Algebra 2

Pp. 2-3 Key Vocabulary

Pp. 4-5 Lesson 2.1: Function Review
Pp. 6-7 Lesson 2.2: Function Notation & Evaluating Functions
Pg. 8 Lesson 2.3: Domain And Range
Pg. ---- Lesson 2.4: Functions Review - Plickers Activity
Pp. 9-10 Lesson 2.5: Direct Variation
Pp. 11-12 Lesson 2.6: Inverse Variation
Pg. ---- Lesson 2.7: More Practice with Direct and Inverse Variation
Pp. 13-14 Lesson 2.8: Finding the Slope and Y-intercept of a Line
Pp. 15-16 Lesson 2.9: Graphing and Writing Equations using Slope-Intercept
Form
Pg. 17 Lesson 2.10: Manipulating Two-Variable Equations
Pg. 18 Lesson 2.11: Parallel and Perpendicular Lines
Pg. 19 Lesson 2.12: Parallel and Perpendicular Lines Continued
Unit 2 Review
Unit 2 Assessment

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 Key Vocabulary
Direct Variation: A relationship between two variables in which one is a constant
multiple of the other. In particular, when one variable changes the other changes in
proportion to the first. If y is directly proportional to x, the equation is of the form y = kx.
(where k is a constant).

Domain: The set of inputs, typically the x-values, for a given relation
Example: −4 ≤ x <2∨¿

Function: a clearly defined rule that converts an input (x) into ONLY one output (y)

Input: Typically the x-value of a relation

Interval Notation: A notation for representing a range between numbers. The numbers
are the endpoints of the interval. Parentheses and/or brackets are used to show whether
the endpoints are excluded or included.
Example: [3, 8) is the interval of real numbers between 3 and 8, including 3 and
excluding 8

Inverse Variation: If the product of the two variables is always a constant, the two are
said to be inversely proportional. x and y are inversely proportional if the product xy is
constant. If y is inversely proportional to x, the equation is of the form k = xy. (where k is
a constant).
Linear Equation: an equation where the highest degree is zero or one
Example: y=−4 x +12 or y=−7
2
Non-Linear: an equation where the highest degree is anything other than one
3
Example: y=x 2−7 x +1 or y=
x
Output: Typically the y-value of a relation

Parallel Lines: Lines with the same slope (m ) and different y-intercepts (b ). These lines
never intersect.
4 4
Example: y= x−3∧ y= x +2
3 3

Perpendicular Lines: Lines with negative reciprocal slopes (m ) that intersect forming
right angles (90⁰ ).
−2 3
Example: y= x +1∧ y= x−4
3 2

Range: The set of outputs, typically the y-values, for a given relation
Example: −7< y ≤ 3∨¿

Relation: a collection of ordered pairs containing one object from each set

y 2− y
Slope: the steepness of a line, constant rate, average rate of change, m = 1

x2 −x1

Example: in the equation y=−4 x +7 , -4 is the slope

Slope-Intercept Form: y=mx+b , where m is the slope and b is the y-intercept

−3 −3
Example: in the equation y= x−2 , is the slope and -2 is the y-intercept
4 4

Y-Intercept: The y-value where the graph intersects the y-axis (denoted using the
variable b )
Example:

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Name: ______________________________________________ Date: ____________________ Period:
________ Algebra 2

Lesson 2.1: Function Review

Learning Target: I can determine if a relation is a function from a graph, table, or list of
ordered pairs.

MINI LESSON
A ________________________ between two sets is a collection of ordered pairs containing
one object from each set. If the object x is from the first set and the object y is from the
second set, then the objects are said to be in a relation as the ordered pair (x,y).
The concept of the function ranks near the top of the list in terms of important Algebra
concepts. Almost all of higher-level mathematical modeling is based on the concept.
THE DEFINITION OF A FUNCTION
A ____________________ is a clearly defined rule that converts an _____________ ( ) into
ONLY one _____________ ( ).
These rules often come in the form of: (1) equations, (2) graphs, (3) tables, and (4) verbal

IS IT A FUNCTION?
G
A
2 4 H
B
I
C
_______
________
M 6
A 2
T 8
H 4
_______
5
 IS IT A FUNCTION?
Graphs
How to determine if a
graph represents a
function:

________________ ________________

Tables
How to determine if a table
represents a function:

____________ ____________ ____________

Ordered Pairs How to determine if a list of

ordered pairs represents a
function:
____________

____________

____________

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 Name: ______________________________________________ Date: ____________________ Period:
________ Algebra 2

Lesson 2.2: Function Notation & Evaluating

Functions
Learning Target: I can evaluate a function using function notation and interpret the
value in context.

