Title: Chapter 6 Linear Equations and their Graphs
Course: quiz duplicate error

Q: Find the rate of change for the situation.

You run 5 miles in one hour and 20 miles in four hours.
- 5 miles per hour
- 4 miles per hour
- 4 hours
- 5 miles
A: 5 miles per hour

Q: The rate of change is constant in each table. Find the rate of change. Explain what the rate of change means for the situation.

Time (hours) | Distance (miles)
4 | 248
6 | 372
8 | 496
10 | 620
- [Image]; Your car travels 62 miles every 1 hour.
- [Image]; Your car travels 62 miles every 1 hour.
- 248; Your car travels 248 miles.
- 10; Your car travels for 10 hours.
A: [Image]; Your car travels 62 miles every 1 hour.

Q: Find the rate of change for the situation.

You run 7 miles in one hour and 21 miles in three hours.
- 3 miles per hour
- 3 hours
- 7 miles
- 7 miles per hour
A: 7 miles per hour

Q: The rate of change is constant in each table. Find the rate of change. Explain what the rate of change means for the situation.

Time (hours) | Distance (miles)
4 | 260
6 | 390
8 | 520
10 | 650
- 10; Your car travels for 10 hours.
- 260; Your car travels 260 miles.
- [Image]; Your car travels 65 miles every 1 hour.
- [Image]; Your car travels 65 miles every 1 hour.
A: [Image]; Your car travels 65 miles every 1 hour.

Q: The rate of change is constant in the graph. Find the rate of change. Explain what the rate of change means for the situation.

[Image]
- –100; value drops $100 every year.
- [Image]; value drops $100 every 3 years.
- –3; value drops $3 every year.
- –1; value drops $1 every year.
A: [Image]; value drops $100 every 3 years.

Q: The rate of change is constant in each table. Find the rate of change. Explain what the rate of change means for the situation.

Time (days) | Cost ($)
3 | 75
4 | 100
5 | 125
6 | 150
- [Image] dollars per day; the cost is $25 for each day.
- [Image] dollars per day; the cost is $25 for each day.
- [Image] dollars per day; the cost is $75 for each day.
- [Image] dollars per day; the costs $1 for 150 days
A: [Image] dollars per day; the cost is $25 for each day.

Q: State whether the slope is 0 or undefined.

[Image]
- 0
- undefined
A: undefined

Q: A student finds the slope of the line between (14, 1) and (18, 17). She writes [Image]. What mistake did she make?
- She should have added the values, not subtracted them.
- She used y-values where she should have used x-values.
- She mixed up the x- and y-values.
- She did not keep the order of the points the same in numerator and the denominator.
A: She did not keep the order of the points the same in numerator and the denominator.

Q: State whether the slope is 0 or undefined.

[Image]
- undefined
- 0
A: 0

Q: Find the slope of the line.

_ [Image]
- [Image]
- [Image]
- [Image]
- [Image]
A: [Image]

Q: Find the slope of the line.

[Image]
- [Image]
- – [Image]
- [Image]
- [Image]
A: [Image]

Q: State whether the slope is 0 or undefined.

[Image]
- 0
- undefined
A: 0

Q: Find the slope of the line that passes through the pair of points.

(2, 4), (8, 2)
- [Image]
- [Image]
- [Image]
- [Image]
A: [Image]

Q: Find the slope of the line that passes through the pair of points.

(8.7, –7.4), (12.7, 0.6)
- 0.5
- [Image]
- 2
- –0.5
A: 2

Q: Find the slope of the line that passes through the pair of points.

(1, 7), (10, 1)
- [Image]
- [Image]
- [Image]
- [Image]
A: [Image]

Q: A student finds the slope of the line between (8, 14) and (16, 18). She writes [Image]. What mistake did she make?
- She used y-values where she should have used x-values.
- She did not keep the order of the points the same in numerator and the denominator.
- She should have added the values, not subtracted them.
- She mixed up the x- and y-values.
A: She did not keep the order of the points the same in numerator and the denominator.

Q: Find the rate of change for the situation.

