ‘pero par) abou = fuedue> Bugsgng wnedeH Uy BergErOH‘eHoughton fin Hercourt Publishing Company 23, Explain the Error Student A and student B were given the following graph and asked to find the value of f(x) when x = 1, Student A gave an answer of 0 while student B gave an answer of —2. Who is incorrect? Explain the error. 24, Justify Reasoning Without graphing, tell which statement(s) are true for the graph of the function y = 27 + 1, Explain your choices. I. All points on the graph are above the origin. TL. All points on the graph have positive x-values, IIL, All points on the graph have positive y-values. Module 3 Lesson 4Lesson Performance Task ‘The Japanese Shinkansen, or bullet train, can accelerate rapidly to reach its maximum traveling speed of about 170 miles per hour: The table gives the speed of the train in feet per second at several different times. ui Saas eas) Ceo) 10 25 1. Convert the data from the table to a set of ordered paits and graph them on a coordinate grid. Connect the points with a line, What does the line represent? Speed (ft/sec) vsasus 12345678910 Time (secs) b. What is the slope of the line? What does the slope represent? . If the acceleration remains constant, how long will it take the train to reach its maximum speed of 170 miles per hour (mph)? [1 mph equals about 1.5 feet per second] Module 3 148, Lesson 4 ud BuaiansuneaieH MW EONEPOH &‘© Houghton Milfin Harcourt Publishing Company STUDY GUIDE REVIEW Functions and Models Essential Question: How can you use functions to solve real-world problems? NAY Vocabulary, continuous graph (ordfiea continua) dependent variable i Diaa Ges CSS (variable dependiente) The graph below represents Robert’s total distance traveled during discrete graph walk to school. Write a possible situation for the graph. (grdifica dliscreta) domain (clorninio) function (funcion) Sections 1 and 4 are steeper than section 2, z so Robert was walking faster during these fUneHon ee) g 4 times. 2 ; (notacién defuncion) | 2 Section 3 is horizontal, so Robert was not independent variable El, moving during this time. (variable independiente) z Possible Situation: Robert walked quickly fange rango) at the beginning of his walk, then he relation clacion) Time (minutes) walked at a slower pace. He stopped for while to talk to some friends. Then, he walked quickly the rest of the way to school, Cece ee) Give the domain and range of the relation. Explain whether the relation is a function. Input Output ‘The domain is all inputs, or (—3, 0, 2}. -3 3 o-oo. ‘The range is all outputs, or {3, 6, 9}. 2 +9 ‘A function has at most one output value for each input. The relation is not a function, because the input value —3 has more than one output. fom eee Write an equation in function notation for the following example, and graph the function. A study skills tutor charges $8 an hour for sessions lasting 1, 2, 3, or 4 hours. ‘The independent variable x is the number of hours. Cost ($) ‘The dependent variable f(x) is the total cost. The function for the total cost is f(x) = 8x. ‘The ordered pairs for the function f(x) = 8x for the domain {1, 2, 3,4) are (1, 8), (2, 16), (3, 24), and (4, 32). oy SS 4 Length of Session (hr) Module 3 149 Study Guide ReviewEXERCISES 1. Sketch a graph that represents the following situation. A person gets on a ride at an amusement park. The ride rises slowly and then quickly to its highest point. Then, to build anticipation, the ride stops for a period of time before quickly falling. Then, the ride descends more slowly before coming to a stop. (Lesson 3.1) Height (feet) 2, Identify the independent and dependent variables of the following relation. Give the domain and range, and explain whether the relation isa function, Time (Seconds) ‘A farmer has up to 3 pigs at a time on his farm. The given relation represents the average number of pounds of feed needed for x pigs daily. (Lesson 3.2) raf” 16 14 B12 3. A store sells roasted peanuts in 1, 2, 2.5, and 4 pound bags. % 10 ‘The peanuts cost $4 per pound, Write an equation in function § 8 notation that represents the cost of the peanuts in terms of the 6 number of pounds, and graph the function. (Lessons 3.3, 3.4) 5 oT 2 38 4 Weight (tb) MODULE PERFORMANCETASK Season Passes Wild Planet Theme Park offers three season-pass purchase options. | One payment of | $80down payment $60. down payment | $500 Gpayments of $7511 monthly payments | every other month of $45 | Which payment option is the least expensive? Use your own paper to complete the task. Be sure to write down all your data. Then ‘use graphs, numbers, words, or algebra to explain how you reached your conclusion. Module 3 150 Study Guide Review‘© Houghton Mittin Harcourt Publshing Company Ready) to Go On? 3.1-3.4 Functions and Models |. ‘The graph shown represents the altitude of a hiker during a period of time. Write a possible situation represented by the graph, (1.9501 3.1) Altitude (feet) Time (hours) 2. Use the vertical line test to determine if the relation represented on the graph from Exercise 1 is a function. Explain. (Lessor 3.2) 3. A math test is made up of 7 problems, each worth 10 points. There is no partial credit. Every test taker receives 30 points for taking the test. Write a function to describe the test score determined by the number of correct answers. Graph the function using a reasonable domain and range. (Lessons 3.3, 3.4) 012345678910 Number of correct answers ESSENTIAL QUESTION 4. What is a function? ‘Module 3 151 Study Guide ReviewModule 3 MODULE 3 MIXED REVIEW Assessment Readiness 1. Kyle is installing new baseboards and carpet in his rectangular living room. He measured the length as 24.25 feet and the width as 16.4 feet. Select Yes or No for each statement, A. The length is a more precise measurement. ©) Yes B. The area of the room should be given with 3 significant digits. O ves C. The perimeter of the room should be given with 4 significant digits, O Yes 2. The graph represents the function f(x) = —x? + 2. Select True or False for each statement. A. When x= 1, f(x) =1. O Te B. When fx) = 2,x= —2. O Te €. When x= —1, fix) =1. O Twe y ‘The mapping diagram represents the age, in years, and height, rounded to the nearest inch, of a group of friends. Does the diagram represent a function? Explain your answer, O No O No O No 20-}+—+} 65 25 167 30 68 32 4, An amusement park charges an entrance fee of $25 plus $3.50 per ride. Write a function to represent this situation. How much would it cost to go to the park and ride 8 rides? 152 Study Guide Review Iengnosten oH UOHBROHE ‘feo Bu© Houghton Mifln Harcourt Publishing Company Image iets Oust Lesson 4a Identifying and Graphing Sequences LESSON 4.2 Constructing Arithmetic Sequences LESSON 43 Modeling with ‘Sequences oftware can ations almost instantly Programming based on patterns and, Sequences makes these modern marvels possible. ‘MODULE PERFORMANCE TASK PREVIEW There Has to Be an Easier Way Carl Friedrich Gauss, one of the greatest mathematicians of all time, showed his genius at a very early age. When he was just fen, his teacher presented a math problem that the teacher thought would keep the class occupied for a long time, Surprise! Gauss solved the problem almost before the teacher had finished stating it. In this module, you'll get a chance to tackle the same problem Gauss solved. Use a creative method to find the answer and you'll be famous too! Module 4 153ic YOU)Ready? ‘Complete these exercises to review skills you will need for this module. Number Patterns Example 1 Find the next three numbers in the pattern 2, 5, 8, 11, ... 2 5 8 I —~———— _ study the pattern in the sequence. Fy omen Each number is 3 more than the +3=14 number before it. 4+ 7 1743520 ‘The next 3 numbers will be 14, 17, and 20. Find the next three numbers in each pattern. 2,4, 8, 16, .-. 2. 5,11, 17,23, 3. 50, 43, 36, 29, ... 4 1,4,9, 16... Algebraic Expressions Example2 Evaluate 2x + 3y for x = 4 and y= —5. 2x + By wad+3 Substitute 4 for x and ~5 for y. 8 +(-15) Multiply. -7 Add, Evaluate each expression for the given values of the variables. 5. 4p —7p for p= 8 andq=5 6 (1) forn=—4 7. 8d-+5e—I1 ford =6ande= Module 4 134 + Online Homework * Hints and Help + tra Practice fuecduo> Busan unooreH UH UAB‘Houghton Mfin Harcourt Pubshing Company image Cet: Mehmet DisierShuterstock Name—_____ lass ___ ate. 4.1 Identifying and Graphing Sequences Essential Question: What is a sequence and how are sequences and functions related? Understanding Sequences ‘A go-kart racing track charges $5 for a go-kart license and $2 for each lap. Ifyou lst the charges for 1 lap, 2 laps, 3 laps, and so on, in order, thelist forms a sequence of numbers: 7,91, Byes ‘A sequence isa list of numbers in a specific order, Bach element in a sequence is called a term. In a sequence, each term has a position number. In the sequence 7,9, 11, 13,.