Sample Chapter4

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CHAPTER 4
Linear Equations in Two Variables
4.1 Introduction to
Linear Equations in
Algebra at Work: Two Variables p. 224
Landscape Architecture 4.2 Graphing by Plotting
Points and Finding
We will take a final look at how mathematics is used in land-
Intercepts p. 237
scape architecture.
4.3 The Slope of a
A landscape architect uses slope in many Line p. 251
different ways. David explains that one 4.4 The Slope-Intercept
important application of slope is in designing Form of a Line p. 263
driveways after a new house has been built. 4.5 Writing an Equation
Towns often have building codes that restrict of a Line p. 269
the slope or steepness of a driveway. In this 4.6 Parallel and
Perpendicular
case, the rise of the land is the difference in
Lines p. 279
height between the top and the bottom of
4.7 Introduction to
the driveway. The run is the linear distance Functions p. 288
rise 4.8 Function Notation
between those two points. By finding ,a
run and Linear
landscape architect knows how to design the Functions p. 297
driveway so that it meets the towns building
code. This is especially important in cold
weather climates, where if a driveway is too steep, a car will too easily slide
into the street. If it doesnt meet the code, the driveway may have to be removed
and rebuilt, or coils that radiate heat might have to be installed under the drive-
way to melt the snow in the wintertime. Either way, a mistake in calculating
slope could cost the landscape company or the client a lot of extra money.
In Chapter 4, we will learn about slope, its meaning, and different ways to
use it.
223
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224 Chapter 4 Linear Equations in Two Variables
Section 4.1 Introduction to Linear Equations in Two Variables

Objectives 1. Define a Linear Equation in Two Variables
1. Define a Linear In Chapter 3, we learned how to solve equations such as 5y 3 13 and 2(t 7)
Equation in Two 3t 4. They are examples of linear equations in one variable.
Variables In this section, we will introduce linear equations in two variables. Lets begin with
2. Decide Whether an a definition.
Ordered Pair Is a
Solution of a
Given Equation Definition A linear equation in two variables can be written in the form Ax By C
3. Complete Ordered where A, B, and C are real numbers and where both A and B do not equal
zero.
Pairs for a Given
Equation
4. Plot Ordered Pairs
5. Solve Applied Some examples of linear equations in two variables are
Problems Involving
Ordered Pairs 1
3x 5y 10 y x7 9s 2t 4 x 8
2
(We can write x 8 as x 0y 8, therefore it is a linear equation in two

variables.)
A solution to a linear equation in two variables is written as an ordered pair.
2. Decide Whether an Ordered Pair Is a Solution of a Given Equation
Example 1
Determine whether each ordered pair is a solution of 4x 5y 11.
b) a , 5b
3
a) (1, 3)
2
Solution
a) Solutions to the equation 4x 5y 11 are written in the form (x, y) where (x, y)
is called an ordered pair. Therefore, the ordered pair (1, 3) means that x 1
and y 3.
(1, 3)
c
x-coordinate y-coordinate
To determine if (1, 3) is a solution of 4x 5y 11, we substitute 1 for

x and 3 for y. Remember to put these values in parentheses.
4x 5y 11
4(1) 5(3) 11 Substitute x 1 and y 3.
4 15 11 Multiply.
11 11 True
Since substituting x 1 and y 3 into the equation gives the true statement
11 11, (1, 3) is a solution of 4x 5y 11.
Section 4.1 Introduction to Linear Equations in Two Variables 225
b) The ordered pair a , 5b tells us that x and y 5.

3 3
2 2
4x 5y 11
4 a b 5(5) 11
3 3
Substitute for x and 5 for y.
2 2
6 25 11 Multiply.
31 11 False
Since substituting a , 5b into the equation gives the false statement 31 11,
3
2
the ordered pair is not a solution to the equation.
You Try 1
3
Determine if each ordered pair is a solution of the equation y x 5.
4
a) (12, 4) b) (0, 7) c) (8, 11)
3. Complete Ordered Pairs for a Given Equation

Often, we are given the value of one variable in an equation and we can find the value
of the other variable which makes the equation true.
Example 2
Complete the ordered pair (3, ) for y 2x 10.
Solution
To complete the ordered pair (3, ), we must find the value of y from y 2x 10
when x 3.
y 2x 10
y 2(3) 10 Substitute 3 for x.
y 6 10
y4
When x 3, y 4.
The ordered pair is (3, 4).
You Try 2
Complete the ordered pair (5, ) for y 3x 7.
If we want to complete more than one ordered pair for a particular equation, we can
organize the information in a table of values.
Example 3
Complete the table of values for each equation and write the information as ordered
pairs.
a) x 3y 8 x y
b) y 2 x y
1 7
4 5
2 0
3
Solution
a) x 3y 8
x y
i) In the first ordered pair, x 1 and we must find y.
1 x 3y 8
4 (1) 3y 8 Substitute 1 for x.
2 1 3y 8
3 3y 9 Add 1 to each side.
y3 Divide by 3.

ii) In the second ordered pair, y 4 and we must find x.
x 3y 8
x 3(4) 8 Substitute 4 for y.
x (12) 8 Multiply.
x 20 Add 12 to each side.
x 20 Divide by 1.
2
iii) In the third ordered pair, y and we must find x.
3
x 3y 8
x 3a b 8
2 2
Substitute for y.
3 3
x 2 8 Multiply.
x 6 Subtract 2 from each side.
x 6 Divide by 1.
The ordered pair is a6, b.

2
3
As you complete each ordered pair, fill in the table of values. The completed
table will look like this:
x y
1 3
20 4
2
6
3
The ordered pairs are (1, 3), (20, 4) , and a6, b.
2
3
b) y 2
x y i) In the first ordered pair, x 7 and we must find y.
7 The equation y 2 means that no matter the value
5 of x, y always equals 2. Therefore, when x 7,
0 y 2.

Since y 2 for every value of x, we can complete the table of values as follows:
x y
7 2
5 2
0 2
The ordered pairs are (7, 2), (5, 2), and (0, 2).
You Try 3
Complete the table of values for each equation and write the information as ordered pairs.
a) x 2y 9 b) x 3
x y x y
5 1
12 3
7 8
5
2
4. Plot Ordered Pairs

When we completed the table of values for the last two equations, we were finding
solutions to each linear equation in two variables.
How can we represent the solutions graphically?
To represent the solution to a linear equation in one variable we can use a number line:
Solve x35
x2
4 3 2 1 0 1 2 3 4 The graph of x 2.
But we need a way to represent two values, an ordered pair, graphically. We will use
the Cartesian coordinate system, or rectangular coordinate system, to graph the
ordered pairs, (x, y).
In the Cartesian coordinate system, we have a horizontal number line, called the
x-axis, and a vertical number line, called the y-axis.
y-axis
Quadrant II Quadrant I
Origin
x
x-axis
Quadrant III Quadrant IV
The x-axis and y-axis in the Cartesian coordinate system determine a flat surface
called a plane. The axes divide this plane into four quadrants. (See figure above.)
The point at which the x-axis and y-axis intersect is called the origin. The arrow at
one end of the x-axis and one end of the y-axis indicates the positive direction on
each axis.
Ordered pairs can be represented by points in the plane. Therefore, to graph the
ordered pair (4, 2) we plot the point (4, 2). We will do this in Example 4.
Example 4
Plot the point (4, 2).
Solution
Since x 4, we say that the x-coordinate of the point is 4. Likewise, the y-coordinate
is 2.
The origin has coordinates (0, 0). The coordinates of a point tell us how far from
the origin to move in the x-direction and y-direction. So, the coordinates of the point
(4, 2) tell us to do the following:
(4, 2)
b R
First, from the Then, from the
origin, move 4 units current position,
to the right along move 2 units up,
the x-axis. parallel to the y-axis.
y
(4, 2)
Right 4 Up 2
x
5 5
Example 5
Plot the points.
c) a , 3b
5
a) (2, 5) b) (1, 4)
2
d) (5, 2) e) (0, 1) f ) (4, 0)
Solution
The points are plotted on the following graph.
a) (2, 5) b) (1, 4)
b R b R
First Then First Then
From the origin, From the From the origin, From the
move left 2 units current position, move right 1 unit current position,
on the x-axis. move 5 units on the x-axis. move 4 units
up, parallel to down, parallel
the y-axis. to the y-axis.
c) a , 3b
5
2
5 1 1
Think of as 2 . From the origin, move right 2 units, then up 3 units.
2 2 2
d) (5, 2) From the origin, move left 5 units, then down 2 units.
e) (0, 1) The x-coordinate of 0 means that we dont move in the x-direction
(horizontally). From the origin, move up 1 on the y-axis.
f) (4, 0) From the origin, move left 4 units. Since the y-coordinate is zero,
we do not move in the y-direction (vertically).
y
(2, 5) 5
52 , 3
(4, 0) (0, 1)
x
5 5
(5, 2)
(1, 4)
You Try 4
Plot the points.
a) (3, 1) b) (2, 4) c) (0, 5)
f ) a1, b
7
d) (2, 0) e) (4, 3)
2
The coordinate system should always be labeled to indicate how many units each mark
represents.
We can graph sets of ordered pairs for a linear equation in two variables.
Example 6
Complete the table of values for 2x y 5, then plot the points.
x y
0
1
3
Solution
i) In the first ordered pair, x 0 ii) In the second ordered pair, x 1
and we must find y. and we must find y.
2x y 5 2x y 5
2(0) y 5 Substitute 0 for x. 2(1) y 5 Substitute 1 for x.
0y5 2y5
y 5 y 3 Subtract 2 from
y 5 Divide by 1. each side.
y 3 Divide by 1.
iii) In the third ordered pair, y 3 and we must find x.
2x y 5
2x (3) 5 Substitute 3 for y.
2x 8 Add 3 to each side.
x4 Divide by 2.
Each of the points (0, 5), y

(1, 3), and (4, 3) satisfies the 5
equation 2x y 5.
(4, 3)
x
5 5
(1, 3)
5 (0, 5)
You Try 5
Complete the table of values for 3x y 1, then plot the points.
x y
0
1
5
5. Solve Applied Problems Involving Ordered Pairs

Next, we will look at an application of ordered pairs.
Example 7
The length of an 18-year-old females hair is measured to be 250 millimeters (mm)
(almost 10 in.). The length of her hair after x days can be approximated by
y 0.30x 250
where y is the length of her hair in millimeters.

a) Find the length of her hair (i) 10 days, (ii) 60 days, and (iii) 90 days after the
initial measurement and write the results as ordered pairs.
b) Graph the ordered pairs.
c) How long would it take for her hair to reach a length of 274 mm (almost
11 in.)?
Solution
a) The problem states that in the equation y 0.30x 250,
x number of days after the hair was measured

y length of the hair 1in millimeters2
We must determine the length of her hair after 10 days, 60 days, and 90 days.
We can organize the information in a table of values.
x y
10
60
90
i) x 10: y 0.30x 250

y 0.30(10) 250 Substitute 10 for x.
y 3 250 Multiply.
y 253
After 10 days, her hair is 253 mm long. We can write this as the ordered pair
(10, 253).
ii) x 60: y 0.30x 250

y 18 250 Multiply.
y 268
After 60 days, her hair is 268 mm long. (Or, after about 2 months, her hair is
about 10.5 in. long. It has grown about half of an inch.) We can write this as the
ordered pair (60, 268).
iii) x 90: y 0.30x 250

y 27 250 Multiply.
y 277
After 90 days, her hair is 277 mm long. (Or, after about 3 months, her hair is
about 10.9 in. long. It has grown about 0.9 in.) We can write this as the ordered
pair (90, 277).
We can complete the table of values:
x y
10 253
60 268
90 277
The ordered pairs are (10, 253), (60, 268), and (90, 277).
b) Graph the ordered pairs.

The x-axis represents the number of days after the hair was measured. Since it
does not make sense to talk about a negative number of days, we will not
continue the x-axis in the negative direction.
The y-axis represents the length of the females hair. Likewise, a negative num-
ber does not make sense in this situation, so we will not continue the y-axis in
the negative direction.
The scales on the x-axis and y-axis are different. This is because the size of the
numbers they represent are quite different.
Here are the ordered pairs we must graph: (10, 253), (60, 268), and (90, 277).
The x-values are 10, 60, and 90, so we will let each mark in the x-direction
represent 10 units.
The y-values are 253, 268, and 277. While the numbers are rather large, they do
not actually differ by much. We will begin labeling the y-axis at 250, but each
mark in the y-direction will represent 3 units. Because there is a large jump in
values from 0 to 250 on the y-axis, we indicate this with on the axis
between the 0 and 250.
Notice, also, that we have labeled both axes. The ordered pairs are plotted on the
following graph.
Length of Hair
280
277 (90, 277)
274
Length (in mm)
271
268 (60, 268)
265
262
259
256
253 (10, 253)
250
0
10 20 30 40 50 60 70 80 90 100
Days
c) We must determine how many days it would take for the hair to grow to a length
of 274 mm.
The length, 274 mm, is the y-value. We must find the value of x that corre-
sponds to y 274 since x represents the number of days.
The equation relating x and y is y 0.30x 250. We will substitute 274 for
y and solve for x.
y 0.30x 250
274 0.30x 250
24 0.30x
80 x
It will take 80 days for her hair to grow to a length of 274 mm.
Answers to You Try Exercises

1) a) yes b) no c) yes 2) (5, 8)
3) a) (5, 2), (12, 32 ) , (5, 7), (14, 52 ) b) (3, 1), (3, 3), (3, 8)
4) a) b) c) d) e) f) 5) (0, 1), (1, 4), (2, 5)
y y
5 5
(2, 4) (1, 72 ) ( 1, 4)
(0, 1)
(3, 1)
(2, 0)
x x
5 5 5 5
(4, 3)
(0, 5) (2, 5)
5 5
Boost your grade Practice NetTutor e-Professors Videos

4.1 Exercises at mathzone.com! Problems Self-Test
Objectives 1 and 2
16) x 12y 7; a , b
3
1) Explain the difference between a linear equation in 4
one variable and a linear equation in two variables.
Give an example of each. 17) y 4; (9, ) 18) x 0; ( , 14)
2) True or False: x2 6y 5 is a linear equation in Complete the table of values for each equation.
two variables. 19) y 3x 4 20) y 5x 3
Determine if each ordered pair is a solution of the given
x y x y
equation.
0 0
3) 7x 2y 4; (2, 5) 4) 3x 5y 1; (2, 1) 1 1
5) 2x y 13; (8, 3) 6) 4x 7y 4; (8, 4) 2 1
1 2
7) y 5x 6; (3, 11) 8) x y 9; (4, 5)
3 21) y 12x 10 22) y 9x
9) y x 19; (10, 4)
2
x y x y
2
10) 5y x 2; (12, 2) 11) x 13; (5, 13) 0 0
3 5
1

12) y 6; (7, 6) 2 6
2 63
Objective 3 46 15
Complete the ordered pair for each equation.
23) 3x y 8 24) 4x 5y 11
13) y x 6; (9, ) 14) y 6x 7; (2, )
15) 2x 15y 13; a , b

video 3 x y x y
4 0 0
0 0
5 1
7 1
25) x 5 26) y 7 Graph each ordered pair.