A chef cooks 9 lbs of chicken for 36 people and 17 lbs of chicken for 68 people.
- [Image] lb per person
- 4 lb per person
- [Image] lb per person
- 36 people
A: [Image] lb per person

Q: Find the slope of the line that passes through the pair of points.

(1, 8), (6, –2)
- [Image]
- [Image]
- [Image]
- [Image]
A: [Image]

Q: Find the slope of the line.

[Image]
- – [Image]
- [Image]
- [Image]
- [Image]
A: [Image]

Q: Find the slope and y-intercept of the line.

y = [Image]x – 3
- 3; [Image]
- –3; [Image]
- [Image]; 3
- [Image]; –3
A: [Image]; –3

Q: Find the slope of the line that passes through the pair of points.

(5, 5), (7, –2)
- [Image]
- [Image]
- [Image]
- [Image]
A: [Image]

Q: _ [Image]
Use the graph.
a. Which plant was the tallest at the beginning?
b. Which plant had the greatest rate of change over the 6 weeks?
- plant 2; plant 2
- plant 1; plant 3
- plant 3; plant 1
- plant 3; plant 3
A: plant 3; plant 3

Q: Find the slope of the line that passes through the pair of points.

(9.5, 1.8), (12.5, 10.8)
- –0.333
- 0.333
- [Image]
- 3
A: 3

Q: Find the slope of the line that passes through the pair of points.

(–6.3, 6.8), (–2.3, –5.2)
- –3
- –0.333
- [Image]
- 0.333
A: –3

Q: Find the slope of the line.

[Image]
- [Image]
- [Image]
- – [Image]
- [Image]
A: [Image]

Q: Find the slope of the line that passes through the pair of points.

(2, 7), (10, 3)
- [Image]
- [Image]
- [Image]
- [Image]
A: [Image]

Q: Find the slope of the line that passes through the pair of points.

(1, 5), (7, 1)
- [Image]
- [Image]
- [Image]
- [Image]
A: [Image]

Q: Find the slope of the line that passes through the pair of points.

(–5.5, 6.1), (–2.5, 3.1)
- –1
- [Image]
- –1
- 1
A: –1

Q: Find the slope of the line that passes through the pair of points.

(2.2, 6.3), (5.2, 12.3)
- 0.5
- 2
- [Image]
- –0.5
A: 2

Q: Find the slope of the line that passes through the pair of points.

(5, 5), (9, –1)
- [Image]
- [Image]
- [Image]
- [Image]
A: [Image]

Q: Write an equation of a line with the given slope and y-intercept.

m = [Image], b = [Image]
- y = [Image]x + [Image]
- y = [Image]x – [Image]
- y = [Image]x + [Image]
- y = [Image]x + [Image]
A: y = [Image]x + [Image]

Q: Write the slope-intercept form of the equation for the line.

_ [Image]
- y = x [Image]1
- y = 2x [Image]1
- y = 2x [Image]1
- y = [Image]x [Image]1
A: y = x [Image]1

Q: Find the slope and y-intercept of the line.

y = [Image]x – 1
- [Image]; –1
- [Image]; 1
- –1; [Image]
- 1; [Image]
A: [Image]; –1

Q: Write an equation of a line with the given slope and y-intercept.

m = 5, b = 10
- y = 10x + 5
- y = –5x + 10
- y = 5x – 10
- y = 5x + 10
A: y = 5x + 10

Q: Write the slope-intercept form of the equation for the line.

[Image]
- y = [Image]x [Image]
- y = [Image]x [Image]
- y = [Image]x [Image]
- y = [Image]x + [Image]
A: y = [Image]x [Image]

Q: Find the slope and y-intercept of the line.

16x + 2y = 0
- [Image]; [Image]
- [Image]; [Image]
- [Image]; [Image]
- [Image]; [Image]
A: [Image]; [Image]

Q: Write the slope-intercept form of the equation for the line.