+« the second term is 9, so its position number is 2. ® The total cost (term) of riding a go-kart for different numbers of laps (position) is shown below. Complete the table. 2] 3 s | |pomain 9 3 17 | Range You can use the term and position number of a sequence to write a function, Using function notation, f(2) = 9 indicates that the second term is 9. Use the table to complete the following statements. Eee f= $3) = £6) = © identify the domain of the function f(). @ leentity the range of the function f(n). Reflect 1, Discussion What does f(4) = 13 mean in the context of the go-kart problem? 2. Discussion Explain how to find the missing values in the table. 3. Communicate Mathematical Ideas Explain why the relationship between the position numbers and the corresponding terms of a sequence can be considered a function. ‘Module 4 155 Lesson 1Generating Sequences Using an Explicit Rule ‘An explicit rule for a sequence defines the nth term as a function of n for any whole number m greater than 0. Explicit rules can be used to find any specific term in a sequence without finding any of the previous terms. Example Write the first 4 terms of the sequence defined by the explicit rule. one 3 ‘Make a table and substitute values for n = 1, 2,3,4 a to find the first 4 terms. +n ‘The frst 4 terms of the sequence defined by the 18 explicit rule f() =n? + 2are 3,6, 11, and 18. F(t) = 3° +1 DQ Make a table and substitute values for 1 a= The first 4 terms are J 2 3 4 Reflect 4, Communicate Mathematical Ideas Explain how to find the 20th term of the sequence defined by the explicit rule f(n) = 1? + 2. 5. Justify Reasoning ‘The number 125 is a term of the sequence defined by the explicit rule f(t) = 3n +2. Which term in the sequence is 125? Justify your answer. Module 4 156 Lesson 1“© Houghton Miffin Korourt ubkshing Company Your Turn 6. Write the first 4 terms of the sequence defined by 7, Find the 154 term of the sequence defined by the the explicit rule. f(n) =m — 5 explicit rule. f(1) = 4n — 3. Generating Sequences Using a Recursive Rule A recursive rule for a sequence defines the nth term by relating it to one or more previous terms, ‘The following is an example of a recursive rule: (1) = 4, f(n) = f(n — 1) + 10 for each whole number m greater than 1 This rule means that after the first term of the sequence, every term f(n) is the sum of the pervious term f(n — 1) and 10, Example2 Write the first 4 terms of the sequence defined by the recursive rule, ® £0) =2, 6m) = #(n = 1) + 3 for each whole number m greater than 1 For the first 4 terms, the domain of the function is 1, 2, 3, and 4. ‘The first term of the sequence is 2, +3524 £03) = 2) +3554 fa) =3)+3=84+3=11 iW ‘The fist 4 terms are 2,5, 8, and 11. S(1) =4, F(n) = f(n — 1) + 5 for each whole number n greater than 1 For the first 4 terms, the domain of the function is —__ ‘The first term of the sequence is ul f(n) =f(n—1) +5. f(n) 1 fj= 2 fred jos= 3 faad jas= 4 way=4 Jss= $55 The first 4 terms are Module 4 157 Lesson 1- Reflect 8 Describe how to find the 12" term of the sequence in Example 2A. 9 Suppose you want to find the 40* term of a sequence. Would you rather use a recursive rule or an explicit rule? Explain your reasoning, Your Turn Write the first 5 terms of the sequence. 10. f(1) = 35 and f(n) = f(n— 1) — 2foreach 11 (1) = 45 and f(n) = f(n — 1) — 4 for each whole number n greater than 1. whole number m greater than 1. Constructing and Graphing Sequences You can graph a sequence on a coordinate plane by plotting the points (n, f(n)) indicated in a table that you use to generate the terms. Ecampia3’ Construct and graph the sequence described. @® The go-kart racing charges are $5 for a go-kart license and $2 for each lap. Use the explicit rule f(m) = 2n +5. ‘Complete the table to represent the cost for the first 4 laps. ajely la Charges (in dollars) ‘The ordered pairs are (1,7), (2, 9), (3, 11), (4,13). ig the ordered pairs. 0723456 Number of laps Graph the sequence u Notice that the graph is a set of points that are not connected. Module 4 158 Lesson 1 fueduo> Burns unease MUNN VONENOH &‘© Houghton Mfin Harcourt Publishing Company © A movie rental club charges $20 a month plus a $5 membership fee. Use the explicit rule F(t) = 20n + 5. Complete the table to represent the charges paid for 6 months. ) = 160 f” | £140 | 120 | = 100 3 lal ( i 7 £'c0 ee 8 60 | 4 i ( |+ = a° | S 2 x 5 q ( | 0123456 ——— Months 6 { ( \ = ‘The ordered pairs are Graph the sequence using the ordered pairs. Notice that the graph is a set of points that are not connected. “Reflect 12, Explain why the points in the graphs in Example 3 are not connected. YourTurn Construct and graph the sequence described. 13. A pizza place is having a special. If you order a large pizza for a regular 7 1 price $17, you can order any number of additional pizzas for $8.50 each, z 40 Use the recursive rule (1) = 17 and f(n) = f(n — 1) + 8.5 for each 2 whole number 1 greater than 1. 330 £3 5 20 a3 = 10 6 d x 09123456 Number of pizzas Module 4 159 Lesson 114. A gym charges $100 as the membership fee and $20 monthly fee. Use the explicit rule f(n) = 20n + 100 to construct and graph the sequence. CII 15. What is the difference between an explicit rule and a recursive rule? Fees (in dollars) sss 240 210 180 150 120 0 Module 4 160 Lesson 1 Auscan Saysianasino>ie UayIW YEUENOH«© Houghion Mifin Harcourt Publishing Company Evaluate: Homework and Practice + Online Homework Complete the table, and state the domain and range for the sequence it represents. Hints and Help Assume that the sequence continues without end. + Bara Practice . 1 2 3 fin) 15 30 60 90 4 Write the first 4 terms of the sequence defined by the given rule. 3. (1) = 65,536, f(n) = Fn — 1) a f= 5. f(1) = 7, F(m) = —4 + f(n— 1) 415 6. f(n)=2n? +4 7% f(1) = 3, F(m) = [fn —)P? f(n) = (2n—1)? Module 4 161 Lesson 1Find the 10th term of the sequence defined by the given rule 9% s0)=24(n) =Fln— 1) +7 10. f(n) = Vn FD 1. s(1) = 30, fn) = 2 Fln — 1) — 50 12. f(r =Fln— 1) +3 ‘The explicit rule for a sequence and one of the specific terms is given. Find the position of the given term. 1B. F(n) = 1.25n + 6.25; 25 14. f(r) = —3(n = 1); 51 15. f(t) = (2n — 2) + 2552 ‘The recursive rule for a sequence and one of the specific terms is given. Find the position of the given term. 17. £(1) = 99, fn) = fn — 1) +45 119 48, s(1) = 333, f(r) = fn — 1) + 025349 Module 4 162 este Gasyangsuna2i UW YOHYErONS‘© Houghton ifn Harcourt Publishing Company image Cred: (ocomstock/Getsy Images: PhotoisetGerty mages Graph the sequence that represents the situation on a coordinate plane. 19, Jessica had $150 in her savings account after her first week of work, She then started adding $35 each week to her account for the next 5 weeks. The savings account balance can be represented by a sequence. i 300 2 200 a i 100 0123456 Week 20. Carrie borrowed $840 from a friend to pay for ate ‘a car repair. Carrie promises to repay her friend fe in 8 equal monthly payments. The remaining 600 amount Carrie has to repay can be represented by a sequence. + 400 ¢ § 200 x o 24 6 8 ete ne) 21, A park charges $12 for one round of miniature golf and a reduced fee for each additional round played. If Tom paid $47 for 6 rounds of miniature golf, what is the reduced fee for each additional round played? 22, Analyze Relationships Construct a recursive rule to describe the sequence: 2, 4 6,8, Module 4 163 Lesson 123, Explain the Error To find the Sth term of a sequence where f(1) = 4 and f(n) = 2+ f(u— 1) +1 for ‘each whole number greater than 1, Shane calculates (4+ 2 + 2+ 2+ 2) + 1 = 65. Is this correct? Justify your answer. 24, Critical Thinking Write a recursive rule for a sequence where every term is the same. Lesson Performance Task A museum charges $10 per person for admission and $2 for each of 8 special exhibits. a. Use function notation to write an equation to represent the cost for attending n events. b, Make a table to represent the total cost of admission plus 1, 2, and 3 special exhibits. c. What would f(0) = 10 represent? 4. What would the total cost be for going to all 8 special exhibits? e. Determine an explicit rule for the total cost if the first special exhibit were free Module 4 164 Lesson 1‘© Houghton itn Harcourt Pushing Company Name ——______ lass __ ate. 4.2. Constructing Arithmetic Sequences Essential Question: What is an arithmetic sequence? (QTE Exploring Arithmetic Sequences ‘You can order tickets for the local theater online. There is a fee of $2 per order. Matinee tickets cost $10 each. The total ane ae cost, in dollars, of ordering matinee tickets online can be ae a found by using C(n) = 10n + 2. The table shows the cost of Buy Tickets Online 1, 2, 3, and 4 tickets. Find a Theater Near You ‘Search ©® Complete the table of values for C(n) = 10n + 2. avon See rete TCs Bcke say Reg NES SHOWTIMES TRAILERS FAMILY GIFTCARDS What is the domain of the sequence? = EERIE NAST What is the range of the sequence? © What is the first term of the sequence? @ Find the difference between each two consecutive terms in the sequence: 2-12= 32-25 42-32 Reflect 1. Discussion Suppose you extended the table for up to 15 tickets. Would you expect the difference between consecutive terms to be the same? Explain your reasoning. 