35) (3, 5) 36) (4, 5)
x y x y
37) (2, 1) 38) (5, 2)
0 0
4 6 39) (2, 0) 40) (0, 3)
1 5
8 13 41) (0, 5) 42) (3, 0)
43) a , 1b 44) a5, b

7 9
27) Explain, in words, how to complete the table of values 2 2
for x 12.
45) a3, b 46) a4, b
5 5
3 8
x y
47) a , b 48) a0, b
11 1 17
0
3 8 2 6
5
Objectives 3 and 4
28) Explain, in words, how to complete the ordered pair Complete the table of values for each equation, and plot the
( , 6) for y x 1. points.
video
49) y 4x 3 50) y 2x 5
Objective 4
Name each point with an ordered pair, and identify the x y x y
quadrant in which each point lies. 0 0
29) y 0 1
2 0
C 5
7 4
A 51) y x 52) y x
E
x
5 5 x y x y
F 0 0
D B 4 1
5
2 3
3 5
30) y
53) 3x 2y 6 54) 4x 3y 12
5
B
x y x y
A F 0 0
D 0 0
x
5 5 3 1
3 8
E
C 55) x 6 56) y 2 0
5
x y x y
Graph each ordered pair and explain how you plotted the
points. 0 0
5 1
31) (6, 2) 32) (3, 4) 2 4
4 2
33) (1, 4) 34) (2, 3)
5 1 a) Write the information as ordered pairs (x, y),

57) y x 2 58) y x 3 where x represents the age of the driver and y
4 2
represents the number of drivers involved in fatal
x y x y motor vehicle accidents.
0 0 b) Label a coordinate system, choose an appropriate

4 2 scale, and graph the ordered pairs.
8 4 c) Explain the meaning of the ordered pair
1 1 (18,1600) in the context of the problem.
70) The number of pounds of potato chips consumed per
video 2 person is given in the table.
59) For y x 7,
3
a) find y when x 3, x 6, and x 3. Write the Year Pounds of Chips
results as ordered pairs. 1998 14.8
1999 15.9
b) find y when x 1, x 5, and x 2. Write the
2000 16.0
results as ordered pairs.
2001 17.6
c) why is it easier to find the y-values in part a) than 2002 17.0
in part b)?
(Source: U.S. Dept. of Agriculture)
60) What ordered pair is a solution to every linear equa-
tion of the form y mx where m is a real number? a) Write the information as ordered pairs, (x, y),
where x represents the year and y represents the
Fill in the blank with positive, negative, or zero. number of pounds of potato chips consumed per
61) The x-coordinate of every point in quadrant I is person.
_____________. b) Label a coordinate system, choose an appropriate
62) The y-coordinate of every point in quadrant I is scale, and graph the ordered pairs.
_____________. c) Explain the meaning of the ordered pair
63) The y-coordinate of every point in quadrant II is (1999, 15.9) in the context of the problem.
_____________. 71) Hortons Party Supplies rents a moon jump for $100
64) The x-coordinate of every point in quadrant III is plus $20 per hour. This can be described by the
_____________. equation
65) The y-coordinate of every point in quadrant IV is y 20x 100

_____________. where x represents the number of hours and y repre-
66) The x-coordinate of every point in quadrant II is sents the cost.
_____________. a) Complete the table of values, and write the infor-
67) The x-coordinate of every point on the y-axis is mation as ordered pairs.
_____________.
x y
68) The y-coordinate of every point on the x-axis is
_____________ 1
3
Objective 5 4
video 6
69) The number of drivers involved in fatal vehicle
accidents in 2002 is given in the table.
b) Label a coordinate system, choose an appropriate
Age Number of Drivers scale, and graph the ordered pairs.
16 1300 c) Explain the meaning of the ordered pair (4, 180)
17 1300 in the context of the problem.
18 1600
19 1500
(Source: National Safety Council)

Section 4.2 Graphing by Plotting Points and Finding Intercepts 237
d) Look at the graph. Is there a pattern indicated by b) Label a coordinate system, choose an appropriate
the points? scale, and graph the ordered pairs.
e) For how many hours could a customer rent the c) Explain the meaning of the ordered pair
moon jump if she had $280? (20,1240) in the context of the problem.
72) Kelvin is driving from Los Angeles to Chicago to go d) Look at the graph. Is there a pattern indicated by
to college. His distance from Los Angeles is given by the points?
the equation
e) What does the 62 in y 62x represent?
y 62x
f) How many hours of driving time will it take for
where x represents the number of hours driven, and y Kelvin to get to Chicago if the distance between
represents his distance from Los Angeles. L.A. and Chicago is about 2034 miles? (Round to
the nearest hour.)
a) Complete the table of values, and write the
information as ordered pairs.
x y
3
8
15
20
Section 4.2 Graphing by Plotting Points and Finding Intercepts

Objectives In Section 4.1, we discussed completing a table of values for a linear equation in two
1. Graph a Linear variables. Shown next is a completed table of values for 4x y 5.
Equation in Two
Variables by
Plotting Points x y
2. Graph a Linear 2 3
Equation in Two 0 5
Variables by 1 1
Finding the
Intercepts
3. Graph Linear Each of the ordered pairs (2, 3), (0, 5) , and (1, 1) is a solution to the equation
Equations of the 4x y 5. But, how many solutions does 4x y 5 have? Like all linear equa-
Forms x c and tions in two variables, it has an infinite number of solutions, and the solutions are
yd ordered pairs.
4. Model Data with a
Linear Equation
Every linear equation in two variables has an infinite number of solutions, and the solutions
are ordered pairs.
How can we represent these solutions? We can represent them with a graph, and that
graph is a line.
The graph of a linear equation in two variables, Ax By C, is a straight line. Each point on
the line is a solution to the equation.
Lets go back to the last equation, add two more points to the table of values, and graph
the line.
1. Graph a Linear Equation in Two Variables by Plotting Points
Example 1
Complete the table of values and graph 4x y 5.
x y
2 3
0 5
1 1
1
0
Solution
When x 1, we get 4x y 5
4(1) y 5 Substitute 1 for x.
4 y 5
y 9
y 9 Solve for y.
When y 0, we get 4x y 5
4x 0 5 Substitute 0 for y.
4x 5
5
x Solve for x.
4
The completed table of values is
x y
2 3
0 5
1 1
1 9
5
0
4
This gives us the ordered pairs (2, 3), (0, 5) , (1, 1) , (1, 9) , and a , 0b.
5
4
Each is a solution to the equation 4x y 5.
Plot the points.
y
(2, 3)
54 , 0
x
9 9
(1, 1)
(0, 5)
(1, 9) 9
The points we have plotted lie on a straight line. We draw the line through these
points to get the graph.
y
4x y 5
(2, 3)
( 54 , 0) x
9 9
(1, 1)
(0, 5)
(1, 9) 9
The line represents all solutions to the equation 4x y 5. Every point on the line
is a solution to the equation. The arrows on the ends of the line indicate that the line
extends indefinitely in each direction. Although it is true that we need to find only
two points to graph a line, it is best to plot at least three as a check.
You Try 1
Complete the table of values and graph x 2y 3.
x y
1 1
3 0
0
2
5
Example 2
Graph x 2y 4.
Solution
We will find three ordered pairs that satisfy the equation. Lets complete a table of
values for x 0, y 0, and x 2.
x y
x 0: x 2y 4
(0) 2y 4
0 2y 4
0 y2
2
y 0: x 2y 4 x 2: x 2y 4
x 2(0) 4 (2) 2y 4
x 4 2 2y 4
x 4 2y 6
y3
We get the table of values x y

0 2
4 0
2 3
Plot the points (0, 2), (4, 0) , and (2, 3), and draw the line through them.
y
(2, 3)
x 2y 4 (0, 2)
x
5 (4, 0) 5
5
You Try 2
Graph each line.
a) 3x 2y 6 b) y 4x 8
2. Graph a Linear Equation in Two Variables by

Finding the Intercepts
In Example 2, the line crosses the x-axis at 4 and crosses the y-axis at 2. These points
are called intercepts.
The x-intercept of the graph of an equation is the point where the graph intersects the x-axis.
The y-intercept of the graph of an equation is the point where the graph intersects the y-axis.
What is the y-coordinate of any point on the x-axis? It is zero. Likewise, the x-coordinate
of any point on the y-axis is zero.
y
5
(0, 4)
(2, 0)
x
5 (4, 0) 5
(0, 3)
5
Therefore,
To find the x-intercept of the graph of an equation, let y 0 and solve for x.
To find the y-intercept of the graph of an equation, let x 0 and solve for y.
Finding intercepts is very helpful for graphing linear equations in two variables.
Example 3
1
Graph y x 1 by finding the intercepts and one other point.
2
Solution
We will begin by finding the intercepts.
x-intercept: Let y 0, and solve for x.

1
y x1
2
1
0 x1
2
1
1 x
2
2 x Multiply both sides by 2 to solve for x.
The x-intercept is (2, 0) .
y-intercept: Let x 0, and solve for y.

1
y x1
2
1
y (0) 1
2
y01
y 1
The y-intercept is (0, 1) .
1
We must find another point. Lets look closely at the equation y x 1. The
2
1
coefficient of x is . If we choose a value for x that is a multiple of 2 (the
2
1
denominator of the fraction), then x will not be a fraction.
2
1
Let x 2. y x1
2
1
y (2) 1
2
y 1 1
y 2
The third point is (2, 2) .
Plot the points, and draw the line through them.

y
x-intercept
(2, 0) y-intercept
x
5 (0, 1) 5
(2, 2)
1
y 2x 1
5
You Try 3
Graph y 3x 6 by finding the intercepts and one other point.
3. Graph Linear Equations of the Forms x c and y d

Remember from Section 4.1 that x c is a linear equation since it can be written in
the form x 0y c. The same is true for y d . It can be written as 0x y d .
Lets see how we can graph these equations.
Example 4
Graph x 3.
Solution
The equation is x 3. (This is the same as x 0y 3.) x 3 means that no mat-
ter the value of y, x always equals 3. We can make a table of values where we choose
any value for y, but x is always 3.
5
x3
x y
3 0 (3, 1)
x
3 1 5 (3, 0) 5
3 2 (3, 2)
5
Plot the points, and draw a line through them. The graph of x 3 is a vertical line.
We can generalize the result as follows:
If c is a constant, then the graph of x c is a vertical line going through the point (c, 0).
You Try 4
Graph x 4.
Example 5
Graph y 2.
Solution
The equation y 2 is the same as 0x y 2, therefore it is linear. y 2
means that no matter the value of x, y always equals 2. Make a table of values
where we choose any value for x, but y is always 2.
y
x y
0 2
x
2 2 5 5
(0, 2)
2 2
(2, 2) (2, 2) y 2
5
Plot the points, and draw a line through them. The graph of y 2 is a horizontal line.
We can generalize the result as follows:
If d is a constant, then the graph of y d is a horizontal line going through the point (0, d).
You Try 5
Graph y 1.
4. Model Data with a Linear Equation

Linear equations are often used to model (or describe mathematically) real-world data.
We can use these equations to learn what has happened in the past or predict what will
happen in the future.
Example 6
The average cost of college tuition at private, 4-year institutions can be modeled by
y 464.2x 9202
where x is the number of years after 1983 and y is the average tuition, in dollars.
(Source: The College Board)
a) Find the y-intercept of the graph of this equation and interpret its meaning.
b) Find the approximate cost of tuition in 1988, 1993, and 1998. Write the infor-
mation as ordered pairs.
c) Graph y 464.2x 9202.

d) Use the graph to approximate the average cost of tuition in 2003. Is this the
same result as when you use the equation to estimate the average cost?
Solution
a) To find the y-intercept, let x 0.
y 464.2(0) 9202
y 9202
The y-intercept is (0, 9202). What does this represent?

The problem states that x is the number of years after 1983. Therefore, x 0
represents zero years after 1983, which is the year 1983.
The y-intercept (0, 9202) tells us that in 1983 the average cost of tuition at a pri-
vate 4-year institution was $9202.
b) The approximate cost of tuition in
1988: First, realize that x 1988. x is the number of years after 1983. Since
1988 is 5 years after 1983, x 5. Let x 5 in y 464.2x 9202.
y 464.2(5) 9202
y 2321 9202
y 11,523
In 1988, the approximate cost of college tuition at these schools was

$11,523. We can write this information as the ordered pair (5, 11,523).
1993: Begin by finding x. 1993 is 10 years after 1983, so x 10.
y 464.2(10) 9202
y 4642 9202
y 13,844
In 1993, the approximate cost of college tuition at private 4-year schools

was $13,844.
The ordered pair (10, 13,844) can be written from this information.
1998: 1998 is 15 years after 1983, so x 15.
y 464.2(15) 9202
y 6963 9202
y 16,165
The average cost of college tuition was approximately $16,165 in 1998.

This can be represented by the ordered pair (15, 16,165).
c) We will plot the points (0, 9202), (5, 11,523), (10, 13,844), and (15, 16,165).
Label the axes, and choose an appropriate scale for each.
The x-coordinates of the ordered pairs range from 0 to 15, so we will let each
mark in the x-direction represent 3 units.
The y-coordinates of the ordered pairs range from 9202 to 16,165. We will let
each mark in the y-direction represent 1000 units.
Average College Tuition at

Private 4-Year Schools
y
20,000
19,000
18,000
College tuition, in dollars

17,000
16,000 (15, 16165)
15,000
14,000 (10, 13844)
13,000
12,000
(5, 11523)
11,000
10,000
9000 (0, 9202)
x
3 6 9 12 15 18 21 24
Number of years
after 1983
d) Using the graph to estimate the cost of tuition in 2003, we locate x 20 on the
x-axis since 2003 is 20 years after 1983. When x 20 and we move straight up
the graph to y 18,500. Our approximation from the graph is $18,500.
If we use the equation and let x 20, we get
y 464.2x 9202
y 464.2(20) 9202
y 9284 9202
y 18,486
From the equation we find that the cost of college tuition at private 4-year schools
was about $18,486. The numbers are not exactly the same, but they are close.
Using Technology
A graphing calculator can be used to graph an equation and to verify information that we
1
find using algebra.We will graph the equation y x 2 and then find the intercepts
2
both algebraically and using the calculator.
First, we need to set the viewing window.This is the portion of the rectangular coordinate
system that will show on the screen.We will set the window so that the screen shows the
x-axis and y-axis from 5 to 5, with the scale set at 1.
Press WINDOW to set the window.
Next, enter the equation into the calculator. To enter an equation, it must be solved for
1 1
y in terms of x. To enter y x 2, press Y= then enter x 2, as shown next
2 2
on the left.Then press GRAPH to see the graph of the equation.
1
1. Find, algebraically, the y-intercept of the graph of y x 2. Is it consistent with
2
the graph of the equation? [(0, 2); yes, consistent]
1
2. Find, algebraically, the x-intercept of the graph of y x 2. Is it consistent with
2
the graph of the equation? [(4, 0); yes, consistent]
Now lets find the intercepts using the ZOOM and TRACE features on the graphing
calculator.
Press ZOOM , then the down arrow to highlight 4:ZDecimal, and then press ENTER .
The calculator will display the graph again, with a slightly different viewing window. Press
TRACE and use the arrow keys to move the cursor along the line.When the cursor is at
the point where the graph crosses the y-axis, the screen displays (0, 2) as shown next on
the left. Use the arrow key to move the cursor to the point where the line crosses the
x-axis.The calculator displays (4, 0), as shown next on the right.This is consistent with the
intercepts found in 1 and 2, using algebra.
Use algebra to find the x- and y-intercepts of the graph of each equation.Then, use the
graphing calculator to verify your results.
1. y 3x 3 2. y 2x 4 3. 5x 2y 10
4. 3x 2y 6 5. 3y 4x 3 6. 2x 5y 5

1) (0, 32 ) , (7, 2), (5, 1) y
(7, 2)
(5, 1)
(3, 0)
x
7 (1, 1) 7
x 2y 3
(0, 32 )
7
2) a) y b) y
5 3
y 4x 8
(0, 3)
x
(2, 0)
x 2 (2, 0) 5
5 5
(4, 3)
(1, 4)
5 3x 2y 6
(0, 8)
10
3) (2, 0) , (0, 6), (1, 3); Answers may vary. y
6
(0, 6)
(1, 3)
(2, 0)
x
6 6
y 3x 6
6
4) y 5) y
5 5
x 4
(4, 1) (2, 1) (0, 1) y1

(4, 0) (2, 1)
x x
5 (4, 1) 5 5 5
5 5
Answers to Technology Exercises

1. (1, 0), (0, 3) 2. (2, 0) , (0, 4) 3. (2, 0), (0, 5) 4. (2, 0), (0, 3)
5. a , 0b, (0, 1) 6. a , 0b, (0, 1)

3 5
4 2

Objective 1 Graph each equation by finding the intercepts and at least

1) Every linear equation in two variables has how many one other point.
solutions? 13) y 2x 6 14) y x 3
video
2) The graph of a linear equation in two variables is a 15) 3x 4y 12 16) 5x 2y 10
_________.
1 2
Complete the table of values and graph each equation. 17) x y1 18) x y 8
4 3
3) y 3x 1 4) y 2x 5
19) 2x 3y 6 20) x 4y 6
video
x y x y 21) y x 22) y x
0 0 23) 5y 2x 0 24) x 3y 0
1 1 video
25) x 5 26) y 1
2 2
1 3 27) y 0 28) x 0
5
29) y 3 0 30) x 0
2 5 2
5) y x 4 6) y x 6
3 2 31) x 3y 8 32) 6x y 7
x y x y Objective 4
0 0 Solve each application. See Example 6.
video
3 2 33) Concern about the Leaning Tower of Pisa in Italy led
3 2 engineers to begin reinforcing the structure in the
6 4 1990s. The number of millimeters the tower was
straightened can be described by
7) 3x 6y 9 8) 4x 1 y
y 1.5x
x y x y
0 0
0 0
4 5
1 2
5
3
9) y 4 0 10) x
2
x y x y
0 5
3 0
1 1
2 2 where x represents the number of days engineers
worked on straightening the tower and y represents the
number of millimeters (mm) the tower was moved
Objectives 13
toward vertical. (In the end, the tower will keep some
11) Explain how to find the y-intercept of the graph of an of its famous lean.) (Source: Reuters-9/7/2000)
equation.
a) Make a table of values using x 0, 10, 20, and
12) Explain how to find the x-intercept of the graph of an 60, and write the information as ordered pairs.
equation.
b) Explain the meaning of each ordered pair in the
context of the problem.
c) Graph the equation using the information in a). a) From the graph, estimate the pressure at the
Use an appropriate scale. following altitudes: 0 ft (sea level), 1000 ft,
d) Engineers straightened the Leaning Tower of Pisa 3500 ft, and 5000 ft.
a total of about 450 mm. How long did this take? b) Determine the barometric pressures at the same
34) The blood alcohol percentage of a 180-lb male can be altitudes in a) using the equation. Are the num-
modeled by bers close?
y 0.02x c) Graph the line that models the data given on the
original graph. Use an appropriate scale.
where x represents the number of drinks consumed
(1 drink 12 oz of beer, for example) and y repre- d) Can we use the equation y 0.001x 29.86
sents the blood alcohol percentage. (Source: Taken from to determine the pressure at 10,000 ft? Why or
data from the U.S. Department of Health and Human Services)
why not?
a) Make a table of values using x 0, 1, 2, and 4, 36) The following graph shows the actual per-pupil spend-
and write the information as ordered pairs. ing on education in the state of Washington for the
school years 19942003.
b) Explain the meaning of each ordered pair in the
Per-pupil spending on education
context of the problem. in the state of Washington
c) Graph the equation using the information in a). y
Use an appropriate scale.
Per-pupil spending, in dollars