_ [Image]
- y = [Image]x [Image]
- y = [Image]x [Image]
- y = [Image]x [Image]
- y = [Image]x [Image]
A: y = [Image]x [Image]

Q: Find the slope and y-intercept of the line.

y = [Image]x – 2
- –2; [Image]
- 2; [Image]
- [Image]; –2
- [Image]; 2
A: [Image]; –2

Q: Use the slope and y-intercept to graph the equation.
y = [Image]x – 1
- [Image]
- [Image]
- [Image]
- [Image]
A: [Image]

Q: Use the slope and y-intercept to graph the equation.
y = [Image]x – 4
- [Image]
- [Image]
- [Image]
- [Image]
A: [Image]

Q: Write an equation of a line with the given slope and y-intercept.

m = [Image], b = [Image]
- y = [Image]x – [Image]
- y = [Image]x – [Image]
- y = [Image]x + [Image]
- y = [Image]x + [Image]
A: y = [Image]x – [Image]

Q: Use the slope and y-intercept to graph the equation.
y = [Image]x – 3
- [Image]
- [Image]
- [Image]
- [Image]
A: [Image]

Q: Find the slope and y-intercept of the line.

y = [Image]x – 4
- 4; [Image]
- [Image]; –4
- –4; [Image]
- [Image]; 4
A: [Image]; –4

Q: Write an equation of a line with the given slope and y-intercept.

m = 1, b = 4
- y = 4x + 1
- y = x – 4
- y = –1x + 4
- y = x + 4
A: y = x + 4

Q: Find the slope and y-intercept of the line.

14x + 4y = 24
- [Image]; [Image]
- [Image]; [Image]
- [Image]; [Image]
- [Image]; [Image]
A: [Image]; [Image]

Q: Write an equation of a line with the given slope and y-intercept.

m = 1, b = 10
- y = x + 10
- y = –1x + 10
- y = x – 10
- y = 10x + 1
A: y = x + 10

Q: Find the slope and y-intercept of the line.

y = [Image]x – 1
- –1; [Image]
- [Image]; 1
- 1; [Image]
- [Image]; –1
A: [Image]; –1

Q: Find the slope and y-intercept of the line.

8x + 6y = –102
- [Image]; [Image]
- [Image]; [Image]
- [Image]; [Image]
- [Image]; [Image]
A: [Image]; [Image]

Q: Write the slope-intercept form of the equation for the line.

[Image]
- y = [Image]x + [Image]
- y = [Image]x [Image]
- y = [Image]x [Image]
- y = [Image]x [Image]
A: y = [Image]x [Image]

Q: Write the slope-intercept form of the equation for the line.

_ [Image]
- y = [Image]x [Image]1
- y = [Image]x [Image]1
- y = [Image]x [Image]1
- y = [Image]x [Image]1
A: y = [Image]x [Image]1

Q: Write the slope-intercept form of the equation for the line.

[Image]
- y = [Image]x [Image]1
- y = [Image]x [Image]1
- y = [Image]x [Image]1
- y = x + [Image]
A: y = [Image]x [Image]1

Q: Write an equation of a line with the given slope and y-intercept.

m = [Image], b = [Image]
- y = [Image]x + [Image]
- y = [Image]x – [Image]
- y = [Image]x + [Image]
- y = [Image]x – [Image]
A: y = [Image]x – [Image]

Q: Write an equation of a line with the given slope and y-intercept.

m = –3, b = 10
- y = 10x – 3
- y = 3x + 10
- y = –3x – 10
- y = –3x + 10
A: y = –3x + 10

Q: Find the x- and y-intercept of the line.

–3x + 9y = 18
- x-intercept is 2; y-intercept is –6.
- x-intercept is –3; y-intercept is 9.
- x-intercept is –6; y-intercept is 2.
- x-intercept is 9; y-intercept is –3.
A: x-intercept is –6; y-intercept is 2.

Q: A line passes through (–5, –2) and (–3, 3).
a. Write an equation for the line in point-slope form.
b. Rewrite the equation in standard form using integers.
- y + 2 = [Image](x – 5); –5x + 2y = 21
- y + 2 = [Image](x + 5); –5x + 2y = 21
- y + 5 = [Image](x + 2); –5x + 2y = 0
- y – 2 = [Image](x + 5); –5x + 2y = –21
A: y + 2 = [Image](x + 5); –5x + 2y = 21

Q: Graph the equation.

y = –3
- [Image]
- [Image]
- [Image]
- [Image]
A: [Image]

Q: A line passes through (2, 3) and (8, 8).
a. Write an equation for the line in point-slope form.
b. Rewrite the equation in standard form using integers.
- y – 2 = [Image](x – 3); –5x + 6y = –3
- y – 3 = [Image](x – 2); –5x + 6y = 8
- y + 3 = [Image](x – 2); –5x + 6y = –8
- y – 3 = [Image](x + 2); –5x + 6y = 8
A: y – 3 = [Image](x – 2); –5x + 6y = 8

Q: Write an equation in point-slope form for the line through the given point with the given slope.