2. Communicate Mathematical Ideas Explain how the domain is limited in this situation. Module 4 165 Lesson 2($ESEREM Constructing Rules for Arithmetic Sequences In an arithmetic sequence, the difference between consecutive terms is always equal. This difference, written as d, is called the common difference. ‘An arithmetic sequence can be described in two ways, explicitly and recursively. As you saw earlier, in an explicit rule for a sequence, the nth term of the arithmetic sequence is defined as a function of n, Ina recursive rule for a sequence, the first term of the sequence is given and the nth term is defined by relating it to the previous term. An arithmetic sequence can be defined using either a recursive rule or an explicit rule. Example? Write a recursive rule and an explicit rule for the sequence described by each table. ® The table shows the monthly balance in a savings account with regular monthly deposits ‘The savings account begins with $2000, and $500 is deposited each month. 1 2 3 4 5 2000 | _2500 3500 4000 Write a recursive rule. (1) = 2000, and the common difference d is 500. ‘The recursive rule is f(1) = 2000, f(n) = f(n — 1) + $00 for n > 2. Write an explicit rule 2000 + 500(1) = 2500 7000 + 500(2) = 3000 _| Since d is always multiplied by a number equal to (n — 1), you can generalize the result from the table, ‘The explicit rule is £(n) = 2000 + 500(n — 1). ‘The table shows the monthly balance in a savings account with regular monthly deposits. Muro 1 2 3 4 5 Eee! Fn) 5000 6000 7000 8000 9000 Write a recursive rule. f= ___and the common difference d is _ “The recursive rule is £(1) = Flr) = fla = 1) + for n > 2, Write an explicit rule, 5000 + 1000(0) = 5000 5 500s af Since d is always multiplied by a number equal to , you can generalize the result from the table. f() = + = Module 4 166 Lesson 2 fuduo> buystang unooseH oN YOREROH‘©Houghton Mifin Harcourt Publishing Company Reflect not an arithmetic sequence, 3. Critique Reasoning Jerome says that the sequence 1, 8, 27, 64, 125, Is that correct? Explain. 4, An arithmetic sequence has a common difference of 3. If you know that the third term of the sequence is 15, how can you find the fourth term? - YourTurn, 5. The table shows the number of plates left at a buffet after m hours. Write a recursive rule and an explicit rrule for the arithmetic sequence represented by the table. ime (hours) a Number of plates [ZG 141 127 113 99 Using a General Form to Construct Rules for Arithmetic Sequences Arithmetic sequences can be described by a set of general rules, Values can be substituted into these rules to find a recursive and explicit rule for a given sequence. Keni CUier aati Given f(1), F(a Example2 Write a general recursive and general explicit rule for each arithmetic sequence. @® 100, 88, 76,64,... £(1) = 100, common difference = 88 — 100 = —12 ‘The recursive rule is f(1) = 100, f(m) = f(m — 1) — 12 forn > 2. "The explicit rule is f(n) = 100 — 12(n — 1) 0, 8, 16, 24, 32,... f= + common difference = - = ‘The recursive rule is f(1) = __, fm) = fm = 1) + for n > 2. ‘The explicit rule is f(n) = + (n=1). Module 4 167 Lesson 2Reflect ‘What is the recursive rule for the sequence f(n) = 2 + (—3)(n — 1)? How do you know? Yourturn 7. Write a recursive rule and an explicit rule for the arithmetic sequence 6, 16, 26, 36,..» (oS STEME® Relating Arithmetic Sequences and Functions “The explicit rule for an arithmetic sequence can be expressed as @ function. You can use the graph of the function to write an explicit rule, Example 3 Write an explicit rule in function notation for each arithmetic sequence. @® The cost of a whitewater rafting trip depends on the number of passengers. The base fee is '$50, and the cost per passenger Is $25. The graph shows the sequence. Whitewater Rafting 200 tf) 150 9(4, 150) 93,125) 9(2, 100) (1,75) Cost ($) o 2 4 6 Passengers Step 1 Represent the sequence in a table. Step 2 Find the common difference. Step 3 Write an explicit rule for the sequence. £(2) — f(1) = 100 — 75 = 25 Substitute 75 for f(1) and 25 for d. £(3) — f(2) = 125 — 100 = 25 Fn) = f(1) + dln — 1) ‘#(4) — £(3) = 150 — 125 = 25 F(n) = 75 + 25(n — 1) ‘The common difference d is 25. Module 4 168 Lesson 2 ‘uaous supry abou hued Suns neseH UI WOLROH @ sqiognaeinour Fublehing Company ‘2 Houshton Min The number of seats per row in an auditorium depends on which row it is. The first row has 6 seats, the second row has 9 seats, the third row has 12 seats, and so on. The graph shows the sequence, Step 1 Represent the sequence in a table. Betoun Number of seats f(n) Step 2 Find the common difference, fQ)-AY= - = fQ-f)= - = £(4) — £3) = - = Step 3 Write an explicit rule for the sequence. Auditorium Seats (4,15) 28,12) (2,9) 6} 9(1,6) Seats 0123456789 Row number ‘The common difference is d = for d. Fn) = F(1) + dn —1) f= + (x-1) Analyze Relationships Compare the graph of the function f(x) = 3 + 5(x — 1) and the graph of the Substitute _ for f(1) and __ Reflect 8 sequence f(n) = 3 + 5(n — 1). -Yourturn | % Jerry collects hats. The total number of hats in Jerry’ collection depends on how many years he has been collecting hats. After the first year, Jerry had 10 hats. Each year he has added the same number of hats to his collection. The graph shows the sequence. Write an explicit rule in function notation for the arithmetic sequence, Module 4 169, Number of Hats over Time 9 (4,34) (3,26) 912,18) 10} (1,10) Lesson 2PEE 10, What information do you need to write a recursive rule for an arithmetic sequence that you do not need to write an explicit rule? 11. Suppose you want to be able to determine the ninetieth term in an arithmetic sequence and you have both an explicit and a recursive rule. Which rule would you use? Explain, 12, Essential Question Check-In The explicit equation for an arithmetic sequence and a linear equation have a similar form, How is the value of m in the linear equation y = mx + b similar to the value of d in the explicit equation f(a) = f(1) + d(n — 1)? Cr TTAINE Hue eu lge at) 1. Farah pays 2 $25 signup fee toj + Online Homework a car sharing service and a $7 monthly charge. *Hints and Help ‘The total cost of using the car sharing service for n months can be found using + Bata Practice C(n) = 25 + 7n. The table shows the cost of the service for 1, 2, 3, and 4 months. a. Complete the table for O(n) = 25 + 7 fom on ft ff 3 [4 | CON f) 'b, What are the domain and range of the sequence? ‘c. What is the common difference d? ‘Tell whether each sequence is an arithmetic sequence. 2 4.6,7,8,9,10, 1, 16,81, 625, 1296 1b. 5, 10, 20, 35, 55,... €.-2, 4, -6, 8, -10, 60,1, 1-22 3. Chemistry A chemist heats up several unknown substances to determine their boiling point. Use the table to determine whether the sequence is arithmetic. If it is arithmetic, write an explicit rule and a recursive rule for the sequence. If not, explain why it is not arithmetic. Siam 1 [2 EDitusiasy 100 | 135 Module 4 170 Lesson 2 5 188 fasdsen Gaysnarainesiey ui UeNYErOH‘© Houghton ttn Harcourt Publishing Company Write a recursive rule and an explicit rule for the arithmetic sequence described by each table. a A ao {[1f[2f[3 fas LOSES SIE] fin) | 35 | 32 | 29 | 26 | 23 5 om Mc of}1[2f3 fas Reena) fin) | sa | 6s | 72 | 79 | 86 6 Se a 1 2 3 4 5 AGERE) fm) | 84 | too | 16 | 132 | 148 7 i DOI n 1 2 3 4 5 Meicauiesia)| fin) | 4567 | 3456 | 2345 | 1234 | 123 8 es of[1f[2if[3 fas Denti fin) | 125 | 100 | 75 | so | 25 % Bes . 1 2 3 4 5 re eaGy| fm | 60 | 80 | 100 | 120 | 140 Module 4 m Lesson 2‘Write a recursive rule and an explicit rule for each arithmetic sequence. 10. 95, 90, 85, 80, 75,... V1. 63, 70,77, 84, 91.45 12, 86, 101, 116, 131, 146... 13. 112, 110, 108, 106, 104... TA. 5,9, 13,17, 2 18. 67, 37, 7, —23, -5: Write an explicit rule in function notation for each arithmetic sequence. 16. A student loan needs to be paid off beginning the first year after Paying off Debt graduation. Beginning at Year 1, there is $52,000 remaining tobe 8 y, paid. The graduate makes regular payments of $8,000 each year. 8 60 ‘The graph shows the sequence. £ (1,52) £45 (2, 44) 3 0(3, 36) 6 30 94, 28) 2 5 fo, 2°34 Time (years) 17. A grocery cart is 38 inches long. When the grocery carts are put away Nested Grocery Carts in a nested row, the length of the row depends on how many carts are nested together. Each cart added to the row adds 12 inches to the row 100 FY length. The graph shows the sequence. = (5,86) eg” 94,74) £ 903,62) g 9(2,50) z 40} 011,38) & 20 o 24 6 Number of grocery carts, Module 4 2 Lesson 218. A dog food for overweight dogs claims that a dog weighing Dog's Weight '85 pounds will lose about 2 pounds per week for the first 4 weeks 7 when following the recommended feeding guidelines, The graph By" BY) az shows the sequence. 