10,000
d) If a 180-lb male had a blood alcohol percentage 9500
of 0.12, how many drinks did he have? 9000
8500
35) The relationship between altitude (in feet) and 8000
barometric pressure (in inches of mercury) can be 7500
modeled by 7000
6500
y 0.001x 29.86 6000
x
for altitudes between sea level (0 ft) and 5000 ft. 0 1 2 3 4 5 6 7 8
x represents the altitude and y represents the Year
barometric pressure. (Source: From data taken from
www.engineeringtoolbox.com) Algebraically, this can be modeled by
Altitude and pressure y 298.3x 6878.95
30.00
where x represents the number of years after the
29.80 19941995 school year. (So, x 0 represents the
29.60 19941995 school year, x 1 represents the
29.40
29.20 19951996 school year, etc.). y represents the per-
29.00 pupil spending on education, in dollars. (www.effwa.org)
Barometric pressure (in in. of mercury)
28.80
28.60 a) From the graph, estimate the amount spent per
28.40
28.20
pupil during the following school years:
28.00 19941995, 19971998, and 20012002.
27.80
27.60 b) Determine the amount spent during the same
27.40 school years as in a) using the equation. How do
27.20
27.00 these numbers compare with the estimates from
26.80 the graph?
26.60
26.40
26.20
26.00
25.80
25.60
25.40
25.20
25.00
24.80
0
0 500 1000 1500 2000 2500 3000 3500 4000 4500 5000
Altitude (in feet)
Section 4.3 The Slope of a Line 251
Section 4.3 The Slope of a Line

Objectives 1. Understand the Concept of Slope
1. Understand the In Section 4.2, we learned to graph lines by plotting points. You may have noticed that
Concept of Slope some lines are steeper than others. Their slants are different too.
2. Find the Slope of a
Line Given Two y y y
y Slants up
Points on the Line
3. Use Slope to Solve Horizontal
Vertical
Applied Problems
x x x x
4. Find the Slope of
Horizontal and Slants
Vertical Lines down
5. Use Slope and One

Point on a Line to
Graph the Line
We can describe the steepness of a line with its slope.
The slope of a line measures its steepness. It is the ratio of the vertical change in y to the
horizontal change in x. Slope is denoted by m.
We can also think of slope as a rate of change. Slope is the rate of change between two
points. More specifically, it describes the rate of change in y to the change in x.
3
For example, if a line has a slope of , then the rate of change between two points
5
on the line is a vertical change (change in y) of 3 units for every horizontal change
4
(change in x) of 5 units. If a line has a slope of 4, or , then the rate of change between
1
two points on the line is a vertical change (change in y) of 4 units for every horizontal
change (change in x) of 1 unit.
y y 1
unit
5 6 (2, 6)
5
units 4 units
(3, 2)
3 units (1, 2)
x
5 5
x
(2, 1) 6 6
5
6
3 d vertical change 4 d vertical change

Line with slope Line with slope 4 or
5 d horizontal change 1 d horizontal change
As the magnitude of the slope gets larger the line gets steeper.
Here is an application of slope.
Example 1
A sign along a highway through the Rocky Mountains looks like this:
7%
What does this mean?
Solution
7 7
Percent means out of 100. Therefore, we can write 7% as . We can interpret
100 100
as the ratio of the vertical change in the road to horizontal change in the road.
a The slope of the road is
7
.b
100
7 Vertical change
m
100 Horizontal change
The highway rises 7 ft for every 100 horizontal feet.
You Try 1
7
The slope of a skateboard ramp is where the dimensions of the ramp are in inches.What
16
does this mean?
2. Find the Slope of a Line Given Two Points on the Line

Here is line L. The points (x1, y1) and (x2, y2) are two points on line L. We will find the
ratio of the vertical change in y to the horizontal change in x between the points
(x1, y1 ) and (x2, y2 ).
y Horizontal
5 distance
x2 x1
Vertical P(x1, y2)

distance (x2, y2)
y2 y1 (x1, y1)
x
5 5
To get from (x1, y1) to (x2, y2), we move vertically to point P then horizontally to (x2, y2).
The x-coordinate of point P is x1 [the same as the point (x1, y1)], and the y-coordinate of
P is y2 [the same as (x2, y2)].
When we moved vertically from (x1, y1) to point P(x1, y2), how far did we go? We
moved a vertical distance y2 y1.
The vertical change is y2 y1 and is called the rise.
Then we moved horizontally from point P(x1, y2) to (x2, y2). How far did we go? We
moved a horizontal distance x2 x1.
The horizontal change is x2 x1 and is called the run.
We said that the slope of a line is the ratio of the vertical change (rise) to the horizon-
tal change (run). Therefore,
The slope (m) of a line containing the points (x1, y1) and (x2, y2) is given by
vertical change y2 y1
m
horizontal change x2 x1
We can also think of slope as:
rise change in y
or .
run change in x
Lets look at some different ways to determine the slope of a line.

Example 2
Determine the slope of each line.
a) y b) y
6 6
B(4, 6)
A(2, 3)
A(1, 2)
x x
6 6 6 6
B(4, 1)
6 6
Solution
a) We will find the slope in two ways.
i) First, we will find the vertical change and the horizontal change by counting
these changes as we go from A to B.
y
2 units
6
B(4, 6)
3 units Vertical change (change in y) from
A(2, 3) A to B: 3 units
Horizontal change (change in x) from
6 6
x A to B: 2 units
change in y 3 3
Slope or m
change in x 2 2
6
ii) We can also find the slope using the formula.

Let (x1, y1) (2, 3) and (x2, y2) (4, 6).
y2 y1 63 3
m .
x2 x1 42 2
You can see that we get the same result either way we find the slope.
b) i) First, find the slope by counting the vertical change and horizontal change
as we go from A to B.
y
5 Vertical change (change in y) from

A to B: 3 units
A(1, 2) Horizontal change (change in x) from
3 units A to B: 5 units
B(4, 1)
x
5 5 change in y 3 3
Slope
5 units change in x 5 5
3
or m
5 5
ii) We can also find the slope using the formula.

Let (x1, y1) (1, 2) and (x2, y2) (4, 1).
y2 y1 1 2 3 3
m .
x2 x1 4 112 5 5
Again, we obtain the same result using either method for finding the slope.
3 3 3 3
The slope of can be thought of as , , or .
5 5 5 5
You Try 2
Determine the slope of each line by
a) counting the vertical change and horizontal change. b) using the formula.
a) y b) y
5 (4, 6) 6
(4, 3)
x
5 5 (2, 0)
x
(3, 1) 6 6
5
6
Notice that in Example 2a), the line has a positive slope and slants upward from left
to right. As the value of x increases, the value of y increases as well. The line in 2b)
has a negative slope and slants downward from left to right. Notice, in this case, that
as the line goes from left to right, the value of x increases while the value of y decreases.
We can summarize these results with the following general statements.
A line with a positive slope slants upward from left to right. As the value of x increases, the
value of y increases as well.
A line with a negative slope slants downward from left to right. As the value of x increases,
the value of y decreases.
3. Use Slope to Solve Applied Problems
Example 3
The graph models the number of students at DeWitt High School from 2000 to 2006.
Number of Students at
DeWitt High School
y
(2006, 1780)
1800
1700
Number
1600
1500
1400
1300
(2000, 1276)
1200
x
2000 2002 2004 2006
Year
a) How many students attended the school in 2000? in 2006?

b) What does the sign of the slope of the line segment mean in the context of the
problem?
c) Find the slope of the line segment, and explain what it means in the context of
the problem.
Solution
a) We can determine the number of students by reading the graph. In 2000, there
were 1276 students, and in 2006 there were 1780 students.
b) The positive slope tells us that from 2000 to 2006 the number of students was
increasing.
c) Let (x1, y1) (2000, 1276) and (x2, y2) (2006, 1780).
y2 y1 1780 1276 504

Slope 84
x2 x1 2006 2000 6
The slope of the line is 84. Therefore, the number of students attending DeWitt
High School between 2000 and 2006 increased by 84 per year.
4. Find the Slope of Horizontal and Vertical Lines
Example 4
Find the slope of the line containing each pair of points.
a) (1, 2) and (3, 2) b) (3, 4) and (3, 1)
y
Solution
5
a) Let (x1, y1) (1, 2) and (x2, y2) (3, 2).
y2 y1 22 0 (1, 2) (3, 2)

m 0
x2 x1 3 (1) 4
x
5 5
If we plot the points, we see that they lie on a
horizontal line. Each point on the line has a
y-coordinate of 2, so y2 y1 always equals zero.
The slope of every horizontal line is zero. 5
b) Let (x1, y1 ) (3, 4) and (x2, y2 ) (3, 1) .
y2 y1 1 4 5
m undefined
x2 x1 3 (3) 0
y
We say that the slope is undefined. Plotting
5
these points gives us a vertical line. Each point (3, 4)
on the line has an x-coordinate of 3, so
x2 x1 always equals zero.
The slope of every vertical line is undefined.
x
5 5
(3, 1)
5
You Try 3
Find the slope of the line containing each pair of points.
a) (5, 8) and (2, 8) b) (4, 6) and (4, 1)
The slope of a horizontal line, y d, is zero.The slope of a vertical line, x c, is undefined.

(c and d are constants.)
5. Use Slope and One Point on a Line to Graph the Line

We have seen how we can find the slope of a line given two points on the line. Now,
we will see how we can use the slope and one point on the line to graph the line.
Example 5
Graph the line containing the point
7
a) (2, 5) with a slope of . b) (0, 4) with a slope of 3.
2
Solution
7
a) The line contains the point (2, 5) and has a slope of .
2
i) Begin by plotting the point. ii) Analyze the slope. What does it mean?
y
7 change in y
5 m
2 change in x
To get from the point (2, 5) to

another point on the line, we will
x
5 5 move up 7 units in the y-direction
and right 2 units in the x-direction
from (2, 5) .
(2, 5)
5
iii) Start at the point (2, 5) and use the slope to plot another point on the line.
y
2 units
x
5 Up 5
7 units
(2, 5)
5
iv) Draw a line through the two points.

b) The line contains the point (0, 4) with a slope of 3.
i) Begin by plotting the point (0, 4).
change in y
ii) What does the slope, m 3, mean? Since the slope describes ,
change in x
3 3 3
we will think of the slope as a fraction. We can write 3 as or or .
1 1 1
Since we are using the slope to help us plot another point, we want to apply
the negative sign to either the numerator or denominator. We will apply it to
the numerator.
3 change in y
m 3
1 change in x
To get from (0, 4) to another point on the line, we will move down 3 units in
the y-direction (since we have 3 in the numerator) and right 1 unit in the
positive x-direction.
iii) Start at the point (0, 4) and use the slope to plot another point on the line.
This is the point (1, 1).
y
5
(0, 4)
Down
3 units
(1, 1)
x
5 1 unit 5
5
iv) Draw a line through the points.
You Try 4
Graph the line containing the point
2
a) (1, 1) with a slope of . b) (0, 5) with a slope of 3.
3
c) (2, 2) with an undefined slope.
Using Technology
When we look at the graph of a linear equation, we should be able to estimate its slope.
Use the equation y x as a guideline.
Step 1: Graph the equation y x.
We can make the graph a thick line (so we can tell it apart from the others) by moving
the arrow all the way to the left and hitting enter:
Step 2: Keeping this equation, graph the equation y 2x:
a. Is the graph steeper or flatter than the graph of y x?

b. Make a guess as to whether y 3x will be steeper or flatter than y x.Test
your guess by graphing y 3x.
Step 3: Clear the equation y 2x and graph the equation y 0.5x:
a. Is the graph steeper or flatter than the graph of y x?

b. Make a guess as to whether y 0.65x will be steeper or flatter than y x.
Test your guess by graphing y 0.65x.
Step 4: Test similar situations, except with negative slopes: y x
Did you notice that we have the same relationship, except in the opposite direction?
That is, y 2x is steeper than y x in the positive direction, and y 2x is steeper than
y x, but in the negative direction. And y 0.5x is flatter than y x in the positive
direction, and y 0.5x is flatter than y x, but in the negative direction.

4
1) The ramp rises 7 in. for every 16 horizontal inches. 2) a) m b) m 1
7
3) a) m 0 b) undefined
4) a) y b) y
5 5
(2, 3)
(1, 1)
x x
5 5 5 5
(4, 1)
(1, 2)
5 5 (0, 5)
c) y
(2, 2)
x
5 5
5

video
Objective 1 7) y
1) Explain the meaning of slope. 5
2) Describe the slant of a line with a positive slope.

3) Describe the slant of a line with a negative slope.
4) The slope of a horizontal line is ________. x
5 5
5) The slope of a vertical line is ________.
6) If a line contains the points (x1, y1) and (x2, y2), write
the formula for the slope of the line. 5
Objectives 2 and 4 8)
y
Determine the slope of each line by 5
a) counting the vertical change and the horizontal

change as you move from one point to the other
on the line
x
and 5 5
b) using the slope formula. (See Example 2.)
5
9) y 13) y
5 5
x x
5 5 5 5
5
5
10) y y
14)
5 5
x x
5 5 5 5
5
5
11) y
15) Graph a line with a positive slope and a negative
5 x-intercept.
16) Graph a line with a negative slope and a positive
y-intercept.
x
Use the slope formula to find the slope of the line contain-
5 5 ing each pair of points.
17) (3, 2) and (9, 5) 18) (4, 1) and (0, 5)
19) (2, 8) and (2, 4) 20) (3, 2) and (1, 6)
5
21) (9, 2) and (0, 4) 22) (5, 1) and (2, 4)
video
12) y 23) (3, 5) and (1, 5) 24) (4, 4) and (4, 10)
5 25) (3, 2) and (3, 1) 26) (0, 7) and (2, 7)
27) a , b and a , b 28) a , b and a , 4b

3 1 1 1 3 7 1
8 3 2 4 2 3 3
x 29) (1.7, 1.2) and (2.8, 10.2)
5 5
30) (4.8, 1.6) and (6, 1.4)
5
Objective 3 34) The graph shows the approximate number of babies

31) The slope of a roof is sometimes referred to as a pitch. (in thousands) born to teenage girls from 19972001.
A garage roof might have a 10-12 pitch. The first (Source: U.S. Census Bureau)
number refers to the rise of the roof, and the second Number of Births
number refers to how far over you must go to attain y
that rise (the run).
500
Number (in thousands)

490
Rise 480
Run 470
460
450
440
430
a) Find the slope of a roof with a 10-12 pitch. 420
x
b) Find the slope of a roof with an 8-12 pitch. 1997 1998 1999 2000 2001
Year
c) If a roof rises 8 in. in a 2-ft run, what is the slope
of the roof? How do you write the slope in x-12 a) Approximately how many babies were born to
pitch form? teen mothers in 1997? in 1998? in 2001?
32) George will help his dad build a wheelchair ramp for b) Without computing the slope, determine whether
his grandfathers house. Find the slope of the ramp. it is positive or negative.
c) What does the sign of the slope mean in the con-
text of the problem?
9 in.
90 in. d) Find the slope of the line segment, and explain
video
what it means in the context of the problem.
33) Melissa purchased a new car in 2000. The graph
shows the value of the car from 20002004. Objective 5
Value of the Car Graph the line containing the given point and with the
y given slope.
5 1
$22,000 35) (3, 2) ; m 36) (1, 3); m
2 4
$18,000
1 2
37) (1, 4) ; m 38) (4, 2) ; m
$14,000 3 7
Value
2 3
$10,000
39) (4, 5); m 40) (2, 1) ; m
3 2
$6000
41) (5, 1) ; m 3 42) (3, 5) ; m 2
$2000
x
43) (0, 3) ; m 1 44) (0, 4); m 3
2000 2002 2004 video
45) (6, 2); m 4 46) (2, 5); m 1
Year
47) (2, 1) ; m 0 48) (3, 3) ; m 0
a) What was the value of the car in 2000?
49) (4, 0); slope is undefined
b) Without computing the slope, determine whether
it is positive or negative. 50) (1, 6); slope is undefined
c) What does the sign of the slope mean in the con- 51) (0, 0); m 1
text of this problem? 52) (0, 0); m 1
d) Find the slope of the line segment, and explain
what it means in the context of the problem.
Section 4.4 The Slope-Intercept Form of a Line 263
Section 4.4 The Slope-Intercept Form of a Line