(4, –6); m = [Image]
- [Image]
- [Image]
- [Image]
- [Image]
A: [Image]

Q: Write an equation in point-slope form for the line through the given point with the given slope.

(10, –9); m = [Image]
- y – 10 = [Image](x + 9)
- y – 9 = [Image](x + 10)
- y – 9 _ = [Image](x – 10)
- y + 9 = [Image](x – 10)
A: y + 9 = [Image](x – 10)

Q: A line passes through (1, –5) and (–3, 7).
a. Write an equation for the line in point-slope form.
b. Rewrite the equation in slope-intercept form.
- y – 5 = 3(x + 1); y = 3x + 8
- [Image];
- [Image]
- y + 5 = –3(x – 1); y = –3x – 2
A: y + 5 = –3(x – 1); y = –3x – 2

Q: Graph the equation.

y = –2
- [Image]
- [Image]
- [Image]
- [Image]
A: [Image]

Q: Graph the equation.

x = –1
- [Image]
- [Image]
- [Image]
- [Image]
A: [Image]

Q: Graph the equation.

y + 2 = –(x – 4)
- [Image]
- [Image]
- [Image]
- [Image]
A: [Image]

Q: Match the equation with its graph.

–7x + 7y = –49
- _ [Image]
- [Image]
- [Image]
- [Image]
A: _ [Image]

Q: Graph the equation.

y = 1
- [Image]
- [Image]
- [Image]
- [Image]
A: [Image]

Q: Write an equation in point-slope form for the line through the given point with the given slope.

(–8, –6); m = [Image]
- y + 6 = [Image](x + 8)
- y – 6 _ = [Image](x + 8)
- y + 8 = [Image](x + 6)
- y – 6 = [Image](x – 8)
A: y + 6 = [Image](x + 8)

Q: Match the equation with its graph.

–6x + 6y = –36
- _ [Image]
- [Image]
- [Image]
- [Image]
A: _ [Image]

Q: Graph the equation.

x = –2
- [Image]
- [Image]
- [Image]
- [Image]
A: [Image]

Q: Graph the equation.

y – 3 = [Image](x + 5)
- [Image]
- [Image]
- [Image]
- [Image]
A: [Image]

Q: Graph the equation.

x = –4
- [Image]
- [Image]
- [Image]
- [Image]
A: [Image]

Q: A line passes through (–6, –5) and (–2, –2).
a. Write an equation for the line in point-slope form.
b. Rewrite the equation in standard form using integers.
- y – 5 = [Image](x + 6); –3x + 4y = 2
- y + 5 = [Image](x + 6); –3x + 4y = –2
- y + 6 = [Image](x + 5); –3x + 4y = –9
- y + 5 = [Image](x – 6); –3x + 4y = –2
A: y + 5 = [Image](x + 6); –3x + 4y = –2

Q: Write an equation in point-slope form for the line through the given point with the given slope.

(–7, 6); m = [Image]
- y + 7 = [Image](x – 6)
- y + 6 _ = [Image](x + 7)
- y – 6 = [Image](x + 7)
- y + 6 = [Image](x – 7)
A: y – 6 = [Image](x + 7)

Q: Match the equation with its graph.