3 os) 8 B99 3 = oT 2°34 Time (weeks) 19, A savings account is opened with $6300. Monthly deposits of Savings Account Balance $1100 are made. The graph shows the sequence. a0 fY 1 @(4, 107) 6 Balance ($100s) or 203 4 Time (months) 20. Biology The wolf population in a local wildlife area is currently 12. Due toa new conservation effort, conservationists hope the wolf population will increase by 2 animals each year for the next 50 years. Assume that the plan will be successful. Write an explicit rule for the population sequence. Use the rule to predict the number of animals in the wildlife area in the fiftieth yeat. Hetcourt Publishing Company: lmape Credits Comstock 21. How are the terms in the sequence in the table related? Is the sequence an arithmetic sequence? Explain. ‘2 Houghton st Module 4 173 Lesson 2Crise 22. Explain the Error The cost of a hamburger is $2.50. Each additional hamburger costs $2.00, Sully wrote this explicit rule to explain the sequence of costs: f(n) = 2 + 2.5(n ~ 1). Using this rule, he found the cost of 12 hamburgers to be $29.50. Is this number correct? If not, identify Sully’ error, 23. Critical Thinking Lucia knows the fourth term in a sequence is 55 and the ninth term in the same sequence is 90. Explain how she can find the common difference for the sequence. Then use the common difference to find the second term of the sequence. 24, Represent Real-World Problems Write and solve a real-world problem involving a situation that can be represented by the sequence f(n) = 15 + 2(n — 1). Lesson Performance Task For Carls birthday, his grandparents gave him a $50 gift card to a local movie theater, ‘The theater charges $6 admission for each movie. How can Carl use an arithmetic sequence to determine the value left on his card after each movie he sees? 4, Write an explicit rule for the arithmetic sequence and use it to determine how much value is left on the card after Carl has seen 4 movies. b. How much is left on the card after Carl has seen the maximum number of movies? ‘Module 4 174 Lesson 2 ‘edo Guryngng unooten uy LeXYBeoH @‘Houghton Wifin ercourt Pushing Company Image Cred ‘aerogondoa/Snuttertock Class. Date. 4.3 Modeling with Arithmetic Sequences .n: How can you solve real-world problems using arithmetic sequences? Essential Que [OUSSEM interpreting Models of Arithmetic Sequences ‘You can model real-world situations and solve problems using models of arithmetic sequences. For example, suppose watermelons cost $6.50 each at the local market. The total cost, in dollars, of 1 watermelons can be found using e(n) = 6.51. ® Complete the table of values for 1, 2, 3, and 4 watermelons. What is the common difference? © _ What does m represent in this context? © What are the dependent and independent variables in this context? © Find (7). What does this value represent? Reflect i ussion What domain values make sense for c(t) = 6.51 in this situation? Module 4 175 Lesson 3Modeling Arithmetic Sequences From a Table Given a table of data values from a real-world situation involving an arithmetic sequence, you can construct a function model and use it to solve problems, Example 1 Construct an explicit rule in function notation for the arithmetic sequence represented in the table. Then interpret the meaning of a specific term of the sequence in the given context, ® Suppose the table shows the cost, in dollars, of postage per ounce of a letter. ie 1 2 3 4 | Sobre fm) | 035 | oss | o75 | 095 Determine the value of #(9), and tell what it represents in this situation. Find the common difference, d. d = 0.55 — 0.35 = 0.20 Substitute 0.35 for #(1) and 0.20 for d. (in) = f(1) + din = 1) Flr) = 0.35 + 0.20(n — 1) £(9) = 0.35 + 0.20(8) = 1.95 So, the cost of postage for a 9-ounce letter is $1.95, ‘The table shows the cumulative total interest paid, in dollars, on a loan after each month. Numberofmonths EN 1 2 3 4 SACO fir) | 160 | 230 | 300 | 370 Determine the value of f(20) and tell what it represents in this situation, Find the common difference, d. d= — 160 Substitute for f(1) and for d. $02) = §(1) + an — 1) Si= + (m=) Find f(20) and interpret the value in context. (nm) = #1) + dn — 1) A" + So, the cumulative total paid after months is Your Turn Construct an explicit rule in function notation for the arithmetic sequence represented in the table. ‘Then interpret the meaning of a specific term of the sequence in the given context. 2. The table shows f(n), the distance, in miles, from the store after Mila has traveled for m hours, Time (h) n 1 2 4 heel] fn) | 20 32 44 56 Determine the value of f(10) and tell what it represents in this situation. ‘Module 4 176 Lesson 3 ‘urdo3 Bunstana unooien ay UENO a‘Houghton Min Harcourt Publishing Company 3. The table below shows the total cost, in dollars, of purchasing 1 battery packs. 2 8.90 in this situation, Digg ce Determine the value of f(18) and tell what it represent: Modeling Arithmetic Sequences From a Graph Given a graph ofa real-world situation involving an arithmetic sequence, you can construct a function model and use it to solve problems. Example2 Construct an explicit rule in function notation for the arithmetic sequence represented in the graph, and use it to solve the problem. ® Andre collects feather pens. The graph shows the number of feather pens gs ty D/Andre has collected over time, in weeks, According to this pattern, how = & ° ‘many feather pens will D’Andre have collected in 12 weeks? Bo Represent the sequence in a table. g a 3 30 220 5 10 2 ° Find the common difference. d=37-8=19 Use the general explicit rule for an arithmetic sequence to write the rule in function notation, Substitute 18 for f(1)and 19 for d. fin) = SQ) + dr = 1) F(n) = 18 + 190 = 1) ‘To determine the number of feather pens D’Andre will have collected after 12 weeks, find f(12). f(r) = 18 + 19(n—1) $(12) = 18 + 19(11) £(12) = 18 + 209 f(12) = 227 So, if this pattern continues, D’Andre will have collected 227 feather pens in 12 weeks. Module 4 Ww (4,75) (3,56) 9 (2,37) (1,18) 123456 Time (weeks) Lesson 3Eric collects stamps. The graph shows the number of stamps that Bric has 470 collected over time, in months. According to this pattern, how many stamps E 60 (4,59) will Eric have collected in 10 months? % 50 = 40 G46) Represent the sequence in a table B30} 902.33) ~ E 20} (1,20) 1 2 3 4 210 012345 L Time (months) Find the common difference. d= = 20= Use the general explicit rule for an arithmetic sequence to write the rule in function notation, Substitute for f(1) and for d. F(n) = F(1) + dln 1) f= + (n-1) ‘To determine the number of stamps Eric will have collected in 10 months, find Ht ) Fn) = F(1) + dn —1) A jee (o) So, if this pattern continues, Eric will have collected a in. — months. Reflect 4. How do you know which variable is the independent variable and which variable is the dependent variable in a real-world situation involving an arithmetic sequence? Your Turn Construct an explicit rule in function notation for the arithmetic sequence oof? represented in the graph, and use it to solve the problem. 9(4,85) 5. The graph shows the height, in inches, of a stack of boxes on a table as the = yor) number of boxes in the stack increases. Find the height of the stack with £50 © (2,51) 7 boxes. F 40 2 ao | 911,34) 20 10 012345 Number of boxes Module 4 178 Lesson 3 ‘ueduo> Busaqnermooren vp wuEeeH6. Quynh begins to save the same amount each month to save for a oo 1” Ted apo] future shopping trip. The graph shows total amount she has saved after. 350 4 st0) each month, n. What will be the total emount Quynh has saved after B 3001 912,300) 12 months? § 250} @(1,250) # 200 2 150 E 100 50 0123456 Number of months Modeling Arithmetic Sequences From a Descrip Given a description ofa real-world situation involving an arithmetic sequence, you can construct a function model and use it to solve problems, Gxample3 Construct an explicit rule in function notation for the arithmetic sequence represented, and use it to solve the problem. Justify and evaluate your answer. "The odometer on a car reads 34,240 on Day 1. Every day the car is driven 57 miles. If this pattern continues, what will the odometer read on Day 15? Analyze Information + The odometer on the car reads miles on Day 1. + Every day the car is driven miles. fy = and d= Formulate a Plan i Write an explicit rule in function notation for the arithmetic sequence, and use it to 3 find , the odometer reading on Day 15. 