Objectives In Section 4.1, we learned that a linear equation in two variables can be written in the
1. Define the Slope- form Ax By C (this is called standard form), where A, B, and C are real num-
Intercept Form of bers and where both A and B do not equal zero. Equations of lines can take other
a Line forms, too, and we will look at one of those forms in this section.
2. Graph a Line
Expressed in Slope-
1. Define the Slope-Intercept Form of a Line
Intercept Form We know that if (x1, y1) and (x2, y2) are points on a line, then the slope of the line is
Using the Slope
and y-Intercept y2 y1
m
3. Rewrite an x2 x1
Equation in Slope-
Intercept Form and Recall that to find the y-intercept of a line, we let x 0 and solve for y. Let one of the
Graph the Line points on a line be the y-intercept (0, b), where b is a number. Let another point on the
line be (x, y).
Since we will be using the slope formula
let (0, b) represent (x1, y1 ) and

let (x, y) represent (x2, y2 )
Begin with the slope formula and substitute the points (0, b) and (x, y). Then, solve for y.
y2 y1 yb yb
m
x2 x1 x0 x
yb
Solve m for y.
x
yb
mx x Multiply by x to eliminate the fraction.
x
mx y b
mx b y b b Add b to each side to solve for y.
mx b y
OR
y mx b Slope-intercept form
Definition The slope-intercept form of a line is y mx b, where m is the slope and (0, b) is the
y-intercept.
When an equation is in the form y mx b, we can quickly recognize the y-intercept

and slope to graph the line.
2. Graph a Line Expressed in Slope-Intercept Form Using the

Slope and y-Intercept
Example 1
Graph each equation.
4 1
a) y x 2 b) y 3x 4 c) y x
3 2
Solution
y
4
a) Graph y x 2. 5
3
The equation is in slope-intercept form. Identify
the slope and y-intercept. (0, 2)
Down
4 x
y x2 5 4 units 5
3 (3, 2)
4
Slope , y-intercept is (0, 2). Right
3 3 units
5
Graph the line by first plotting the y-intercept

and then by using the slope to locate another
point on the line.
b) Graph y 3x 4. y
The equation is in slope-intercept form. 5

Identify the slope and y-intercept.
Right
y 3x 4 1 unit
Slope 3, y-intercept is (0, 4) . 5 5
x
(1, 1)
Up
Plot the y-intercept first, then use the slope to 3 units
locate another point on the line. Since the slope (0, 4)
3 d change in y 5
is 3, think of it as .
1 d change in x
y
1
c) Graph y x. 5
2
The equation is in slope-intercept form. 1
m 2
Identify the slope and y-intercept.
Right 2
Up 1
1 1 x
y x is the same as y x 0. 5 Down 1
1
5
2 2 Left 2 m 2
1
Slope , y-intercept is (0, 0).
2
5
Plot the y-intercept, then use the slope to locate

another point on the line.
1 1 1
is equivalent to , so we can use as the slope to locate yet another point on
2 2 2
the line.
You Try 1
Graph each line using the slope and y-intercept.
2
a) y x3 b) y 4x 5 c) y x
5
3. Rewrite an Equation in Slope-Intercept Form and Graph the Line

A line is not always written in slope-intercept form. It may be written in standard form
(like 5x 3y 12) or in another form such as 2x 2y 10. We can put equations
like these into slope-intercept form by solving the equation for y.
Example 2
Put each equation into slope-intercept form, and graph.
a) 5x 3y 12 b) 2x 2y 10
Solution
y
a) The slope-intercept form of a line is
y mx b. We must solve the equation for y. 5
(0, 4)
5x 3y 12
Down
3y 5x 12 Add 5x to each side. 5 units
5 x
y x4 Divide each side by 3. 5 5
3 (3, 1)
Right
3 units
5
The slope-intercept form is y x 4. 5
3
5
Slope , y-intercept is (0, 4).
3
5 5 5
We can interpret the slope of as either or . Using either form will
3 3 3
5
give us a point on the line. Here, we will use .
3
b) We must solve 2x 2y 10 for y. y
5
2x 2y 10
2x 10 2y Subtract 10 from each side.
x5y Divide each side by 2.
x
5
The slope-intercept form is y x 5. We can Right 1
5
also think of this as y 1x 5. unit
Up 1 unit (1, 4)
slope 1, y-intercept is (0, 5). 5 (0, 5)
1
aWe could also think of it as
1 d change in y
We will think of the slope as . .b
1 d change in x 1
You Try 2
Put each equation into slope-intercept form, and graph.
a) 8x 4y 12 b) 3x 4 4y
We have learned that we can use different methods for graphing lines. Given the equation of a
line we can
1) make a table of values, plot the points, and draw the line through the points.
2) find the x-intercept by letting y 0 and solving for x, and find the y-intercept by letting
x 0 and solving for y. Plot the points, then draw the line through the points.
3) put the equation into slope-intercept form, y mx b, identify the slope and y-intercept,
then graph the line.

1) a) y b) y
5 5 (0, 5)
(1, 1)
x x
5 5 5 5
(5, 1)
2 y 4x 5
y 5x 3 (0, 3)
5 5
c) y 2) a) y 2x 3 y
5 5
x x
5 5 5 5
(1, 1)
y x
(0, 3)
5 5
3 y
b) y x 1
4 5
(0, 1)
x
5 5
(4, 2)
5

Objectives 1 and 2 Daves Income

I
1) The slope-intercept form of a line is y mx b.
Income (in thousands)

40
What is the slope? What is the y-intercept? 39
38
2) How do you put an equation that is in standard form, 37
Ax By C , into slope-intercept form? 36
35
34
Each of the following equations is in slope-intercept form. 33
Identify the slope and the y-intercept, then graph each line 32
31
using this information. 30
S
video 2 7 20 40 60 80 100
3) y x6 4) y x2 Sales (in thousands)
5 4
5 1 a) What is the I-intercept? What does it mean in the
5) y x 4 6) y x 5 context of this problem?
3 2
3 2 b) What is the slope? What does it mean in the con-
7) y x1 8) y x3 text of the problem?
4 3
c) Use the graph to find Daves income if his total
9) y 4x 2 10) y 3x 1
sales are $80,000. Confirm your answer using the
11) y x 5 12) y x equation.
3 1 3 5 28) Li Mei gets paid hourly in her after-school job. Her
13) y x 14) y x income is given by I 7.50h, where I represents her
2 2 4 2
income in dollars and h represents the number of
15) y 2 16) y 4 hours worked.
Objective 3 Li Meis Income

I
Put each equation into slope-intercept form, if possible,
and graph. 150
Income (in thousands)
135
video
17) x 3y 6 18) 5x 2y 2 120
105
90
19) 12x 8y 32 20) y x 1 75
60
21) x 9 2 22) 5 x 2 45
30
23) 18 6y 15x 24) 20x 48 12y 15
h
25) y 0 26) y 6 1 0 2 4 6 8 10 12 14 16 18 20
video Hours worked
27) Dave works in sales, and his income is a combination of
salary and commission. He earns $34,000 per year plus a) What is the I-intercept? What does it mean in the
5% of his total sales. The equation I 0.05s 34,000 context of the problem?
represents his total annual income, I, in dollars, when his
sales total s dollars. b) What is the slope? What does it mean in the con-
c) Use the graph to find how much Li Mei earns
when she works 14 hr. Confirm your answer
using the equation.
29) The per capita consumption of whole milk in the a) What is the p-intercept? What does it mean in the
United States since 1945 can be modeled by context of the problem?
y 0.59x 40.53 where x represents the number
of years after 1945, and y represents the per capita b) What is the slope? What does it mean in the con-
consumption of whole milk in gallons. text of the problem?
(Source: U.S. Department of Agriculture) c) Use the graph to estimate the value of 600 pesos
Per Capita Consumption in dollars. Then, use the equation to determine
of Whole Milk this number.
y
Write the slope-intercept form for the equation of a line
45 with the given slope and y-intercept.
consumed per person
video
Gallons of milk
35 31) m 4; y-int: (0, 7)

25 32) m 5; y-int: (0, 3)
15
8
33) m ; y-int: (0, 6)
5 5
x 4
0 10 20 30 40 50 60 34) m ; y-int: (0, 1)
Number of years 9
after 1945
1
35) m ; y-int: (0, 5)
a) What is the y-intercept? What does it mean in the 3
context of the problem? 1
36) m ; y-int: (0, 3)
b) What is the slope? What does it mean in the con- 2
37) m 1; y-int: (0, 0)
c) Use the graph to estimate the per capita con- 38) m 1; y-int: (0, 4)
sumption of whole milk in the year 2000. Then,
use the equation to determine this number. 39) m 0; y-int: (0, 2)
30) On a certain day in 2004, the exchange rate between 40) m 0; y-int: (0, 0)
the American dollar and the Mexican peso was given
by p 11.40d, where d represents the number of dol-
lars and p represents the number of pesos.
Dollars and Pesos
p
1200
Mexican pesos
1000
800
600
400
200
d
0 20 40 60 80 100
Dollars
Section 4.5 Writing an Equation of a Line 269
Section 4.5 Writing an Equation of a Line

Objectives The focus of Chapter 4, thus far, has been on graphing lines given their equations. In
1. Rewrite an this section, we will switch gears. Given information about a line, we will write an
Equation in equation of that line.
Standard Form Recall the forms of lines we have discussed so far.
2. Write an Equation 1) Standard Form: Ax By C , where A, B, and C are real numbers and where
of a Line Given both A and B do not equal zero.
Its Slope and We will now set an additional condition for when we write equations of lines
y-Intercept in standard form:
3. Use the Point-Slope A, B, and C must be integers and A must be positive.
Formula to Write
2) Slope-Intercept Form: The slope-intercept form of a line is y mx b, where m
an Equation of a
is the slope, and the y-intercept is (0, b).
Line Given Its
Slope and a Point
on the Line
1. Rewrite an Equation in Standard Form
4. Use the Point-Slope In Section 4.4, we practiced writing equations of lines in slope-intercept form. Here
Formula to Write an we will discuss how to write a line in standard form.
Equation of a Line
Given Two Points
on the Line Example 1
5. Write Equations of Rewrite each linear equation in standard form.
Horizontal and 3 1
Vertical Lines a) 3x 8 2y b) y x
4 6
6. Write a Linear
Equation to Model Solution
Real-World Data a) To write 3x 8 2y in standard form, the x and y terms must be on the
and to Solve an same side of the equation.
Applied Problem
3x 8 2y
3x 2y 8 Subtract 8 from each side.
3x 2y 8 Add 2y to each side.
3x 2y 8 is in standard form.
b) Since an equation Ax By C is considered to be in standard form when A,
3 1
B, and C are integers, the first step in writing y x in standard form is
4 6
to eliminate the fractions.
3 1
y x
4 6
12 y 12 a x b
3 1 Multiply both sides of the equation by 12.
4 6 3 1
This is the LCD of and .
12y 9x 2 4 6
9x 12y 2 Add 9x to each side.
The standard form is 9x 12y 2.

You Try 1
Rewrite each equation in standard form.
1
a) 5x 3 11y b) y x7
3
How to Write an Equation of a Line

Write an equation of a line containing the points (6, 4) and (3, 2) is a type of prob-
lem we will learn to solve in this section.
When we are asked to write an equation of a line, the information we are given
about the line usually comes in one of three forms. We can be told
1) the slope and y-intercept of the line.
or
2) the slope of the line and a point on the line.
or
3) two points on a line.
The way we find an equation of the line depends on the type of information we are
given. Lets begin with number 1.
2. Write an Equation of a Line Given Its Slope and y-Intercept

1) If we are given the slope and y-intercept of a line, use y mx b and substi-
tute those values into the equation.
Example 2
Find an equation of the line with slope 5 and y-intercept (0, 9).
Solution
Since we are told the slope and y-intercept, use y mx b.
m 5 and b9
Substitute these values into y mx b to get y 5x 9.
You Try 2
2
Find an equation of the line with slope and y-intercept (0, 6) .
3
3. Use the Point-Slope Formula to Write an Equation of a

Line Given Its Slope and a Point on the Line
2) If we are given the slope of the line and a point on the line, we can use the
point-slope formula to find an equation of the line.
Point-Slope Formula If (x1, y1) is a point on line L and m is the slope of line L, then the
equation of L is given by
y y1 m(x x1 )
This formula is called the point-slope formula.
The point-slope formula will help us write an equation of a line.We will not express our final
answer in this form.We will write our answer in either slope-intercept form or in standard
form.
Example 3
1
Find an equation of the line containing the point (4, 3) with slope . Express
2
the answer in slope-intercept form.
Solution
First, ask yourself, What kind of information am I given? Since the problem tells
us the slope of the line and a point on the line, we will use the point-slope formula.
1
Use y y1 m(x x1 ). Substitute for m. Substitute (4, 3) for (x1, y1).
2
(Notice we do not substitute anything for the x and y.)
y y1 m(x x1 )
1
y 3 (x (4)) Substitute 4 for x1 and 3 for y1.
2
1
y 3 (x 4)
2
1
y3 x2 Distribute.
2
Since we must express our answer in slope-intercept form, y mx b, we must

solve the equation for y.
1
y x5 Add 3 to each side.
2
1
The equation is y x 5.
2
You Try 3
Find an equation of the line containing the point (5, 3) with slope 2. Express the answer
in slope-intercept form.
Example 4
A line has slope 3 and contains the point (2, 1). Find the standard form for the
equation of the line.
Solution
Although we are told to find the standard form for the equation of the line, we do
not try to immediately jump to standard form.
First, ask yourself, What information am I given?
We are given the slope and a point on the line. Therefore, we will begin by using
the point-slope formula. Our last step will be to put it in standard form.
Use y y1 m(x x1 ). Substitute 3 for m. Substitute (2, 1) for (x1, y1).
y y1 m(x x1 )
y 1 3(x 2) Substitute 2 for x1 and 1 for y1.
y 1 3x 6 Distribute.
Since we are asked to express the answer in standard form, we must get the x- and
y-terms on the same side of the equation.
3x y 1 6 Add 3x to each side.

3x y 7 Add 1 to each side.
The equation is 3x y 7.
You Try 4
A line has slope 5 and contains the point (1, 3) . Find the standard form for the equation
of the line.
4. Use the Point-Slope Formula to Write an Equation of a

Line Given Two Points on the Line
We are now ready to discuss how to write an equation of a line when we are given two
points on a line.
3) To write an equation of a line given two points on the line,
a) use the points to find the slope of line
then
b) use the slope and either one of the points in the point-slope formula.
We will solve the problem posed earlier in this section on p. 270.
Example 5
Write an equation of the line containing the points (6, 4) and (3, 2). Express the
answer in slope-intercept form.
Solution
In this problem we are given two points on the line. Therefore, we will find the slope
of the line, then use the point-slope formula.
24 2 2
Find the slope: m .
36 3 3
We will use the slope and either one of the points in the point-slope formula. (Each
point will give the same result.) We will use (6, 4).
Point-slope formula: y y1 m(x x1 )
2
Substitute for m. Substitute (6, 4) for (x1, y1).
3
y y1 m(x x1 )
2
y 4 (x 6) Substitute 6 for x1 and 4 for y1.
3
2
y4 x4 Distribute.
3
2
y x Add 4 to each side to solve for y.
3
2
The equation is y x.
3
You Try 5
Find the standard form for the equation of the line containing the points (2, 5) and (1, 1).
5. Write Equations of Horizontal and Vertical Lines

In Section 4.3, we discussed horizontal and vertical lines. We learned that the slope of
a horizontal line is zero and that it has equation y d, where d is a constant. The slope
of a vertical line is undefined, and its equation is x c, where c is a constant.
Definition Equation of a Horizontal Line: The equation of a horizontal line containing the point (c, d) is y d.
Equation of a Vertical Line: The equation of a vertical line containing the point (c, d) is x c.
Example 6
Write an equation of the horizontal line containing the point (5, 4).
Solution
The equation of a horizontal line has the form y d, where d is the y-coordinate of
the point. The equation of the line is y 4.
You Try 6
Write an equation of the horizontal line containing the point (1, 7).
6. Write a Linear Equation to Model Real-World Data and to

Solve an Applied Problem
As seen in previous sections of this chapter, equations of lines are used to describe
many kinds of real-world situations. We will look at an example in which we must find
the equation of a line given some data.
Example 7
Air Pollution
Since 1998, sulfur dioxide emissions in the United States have been decreasing by
about 1080.5 thousand tons per year. In 2000, approximately 16,636 thousand tons
of the pollutant were released into the air. (Source: Statistical Abstract of the United States)
a) Write a linear equation to model this data. Let x
represent the number of years after 1998, and let y
represent the amount of sulfur dioxide (in thousands
of tons) released into the air.
b) How much sulfur dioxide was released into the air
in 1998? in 2004?
Solution
a) Ask yourself, What information is given in the
problem?
i) . . . emissions in the United States have been decreasing by about
1080.5 thousand tons per year tells us the rate of change of emissions
with respect to time. Therefore, this is the slope. It will be negative since
emissions are decreasing.
m 1080.5
ii) In 2000, approximately 16,636 thousand tons . . . were released into the
air gives us a point on the line.
Let x the number of years after 1998.
The year 2000 corresponds to x 2.
y amount of sulfur dioxide (in thousands of tons) released into the air.
Then, 16,636 thousand tons corresponds to y 16,636.
A point on the line is (2, 16,636).
Now that we know the slope and a point on the line, we can write an equation of
the line using the point-slope formula:
y y1 m(x x1 )
Substitute 1080.5 for m. Substitute (2, 16,636) for (x1, y1).
y y1 m(x x1 )
y 16,636 1080.5(x 2) Substitute 2 for x1 and 16,636 for y1.
y 16,636 1080.5x 2161 Distribute.
y 1080.5x 18,797 Add 16,636 to each side.
The equation is y 1080.5x 18,797.

b) To determine the amount of sulfur dioxide released into the air in 1998, let
x 0 since x the number of years after 1998.
y 1080.5(0) 18,797 Substitute x 0.

y 18,797
In 1998, 18,797 thousand tons of sulfur dioxide were released. Notice, the equa-
tion is in slope-intercept form, y mx b, and our result is b. That is because
to find the y-intercept, let x 0.
To determine how much sulfur dioxide was released in 2004, let x 6 since
2004 is 6 years after 1998.
y 1080.5(6) 18,797 Substitute x 6.

y 6483 18,797 Multiply.
y 12,314
In 2004, 12,314 thousand tons of sulfur dioxide were released into the air.
SummaryWriting Equations of Lines

If you are given
1) the slope and y-intercept of the line, use y mx b and substitute those values into
the equation.
2) the slope of the line and a point on the line, use the point-slope formula:
y y1 m(x x1 )
Substitute the slope for m and the point you are given for (x1, y1). Write your answer in
slope-intercept or standard form.
3) two points on the line, find the slope of the line and then use the slope and either one of
the points in the point-slope formula.Write your answer in slope-intercept or standard
form.
The equation of a horizontal line containing the point (c, d) is y d.
The equation of a vertical line containing the point (c, d) is x c.