–8x + 3y = –24
- [Image]
- [Image]
- [Image]
- _ [Image]
A: _ [Image]

Q: Write y = [Image]x + 7 in standard form using integers.
- –2x + 3y = 21
- 3x – 2y = 21
- –2x – 3y = 21
- –2x + 3y = 7
A: –2x + 3y = 21

Q: Write an equation of a line that has the same slope as 2x – 5y = 12 and the same y-intercept as 4y + 24 = 5x.
- [Image]
- [Image]
- [Image]
- [Image]
A: [Image]

Q: Write y = [Image]x + 6 in standard form using integers.
- –x – 8y = 48
- –x + 8y = 6
- 8x – y = 48
- –x + 8y = 48
A: –x + 8y = 48

Q: Find the x- and y-intercept of the line.

2x + 3y = –18
- x-intercept is 18; y-intercept is 18.
- x-intercept is –6; y-intercept is –9.
- x-intercept is 2; y-intercept is 3.
- x-intercept is –9; y-intercept is –6.
A: x-intercept is –9; y-intercept is –6.

Q: The grocery store sells kumquats for $4.25 a pound and Asian pears for $2.25 a pound. Write an equation in standard form for the weights of kumquats k and Asian pears p that a customer could buy with $18.
- 4.25k + 2.25p = 18
- 4.25p + 2.25k = 18
- 4.25k = 2.25p + 18
- 4.25 + 2.25 = k
A: 4.25k + 2.25p = 18

Q: Graph the equation.

y + 1 = [Image](x – 3)
- [Image]
- [Image]
- [Image]
- [Image]
A: [Image]

Q: Graph the equation.

y – 5 = [Image](x + 5)
- [Image]
- [Image]
- [Image]
- [Image]
A: [Image]

Q: Find the x- and y-intercept of the line.

–10x + 2y = 50
- x-intercept is –5; y-intercept is 25.
- x-intercept is 25; y-intercept is –5.
- x-intercept is –10; y-intercept is 2.
- x-intercept is 2; y-intercept is –10.
A: x-intercept is –5; y-intercept is 25.

Q: A line passes through (2, –1) and (8, 4).
a. Write an equation for the line in point-slope form.
b. Rewrite the equation in standard form using integers.
- y + 1 = [Image](x – 2); –5x + 6y = –16
- y – 1 = [Image](x – 2); –5x + 6y = 16
- y + 1 = [Image](x + 2); –5x + 6y = –16
- y – 2 = [Image](x + 1); –5x + 6y = 17
A: y + 1 = [Image](x – 2); –5x + 6y = –16

Q: The table shows the amount of time a student spends practicing each week and her typing speed.

[Image]

a. Use a graphing calculator to find the equation of the line of best fit.
b. Use your equation to predict the student’s typing speed if she spends 8 hours practicing each week.
- y = 5.1 x + 17; about 47 words per minute
- y = 17.1x + 4.9; about 142 words per minute
- y = 4.9x + 17.1; about 56 words per minute
- y = 4.6x + 16; about 53 words per minute
A: y = 4.9x + 17.1; about 56 words per minute

Q: Write an equation for the line that is parallel to the given line and that passes through the given point.

y = [Image]x + 6; (6, 11)
- y = [Image]x – 4
- y = [Image]x – 4
- y = [Image]x [Image]
- y = [Image]x + 4
A: y = [Image]x – 4

Q: Use a graphing calculator to find the equation of the line of best fit for the data. Find the value of the correlation coefficient r.

Christine’s Best Javelin Throws
[Image]
(Use x = 0 for 1997.)
- y = 31.15x + 0.864; r = 0.7139281244
- y = –0.864x + 31.15; r = 0.7139281244
- y = 31.15x + 0.864; r = 0.8449426752
- y = 0.864x + 31.15; r = 0.8449426752
A: y = 0.864x + 31.15; r = 0.8449426752

Q: Are the graphs of the lines in the pair parallel? Explain.

y = [Image]x + 8
–2x + 12y = –11
- Yes, since the slope are the same and the y-intercepts are the same.
- No, since the y-intercepts are different.
- Yes, since the slope are the same and the y-intercepts are different.
- No, since the slopes are different.
A: Yes, since the slope are the same and the y-intercepts are different.