2 Gd) solve : Fn) = 41) + dl = 1) fin) = + (n-1) On the Day 15, the odometer will show miles, Module 4 179 Lesson 3(ae, Justify and Evaluate Using an arithmetic sequence model reasonable because the number of miles on the odometer increases by the same amount each day. By rounding and estimation: 34,200 + 60(14) = + = miles So miles is a reasonable answer. Your Turn Construct an explicit rule in function notation for the arithmetic sequence represented, and use it to solve the problem. Justify and evaluate your answer. 7. Ruby signed up for a frequent-flier program. She receives 3400 frequent-flier miles for the first round-trip she takes and 1200 frequent-lier miles for all additional round-trips. How many frequent-flier miles will Ruby have after 5 round-trips? 8 A gym charges each member $100 for the first month, which includes a membership fee, and $50 per month for each month after that. How much money will a person spend on their gym membership for 6 months? % What domain values usually make sense for an arithmetic sequence model that represents a real-world situation? 10. When given a graph of an arithmetic sequence that represents a real-world situation, how can you determine the first term and the common difference in order to write a model for the sequence? 11, What are some ways to justify your answer when creating an arithmetic sequence model for a real-world situation and using it to solve a problem? 12, Essential Question Check-In How can you construct a model for a real-world situation that involves an arithmetic sequence? Module 4 180 Lesson 3 -Aueawo> Bunsggna uno2iey UW UONNETONGy) Evaluate: Homework and Practice + Online Homework 1. A T-shirt at a department storé costs $7.50, The total cost, in dollars, “Hints and Help of a T-shirts is given by the function C(a) = 7.50. + extra Practice “shirts, ‘a. Complete the table of values for 4 1 b, Determine the common difference. What does the variable a represent? What are the reasonable domain values for a? 2. Acar dealership sells 5 cars per day. The total number of cars C sold over time in days is given by the function CU) = 5. a Complete the table of values for the first 4 days of sales b. Determine the common difference. What do the variables represent? What are the reasonable domain and range values for this situation? 3. A telemarketer makes 82 calls per day. The total number of calls made over time, in days, is given by the function C(t) = 82 a, Complete the table of values for 4 days of calls, in Harcourt Publshing Company mage Celts: eta b. Determine the common difference. ‘Houghton ‘& What do the variables represent? What are the reasonable domain and range values for this situation? Module 4 181 Lesson 3Construct an explicit rule in function notation for the arithmetic sequence represented in the table. Then determine the value of the given term, and explain what it means. 4, Darnell starts saving the same amount from each weel’s paycheck. The table shows the total balance f(n) of his savings account over time in weeks, Ruck 1 2 3 4 Savings Account Balance($) fin) JIRVa $380 $510 $640 Determine the value of f(9), and explain what it represents in this situation. 5. Juan is traveling to visit universities. He notices mile markers along the road. He records the mile markers every 10 minutes, His father is driving at a constant speed. Complete the table, °. EPP ee es b. Find 10), and tel what it represent inthis situation, 1 520 509) 498 alalalaly Construct an explicit rule in furtction notation for the arithmetic sequence represented in the graph. Then determine the value of the given term, and explain what it means, aT 914,150) 6. The graph shows total cost of a whitewater rafting trip and the 9 (3/125) corresponding number of passengers on the trip. Find f(8), and explain V2 | ae 190} what it represents. @ err 25 I 0123456 Number of passengers Ed collects autographs, The graph shows the total number of autographs that Ed has collected over time, in weeks. Find f(12), and explain what it represents. Number of autographs s8sssssss Time (weeks) Module 4 182 Lesson 3 ‘ued Bunsen UneateH UN LONEROH &‘© Houghton mifn Harcourt Publishing Company Finance Bob purchased ab xrd with 320 points. Each week costs, in inance Bob pt us Pass cal points. Each wel 300 {HQ 300) 20 points for unlimited bus rides. The graph shows the points remaining 2 (3,260) on the card over time in weeks. Determine the value of f(10), and explain >», ve © 225 412,280) what it represents. = ' 5 (4,240) ed (6,220) 375 012345 Time (weeks) 9. Biology The local wolf population is declining. The graph shows the local $ wolf population over time, in weeks. 2 100 3 20 Find (9), and explain what it represents, a) 3B 40 = 2 2 012345 Time (weeks) Construct an explicit rule in function notation for the arithmetic sequence. Then determine the value of the given term, and explain what it means. 40. Economics To package and ship an item, it costs $5.75 for the first pound and $0.75 for each additional pound. Find the 12th term, and explain what it represents. 11. A new bag of cat food weighs 18 pounds. At the end of each day, 0.5 pound of food is removed to feed the cats. Find the 30th term, and explain what it represents. Lesson 3 Module 4 18312. Carrie borrows $960 interest-free to pay for a car repair. She will repay $120 monthly until the loan is paid off. How many months will it take Carrie to pay off the loan? Explain. 13, The rates for a go-kart course are shown. Meets BCC ‘a. What is the total cost for 15 laps? art Seats in a concert hall are arranged in the pattern a, ‘The numbers of seats in the rows form an arithmetic sequence. Write a rule for the arithmetic sequence. 3 meanest Row Row 4 b, How many seats are in Row 15? ®ne a Each ticket costs $40. If every seat in the first 10 rows is filled, what is the total revenue from those seats? oau04 ‘aed Buwstgng unease d. An extra chair is added to each row. Write the new rule for the arithmetic sequence and find the new total revenue from the first 10 rows. Module 4 184 Lesson 3cs Snitnr nr 15, Explain the Error ‘The table shows the number of people who attend an amusement park over time, in days. Deco n 2 Number ofpeopie fin) (REMEIMEICD ‘Sam writes an explicit rule for this arithmetic sequence: f(n) = 25 + 75(n ~ 1) He then claims that according to this pattern, 325 people will attend the amusement park on Day 5. Explain the error that Sam made, 16. Communicate Mathematical Ideas Explain why it may be harder to find the nth value of an arithmetic sequence from a graph if the points are not labeled. 17. Make a prediction Verona is training for a marathon. The first part of her training schedule is given in the table. Eee 1 2 4 Deena 35 5 65 8 a. Is this training schedule an arithmetic sequence? Explain, If'tis, write an explicit rule for the sequence. b. If Verona continues this pattern, during which training, session will she run 26 miles? in Harcourt Pling Company -Image Credits @Dudarey Iikhasshuterstock 18. If Verona’ training schedule starts on a Monday and she runs every third day, on which day will she run 26 miles? Houghton Lesson 3 Module 4 18519, Multiple Representations Determine whether the following graph, 0) table, and verbal description all represent the same arithmetic sequence. 00 © (4, 400) Time (months) n 1 | 2 _3 4 DUCTUS AGW] 250 | 300 350, 400 a 350 913,350) 300 +--@ (2,300) 250 + -@ (1,250) 2 1 1 ‘A person deposits $250 dollars into a bank account. Each month, he adds $25 dollars to the account, and no other transactions occur in the account. Amount of money ($) 0123456 Time (months) Lesson Performance Task ‘The graph shows the population of Ivor’ ant colony over the first four weeks. Assume the ant population will continue to grow at the same rate. a. Write an explicit rule in function notation, Rede b. If vor’s ants have a mass of 1.5 grams each, what will be the total mass of all of his ants in 13 weeks? Number of Ants ¢. When the colony reaches 1385 ants, Ivor’s ant farm will not be big enough for all of them. In how many weeks will the ant population be too large? Module 4 186 Lesson 3 fueao Buengns unooiey LENEeyaliy acl sa i Ath tg eae tiers Tire Essential Question: How are patterns and sequences used to solve real-world problems? Key Vocabulary arithmetic sequence (sucesién artmetica) cee (alterencia comin) A software subscription is $4 a month plus a start-up fee of $8. explictrule (rmula explicica) Use the explicit rule f() =4n + 8, Construct and graph the first 4 recursive rule terms of the sequence described. (firma recurente) sequence (sucesion) a 4 | represent the sequence ina table. *eim\termine) co a (A, 12), (2, 16), (3, 20), (4,24) Generate ordered pairs. Total Cost ($) 8 4 o 1 2 34 Number of Months ee Te EIT Ea Write a recursive rule and an explicit rule for the sequence 20, 14, 8,2 .... A(1) = 20,d=14—20=—6 Find the first term and common difference. Given f(1), f(n) = f(n — 1) + d for n > 2. Use the general form of the recursive rule. Recursive Rule: f(1) = 20, f(n) = f(n — 1) -—6 f(n) = f(1) + d(n — 1) Use the general form of the explicit rule. i Explicit Rule: f(n) = 20 — 6(n — 1) 5 2 @ 4s fY | é Construct an explicit rule in function notation for the arithmetic 220 : a sequence represented in the graph, and use it to solve the problem. 