MINI LESSON
1) Consider the function rule: multiply the input by two and then subtract one to get the
(a) Fill in the table below for inputs and (b)Write the equation you
outputs. Inputs are often designated by created above in function
x and outputs by y. notation.
output.
Rule:

Input Calculation Output

x y

Function notation can be very, very confusing because it really looks like multiplication
due to the parentheses. But, there is no multiplication involved. The notation serves
two purposes: (1) to tell us what the rule is and (2) to specify an output for a given
input.

FUNCTION NOTATION
RULE

Output Input

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2) A function rule takes an input, n, and converts it into an output, f(n), by increasing
one half of the input by 10. Determine the output for this rule when the input is 50 and
then write an equation for the rule.

3) For each of the following functions, find the outputs for the given inputs.

(a) (b)

4) Boiling water at 212 degrees Fahrenheit is left in a room that is at 65 degrees

Fahrenheit and begins to cool. Temperature readings are taken each hour and are
given in the table below. In this scenario, the temperature, T, is a function of the
number of hours, h.

h
0 1 2 3 4 5 6 7 8
(hours)

212 141 104 85 76 70 68 66 65

(a) Evaluate and . (b) For what value of h is ?

The function is defined by the graph shown below. It is known as piecewise

linear because it is made up of straight line segments. Answer the following questions
based on this graph.

(a) Evaluate each of the following:

y

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 (b) Solve each of the following for all values of the
x

input, x, that make them true.

(c)What is the largest output achieved by the function? At what x-value is it hit?

Name: ______________________________________________ Date: ____________________ Period:

________ Algebra 2

Lesson 2.3: Domain and Range

Learning Target: I can determine the domain and range of a function.

MINI LESSON

THE DOMAIN AND RANGE OF A FUNCTION

1. The domain of a function is the set of all ________________ ( ) for which the
function rule can give an output.

2. The range of a function is the set of all ________________ ( ) for which there is an

Example #1: Write the domain and range of this

y
function using a single inequality and in interval notation.

DOMAIN: RANGE:
Inequality: x

Interval Notation:

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Example #2: Given the function and the domain shown below, fill in the
range. Write the range in set notation.
Domain Range

Domain: ________________ Range:

________________

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Name: ______________________________________________ Date: ____________________ Period:
________ Algebra 2

Lesson 2.5: Direct Variation

Learning Target: I can determine if a relationship shows direct variation and write
equations modeling the relationship.

MINI LESSON

Example 1: Determine the constant of variation, k, then write the equation of direct
variation.

Example 2: Tell whether each equation represents a direct variation. If so, identify the
constant ratio.

Example 3: Tell whether each table represents a direct variation. If so, identify the
constant ratio and write and equation.

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Example 4: Tell whether each graph represents a direct variation. If so, identify the
constant ratio and write and equation.

Example 5: In each of the following, x and y are directly related. Solve for the missing
value.

Example 6: The distance a person can travel varies directly with the time they have
been traveling if going at a constant speed. If Phoenix traveled 78 miles in 1.5 hours
while going at a constant speed, how far will he travel in 2 hours at the same speed?

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Name: ______________________________________________ Date: ____________________ Period:
________ Algebra 2

Lesson 2.6: Inverse Variation

Learning Target: I can determine if a relationship shows direct variation, inverse
variation, or neither, and write equations modeling the relationship.

MINI LESSON
For direct variation, use the equation:

For inverse variation, use the equation:

where k is the constant of proportionality/variation.

Example 1: If y varies inversely as x, and y = 6 when x= , write an equation describing

4

this inverse variation.

3

Example 2:

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Example 3: Determine if the following equations represent direct or inverse variation.

a) n = 7 b)
m 1
ab=−3

c) d)
1 1
xy= 9∙ =n
10 m

e)
1
b= −a
3

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Name: ______________________________________________ Date: ____________________ Period:
________ Algebra 2

Lesson 2.8: Finding the Slope and Y-intercept of a

Line
Learning Target: I can determine the slope and y-intercept of a line from a graph or
table.