Q: Describe how the graph is like the graph of y = | x | and how it is different.
[Image]
- The graphs have the same y-intercept. The second graph is steeper than y = | x |.
- The graph is the same as y = | x |.
- The graphs are the same shape. The y-intercept of y = | x | is 0 and the x-intercept of the second graph is –4.
- The graphs are the same shape. The y-intercept of y = | x | is 0 and the y-intercept of the second graph is –4.
A: The graphs are the same shape. The y-intercept of y = | x | is 0 and the y-intercept of the second graph is –4.

Q: Write an equation for the line that is parallel to the given line and that passes through the given point.

y = –5x + 3; (–6, 3)
- y = –5x + 27
- y = –5x – 27
- y = 5x – 9
- y = –5x + 9
A: y = –5x – 27

Q: Write the equation of a line that is perpendicular to the given line and that passes through the given point.

x + 12y = –27; (–4, 6)
- y = [Image]x + 54
- y = [Image]x + 54
- y = [Image]x – 76
- y = [Image]x + 54
A: y = [Image]x + 54

Q: Are the graphs of the lines in the pair parallel? Explain.

y = 5x + 6
–18x + 3y = –54
- No, since the slopes are different.
- Yes, since the slopes are the same and the y-intercepts are different.
- No, since the y-intercepts are different.
- Yes, since the slope are the same and the y-intercepts are the same.
A: No, since the slopes are different.

Q: In February, you have a balance of $270 in your bank account. Each month you deposit $45. Let January = 1, February = 2, and so on. Write an equation for this situation. Use the equation to find the balance in June.
- y – 270 = 45(x – 2) ; $450
- y = 45(x – 4); $270
- y = 45(x – 4); $180
- y – 270 = 45x; $45
A: y – 270 = 45(x – 2) ; $450

Q: Write the equation of a line that is perpendicular to the given line and that passes through the given point.

[Image]; (–6, 5)
- [Image]
- [Image]
- [Image]
- [Image]
A: [Image]

Q: Assume that the two lines are perpendicular.
[Image]
a. Find a slope-intercept equation for line A.
b. Find a point-slope equation for line B.
- [Image]
- [Image]
- [Image]
- [Image]
A: [Image]

Q: Is the relationship shown by the data linear? If so, model the data with an equation.

x | y
3 | 1
7 | 2
11 | 3
18 | 5
- The relationship is not linear.
- The relationship is linear; [Image].
- The relationship is linear; [Image].
- The relationship is linear; [Image].
A: The relationship is not linear.

Q: The table shows the height of a plant as it grows.
a. Model the data with an equation.
b. Based on your model, predict the height of the plant at 12 months.

Time (months) | Plant Height (cm)
3 | 9
5 | 15
7 | 21
9 | 27
- y – 3 = [Image](x –9); 39 cm
- y – 9 = 3(x –3); 36 cm
- y – 9 = [Image](x –3); 18 cm
- The relationship cannot be modeled.
A: y – 9 = 3(x –3); 36 cm

Q: Which graph shows the best trend line for the following data.
[Image]
- [Image]
- [Image]
- [Image]
- [Image]
A: [Image]

Q: Are the graphs of the lines in the pair parallel? Explain.

y = [Image]x + 16
2x + 5y = –20
- Yes, since the slope are the same and the y-intercepts are different.
- No, since the slopes are different.
- No, since the y-intercepts are different.
- Yes, since the slope are the same and the y-intercepts are the same.
A: Yes, since the slope are the same and the y-intercepts are different.

Q: Is the relationship shown by the data linear? If so, model the data with an equation.

x | y
–9 | –2
–5 | –7
–1 | –12
3 | –17
- The relationship is linear; y + 2 = [Image](x + 9).
- The relationship is linear; y + 9 = [Image](x + 2).
- The relationship is not linear.
- The relationship is linear; y + 2 = [Image](x + 9).
A: The relationship is linear; y + 2 = [Image](x + 9).

Q: Use a graphing calculator to find the equation of the line of best fit for the data. Find the value of the correlation coefficient r.