3 35 { i 2 ‘The graph shows the total predicted sales f(n) for the next ndaysat_ £30 = a clothing store, What are the total predicted sales on day 10? & a £ 15, 20, 25, 30. Write a sequence to represent the information. 3 15. i d=20-15 Find the common difference. 3° 3 f(n) = f(1) + d(n — 1) Use the general explicit rule. os ENE: F(n) = 15 + 5(n — 1) Number of days } ‘f(10) = 15+ 5(10—1) Find #(10). £(10) = 60 The total predicted sales on day 10 are $60,000. Module 4 187 Stady Guide ReviewEXERCISES Write the first 4 terms of each sequence following the given rule. (Lesson 4.1) 2. (1) = 12, Fm) = 2f(m — 1) 1. fm) Determine if each of the following sequences is arithmetic. If so, write a recursive tule and an explicit rule for the sequence. If not, explain why. (Lesson 4.2) 1,6,13 4. 1,8,27, 81. 5, The table below shows the balance of a savings account each month after being opened. The balance can be represented with an arithmetic sequence. Write an explicit rule and a recursive rule for the sequence. What will the account balance be after 10 months? (Lesson 4. MODULE PERFORMANCETASK There Has to Be an Easier Way Quick, now, what's the sum: 1 + 2? Okay, you got that one, How about this: 1 + 2 +3? ‘You're really sailing along! Okay, how about this one: 1+ 23+... + 98 +99 + 1002 ‘Whoops. That's the problem that mathematician Carl Friedrich Gauss solved quickly when he was 10 years old. And that’s the problem you're being asked to solve now, Getting the right answer isn't as important as coming up with some interesting observations about the problem or some ideas that might lead you in the direction of the right answer, Gauss was 10 years old in 1787, so he didn't have a calculator! No calculator for you either—just use your own paper to work on the task. Then use numbers, words, pictures, or algebra to explain how you reached your conclusion. Module 4 188 Study Guide Review vosyEno} 9 fan fuayengna uncon‘© Houghton Nn Harcourt Publishing Company Eel to Go On? 4.1-4.3 Patterns and Sequences 1. f() = 8 fim) = Fn 1) = 4 Write a recursive rule and an explicit rule for each arithmetic sequence. Then, find the 20" term of each sequence. (Lessons 4.2, 4.3) 3. 2,0, 4, 45, 55, 65, 75. Each Saturday, Tina mows lawns to earn extra money which she puts into a savings account. The graph shows the balance of Tina’s savings account over the first six weeks of mowing lawns. Write an explicit function to describe this sequence. According to this pattern, how much will Tina have in her account after 15 weeks of mowing lawns? (Lesson 4.3) ESSENTIAL QUESTION 6. What are two ways of representing an arithmetic sequence? ‘Module 4 189 Balance ($) 135 120 105 90 75 60 45 30 15 Baa Practice Study Guide ReviewModule 4 MODULE 4 MIXED REVIEW Assessment Readiness Consider a sequence defined by the recursive rule f(1) = 15; f(n) = fl — 1) — 6 for 1 » > n> 2. Choose True or False for each statement. (A. The second term of the sequence is 8. OTwe O False B. The third term of the sequence is 3. OTwe © false . The fourth term of the sequenceis—3. © Tue © False The cost of renting a moped for 1, 2, 3, or 4 hours and can be represented by an arithmetic sequence. The base fee is $30, and the cost per hour is $15. The graph shows the sequence. Choose True or False for each statement. Cost ($) oT 2 34 Time (he) ‘A. The domain of the sequence is {1, 2,3, 4}. One © False B, The range of the sequence is the set of all teal numbers. Otwe © false An explicit rule for the sequence is f(n) = 15 + 30n, O Tue © False Look at each possible solution of the inequality —12 < 2x + 8 < ~6 below. Is the value of x actually a solution of the inequality? Select Yes or No for each value of x. A. x= 10 O Tue © False B. x=—8 O Tue © False G x=-14 OTe © false On Monday, Mr, Sanchez started reading a 225-page biography. He plans to read 15 pages each day until he finishes the book. Write an explicit function to represent the number of pages he has left to read depending on the day number; Monday is day number 1, Tuesday is day number 2, and so on. Find (5) and interpret its meaning in this situation. 190 ‘Study Guide Review eso Baysegna uno2it MAW ONENOHHarcourt Publishing Company Teena at ay Assessment Readiness 1, Write 182 — 7(—3 + 22) in simplest form. Select True or False for + Online Homework each statement. *Hintsand Help A. The expression has 2 terms. OTwe © false + Extra Practice B. The coefficient of zis 13. O Tue © False C. The constant is 21. O Tue © False 2. The relation shown in the table represents the number of various books sold and their total cost. Number of books sold, x Cost (S).¥ 1 5 2 6 2 8 4 2 Is each statement True? A. The domain is all real numbers. O Yes © No B. The range is {5, 6, 8, 12}. O Yes © No ._ The relation is a function. O ves ONo 3. A dog walker charges a flat rate of $6 per walk plus an hourly rate of $30. How much does the dog walker charge for a 45 minute walk? Write an equation in function notation for the situation, and then use it to solve the problem. Determine if the given statement is True or False. ‘A. The dependent variable is the number of hours. Owe © false B, The function for the walker’s fee is f(h) = 30h + 6. O Tue © False . The dog walker charges $22.50 for a 45 minute walk. OTwe © False 4, Consider a sequence defined by the explicit rule f(n) = —8 + 3(n — 1). Choose True or False for each statement. A f(1)=-8 O Tue © False B, The common difference is 3. Otwe © False C. The fifth term of the sequence is 7. O True © False Unit 2 1915. Graph fix) = —2x + 4. What is x when f(x) =-8? Explain how you found x. 6. Find the first 4 terms of the sequence defined by the explicit rule {n) = 7(n— 1) ~ 10. Is itan arithmetic sequence? Explain your answer. Performance Tasks % 7. Aconstruction company's cost to build a new home is $35,000 plus $95 for each square foot of floor space. A. Find a function for the cost c to build a house with f square feet of floor space. B. Use your function to determine how much it will cost to build a house that contains 1600 square feet. 4k 8, The weight in pounds that can be supported by a diving board is given by the function w(x) = 590° where x is the distance in feet from the base to a point along the length of the diving board. ‘A. What is the domain of the function? Can the domain include zero? Explain. B, Make a table of values and generate five ordered pairs to represent the function. C. Plot the ordered pairs (x, w), and draw a smooth curve connecting the points. Unit2 192 fanduey Guyer ainenieH AR HEHEnOH oJoe x 9, The results of a test of an alloy are shown in the table. Stress is the tension force per unit area, and strain is deformation of the alloy. ‘Houghton Min Harcourt Publishing Company —— Strain (m/m) | 0.01 | 0.02 | 0.03 | 0.04 | 0.05 | 0.06 | 0.07 | 0.08 | 0.09 | Stress (MPa) | 100 | 200 | 300 | 400 | 500 | 540 | soo | ss0 | 52s | | A B. D. Unit 2 Make a graph of the data using strain on the horizontal axis. Hooke's law states that stress is directly proportional to strain. For what domain does the material obey Hooke's law? How did you determine your answer? Write a function to represent Hooke's law for this material. The ultimate tensile strength is the maximum stress value on the stress-strain curve. What are the stress and strain values for this material's ultimate tensile strength? 193MATH IN CAREERS Unit 2 Interior Designer Ben is an interior designer and plans to have part ofa floor tiled with 36 square tiles, The tiles come in whole-number side lengths from 2 to 6 inches. ‘Write a function for the area, A(s), where s is the side length of the tile. b, Identify the domain of this function. © Make a table of values for this domain, Write the results as ordered pairs in the form (independent variable, dependent variable). 4. Graph the function by plotting the ordered pairs. ‘¢, What does the function evaluated at s = 3 mean in this context? 