2
1) a) 5x 11y 3 b) x 3y 21 2) y x 6 3) y 2x 7
3
4) 5x y 2 5) 4x 3y 7 6) y 7

Objective 1 Find an equation of the line containing the given point with
Rewrite each equation in standard form. the given slope. Express your answer in the indicated form.
1) y 8x 3 2) y 5x 7 20) (5, 8), m 3; slope-intercept form
3) x 2y 11 4) x y 9 21) (1, 6), m 5; slope-intercept form
4 7 22) (3, 2) , m 2; slope-intercept form

5) y x 1 6) y x 2
5 3 23) (9, 4) , m 1; slope-intercept form
3 1 1 5 24) (3, 7) , m 1; standard form
7) y x 8) y x
2 4 4 6 video
25) (2, 1) , m 4; standard form
3
Objective 2 26) (8, 6) , m ; standard form
4
9) Explain how to find an equation of a line when you
are given the slope and y-intercept of the line. 2
27) (12, 3), m ; standard form
3
Find an equation of the line with the given slope and
y-intercept. Express your answer in the indicated form. 4
28) (2, 3), m ; slope-intercept form
10) m 4, y-int: (0, 5) ; slope-intercept form 5
video
11) m 7, y-int: (0, 2); slope-intercept form 1
29) (4, 5) , m ; slope-intercept form
6
12) m 2, y-int: (0, 8); standard form
5
13) m 1, y-int: (0, 3) ; standard form 30) (2, 0) , m ; standard form
8
5
14) m , y-int: (0, 1) ; standard form 5
2 31) (6, 0), m ; standard form
9
1
15) m , y-int: (0, 4) ; standard form
32) a , 1b, m 4; slope-intercept form
1
3
6
16) m 1, y-int: (0, 0); slope-intercept form
Objective 4
17) m 1, y-int: (0, 0); slope-intercept form
33) Explain how to find an equation of a line when you
18) m , y-int: a0, b; slope-intercept form
4 1 are given two points on the line.
9 6
Find an equation of the line containing the two given
Objective 3 points. Express your answer in the indicated form.
19) a) If (x1, y1) is a point on a line with slope m, then 34) (2, 5) and (4, 1); slope-intercept form
the point-slope formula is _____. 35) (3, 4) and (7, 8); slope-intercept form
b) Explain how to find an equation of a line when 36) (3, 2) and (4, 5); slope-intercept form
you are given the slope and a point on the line. video
37) (2, 4) and (1, 3); slope-intercept form
38) (5, 2) and (2, 4) ; slope-intercept form 50) y
5
39) (1, 5) and (3, 2) ; standard form (6, 4)
40) (3, 0) and (5, 1) ; standard form

(1, 1)
x
42) (2, 1) and (4, 6); standard form 4 6
43) (2.5, 4.2) and (3.1, 7.2); slope-intercept form

44) (3.4, 5.8) and (1.8, 3.4) ; slope-intercept form
5
46) (15, 9) and (5, 7) ; standard form 51) y
5
Objectives 25
Write the slope-intercept form of the equation of each line,
if possible.
47) y x
5 5
5
5
x
5 5 52) y
(2, 1)
5
(0, 4)
5
48) y x
5 5
5
5
(0, 1)
x
5 5
Mixed Exercises
Write the slope-intercept form of the equation of the line,
(1, 5)
if possible, given the following information.
5
53) m 4 and contains (4, 1)
49) y 54) contains (3, 0) and (7, 2)
5 8
55) m and y-intercept (0, 9)
(5, 3) 3
x 57) contains (1, 2) and (5, 1)
5 5
(1, 1) 58) y-intercept (0, 6) and m 7
video
59) vertical line containing (3, 5)
60) vertical line containing a , 2b

5 3
4
61) horizontal line containing (0, 8) Number of Farms With

Milk Cows
62) horizontal line containing (7, 4) y
1 126
63) m and contains (4, 5) 122
(0, 124)
Number of farms
2
(in thousands)
118 (1, 117)
114
64) m 2 and y-intercept (0, 11) 110 (2, 111)
106 (3, 105)
65) contains (0, 2) and (6, 0) 102
98 (4, 98)
66) m 1 and contains (8, 8) 94
(5, 92)
90
67) m 1 and y-intercept (0, 0) 0
0 1 2 3 4 5
x
68) contains (3, 1) and (2, 3) Year
a) Write a linear equation to model this data. Use

Objective 6 the data points for 1997 and 2002.
Applications
video b) Explain the meaning of the slope in the context of
69) Since 1998 the population of Maine has been increas- the problem.
ing by about 8700 people per year. In 2001, the popu-
lation of Maine was about 1,284,000. (Source: Statistical c) If the current trend continues, find the number of
Abstract of the United States) farms with milk cows in 2004.
a) Write a linear equation to model this data. Let x 72) The graph here shows the average salary for a public
represent the number of years after 1998, and let school high school principal for several years begin-
y represent the population of Maine. ning with 1990. x represents the number of years after
1990 so that x 0 represents 1990, x 1 represents
b) Explain the meaning of the slope in the context of 1991, and so on. Let y represent the average salary of
the problem. a high school principal. (Source: Statistical Abstract of the
c) According to the equation, how many people United States)
lived in Maine in 1998? in 2002? Average Salary for a Public
High School Principal
d) If the current trend continues, in what year would
the population be 1,431,900? 85,000
(11, 83,367)
Average salary (in dollars)
82,000
70) Since 1997, the population of North Dakota has been (10, 79,839)
79,000
decreasing by about 3290 people per year. The popula- 76,000 (9, 76,768)
tion was about 650,000 in 1997. (Source: Statistical 73,000
(8, 74,380)
Abstract of the United States) 70,000
67,000 (5, 66,596)
a) Write a linear equation to model this data. Let x
64,000
represent the number of years after 1997, and let
61,000
y represent the population of North Dakota.
58,000
(0, 55,722)
b) Explain the meaning of the slope in the context of 55,000
the problem. 0 1 2 3 4 5 6 7 8 9 10 11
c) According to the equation, how many people Year
lived in North Dakota in 1999? in 2002?
d) If the current trend holds, in what year would the the data points for 1990 and 2001. (Round the
population be 600,650? slope to the nearest whole number.)
71) The graph here shows the number of farms (in thou- b) Explain the meaning of the slope in the context of
sands) with milk cows between 1997 and 2002. x rep- the problem.
resents the number of years after 1997 so that x 0
c) Use the equation to estimate the average salary in
represents 1997, x 1 represents 1998, and so on.
1993.
Let y represent the number of farms (in thousands)
with milk cows. (Source: USDA, National Agricultural d) If the current trend continues, find the average
Statistics Service) salary in 2005.
Section 4.6 Parallel and Perpendicular Lines 279
73) The chart shows the number of hybrid vehicles regis- 74) The chart shows the percentage of females in Belgium
tered in the United States from 2000 to 2003. (1564 yr old) in the workforce between 1980 and 2000.
(Source: American Demographics, Sept 2004, Vol 26, Issue 7) (Source: Statistical Abstract of the United States)
Hybrid Vehicles Registered Percentage of Females in the

in the United States Workforce in Belgium
45,000 62
59.2
43,435
40,000 59
56.1
35,000 56
Percentage
Number registered
34,521
30,000 53 52.4
25,000 50
47.0
20,000 47
19,033
15,000 44
10,000
6,479 1980 1990 1995 2000
5,000
Year
2000 2001 2002 2003
Year
the data points for 1980 and 2000. Let x represent
a) Write a linear equation to model this data. Use the the number of years after 1980, and let y repre-
data points for 2000 and 2003. Let x represent the sent the percent of females in Belgium in the
number of years after 2000, and let y represent the workforce.
number of hybrid vehicles registered in the United b) Explain the meaning of the slope in the context of
States. Round the slope to the tenths place. the problem.
b) Explain the meaning of the slope in the context of c) Use the equation to determine the percentage of
the problem. Belgian women in the workforce in 1990. How
c) Use the equation to determine the number of does it compare to the actual number on the
vehicles registered in 2002. How does it compare chart?
to the actual number on the chart? d) Do the same as part c) for the year 1995.
d) If the current trend continues, approximately how e) In what year were 58% of Belgian women
many hybrid vehicles will be registered in 2010? working?
Section 4.6 Parallel and Perpendicular Lines

Objectives Recall that two lines in a plane are parallel if they do not intersect. If we are given the
1. Use Slope to equations of two lines, how can we determine if they are parallel?
Determine if Two Here are the equations of two lines, L1 and L2.
Lines Are Parallel
2
2. Use Slope to L1: 2x 3y 3 L2: y x 5
Determine if Two 3
Lines Are
Perpendicular We will graph each line.
3. Write an Equation L1: Write 2x 3y 3 in slope-intercept form.
of a Line That Is
Parallel to a Given 3y 2x 3 Add 2x to each side.
Line 2 3
y x Divide by 3.
4. Write an Equation 3 3
of a Line That Is 2
Perpendicular to a y x1 Simplify.
Given Line
3
2
The slope-intercept form of L1 is y x 1, and L2 is in slope-intercept form,
3
2
y x 5. Now, graph each line.
3
y
2x 3y 3
5
x
5 5
L1
2
y 3x 5
L2
5
These lines are parallel. Their slopes are the same, but they have different y-intercepts.
(If the y-intercepts were the same, they would be the same line.) This is how we deter-
mine if two (nonvertical) lines are parallel. They have the same slope, but different
y-intercepts.
Parallel lines have the same slope.
If two lines are vertical they are parallel. However, their slopes are undefined.
1. Use Slope to Determine if Two Lines Are Parallel
Example 1
Determine whether each pair of lines is parallel.
a) 3x 6y 10 b) y 7x 4
x 2y 12 7x y 9
Solution
a) To determine if the lines are parallel, we must find the slope of each line. If the
slopes are the same, but the y-intercepts are different, the lines are parallel.
Write each equation in slope-intercept form.
3x 6y 10 x 2y 12
6y 3x 10 2y x 12
3 10 x 12
y x y
6 6 2 2
1 5 1
y x y x6
2 3 2
1 1
m m
2 2
1
Each line has a slope of . Their y-intercepts are different.
2
3x 6y 10 and x 2y 12 are parallel lines.
b) Again, we must find the slope of each line. y 7x 4 is already in slope-
intercept form. Its slope is 7.
Write 7x y 9 in slope-intercept form.
y 7x 9 Add 7x to each side.

7 9
y x Divide by 1.
1 1
y 7x 9 Simplify.
m7
The slope of y 7x 4 is 7. The slope of 7x y 9 is 7. The slopes are

different, therefore the lines are not parallel.
2. Use Slope to Determine if Two Lines Are Perpendicular

The slopes of two lines can tell us about another relationship between the lines. The
slopes can tell us if two lines are perpendicular.
Recall that two lines are perpendicular if they intersect at 90 angles.
Here are the graphs of two perpendicular lines and their equations. We will see how
their slopes are related.
y
L1
5
2x y 4
x
5 5
x 2y 6
5
L2
L1 has equation 2x y 4. L2 has equation x 2y 6. Find the slopes of the lines

by writing them in slope-intercept form.
L1: 2x y 4 L2: x 2y 6
2y x 6
x 6
y 2x 4 y
2 2
1
y x3
2
1
m 2 m
2
How are the slopes related? They are negative reciprocals. That is, if the slope of one
1
line is a, then the slope of a line perpendicular to it is .
a
This is how we determine if two lines are perpendicular (where neither one is vertical).
Perpendicular lines have slopes that are negative reciprocals of each other.
Example 2
Determine whether each pair of lines is perpendicular.
a) 15x 12y 4 b) 2x 7y 7
4x 5y 10 21x 6y 2
Solution
a) To determine if the lines are perpendicular, we must find the slope of each line.
If the slopes are negative reciprocals, then the lines are perpendicular.
Write each equation in slope-intercept form.
15x 12y 4 4x 5y 10
12y 15x 4 5y 4x 10
15 4 4 10
y x y x
12 12 5 5
5 1 4
y x y x2
4 3 5
5 4
m m
4 5
The slopes are reciprocals, but they are not negative reciprocals. Therefore,
15x 12y 4 and 4x 5y 10 are not perpendicular.
b) Begin by writing each equation in slope-intercept form so that we can find their
slopes.
2x 7y 7 21x 6y 2
7y 2x 7 6y 21x 2
2 7 21 2
y x y x
7 7 6 6
2 7 1
y x1 y x
7 2 3
2 7
m m
7 2
The slopes are negative reciprocals, therefore the lines are perpendicular.
You Try 1
Determine if each pair of lines is parallel, perpendicular, or neither.
a) x 6y 12 b) 4x y 1 c) 3x 2y 8 d) x 3
y 6x 9 2x 3y 6 15x 10y 2 y2
Writing Equations of Parallel and Perpendicular Lines

We have learned that
1) Parallel lines have the same slope.
and
2) Perpendicular lines have slopes that are negative reciprocals of each other.
We will use this information to write the equation of a line that is parallel or perpen-
dicular to a given line.
3. Write an Equation of a Line That Is Parallel to a Given Line
Example 3
3
A line contains the point (4, 2) and is parallel to the line y x 2. Write the
2
equation of the line in slope-intercept form.
Solution
Lets look at a graph to help us understand what is happening in this example.
y
(4, 2)
x
5 5
3
y 2
x2
5
We must find the equation of the line in red. It is the line containing the point (4, 2)
3
that is parallel to y x 2.
2
3 3 3
The line y x 2 has m . Therefore, the red line will have m as well.
2 2 2
3
Now we know that the line for which we need to write an equation has m and
2
contains the point (4, 2). When we are given the slope and a point on the line, we
use the point-slope formula to find its equation.
y y1 m(x x1 )
3
2
y y1 m(x x1 )
3
y 2 (x 4) Substitute 4 for x1 and 2 for y1.
2
3
y2 x6 Distribute.
2
3
y x4 Add 2 to each side.
2
3
The equation is y x 4.
2
You Try 2
3 2
A line contains the point (8, 5) and is parallel to the line y x . Write the equation
4 3
of the line in slope-intercept form.
4. Write an Equation of a Line That Is Perpendicular

to a Given Line
Example 4
Find the standard form for the equation of the line which contains the point (5, 3)
and which is perpendicular to 5x 2y 6.
Solution
Begin by finding the slope of 5x 2y 6 by putting it into slope-intercept form.
5x 2y 6
2y 5x 6 Add 5x to each side.
5 6
y x Divide by 2.
2 2
5
y x3 Simplify.
2
5
m
2
Then, determine the slope of the line containing (5, 3) by finding the negative
reciprocal of the slope of the given line.
2
mperpendicular
5
2
The line for which we need to write an equation has m and contains the point
5
(5, 3). Use the point-slope formula to find an equation of the line.
y y1 m(x x1 )
2
5
y y1 m(x x1 )
2
y 3 (x (5)) Substitute 5 for x1 and 3 for y1.
5
2
y 3 (x 5)
5
2
y3 x2 Distribute.
5
Since we are asked to write the equation in standard form, eliminate the fraction by
multiplying each side by 5.
2
5( y 3) 5a x 2b
5
5y 15 2x 10 Distribute.
5y 2x 5 Add 15 to each side.
2x 5y 5 Add 2x to each side.
The equation is 2x 5y 5.
You Try 3
Find the equation of the line perpendicular to 3x y 2 containing the point (9, 4).
Write the equation in standard form.
Using Technology
We can use a graphing calculator to explore what we have learned about perpendicular
lines.
1. Graph the line y 2 x 4. What is its slope?