MINI LESSON
SLOPE
The steepness of a line is called _____________!
Circle the line with the biggest slope…

FUN FACT! The variable we use for slope is a lowercase ________ ! Why?! Because it
comes from the French word monter which means to climb or to rise.

Slope is the ratio of a line’s __________________________ ( ) change to its

__________________________ ( ) change. This is what we mean by “rise over run”!

EXAMPLE 1: How to find the slope of a line when given a graph of a line
(linear equation):

1) Find the rise! Up: _______ OR Down: _______

2) Find the run! Right: _______ OR Left: _______

3) Slope =
rise ∆ y
=
run ∆ x

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EXAMPLE 2: Calculate the slope of the following graph without counting the
spaces on the graph.
The formula to calculate slope between two points P=( x1 , y 1 )and R=( x 2 , y 2 ) is:
y 2− y 1
m=
x 2−x 1

Step 1: Define the two coordinates to use.

Step 2: Label the coordinates.

Step 3: Substitute coordinates into slope formula and solve!

Does it matter what coordinates are used when determining the slope of a line? Why or
why not?

Y-INTERCEPT
Where the line crosses the y-axis is called ____________________!
The variable we use for y-int is a lowercase _____ . The x -value at the y -intercept will
always be _______.
The y-intercept of the graph above is: __________ .

EXAMPLE 3: Determine the slope and y-intercept of the table shown below.
16
Slope:

Y-intercept:

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Name: ______________________________________________ Date: ____________________ Period:
________ Algebra 2

Lesson 2.9: Graphing and Writing Equations

using Slope-Intercept Form
Learning Target: I can write the equation of a linear function given the slope, y-
intercept, and/or graph.

MINI LESSON
THE SLOPE-INTERCEPT FORM
OF A LINEAR FUNCTION
Given a linear function, ¿ f (x) , it can be expressed in equation form by:

f ( x )=mx+b∨ y=mx+b
where the two parameters are m=slope and b= y−intercept of the line

Example 1
Given the graph from the bridge, write the equation of the line
shown using slope-intercept form.

Example 2
Given the equation below, graph the line on the accompanying graph.y

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 x +1Example 3
−2
y=
3 y

What if the graph does not have an integer value for the y-intercept?

Step 1: What is the slope? ____________________

Step 2: Set-up the equation with the slope. ____________________ x

Step 3: Find an integer coordinate on the line. ____________________

Step 4: Substitute known values and solve for b.

Step 5: Write the equation with m and b. ____________________

Example 4

Determine the equation of a line in given that it has a slope of and goes through the
1

point (4, 1).

2

Step 1: Set-up the equation with the slope. ____________________

Step 2: Substitute known values and solve for b.

Step 3: Write the equation in slope-intercept form with m and b.

____________________

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20
Name: ______________________________________________ Date: ____________________ Period:
________ Algebra 2

Lesson 2.10: Manipulating Two-Variable Equations

Learning Target: I can solve equations for a particular variable of interest.

MINI LESSON
Example #1: Given 2 x−3 y=9 , graph the equation.

Why did we have to manipulate the equation before being able to graph it?

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 Name: ______________________________________________ Date: ____________________ Period:
________ Algebra 2

2.11: Parallel and Perpendicular Lines

Learning Target: I can analyze and create linear equations that are parallel,
perpendicular, or neither.
Parallel Perpendic
Lines ular Lines

Parallel Lines Perpendicular Lines

 Never intersect  Intersect forming
______________________
 Have the same ____________  Have __________________
o Ex. ___________________ slopes.
o Ex.
 Have different
____________________
 Denoted by the symbol:  Denoted by the symbol: ______
______

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

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Name: ______________________________________________ Date: ____________________ Period:
________ Algebra 2

2.12: Parallel and Perpendicular Lines Continued

Learning Target: I can analyze and create linear equations that are parallel,
perpendicular, or neither.

MINI LESSON
Determine if the lines passing through the given coordinates are parallel,
perpendicular, or neither:

1) Line A: (0, 3) and (3, 1) 2) Line C: (1, 2) and (3,

1)
Line B: (-1, 4) and (-7, -5) Line D: (0, -1) and (2,
0)

3) Determine the equation of the line that is perpendicular to the line,

7 y + 4 x=3

and goes through the point (-4, -7).

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