194 na unoaiey wy urubNCH fueduo3 buerie ® Linear Functions, = Equations,and = Inequalities ee ed uth aces Wildlife Field Researcher Wildlife field researchers observe wildlife and ‘their habitats, Wildlife field researchers utilize geometry and trigonometry when surveying habitats. They use statistics ‘exponential functions, and differei ‘equations to study population changes. Ifyou ar ed in a career as a wildlife field researcher, you should study these mathematical subjects: + Algebra + Calculus + Differential Equations Research other careers that require using exponential equations to understand populations. Check out the career activity at the end of the unit to find out how: wildlife field researchers use math.Reading Start-Up Vocabulary Review Words ¥ function (funcién) Visualize Vocabulary © reflection (reflexién) Use the ¥ words to complete the graphic. You will put one word in W rotation (rotacién) each oval. V transformation (transformacién) boundary line (linea de limite) constant of variation (constante devariacion) parent function (funcién madre) _ rate of change (tasa de cambio) shifts or slope (pendiente) slides acintercept (interseccién con el Transformations reflects or flips across rotates or turns about aline a point ejex) ‘yntercept interseccén cone ee) Understand Vocabulary Complete the sentences using the preview words. The ofa graph is the y-coordinate of the point where the graph intersects the y-axis. 2. The ___ ofa graph is the x-coordinate of the point where the graph intersects the x-axis, BAL is alline that divides a coordinate plane into two halves Active Reading Layered Book Before beginning the unit, create a layered book to help you learn the concepts in this unit. Label the flaps “Linear Functions,’ “Forms of Linear Equations,” and “Linear Equations and Inequalities” As you study the lessons in each module, write important ideas, such as vocabulary, and sample problems under the appropriate flap. fudu03 Sunsegra nosy Unit 3 196eee F LESSON 5.1 Essential Question: How can you use a linear Understanding Linear function to solve real-world problems? Functions LESSON5.2 Using Intercepts LESSON5.3 Interpreting Rate of Change and Slope EAL WORLD VIDEO Calis adjust their gears to limb up asteep grade or through rocky terrain, Check out hows gear ratios, rates of speed and slope ratios can be used to solve problems Involving speed, distance, and time when mountain biking Min Harcourt Pabening Campany «Image Credit Gear images MODULE PERFORMANCE TASK PREVIEW How Many Cups Do You Need? Paper or foam cups are convenient for drinking out of, but they can also be used to explore ‘mathematical concepts. They can be used to build a structure by stacking individual cups, Just how many cups would you need to build a structure the same height as your math teacher? Get ready to discover the mathematics of cup-stacking! Module 5 197‘Complete these exercises to review skills you will need for this module. Slope Example 1 Describe the slope of the line that joins the points. = Onin Homework “Hints end Help ; sna Practice 4 ‘he slope is positive if the line slants up. 2 The slope is negative if the line slants down. pert ‘The slope is O if the line is horizontal, 2 The slope is undefined if the line is vertical. -4 ‘The line slants up, so the slope is positive. Describe the slope of the line that joins the points. 7 2 + 4 ua —-| 2 - + 4-2 Of 2 4 —2 i “4 Multi-Step Equations Example2 Solve. Bx +54 4x—9= 24 Ix—4=24 Combine like terms. Tx—44+4=24+4 Add 4 to both sides of the equation. Ix = 28 BAB Divide hoth sides of the equation by 7. xed Solve each equation. 3. 3(2n—7)+ 12 = 39 4. 4a + 23-90-17 5 21 Module 5 198 suscny Gunenang unos. uy UOIEENOH &‘Houghton fin Harcourt Pubishing Company Image Cres: OCorbis Name rags ate. 5.1 Understanding Linear Functions ! Question: What is a linear function? Recognizing Linear Functions A race car can travel up to 210 mph, Ifthe car could travel continuously at this speed, y = 210x gives the number of miles y that the car would travel in x hours, Solutions are shown in the graph below. 1050 815, 1050) Bo © (4,840) = x0 ©13,630) B 420} 2,420) 2 210 + @(1,210) OC 12345 Time (hours) "The graph of the car's speed is a function because every x-value is paired with exactly one y-value. Because the graph is a non-vertical straight line, itis also a linear function, @® Fill in the table using the data points from the Using the table, check that x has a constant graph above. change between consecutive terms. Module 5 199 Lesson 1© Now check that y has a constant change between consecutive terms, ® Using the answers from before, what change in x corresponds to a change in y? © Ailllinear functions behave similarly to the one in this example. Based on this information, a generalization can be made that a change in x will correspond to a change in . 1, Discussion Will « non-linear function have a constant change in x that corresponds to a constant change in y? 2. y= x? represents a typical non-linear function. Using the table of values, check whether a constant change in x corresponds to a constant change in y. Module 5 200 Lesson 1 edo Gunesxana unoaiey NNT UOENOH‘© Houghton Mifin Harcourt Publishing Company Proving Linear Functions Grow by Equal Differences Over Equal Intervals Linear functions change by a constant amount (change by equal differences) over equal intervals. Now you will explore the proofs ofthese statements, x; — x, and x, ~ x; represent two intervals inthe x-values of a linear function Itis also important to know that any linear function can be writen in the form f(x) = mx + b, where mand b are constants, Complete the proof that linear functions grow by equal differences over equal intervals. Given: x) — x, = x1 —% ‘fis linear function of the form f(x) = mx + b. Prove: f(x) — Fen) = F(a) — F() Proof. 1. x— x) =44— x) 2 mG—x)= (a —») 3. mx — = me, — 4. my +b me — b= mab — mx — 5. mx; + b= (mx, +b) = mx, + b— 6. F(x) Fe) =) Reflect 3. Discussion Consider the function y = x°, Use two equal intervals to determine if the function is linear. The table for y shown, — fa 2 8 P 3 7 [4 | 6 5 | 12s Given, Mult. Property of Equality Definition of f(x) 4, In the given of the proof it states that: fis a linear function of the form f(x) = mx + b. What is the name of the form for this linear function? Module 5 201 Lesson 1Graphing Linear Functions Given in Standard Form Any linear function can be represented by a linear equation. A linear equation is any equation that can be written in the standard form expressed below. ‘Standard Form of a Linear Equation Ax + By = Cwhere A, B, and Care real numbers and A and Bare not both 0. ‘Any ordered pair that makes the linear equation true is a solution of a linear equation in two variables. The graph of 2 linear equation represents all the solutions ofthe equation. Example1 Determine whether the equation is linear. If so, graph the function. ® s+y=10 ‘The equation is linear because itis in the standard form ofa linear equation: A=5,B=1,and C= 10. een ‘To graph the function, first solve the equation for y. y = 10-5x Make a table and plot the points, Then connect the points. Note that because the domain and range of functions of a non- horizontal line are all real numbers, the graph is continuous. -axty ‘The equation is linear because it isin the form ofa linear equation: As sand C -e+y = ‘To graph the function, first solve the equation for . y=ut x Make a table and plot the points. ‘Then connect the points. 2] «| Module $ 202 Lesson 1 furduny Ganson uno>iey MAW UORYE NOH &Harcourt Publishing Company Houston 5. Write an equation that is linear but is not in standard form. 6. If A = 0 in an equation written in standard form, how does the graph look? Your Turn 7. Determine whether 6 + y = 12 is linear. Ifso, graph the function. Modeling with Linear Functions A discrete function is a function whose graph has unconnected points, while a continuous function is a function whose graph is an unbroken line or curve with no gaps or breaks. For example, a function representing the sale of individual apples is a discrete function because no fractional part of an apple will be represented in a table or a graph. A function representing the sale of apples by the pound is a continuous function because any fractional part of a pound of apples will be represented in a table or graph. Example2 Graph each function and give its domain and range. ® Salopens a new video store and pays the film studios $2.00 for each DVD he buys from them. ‘The amount Sal pays is given by f(x) = 2x, where x is the number of DVDs purchased. f(x) = 2x DVD Purchases F(4) = 24) 01234 Number of DVDs This is a discrete function. Since the number of DVDs must be a whole number, the domain is {0, 1, 2,3, ...} and the range is {0,2,4,6,8...}. Module 5 203 Lesson 1Elsa rents a booth in her grandfather's mall to open an ice cream stand. She pays $1 to her grandfather for each hour of operation. The amount Elsa pays each hour is given by f(x) = x, where x is the number of hours her booth is open. Ice Cream Booth Rental al! 3 Cost ($) 01234 Number of hours This is 2 _ function, The domain is and the range is Reflect 8. Why are the points on the graph in Example 2B connected? 9. Discussion How is the graph of the function in Example 2A related to the graph of an arithmetic sequence? Your Turn 10. Kristoff rents a kiosk in the mall to open an umbrella stand. He pays $6 to the mall owner for each umbrella he sells. The amount Kristoff pays is given by f(x) = 6x, where x is the number of umbrellas sold Graph the function and give its domain and range. Umbrella Sates aly 18 12 Cost ($) 6 01234 Number of umbrellas Module 5 208 Lesson 1 ued Gueyang unease wu UOIYENOH‘© Houghton Mifin Harcourt Publishing Company @ Elaborate 11. What is a solution of a linear equation in two variables? 