2. Find the slope of the line perpendicular to the graph of y 2 x 4.
3. Find the equation of the line perpendicular to y 2 x 4 that passes through the
point (6, 0). Express the equation in slope-intercept form.
4. Graph both the original equation and the equation of the perpendicular line:
y 2x 4
5. Do the lines above appear to be perpendicular?

6. Hit ZOOM and choose 5:Zsquare:
1
y 2x 3
y 2x 4
7. Do the graphs look perpendicular now? Because the viewing window on a graphing
calculator is a rectangle, squaring the window will give a more accurate picture of the
graphs of the equations.

1) a) perpendicular b) neither c) parallel d) perpendicular
3
2) y x 11 3) x 3y 21
4
Answers to Technology Exercises

1 1
1) 2 2) 3) y x 3 5) No because they do not meet at 90 angles.
2 2
7) Yes because they meet at 90 angles.

video
Objectives 1 and 2 29) y 4x 9; (0, 2); slope-intercept form
1) How do you know if two lines are perpendicular? 30) y 3x 1; (0, 5); slope-intercept form
2) How do you know if two lines are parallel? 1
31) y x 5; (4, 5); standard form
Determine if each pair of lines is parallel, perpendicular, or 2
neither.
6 32) y 2x 1; (2, 7) ; standard form
3) y 8x 6 4) y x 14
11 33) 4x 3y 6; (9, 4) ; standard form
1 6
y x3 y x2 34) x 4y 32; (8, 5) ; standard form
8 11
35) x 5y 10; (15, 7); slope-intercept form
video 2 5 1
5) y x 4 6) y x 36) 18x 3y 9; (2, 2) ; slope-intercept form
9 4 3
4x 18y 9 4x 5y 10
7) 3x 2y 10 8) x 4y 12 Objective 4
3x 4y 2 2x 6y 9 Write an equation of the line perpendicular to the given
line and containing the given point. Write the answer in
9) y x 10) x 5y 35
slope-intercept form or in standard form, as indicated.
xy7 y 5x 2
2
11) 4y 9x 2 12) y 2x 3 37) y x 4; (6, 3) ; slope-intercept form
4x 9y 9 x 2y 3 3
13) 4x 3y 18 14) x y 4 4
38) y x 2; (8, 1); slope-intercept form
8x 6y 5 y x 3
video
15) x 5 16) y 4 39) y 5x 1; (10, 0); standard form
x 2 x3
1
40) y x 7; (2, 7) ; standard form
5 4
17) x 0 18) y
2
y 3 41) x y 9; (5, 5) ; slope-intercept form
y0
42) y x; (10, 4) ; slope-intercept form
Lines L1 and L2 contain the given points. Determine if lines
L1 and L2 are parallel, perpendicular, or neither. 43) 24x 15y 10; (16, 7) ; standard form
19) L1: (1, 2), (6, 13) 20) L1: (3, 3) , (1, 5) 44) 2x 5y 11; (4, 2); standard form
L2: (2, 5) , (3, 10) L2: (4, 3), (12, 1)
video
21) L1: (1, 7) , (2, 8) 22) L1: (1, 7), (2, 11) Objectives 3 and 4
L2: (10, 2), (0, 4) L2: (0, 8) , (1, 5) Write the slope-intercept form (if possible) of the equation
23) L1: (5, 1) , (7, 3) 24) L1: (3, 9) , (4, 2) of the line meeting the given conditions.
L2: (6, 0) , (4, 5) L2: (6, 8) , (10, 8) 45) perpendicular to 2x 6y 3 containing (2, 2)
25) L1: (3, 2) , (0, 2) 26) L1: (4, 1), (4, 3) 46) parallel to 6x y 4 containing (2, 0)
L2: (1, 1) , (2, 1) L2: (1, 0), (1, 2)
47) parallel to y 2x 1 containing (1, 3)
27) L1: (5, 4) , (5, 1) 28) L1: (2, 3) , (1, 3)
L2: (1, 2) , (3, 2) L2: (3, 3), (3, 5) 48) perpendicular to y x 8 containing (4, 11)
49) parallel to x 4 containing (1, 5)
Objective 3
Write an equation of the line parallel to the given line and 50) parallel to y 2 containing (4, 3)
containing the given point. Write the answer in slope- 51) perpendicular to y 3 containing (2, 1)
intercept form or in standard form, as indicated.
52) perpendicular to x 0 containing (5, 1)

55) parallel to y 0 containing a3, b
5
video
53) perpendicular to 21x 6y 2 containing (4, 1) 2
54) parallel to 3x 4y 8 containing (7, 4) 56) perpendicular to y

3
containing (2, 5)
4
Section 4.7 Introduction to Functions

Objectives If you are driving on a highway at a constant speed of 60 miles per hour, the distance
1. Define and Identify you travel depends on the amount of time spent driving.
Relation, Function,
Domain, and
Range Driving Time Distance Traveled
2. Use the Vertical 1 hr 60 mi

Line Test to 2 hr 120 mi
Determine Whether 2.5 hr 150 mi
a Graph Represents 3 hr 180 mi
a Function
3. Find the Domain
and Range of a We can express these relationships with the ordered pairs
Relation from Its
Graph (1, 60) (2, 120) (2.5, 150) (3, 180)
4. Given an Equation,
where the first coordinate represents the driving time (in hours), and the second coor-
Determine Whether
dinate represents the distance traveled (in miles).
y Is a Function of x
We can also describe this relationship with the equation
5. Given an Equation,
Find the Domain y 60x
of the Relation and
Determine if y Is a where y is the distance traveled, in miles, and x is the number of hours spent driving.
Function of x The distance traveled depends on the amount of time spent driving. Therefore, the
distance traveled is the dependent variable, and the driving time is the independent
variable.
In terms of x and y, since the value of y depends on the value of x, y is the dependent
variable and x is the independent variable.
1. Define and Identify Relation, Function, Domain, and Range

Relations and Functions
If we form a set of ordered pairs from the ones listed above
{(1, 60), (2, 120), (2.5, 150), (3, 180)}
we get a relation.
Definition A relation is any set of ordered pairs.

Section 4.7 Introduction to Functions 289
Definition The domain of a relation is the set of all values of the independent variable (the first coordinates
in the set of ordered pairs). The range of a relation is the set of all values of the dependent variable
(the second coordinates in the set of ordered pairs).
The domain of the last relation is {1, 2, 2.5, 3}.

The range of the relation is {60, 120, 150, 180}.
The relation {(1, 60), (2, 120), (2.5, 150), (3, 180)} is also a function because every
first coordinate corresponds to exactly one second coordinate. A function is a very
important concept in mathematics.
Definition A function is a special type of relation. If each element of the domain corresponds to exactly one
element of the range, then the relation is a function.
Relations and functions can be represented in another wayas a correspondence or a

mapping from one set to another.
In this representation, the domain is the set of all values in the first set, and the
range is the set of all values in the second set. Our previously stated definition of a
function still holds.
Example 1
Identify the domain and range of each relation, and determine whether each relation
is a function.
a) {(2, 0), (3, 1), (6, 2), (6, 2)}
b) e (2, 6), (0, 5), a1, b, (4, 3), a5, b f

9 5
2 2
c)
Omaha Nebraska
Illinois
Springfield
Missouri
Houston Texas
Solution
a) The domain is the set of first coordinates, {2, 3, 6}. (We write the 6 in the set
only once even though it appears in two ordered pairs.)
The range is the set of second coordinates, {0, 1, 2, 2}.
To determine whether or not {(2, 0), (3, 1), (6, 2), (6, 2)} is a function ask
yourself, Does every first coordinate correspond to exactly one second
coordinate? No. In the ordered pairs (6, 2) and (6, 2), the same first
coordinate, 6, corresponds to two different second coordinates, 2 and 2.
Therefore, this relation is not a function.
e (2, 6), (0, 5), a1, b, (4, 3), a5, b f . The domain is {2, 0, 1, 4, 5}.
9 5
b)
2 2
The range is e 6, 5, , 3, f .

9 5
2 2
Ask yourself, Does every first coordinate correspond to exactly one second
coordinate? Yes. This relation is a function.
c)
Omaha Nebraska
Illinois
Springfield
Missouri
Houston Texas
The domain is {Omaha, Springfield, Houston}.

The range is {Nebraska, Illinois, Missouri, Texas}.
One of the elements in the domain, Springfield, corresponds to two elements in
the range, Illinois and Missouri. Therefore, this relation is not a function.
You Try 1
Identify the domain and range of each relation, and determine whether each relation is a
function.
a) {(1, 3), (1, 1), (2, 3), (4, 7)} b) {(12, 6), (12, 6), (1, 23), (0, 0)}
c)
Daisy Flower
Tulip
Animal
Dog
Oak Tree
2. Use the Vertical Line Test to Determine Whether a Graph

Represents a Function
We stated earlier that a relation is a function if each element of the domain corre-
sponds to exactly one element of the range.
If the ordered pairs of a relation are such that the first coordinates represent x-values and
the second coordinates represent y-values (the ordered pairs are in the form (x, y)),
then we can think of the definition of a function in this way:
Definition A relation is a function if each x-value corresponds to exactly one y-value.
What does a function look like when it is graphed?

Following are the graphs of the ordered pairs in the relations of Example 1a) and 1b).
y y
6 6
(6, 2)
(3, 1)
(2, 0)
x x
6 6 6 6
(6, 2)
(4, 3) (5, 52 )
(0, 5) (1, 92 )
(2, 6)
6 6
Example 1a) Example 1b)

not a function is a function
The relation in Example 1a) is not a function since the x-value of 6 corresponds to two
different y-values, 2 and 2. If we draw a vertical line through the points on the graph
of this relation, there is a vertical line that intersects the graph in more than one
pointthe line through (6, 2) and (6, 2).
The relation in Example 1b), however, is a functioneach x-value corresponds to only
one y-value. Anywhere we draw a vertical line through the points on the graph of this
relation, the line intersects the graph in exactly one point.
This leads us to the vertical line test for a function.
The Vertical Line Test

If there is no vertical line that can be drawn through a graph so that it intersects the graph more
than once, then the graph represents a function.
If a vertical line can be drawn through a graph so that it intersects the graph more than once,
then the graph does not represent a function.
Example 2
Use the vertical line test to determine whether each graph, in blue, represents a
function.
a) y b) y
5 5
x x
5 5 5 5
5 5
Solution
a) Anywhere a vertical line is drawn through the graph, the line will intersect the
graph only once. This graph represents a function.
b) This graph fails the vertical line test because we can draw a vertical line through
the graph that intersects it more than once. This graph does not represent a
function.
We can identify the domain and range of a relation or function from its graph.
3. Find the Domain and Range of a Relation from Its Graph
Example 3
Identify the domain and range of each relation in Example 2.
Solution
a) y The arrows on the graph indicate that the
5 graph continues without bound.
The domain of this relation (it is also a func-
tion) is the set of x-values on the graph.
Since the graph continues indefinitely in the
x x-direction, the domain is the set of all real
5 5
numbers. The domain is (q, q ) .
The range of this function is the set of
y-values on the graph. Since the graph
5 continues indefinitely in the y-direction, the
range is the set of all real numbers. The
range is (q, q ) .
b) y
5 The set of x-values on the graph includes all

real numbers from 3 to 3. The domain is
[3, 3] .
The set of y-values on the graph includes all
5 3 3 5
x
real numbers from 5 to 5. The range is
[5, 5] .
5
You Try 2
Use the vertical line test to determine whether each relation is also a function.Then, identify
the domain (D) and range (R).
a) y b) y
5 5
(4, 3)
x x
5 5 5 5
5 5
4. Given an Equation, Determine Whether y Is a Function of x

We can also represent relations and functions with equations. The example given at the
beginning of the section illustrates this.
y 60x describes the distance traveled (y, in miles) after x hours of driving at
60 mph.
If x 2, y 60(2) 120. If x 3, y 60(3) 180, and so on. For every
value of x that could be substituted into y 60x there is exactly one corresponding
value of y. Therefore, y 60x is a function.
Furthermore, we can say that y is a function of x. In the function described by
y 60x, the value of y depends on the value of x. That is, x is the independent variable
and y is the dependent variable.
If a function describes the relationship between x and y so that x is the independent variable
and y is the dependent variable, then we say that y is a function of x.
Example 4
Determine whether each relation describes y as a function of x.
a) y x 2 b) y2 x
Solution
a) To begin, substitute a couple of values for x and solve for y to get an idea of
what is happening in this relation.
x0 x3 x 4
yx2 yx2 yx2
y02 y32 y 4 2
y2 y5 y 2
The ordered pairs (0, 2), (3, 5) and (4, 2) satisfy y x 2. Each of the
values substituted for x has one corresponding y-value. Ask yourself, For any
value that could be substituted for x, how many corresponding values of y would
there be? In this case, when a value is substituted for x there will be exactly
one corresponding value of y. Therefore, y x 2 is a function.
b) Substitute a couple of values for x and solve for y to get an idea of what is
happening in this relation.
x0 x4 x9
y x
2
y x
2
y x
2
y2 0 y2 4 y2 9
y0 y 2 y 3
The ordered pairs (0, 0), (4, 2), (4, 2) , (9, 3), and (9, 3) satisfy y2 x.
Since 22 4 and (2) 2 4, x 4 corresponds to two different y-values,
2 and 2. Likewise, x 9 corresponds to the two different y-values of 3 and
3 since 32 9 and (3) 2 9. Finding one such example is enough to
determine that y2 x is not a function.
You Try 3
Determine whether each relation describes y as a function of x.
a) y 3x 5 b) y2 x 1
5. Given an Equation, Find the Domain of the Relation and

Determine if y Is a Function of x
We have seen how to determine the domain of a relation written as a set of ordered
pairs, as a correspondence (or mapping), and as a graph. Next, we will discuss how to
determine the domain of a relation written as an equation.
Sometimes, it is helpful to ask yourself, Is there any number that cannot be substi-
tuted for x?
Example 5
Determine the domain of each relation, and determine whether each relation
describes y as a function of x.
1 7
a) y b) y c) y 2x 6
x x3
Solution
1
a) To determine the domain of y ask yourself, Is there any number that
x
cannot be substituted for x? Yes. x cannot equal zero because a fraction is
undefined if its denominator equals zero. Any other number can be substituted
1
for x and y will be defined.
x
The domain contains all real numbers except 0. We can write the domain in
interval notation as (q, 0) (0, q) .
1
y is a function since each value of x in the domain will have only one
x
corresponding value of y.
b) Ask yourself, Is there any number that cannot be substituted for x in
7
y ? Look at the denominator. When will it equal 0? Set the
x3
denominator equal to 0 and solve for x to determine what value of x will make
the denominator equal 0.
x30 Set the denominator 0.

x3 Solve.
7
When x 3, the denominator of y equals zero. The domain contains
x3
all real numbers except 3. Write the domain in interval notation as
7
(q, 3) (3, q) . y is a function. For every value that can be
x3
substituted for x there is only one corresponding value of y.
c) Is there any number that cannot be substituted for x in y 2x 6? No. Any
real number can be substituted for x, and y 2x 6 will be defined.
The domain consists of all real numbers which can be written as (q, q) .
Every value substituted for x will have exactly one corresponding y-value.
y 2x 6 is a function.
The domain of a relation that is written as an equation, where y is in terms of x is the set of
all real numbers that can be substituted for the independent variable, x. When determining
the domain of a relation, it can be helpful to keep these tips in mind.
1) Ask yourself, Is there any number that cannot be substituted for x?
2) If x is in the denominator of a fraction, determine what value of x will make the denomi-
nator equal 0 by setting the expression equal to zero. Solve for x.This x-value is not in
the domain.
You Try 4
Determine the domain of each relation, and determine whether each relation describes y as
a function of x.
4
a) y x 9 b) y x2 6 c) y
x1

1) a) domain: {1, 1, 2, 4}; range: {3, 1, 3, 7}; yes b) domain: {12, 1, 0}; range: {6, 6, 13, 0}; no
c) domain: {Daisy, Tulip, Dog, Oak}; range: {Flower, Animal, Tree}; yes 2) a) function; D: (q, q);
R: (q, q) b) not a function; D: [4, q); R: (q, q) 3) a) yes b) no 4) a) (q, q);
function b) (q, q); function c) (q, 1) (1, q); function

Objectives 13 12) y
1) a) What is a relation? 4
b) What is a function?
c) Give an example of a relation that is also a
x
function. 5 5
2) Give an example of a relation that is not a function.