Average Speed (mi/h) | Time (hours)
8.5 | 2.5
7.5 | 3.75
6.5 | 4.5
6.0 | 5.0
5.5 | 5.5
5.0 | 6.25
4.0 | 6.75
3.5 | 8.75
- y = 11.83x – 1. 11; r = –0.9760964904
- y = –1.11x + 11.83; r = –0.9760964904
- y = 11.83x – 1. 11; r = 0.9527643586
- y = –1.11x + 11.83; r = 0.9527643586
A: y = –1.11x + 11.83; r = –0.9760964904

Q: Tell whether the lines for each pair of equations are parallel, perpendicular, or neither.

y = [Image]x + 4
6x – 18y = –24
- neither
- perpendicular
- parallel
A: perpendicular

Q: A line passes through (–6, 3) and (5, 5).
a. Write an equation for the line in point-slope form.
b. Rewrite the equation in standard form using integers.
- y + 6 = [Image](x – 3); –2x + 11y = –72
- y – 3 = [Image](x + 6); –2x + 11y = 45
- y + 3 = [Image](x + 6); –2x + 11y = –45
- y – 3 = [Image](x – 6); –2x + 11y = 45
A: y – 3 = [Image](x + 6); –2x + 11y = 45

Q: The map shows Hope Road and the construction site for the new library. Find the equation of a “street”that passes through the building site and is parallel to Hope Road.
[Image]
- y = [Image]x + 4
- y = [Image]x – 4
- y = [Image]x + 4
- y = [Image]x + 4
A: y = [Image]x + 4

Q: Are the graphs of the lines in the pair parallel? Explain.

y = 6x + 6
28x – 4y = –112
- No, since the slopes are different.
- No, since the y-intercepts are different.
- Yes, since the slope are the same and the y-intercepts are the same.
- Yes, since the slopes are the same and the y-intercepts are different.
A: No, since the slopes are different.

Q: Is the relationship shown by the data linear? If so, model the data with an equation.

x | y
–1 | –5
3 | 0
7 | 5
11 | 10
- The relationship is linear; y + 5 = [Image](x + 1).
- The relationship is linear; y + 1 = [Image](x + 5).
- The relationship is not linear.
- The relationship is linear; y + 5 = [Image](x + 1).
A: The relationship is linear; y + 5 = [Image](x + 1).

Q: Write the equation of a line that is perpendicular to the given line and that passes through the given point.

4x – 12y = 2; (10, –1)
- y = [Image]x + 29
- y = [Image]x + 29
- y = [Image]x + 29
- y = [Image]x + 7
A: y = [Image]x + 29

Q: Tell whether the lines for each pair of equations are parallel, perpendicular, or neither.

y = [Image]x – 11
16x – 8y = –8
- neither
- perpendicular
- parallel
A: perpendicular

Q: Tell whether the lines for each pair of equations are parallel, perpendicular, or neither.

7x – 4y = 4
x – 4y = 3
- perpendicular
- parallel
- neither
A: neither

Q: Graph y = | x | – 4.
- _ [Image]
- [Image]
- [Image]
- [Image]
A: [Image]

Q: Write an equation for the line that is parallel to the given line and that passes through the given point.

y = [Image]x – 9; (–8, –18)
- y = [Image]x [Image]
- y = [Image]x – 12
- y = [Image]x – 12
- y = [Image]x + 12
A: y = [Image]x – 12

Q: [Image]
Bella wants to write two equations to model the streets on this map. She can use y = x – 4 to describe Platte Way. Find one absolute value equation to describe Marteen Rd and Smith St.
- y = | x – 2 | – 3
- y = | x + 2 | – 3
- y = | x + 3 | – 2
- y = | x – 3 | – 2
A: y = | x + 2 | – 3

Why is it NOT possible to write the equation of the line through (–8, –5) and (–8, –9) in slope-intercept form?

Write y = [Image]x + 4 in standard form. Show your work. Justify each step.

Gloria makes and sells handmade greeting cards. The scatter plot shows the number of cards she made over a 10-hour period. Find the equation of a trend line and use it to predict the number of cards Gloria can make in 12 hours.

[Image]

Q: Graph each equation by translating y = | x |.

y = | x + 6 |
- [Image]
- [Image]
- [Image]
- [Image]
A: [Image]

Q: Graph each equation by translating y = | x |.

y = | x + 2 |
- [Image]
- [Image]
- [Image]
- [Image]
A: [Image]

Q: Write an equation for each translation of [Image].