12. What type of function has a graph with a series of unconnected points? 13. Essential Question Check-In What is the standard form for a linear equation? Evaluate: Homework and Practice + Online Homework linear. If so, graph the function. “Hints anal Help + xtra Practice Determine if the equation Wo&wby 2 w+y=6 al’ Module $ 205 Lesson 1& axtay=8 5. x+y xty= + 6 x+y al” State whether each function is discrete or continuous. ‘The number of basketballs manufactured per day 8. x=, where xis the number of hours and yis the miles walked ‘The number of bulls eyes scored for each 10. y = 4%x, where x is the time and y is gallons hour of practice of water 11. y = 35x!, where x is distance and y is height 12, The amount of boxes shipped per shift Module 5 206 Lesson 1 -urduo> Bustens uneaieH UIA VONEOH O‘© Houghton fin Harcourt Publishing Company Graph each function and give its domain and range. 13, Hans opens a new video game store and pays the 14, gaming companies $5.00 for each video game he buys from them. The amount Hans pays is given by #(2) = 5x, where x is the number of video games purchased. Video Game Purchases 25 f¥ 20 15 Cost ($) x o1°2°3°4 5 Number of video games 15. Steve opens a jewelry shop and makes $15.00 16. profit for each piece of jewelry sold. The amount Steve makes is given by f(x) = 15x, where x is the number of pieces of jewelry sold. Jewelry Sales 75 60 45 Profit ($) 30 O10 20304 5 Number of pieces Module 5 207 Peter opens a new bookstore and pays the book publisher $3.00 for each book he buys from them. The amount Peter pays is given by f(x) = 3x, where x is the number of books purchased, Book Purchases is fy 2 B. & 6 3 : 0 1 2 3 4 5 ‘Number of books Anna owns an airline and pays the airport $35.00, for each ticket sold, The amount Anna pays is given by f(x) = 35x, where x is the number of tickets sold. Airplane Ticket Sales 175 }% 140 105 Cost ($) 70 35 Number of tickets Lesson 117. Ahot air balloon can travel up to 85 mph, If the balloon travels continuously at this speed, y = 85x gives the number ‘of miles y that the hot air balloon would travel in x hours. os) Fill in the table using the data points from the graph. = 595 Determine whether x and y have constant change between “S consecutive terms and whether they are in a linear function. § 425 E 3 255 : | 8s 1305 79 Number of hours State whether each equation is in standard form. 19, Physics A physicist working in a large laboratory has found that light particles a sxty=8 be x-y ” traveling in a particle accelerator increase eixvtysil day ty=4 velocity in a manner that can be described by the linear function —4x + 3y = 15, where x is e x+4y=12 f Set 2y= 544 time and y is velocity in kilometers per hour. ‘Use this function to determine when a certain particle will reach 30 km/hr. io spar 260 ueduey BuNgns HNEDIEH MYR HOWBNOH Module 5 208 Lesson 1ysImage Cedi: eAlehsey ‘Houghton ifn Harcourt Publishing Compan Stemmerfshuterstock 20. Travel The graph shows the costs ofa hotel for one night for a y group traveling. The total cost depends on the number of hotel oa rooms the group needs. Does the plot follow a linear a | function? Is the graph discrete or continuous? z 150 96,150) J 100 402,100) 2 50 (1, 50) 21, Biology ‘The migration pattern of a species of tree frog to different swamp areas over the course of a year can be described using the graph below. Fill in the table and express whether this pattern follows a linear function. If the migration pattern is a linear function, express what constant ‘change in y corresponds to a constant change in x. Distance (km) 22. Representing Real-World Problems Write a real-world problem that is a discrete non-linear function. Module 5 209 Lesson 123, Explain the Error A student used the following table of values and stated that the function described by the table was a linear function. Explain the student’ error. Bey -1 | 0 2 3) 4 fe 5 | 0 5 1 | 15 24, Communicate Mathematical Ideas Explain how graphs of the same function can look different. Lesson Performance Task Jordan has started a new dog-walking service. His total profits over the first 4 weeks are expressed in this table. Cue) Bou Show that his profits can be described by a linear function. b. Graph this function and use the graph to predict his business profit 9 weeks after he opens. 15001” 1200 900 Profits ($) 0 2°4 6 8 10 Time (weeks) c. Explain why itis or is not a good idea to project his profits so far into the future. Give examples to support your answer. Module 5 210 Lesson 1 ‘hurduo) Buysigrammonien myn vaNENEHName —___ ____ Class. _______ Date 5.2 Using Intercepts Essential Question: How can you identify and use intercepts in linear relationships? Identifying Intercepts Miners are exploring 90 feet underground, The miners ascend in an elevator at 4 constant rate over a period of 3 minutes until they reach the surface, Inthe coordinate grid, the horizontal axis represents the time in minutes from when the miners start ascending, and the vertical axis represents the miners’ elevation relative to the surface in feet. ascent. Will the point where a graph intersects the y-axis always be the lowest point on a linear graph? Explain, Time (min) ® What point represents the o 1 2 3 4 miners’ elevation at the 2 ci beginning of the ascent? 3 ginning =a Plot this point. § —30 3 40 3 -s0 What point represents the 3 60 miners elevation at the § -70 end of the ascent? B -30 = -90 Plot this point. = @ y 2 — © Conmect the points with a line segment. % © what is the point where the graph crosses the y-axis? the x-axis? £ a Reflect é 'B 1. Discussion The point where the graph intersects the y-axis represents the beginning of the miners’ Houghton GeeegarCors ‘Module 5 2 Lesson 2Determining Intercepts of Linear Equations ‘The graph in the Explore intersected the axes at (0, -90) and (3, 0). ‘The y-intercept of a graph is the y-coordinate of the point where the graph intersects the y-axis. The x-coordinate of this point is always 0. The y-intercept of the graph in the Explore is -90. ‘The intercept ofa graph is the x-coordinate of the point where the graph intersects the x-axis, The y-coordinate of this point is always 0. The x-intercept of the graph in the Explote is 3 Example? Find the x- and y-intercepts. @ x-y=6 ‘To find the x-intercept, replace y with 0 ‘To find the y-intercept, replace x with 0 and solve for x. and solve for y 3x— 200) = 6 3(0) —2y=6 3x=6 ays x=2 y ‘The a-interceptis 2 ‘The y-intercept is —3. nsx + 6y = 60 To find the x-intercept, replace y with “To find the y-intercept, replace and solve for x with 0 and solve for -seto — )=60 -( j+e=00 —Sx= 60 6y=60 a y ‘The x-intercept is “The y-intercept is e z Reflect z If the point (5, 0) is on a graph, is (5, 0) the y-intercept of the graph? Explain. # YourTurn Find the x- and y-intercepts. 8x 7y = 28 4 6x ~ By = 24 Module 5 212 Lesson 2cour Publishing Company ‘© Houghton mi @ Explain2 BI g Intercepts of Linear Equations You can use intercepts to interpret a situation that is modeled by a linear function, Example2 Find and interpret the x- and y-intercepts for each situation. @) The Sandia Peak Tramway in Albuquerque, New Mexico, travels a distance of about 4500 meters to the top of Sandia Peak. Its speed is 300 meters per minute. The function F(X) = 4500 — 300x gives the tramis distance in meters from the top of the peak after x minutes. To find the x-intercept, replace f(x) with 0 and solve for x. f(x) = 4500 — 300x 0 = 4500 — 300" x=15 It takes 15 minutes to reach the peak. To find the y-intercept, replace x with 0 and find (0). F(x) = 4500 — 300x §(0) = 4500 — 300(0) = 4500 ‘The distance from the peak when it starts is 4500 m. A hot air balloon is 750 meters above the ground and begins to descend at a constant rate of 25 meters per minute. The function §(x) = 750 ~ 25x represents the height of the hot air balloon after minutes. ‘To find the x-intercept, replace f(x) with 0 and solve x. F(x) = 750 — 25x = 750 — 25x 5 It takes to reach the ground. ‘To find the y-intercept, replace x with 0 and find (0). f(x) = 750 — 25x (0) = 750 — 2s( ) =750 "The height above ground when it starts is Reflect 5. Cri Your Turn Distance from peak (m) Height (m) Sandia Peak Tramway 4500 4) 4000 3500 3000 2500 2000 1500 1000 500 7 0 246 8 1012141618 Time (min) Height of Hot Air Balloon 900 {f8) 800 700 600 500 400 300 200 100 ¥ © 5 101520 2530354045 Time (min) ique Reasoning A classmate says that the graph shows the path of the tram. Do you agree? 6, The temperature in an experiment is increased at a constant rate over a period of time until the temperature reaches 0°C, The equation y = —70 gives the temperature y in degrees Celsius x hours after the experiment begins. Find and interpret the x- and y-intercepts. Module 5 213 Lesson 2