Identify the domain and range of each relation, and
determine whether each relation is a function.
6
3) {(5, 13), (2, 6) , (1, 4), (8, 3) }
4) {(0, 3), (1, 4), (1, 2), (16, 5), (16, 1)} 13) y
video
5) { (9, 1) , (25, 3) , (1, 1), (9, 5), (25, 7)} 5
6) { (6, 9) , (2, 1) , (0, 0), (4, 11) , (5, 13) }

7) { (2, 9) , (1, 6), (2, 9), (5, 30)}
8) e (4, 2), a3, b, a1, b, (0, 2) f

1 1 x
5 5
2 2
9)
1 7
2 3 5
5 12
8 19 y
14)
5
10)
Apple Fruit
Chocolate Candy
x
Corn Vegetable 5 5
11) y
5
5
video y
15)
6
x
5 5
x
5 6 6
6
Section 4.8 Function Notation and Linear Functions 297
y
16) 29) y x3 2 30) y x3 4
5
31) x y4 32) x y
8 5
33) y 34) y
x x
x
5 5 video 9 2
35) y 36) y
x4 x7
3 1
37) y 38) y
5 x5 x 10
1 12
39) y 40) y
Objective 4 x8 x 11
Determine whether each relation describes y as a function 6 4
of x. 41) y 42) y
5x 3 9x 8
17) y x 9 18) y x 4
15 5
43) y 44) y
2 3x 4 6x 1
19) y 2x 7 20) y x 1
3
1 7
video 45) y 46) y
21) x y4 22) x y2 3 4x 6x
23) y2 x 4 24) y2 x 9 8 3
47) y 48) y
10 3 2x 1 8x 5
25) y 26) y
x2 2x 5 5 1
49) y 50) y
9 3x 6 4x
Objective 5
Determine the domain of each relation, and determine
whether each relation describes y as a function of x.
video
27) y x 5 28) y 2x 1
Section 4.8 Function Notation and Linear Functions

Objectives 1. Understand Function Notation
1. Understand
In Section 4.7 we said that if a function describes the relationship between x and y so
Function Notation
that x is the independent variable and y is the dependent variable, then y is a function
2. Find Function of x. That is, the value of y depends on the value of x.
Values for Real
Number Values of A special notation is used to represent this relationship. It is called function notation.
the Variable
3. Evaluate a Function Definition y f (x) is called function notation, and it is read as, y equals f of x.
for a Given Variable y f (x) means that y is a function of x (y depends on x).
or Expression
4. Define and Graph
a Linear Function
5. Use a Linear
If a relation is a function, then f(x) can be used in place of y. f(x) is the same as y.
Function to Solve For example, y x 3 is a function. We can also write y x 3 as f(x) x 3.
an Applied Problem They mean the same thing.
Example 1
a) Evaluate y x 3 for x 2.
b) If f(x) x 3, find f(2).
Solution
a) To evaluate y x 3 for x 2 means to substitute 2 for x and find the
corresponding value of y.
yx 3
y23 Substitute 2 for x.
y5
When x 2, y 5. We can also say that the ordered pair (2, 5) satisfies
y x 3.
b) To find f(2) (read as f of 2) means to find the value of the function when
x 2.
f (x) x 3
f (2) 2 3 Substitute 2 for x.
f (2) 5
We can also say that the ordered pair (2, 5) satisfies f(x) x 3 where the
ordered pair represents (x, f(x)).
Example 1 illustrates that evaluating y x 3 for x 2 and finding f(2) when f(x) x 3
is exactly the same thing. Remember, f (x) is another name for y.
You Try 1
a) Evaluate y 2x 4 for x 1. b) If f (x) 2x 4, find f (1).
Different letters can be used to name functions. g(x) is read as g of x, h(x) is read as
h of x, and so on. Also, the function notation does not indicate multiplication;
f(x) does not mean f times x.
f (x) does not mean f times x.

2. Find Function Values for Real Number Values of the Variable

Sometimes, we call evaluating a function for a certain value finding a function value.
Example 2
Let f(x) 6x 5 and g(x) x2 8x 3. Find the following function values.
a) f(3) b) f(0) c) g(1)
Solution
a) Find f(3) means to find the value of the function when x 3. Substitute 3 for x.
f (x) 6x 5
f (3) 6(3) 5 18 5 13
f (3) 13
We can also say that the ordered pair (3, 13) satisfies f(x) 6x 5.
b) To find f(0), substitute 0 for x in the function f(x).
f (x) 6x 5
f (0) 6(0) 5 0 5 5
f (0) 5
The ordered pair 10, 52 satisfies f (x) 6x 5.

c) To find g(1), substitute 1 for every x in the function g(x).
g(x) x2 8x 3
g(1) (1) 2 8(1) 3 1 8 3 12
g(1) 12
The ordered pair (1, 12) satisfies g(x) x2 8x 3.
You Try 2
Let f(x) 4x 1 and h(x) 2x2 3x 7. Find the following function values.
a) f (5) b) f (2) c) h(0) d) h(3)
3. Evaluate a Function for a Given Variable or Expression

Functions can be evaluated for variables or expressions.
Example 3
Let h(x) 5x 3. Find each of the following and simplify.
a) h(c) b) h(t 4)
Solution
a) Finding h(c) (read as h of c) means to substitute c for x in the function h, and
simplify the expression as much as possible.
h(x) 5x 3
h(c) 5c 3 Substitute c for x.
b) Finding h(t 4) (read as h of t minus 4) means to substitute t 4 for x in func-

tion h, and simplify the expression as much as possible. Since t 4 contains two
terms, we must put it in parentheses.
h(x) 5x 3
h(t 4) 5(t 4) 3 Substitute t 4 for x.
h(t 4) 5t 20 3 Distribute.
h(t 4) 5t 17 Combine like terms.
You Try 3
Let f(x) 2x 7. Find each of the following and simplify.
a) f(k) b) f(p 3)
4. Define and Graph a Linear Function

Earlier in this chapter, we learned that the graph of a linear equation in two variables,
Ax By C, is a line. A linear equation is a function except when the line is verti-
cal and has equation x c. An alternative form for the equation of a line is slope-
intercept form, y mx b. In this form, y is expressed in terms of x. We can replace
y with f(x) to rewrite the equation as a linear function.
Definition A linear function has the form f (x) mx b, where m and b are real numbers, m is the slope of
the line, and (0, b) is the y-intercept.
Although m and b tell us the slope and y-intercept of the line, we can graph the func-
tion using any of the methods we discussed previously: making a table of values and
plotting points, finding the x- and y-intercepts, or by using the slope and y-intercept.
Example 4
1
Graph f (x) x 1 using the slope and y-intercept.
3
Solution y
1 5
f (x) x 1
3
1
c c f(x) 3 x 1
1
m y-int: (0, 1)
3 x
5 5
(0, 1)
To graph this function, first plot the y-intercept, (3, 2)
(0, 1), then use the slope to locate another point
on the line. 5
You Try 4
3
Graph f(x) x 2 using the slope and y-intercept.
4
5. Use a Linear Function to Solve an Applied Problem

The independent variable of a function does not have to be x. When using functions to
model real-life problems, we often choose a more meaningful letter to represent a
quantity. For example, if the independent variable represents time, we may use the let-
ter t instead of x. The same is true for naming the function.
No matter what letter is chosen for the independent variable, the horizontal axis is
used to represent the values of the independent variable, and the vertical axis repre-
sents the function values.
Example 5
A compact disc is read at 44.1 kHz (kilohertz). This means that a CD player scans
44,100 samples of sound per second on a CD to produce the sound that we hear. The
function
S(t) 44.1t
tells us how many samples of sound, S(t), in thousands of samples, are read after
t seconds. (Source: www.mediatechnics.com)
a) How many samples of sound are read after 20 sec?
b) How many samples of sound are read after 1.5 min?
c) How long would it take the CD player to scan 1,764,000 samples of sound?
d) What is the smallest value t could equal in the context of this problem?
e) Graph the function.
Solution
a) To determine how much sound is read after 20 sec, let t 20 and find S(20).
S(t) 44.1t
S(20) 44.1(20) Substitute 20 for t.
S(20) 882 Multiply.
S(t) is in thousands, so the number of samples read is 882 1000 882,000

samples of sound.
b) To determine how much sound is read after 1.5 min, do we let t 1.5 and find
S(1.5)? No. Recall that t is in seconds. Change 1.5 min to seconds before substi-
tuting for t. We must use the correct units in the function.
1.5 min 90 sec
Let t 90 and find S(90).
S(t) 44.1t
S(90) 44.1(90)
S(90) 3969
S(t) is in thousands, so the number of samples read is 3969 1000 3,969,000

samples of sound.
c) Since we are asked to determine how long it would take a CD player to scan
1,764,000 samples of sound, we will be solving for t. What do we substitute for
S(t)? S(t) is in thousands, so substitute 1,764,000 1000 1764 for S(t). Find t
when S(t) 1764.
S(t) 44.1t
1764 44.1t Substitute 1764 for S(t).
40 t Divide by 44.1.
It will take 40 sec for the CD player to Number of Samples of Sound

scan 1,764,000 samples of sound. Scanned by a CD Player in t sec
S(t)
d) Since t represents the number of seconds a S(t) 44.1 t
CD has been playing, the smallest value
Number of samples of sound
5000
that makes sense for t is 0. 4500
4000 (90, 3969)
(in thousands)
e) Since S(t) is in thousands of samples, the 3500

information we obtained in parts a), b), 3000
and c) can be written as the ordered pairs 2500
(20, 882), (90, 3969), and (40, 1764). In 2000
(40, 1764)
addition, when t 0 (from part d) we 1500
1000
obtain S(0) 44.1(0) 0. (0, 0) is an addi- 500
(20, 882)
tional ordered pair on the graph of the t
0 20 60 100 140
function.
Number of seconds

1) a) 2 b) 2 2) a) 19 b) 9 c) 7 d) 20 3) a) f(k) 2k 7 b) f(p 3) 2p 1
3
4) m , y-int: (0, 2) y
4
5
3
f(x) 4 x 2
(4, 1)
x
5 5
(0, 2)
5

video
Objectives 1 and 2 17) y
1) Explain what it means when an equation is written in 8

the form y f (x).
2) Does y f (x) mean y f times x? Explain.
3) a) Evaluate y 5x 8 for x 3.
b) If f (x) 5x 8, find f(3).
4) a) Evaluate y 3x 2 for x 4. x
8 8
b) If f (x) 3x 2, find f (4).
Let f (x) 4x 7 and g(x) x2 9x 2. Find the

following function values.
5) f(5) 6) f(2)
8
8) f a b
3
7) f(0)
2
18) y
video
9) g(4) 10) g(1) 6
11) g(1) 12) g(0)
13) g a b 14) g a b
1 1
2 3
x
For each function f in Problems 1518, find f (1) and f(4). 6 6
15) f 5(3, 16), (1, 10), (0, 7), (1, 4), (4, 5)6
16) f e (8, 1), a1, b, (4, 5), (10, 8) f

5
2
6

video
19) f (x) 3x 2. Find x so that f (x) 10. Graph each function
20) f (x) 5x 4. Find x so that f (x) 9. 1
45) s(t) t 2 46) k(d ) d 1
2 3
21) g(x) x 1. Find x so that g(x) 5. 47) g(c) c 4 48) A(r) 3r
3
49) C(h) 1.5h 50) N(t) 3.5t 1
1
22) h(x) x 6. Find x so that h(x) 2.
2 Objective 5
51) A truck on the highway travels at a constant speed of
Objective 3
54 mph. The distance, D (in miles), that the truck trav-
23) f (x) 7x 2 and g(x) x2 5x 12. Find els after t hr can be defined by the function
each of the following and simplify.
D(t) 54t
a) f (c) b) f (t)
a) How far will the truck travel after 2 hr?
c) f (a 4) d) f (z 9)
b) How far will the truck travel after 4 hr?
e) g(k) f ) g(m)
c) How long does it take the truck to travel
24) f (x) 5x 6 and g(x) x2 3x 11. Find each 135 mi?
of the following and simplify.
d) Graph the function.
a) f(n) b) f(p)
52) The velocity of an object, v (in feet per second), of an
c) f (w 8) d) f (r 7) object during free-fall t sec after being dropped can be
e) g(b) f ) g(s) defined by the function
v(t) 32t
Objective 4
a) Find the velocity of an object 1 sec after being
Graph each function by making a table of values and plot- dropped.
ting points.
b) Find the velocity of an object 3 sec after being
25) f (x) x 4 26) f (x) x 2 dropped.
2 3 c) When will the object be traveling at 256 ft/sec?
27) f (x) x 2 28) g(x) x 2
3 5
d) Graph the function.
29) h(x) 3 30) g(x) 1
53) Jenelle earns $7.50 per hour at her part-time job. Her
total earnings, E (in dollars), for working t hr can be
Graph each function by finding the x- and y-intercepts and
defined by the function
one other point.
E(t) 7.50t
31) g(x) 3x 3 32) k(x) 2x 6
a) Find E(10), and explain what this means in the
1 1
33) f (x) x 2 34) f (x) x 1 context of the problem.
2 3
b) Find E(15), and explain what this means in the
35) h(x) x 36) f (x) x context of the problem.
Graph each function using the slope and y-intercept. c) Find t so that E(t) 210, and explain what this
video means in the context of the problem.
37) f (x) 4x 1 38) f (x) x 5
54) If gasoline costs $2.50 per gallon, then the cost, C (in
3 1 dollars), of filling a gas tank with g gal of gas is
39) h(x) x 2 40) g(x) x 2
5 4 defined by
1 C(g) 2.50g
41) g(x) 2x 42) h(x) 3x 1
2 a) Find C(8), and explain what this means in the
5 1 3 context of the problem.
43) h(x) x 4 44) g(x) x
2 2 2
b) Find C(15), and explain what this means in the

c) Find g so that C(g) 30, and explain what this
means in the context of the problem.
55) A 16 DVD recorder can transfer 21.13 MB a) How many fingerprints can be compared in
(megabytes) of data per second onto a recordable DVD. 2 sec?
The function D(t) 21.13t describes how much data,
D (in megabytes), is recorded on a DVD in t sec. b) How long would it take AFIS to search through
(Source: www.osta.org) 105,000 fingerprints?
a) How much data is recorded after 12 sec? 58) Refer to the function in Problem 57 to answer the
following questions.
b) How much data is recorded after 1 min?
a) How many fingerprints can be compared in
c) How long would it take to record 422.6 MB 3 sec?
of data?
b) How long would it take AFIS to search through
d) Graph the function. 45,000 fingerprints?
56) The median hourly wage of an embalmer in Illinois in 59) Refer to the function in Example 5 on p. 301 to deter-
2002 was $17.82. Seths earnings, E (in dollars), for mine the following.
working t hr in a week can be defined by the function
E(t) 17.82t. (Source: www.igpa.uillinois.edu) a) Find S(50), and explain what this means in the
a) How much does Seth earn if he works 30 hr?
b) Find S(180), and explain what this means in the
b) How much does Seth earn if he works 27 hr? context of the problem.
c) How many hours would Seth have to work to c) Find t so that S(t) 2646, and explain what this
make $623.70? means in the context of the problem.
d) If Seth can work at most 40 hr per week, what is 60) Refer to the function in Problem 55 to determine the
the domain of this function? following.
e) Graph the function. a) Find D(10), and explain what this means in the
video
57) Law enforcement agencies use a computerized system context of the problem.
called AFIS (Automated Fingerprint Identification b) Find D(120), and explain what this means in the
System) to identify fingerprints found at crime scenes. context of the problem.
One AFIS system can compare 30,000 fingerprints per
second. The function c) Find t so that D(t) 633.9, and explain what this
F(s) 30s
describes how many fingerprints, F(s) in thousands,
are compared after s sec.
Chapter 4: Summary
Definition/Procedure Example Reference
Introduction to Linear 4.1

Equations in Two Variables
A linear equation in two variables can Is (5, 3) a solution of 2x 7y 31? p. 224
be written in the form Ax By C Substitute 5 for x and 3 for y.
where A, B, and C are real numbers and
where both A and B do not equal zero. 2x 7y 31
2(5) 7(3) 31
To determine if an ordered pair is a 10 (21) 31
solution of an equation, substitute the 10 21 31
values for the variables. 31 31
Yes, (5, 3) is a solution.
Graphing by Plotting Points 4.2

and Finding Intercepts
The graph of a linear equation in two 1 p. 237
Graph y x 4 by plotting points.
variables, Ax By C, is a straight line. 2
Each point on the line is a solution to
Make a table of values. Plot the points,
the equation.
and draw a line through them.
We can graph the line by plotting the
x y
points and drawing the line through
0 4
them.
2 3
4 2
y
x
5 5
(4, 2)
(2, 3)
1
y 2x 4 (0, 4)
5
The x-intercept of an equation is the point Graph 5x 2y 10 by finding the inter- p. 241
where the graph intersects the x-axis.To cepts and another point on the line.
find the x-intercept of the graph of an x-intercept: Let y 0, and solve for x.
equation, let y 0 and solve for x.
5x 2(0) 10
The y-intercept of an equation is the point 5x 10
where the graph intersects the y-axis.To x2
find the y-intercept of the graph of an
equation, let x 0 and solve for y. The x-intercept is (2, 0).

y-intercept: Let x 0, and solve for y.
5x 2y 10
5(0) 2y 10
2y 10
y5
The y-intercept is (0, 5).