16.5 units right
- y = | x – 16.5 |
- y = | x | + 16.5
- y = | x | – 16.5
- y = | x + 16.5 |
A: y = | x – 16.5 |

Q: Graph each equation by translating y = | x |.

y = | x – 7 | – 5
- [Image]
- [Image]
- [Image]
- [Image]
A: [Image]

Q: Write an equation for each translation of [Image].

6.5 units up
- y = | x | + 6.5
- y = | x | – 6.5
- y = | 6.5x |
- y + 6.5 = | x |
A: y = | x | + 6.5

Q: Write an equation for each translation of [Image].

9 units down
- y = | x | + 9
- y = | x | – 9
- y = | –9x |
- y – 9 = | x |
A: y = | x | – 9

Q: Graph each equation by translating y = | x |.

y = | x – 3 | – 4
- [Image]
- [Image]
- [Image]
- [Image]
A: [Image]

Write y = [Image]x – 11 in standard form. Show your work. Justify each step.

Q: Write an equation for each translation of [Image].

6 units down
- y = | x | + 6
- y = | x | – 6
- y = | –6x |
- y – 6 = | x |
A: y = | x | – 6

Q: Graph y = | x | + 3.
- [Image]
- [Image]
- [Image]
- _ [Image]
A: [Image]

Translate [Image] to graph [Image] + 2

The population of a small town is shown in the table.

[Image]

Would you expect the correlation coefficient for the line of best fit to be positive or negative? Explain your answer.

Q: Write an equation for each translation of [Image].

6 units left
- y = | x + 6 |
- y = | x – 6 |
- y = | x | + 6
- y = | x | – 6
A: y = | x + 6 |

Q: Graph each equation by translating y = | x |.

y = | x – 4 |
- [Image]
- [Image]
- [Image]
- [Image]
A: [Image]

Q: Giselle pays $210 in advance on her account at the athletic club. Each time she uses the club, $15 is deducted from the account. Model the situation with a linear function and a graph.
- [Image] b = 210 – 15x
- [Image] b = 210 + 15x
- [Image] b = 195 + 15x
- [Image] b = 195 – 15x
A: [Image] b = 210 – 15x

Tell whether the following statement is true or false. If false, give a counterexample. Justify your answer:

A rate of change must be negative or zero.

Use the map to answer the following. Show your work.

[Image]

a. What is the slope of the line representing Elm Street?
b. Show that Birch Street and Poplar Avenue are parallel.
c. Show that Fir Street is NOT perpendicular to Birch Street.

The table shows how much a carpenter charges for work. Is the relationship shown by the data in the table linear? Explain your answer.

Hours Worked | Amount Charged ($)
1 | 25
2 | 40
3 | 60
4 | 80

The table shows the time spent researching the stock market each week and the average weekly percent gain for an investor over one year.

[Image]

a. Graph the data.
b. Find an equation for the trend line of the data.
c. Estimate the average weekly percent gain from researching the stock market for 20 hours per week.

Q: A balloon is released from the top of a building. The graph shows the height of the balloon over time.
[Image]
a. What does the slope and y-intercept reveal about the situation?
b. For a similar situation, the slope 35 is and the y-intercept is 550. What can you conclude?
- The balloon starts at a height of 500, and rises at a rate of 100; The balloon starts at a heigh of 550, and rises at a rate of 35.
- The balloon starts at a height of 500, and rises at a rate of 100; The balloon starts at a heigh of 35, and rises at a rate of 550.
- The balloon starts at a height of 100, and rises at a rate of 500; The balloon starts at a heigh of 550, and rises at a rate of 35.
- The balloon starts at a height of 100, and rises at a rate of 500; The balloon starts at a heigh of 35, and rises at a rate of 550.
A: The balloon starts at a height of 500, and rises at a rate of 100; The balloon starts at a heigh of 550, and rises at a rate of 35.

Suppose you have $20.00 to buy cold cuts for a class picnic. Ham costs $3.99 per pound and turkey costs $4.99 per pound. The equation 3.99x + 4.99y = 20 models this situation. What does the x-intercept of the graph of the equation tell you about the amount of meat you can buy?