Another point on the line is (4, 5).
Plot the points, and draw the line
through them.
y
5 (0, 5)
5x 2y 10
(2, 0)
x
5 5
5 (4, 5)
If c is a constant, then the graph of Graph x 2. p. 243

x c is a vertical line going through the y
point (c, 0). 5
If d is a constant, then the graph of

y d is a horizontal line going through x2
the point (0, d).
x
5 (2, 0) 5
5
Graph y 3.
y
5
y3
(0, 3)
x
5 5
5
Chapter 4 Summary 307

The Slope of a Line 4.3
The slope of a line is the ratio of the Find the slope of the line containing the p. 251
vertical change in y to the horizontal points (6, 9) and (2, 12).
change in x. Slope is denoted by m.
y2 y1
m
The slope of a line containing the points x2 x1
(x1, y1) and (x2, y2) is 12 9 3 3

y2 y1 2 6 8 8
m
x2 x1 3
The slope of the line is .
8
The slope of a horizontal line is zero.
The slope of a vertical line is undefined.
If we know the slope of a line and a Graph the line containing the point p. 257
point on the line, we can graph the line. 4
(5, 3) with a slope of .
7
Start with the point (5, 3), and use
the slope to plot another point on the
line.
4 change in y
m
7 change in x
y
Right
7 units
(2, 1)
x
5 5
Up 4
units
(5, 3)
5
The Slope-Intercept Form of 4.4

a Line
The slope-intercept form of a line is Write the equation in slope-intercept p. 263

y mx b where m is the slope and form and graph it.
(0, b) is the y-intercept.
6x 4y 16
If a line is written in slope-intercept 4y 6x 16
form, we can use the y-intercept and 6 16
y x
the slope to graph the line. 4 4
3
y x4 Slope-intercept
2
form
3
m , y-intercept (0, 4)
2

Plot (0, 4), then use the slope to locate

another point on the line.We will think
3 change in y
of the slope as m .
2 change in x
y
5
(0, 4)
Down
3 units
(2, 1)
Right x
5 2 units 5
5
Writing an Equation of a Line 4.5
To write the equation of a line given its Find an equation of the line with p. 270
slope and y-intercept, use y mx b slope 3 and y-intercept (0, 8).
and substitute those values into the y mx b Substitute 3 for
equation. y 3x 8 m and 8 for b.
If (x1, y1) is a point on a line and m is the Find an equation of the line containing p. 270
slope of the line, then the equation of the point (1, 4) with slope 2.
the line is given by y y1 m(x x1). Express the answer in standard form.
This is the point-slope formula.
Use y y1 m(x x1).
Given the slope of the line and a point
Substitute 2 for m. Substitute (1, 4)
on the line, we can use the point-slope
for (x1, y1).
formula to find an equation of the line.
y (4) 2(x 1)
y 4 2x 2
2x y 6
2x y 6 Standard form
To write an equation of a line given two Find an equation of the line containing p. 272
points on the line, the points (2, 6) and (4, 2). Express
the answer in slope-intercept form.
a) use the points to find the slope of
the line 26 4 2
m
4 (2) 6 3
then
2
b) use the slope and either one of the We will use m and the point
3
points in the point-slope formula.
(2, 6) in the point-slope formula.

y y m(x x1)
2
Substitute for m. Substitute
3
(2, 6) for (x1, y1).
2
y 6 (x (2)) Substitute.
3
2
y 6 (x 2)
3
2 4
y6 x Distribute.
3 3
2 14 Slope-intercept
y x
3 3 form
The equation of a horizontal line con- The equation of a horizontal line con- p. 273
taining the point (c, d) is y d. taining the point (7, 4) is y 4.
The equation of a vertical line containing The equation of a vertical line contain-
the point (c, d) is x c. ing the point (9, 1) is x 9.
Parallel and Perpendicular Lines 4.6
Parallel lines have the same slope. Determine if the lines 5x y 3 and p. 279
Perpendicular lines have slopes that are x 5y 20 are parallel, perpendicular,

negative reciprocals of each other. or neither.
Put each line into slope-intercept form

to find their slopes.
5x y 3 x 5y 20
y 5x 3 5y x 20
1
y x4
5
1
m 5 m
5
The lines are perpendicular since their
slopes are negative reciprocals of each
other.
To write an equation of the line parallel Write an equation of the line parallel to p. 283
or perpendicular to a given line, we must 2x 3y 21 containing the point
find the slope of the given line first. (6, 3). Express the answer in slope-
intercept form.
Find the slope of 2x 3y 21.
2x 3y 21
3y 2x 21
2
y x7
3
2
m
3

2
The slope of the parallel line is also .
3
Since this line contains (6, 3), use
the point-slope formula to write its
equation.
y y1 m(x x1 )
2 Substitute
y (3) (x (6) )
3 values.
2
y 3 (x 6)
3
2
y3 x4 Distribute.
3
2
y x1 Slope-intercept
3
form
Introduction to Functions 4.7
A relation is any set of ordered pairs. Relations: p. 288

A relation can also be represented as a a) {(4, 12), (1, 3), (3, 9), (5, 15)}
correspondence or mapping from one b)
set to another. 4 1
9 6
11 17
The domain of a relation is the set In a) above, the domain is {4, 1, 3, 5}, p. 289
of values of the independent variable and the range is {12, 3, 9, 15}.
(the first coordinates in the set of
ordered pairs). In b) above, the domain is {4, 9, 11}, and
the range is {1, 6, 17}.
The range of a relation is the set of all
values of the dependent variable (the
second coordinates in the set of ordered
pairs).
A function is a relation in which each The relation above in a) is a function. p. 289

element of the domain corresponds to
The relation above in b) is not a function.
exactly one element of the range.

The Vertical Line Test This graph represents a function. p. 290

Anywhere a vertical line is drawn, it will
intersect the graph only once.
y
x
5 5
5
This is not the graph of a function. A

vertical line can be drawn so that it
intersects the graph more than once.
y
x
5 5
5
The domain of a relation that is written 9 p. 294

Determine the domain of f(x) .
as an equation, where y is in terms of x, x8
is the set of all real numbers that can
x80 Set the denominator 0.
be substituted for the independent
x 8 Solve.
variable, x.
When determining the domain of a When x 8, the denominator of

9
relation, it can be helpful to keep these f(x) equals zero. The domain
tips in mind. x8
contains all real numbers except 8.
1) Ask yourself, Is there any number
The domain of the function is
that cannot be substituted for x?
(, 8) (8, ).
2) If x is in the denominator of a frac-
tion, determine what value of x will
make the denominator equal 0 by
setting the denominator equal to
zero. Solve for x. This x-value is not
in the domain.

Function Notation and Linear 4.8

Functions
If a function describes the relationship If f(x) 9x 4, find f (2). p. 297

between x and y so that x is the inde-
pendent variable and y is the dependent Substitute 2 for x and evaluate.
variable, then y is a function of x. y f(x) f (2) 9(2) 4 18 4 14
is called function notation and it is read as
y equals f of x. f (2) 14
Finding a function value means evaluat-

ing the function for the given value of
the variable.
A linear function has the form Graph f (x) 3x 4 using the slope p. 300
f (x) mx b and y-intercept.
where m and b are real numbers, m is The slope is 3 and the y-intercept is
the slope of the line, and (0, b) is the (0, 4). Plot the y-intercept and use the
y-intercept. slope to locate another point on the line.
y
5
(0, 4)
(1, 1)
x
5 5
5

Chapter 4: Review Exercises

(4.1) Determine if each ordered pair is a solution of the given 14) Fill in the blank with positive, negative, or zero.
equation.
a) The y-coordinate of every point in quadrant III is
1) 4x y 9; (1, 5) 2) 3x 2y 20; (4, 2) .
5 1 b) The x-coordinate of every point in quadrant IV is
3) y x ; (2, 3) 4) x 7; (7, 9) .
4 2
(4.2) Complete the table of values and graph each equation.
Complete the ordered pair for each equation.
15) y 2x 3 16) 3x 2y 4
2
5) y 6x 10; (3, ) 6) y x 5; (12, )
3 x y x y
7) y 8; (5, ) 8) 5x 9y 3; ( , 2) 0 0

1 2
Complete the table of values for each equation.
2 1
9) y x 11 10) 4x 6y 8 2 4
x y x y Graph each equation by finding the intercepts and at least

0 0 one other point.
3 0
17) x 2y 6 18) 5x y 10
1 3
5 4 1 3
19) y x 4 20) y x 7
6 4
Plot the ordered pairs on the same coordinate system. 21) x 5 22) y 3
11) a) (5, 2) b) (3, 0) (4.3) Determine the slope of each line.
c) (4, 3) d) (6, 2) 23) y
12) a) (0, 1) b) (2, 5) 5
a , 1b a4, b
5 1
c) d)
2 3
13) The fine for an overdue book at the Hinsdale Public
x
Library is given by 5 5
y 0.10x
where x represents the number of days a book is overdue
and y represents the amount of the fine, in dollars. 5
a) Complete the table of values, and write the informa-
tion as ordered pairs. 24) y
5
x y
1
2
7
x
10 5 5
b) Label a coordinate system, choose an appropriate

scale, and graph the ordered pairs.
c) Explain the meaning of the ordered pair (14, 1.40) in 5
the context of the problem.

Use the slope formula to find the slope of the line containing 47) Personal consumption expenditures in the United States
each pair of points. since 1998 can be modeled by y 371.5x 5920.1, where
25) (1, 7) and (4, 2) 26) (2, 3) and (3, 1) x represents the number of years after 1998, and y repre-
sents the personal consumption expenditure in billions of
27) (2, 5) and (3, 8) 28) (0, 4) and (8, 2) dollars. (Source: Bureau of Economic Analysis)
29) a , 1b and a , 7b

3 5 Personal Consumption
2 2 Expenditures
30) (2.5, 5.3) and (3.5, 1.9)
expenditures (billions of $)
7900
Personal consumption
7600
31) (9, 0) and (9, 4)
7300
32) (7, 4) and (1, 4) 7000
6700
33) Paul purchased some shares of stock in 2002. The graph
shows the value of one share of the stock from 20022006. 6400
6100
Value of One Share of Stock 5800
0 1 2 3 4 5
46
Number of years
44 after 1998
Value (in dollars)
42
a) What is the y-intercept? What does it mean in the
40 context of the problem?
38
b) Has the personal consumption expenditure been
36 increasing or decreasing since 1998? By how much
34 per year?
32 c) Use the graph to estimate the personal consumption
expenditure in the year 2002. Then, use the equation
2002 2003 2004 2005 2006 to determine this number.
Year
(4.5)
a) What was the value of one share of stock the year 48) Write the point-slope formula for the equation of a line
that Paul made his purchase? with slope m and which contains the point (x1, y1).
b) Is the slope of the line segment positive or negative? Write the slope-intercept form of the equation of the line, if
What does the sign of the slope mean in the context possible, given the following information.
of this problem?
c) Find the slope. What does it mean in the context of
this problem? 50) m 8 and y-intercept (0, 1)
Graph the line containing the given point and with the given 4
slope. 51) m and y-intercept (0, 2)
9
34) (3, 2); m 4 35) (1, 5); m 3 52) contains (6, 5) and (4, 10)
5 53) contains (3, 6) and (9, 2)
36) (2, 6); m 37) (3, 2); slope undefined
2
1
38) (5, 2); m 0 54) m and contains (8, 3)
2
(4.4) Identify the slope and y-intercept, then graph the line.
55) horizontal line containing (1, 9)
39) y x 3 40) y 2x 7
56) vertical line containing (4, 0)
3 1
41) y x 1 42) y x 2 Write the standard form of the equation of the line given the
4 4 following information.
43) x 3y 6 44) 2x 7y 35 57) contains (2, 2) and (8, 7)

45) x y 0 46) y 3 4 58) m 1 and contains (4, 7)
Chapter 4 Review Exercises 315

71) y 6x 7 72) x 2y 22
59) m 3 and contains a , 1b
4
3 4x y 9 2x y 0
Write an equation of the line parallel to the given line and
60) contains (15, 2) and (5, 10)
containing the given point. Write the answer in slope-
61) m 6 and y-intercept (0, 0) intercept form or in standard form, as indicated.
5 73) y 5x 14; (2, 4); slope-intercept form

62) m and y-intercept (0, 2)
3 74) y 3x 1; (5, 19); slope-intercept form
63) contains (1, 1) and (7, 5) 75) 2x y 5; (1, 9); standard form
64) m
1
and contains (17, 2) 76) x 4y 9; (5, 3); standard form
6
77) 5x 3y 7; (4, 8); slope-intercept form
65) The chart shows the number of wireless communication
subscribers worldwide (in millions) from 20012004.
(Source: DellOro Group and Standard and Poors Industry Surveys) Write an equation of the line perpendicular to the given line
and containing the given point. Write the answer in slope-
Worldwide Wireless intercept form or in standard form, as indicated.
Subscribers
1
1400
2
1502.9

1343.2
Number (in millions)
1200
1147.1
1000
944.2
800 82) 3x 5y 45; (3, 1); slope-intercept form

600
83) 4x y 3; (8, 3); standard form
400
84) 2x 3y 15; (5, 7); standard form
200
85) Write an equation of the line parallel to x 7 containing
0
2001 2002 E2003 E2004 (2, 3).
Year
86) Write an equation of the line parallel to y 5
(E Estimated)
containing (4, 9).
a) Write a linear equation to model this data. Use the
data points for 2001 and 2004. Let x represent the 87) Write an equation of the line perpendicular to y 6
number of years after 2001, and let y represent the containing (1, 3).
number of worldwide wireless subscribers, in mil- 88) Write an equation of the line perpendicular to x 7
lions. Round to the nearest tenth. containing (6, 0).
b) Explain the meaning of the slope in the context of (4.7) Identify the domain and range of each relation, and
the problem. determine whether each relation is a function.
c) Use the equation to determine the number of sub-
89) {(4, 9), (0, 3), (2, 9), (5, 18)}
scribers in 2003. How does it compare to the value
given on the chart? 90) {(3, 1), (5, 3), (5, 3), (12, 4)}
(4.6) Determine if each pair of lines is parallel, perpendicular 91)
or neither. 2 0
1
6
1 8
66) y x 7 67) 9x 4y 1 5 13
2
27x 12y 2
5x 10y 8
92)
68) 4x 6y 3 69) y 6
Beagle Dog
3x 2y 2 x 2
Siamese Cat
70) x 3
x1 Parrot Bird

93) y y
104)
5
x x
5 5
5
94) y
5 105) Let f (x) 5x 12, g(x) x2 6x 5. Find each of

the following and simplify.
a) f(4) b) f(3)
c) g(3) d) g(0)
x e) f(a) f) g(t)
5 5
g) f(k 8) h) f(c 2)
106) h(x) 3x 7. Find x so that h(x) 19.
5 107) g1x2 4x 9. Find x so that g(x) 15.
3 11
Determine the domain of each relation, and determine 108) f (x) x 5. Find x so that f (x) .
whether each relation describes y as a function of x. 2 2
8 109) Graph f (x) 2x 6 by making a table of values and

95) y 4x 7 96) y plotting points.
x3
15 3
97) y 98) y 2 x 110) Graph g(x) x 3 by finding the x- and y-intercepts
x 2
and one other point.
5
99) y x 2 6 100) y Graph each function.
7x 2
5
(4.8) For each function, f, find f (3) and f (2). 111) h(c) c 4
2
101) f {(7, 2), (2, 5), (1, 10), (3, 14)}
112) D(t) 3t
102) f
2 8 113) A USB 2.0 device can transfer data at a rate of 480 MB/sec
0 0 (megabytes/second). Let f (t) 480t represent the num-
3 27 ber of megabytes of data that can be transferred in t sec.
5 125 (Source: www.usb.org)
a) How many megabytes of a file can be transferred in
103) y
2 sec? in 6 sec?
5 b) How long would it take to transfer a 1200 MB file?
114) A jet travels at a constant speed of 420 mph. The dis-
tance D (in miles) that the jet travels after t hr can be
defined by the function
x
5 5 D(t) 420t
a) Find D(2), and explain what this means in the con-
text of the problem.
5 b) Find t so that D(t) 2100, and explain what this
Chapter 4 Review Exercises 317

318 Chapter 2 Variables and Exponents
Chapter 4: Test
1) Is (9, 13) a solution of 5x 3y 6? 14) Mr. Kumar owns a computer repair business. The graph
below shows the annual profit since 2000. Let x represent
2) Complete the table of values and graph y 2x 4.
the number of years after 2000, and let y represent the
annual profit, in thousands.
x y
Annual profit
0 y
3
1 65
(5, 61)
60
0
(in thousands)
Annual profit
55 (4, 55.2)
50 (3, 49.7)
3) Fill in the blanks with positive or negative. In quadrant II, 45
the x-coordinate of every point is (2, 42.1)
40
(1, 38)
and the y-coordinate is . 35
(0, 32)
30
4) For 2x 3y 12, x
0 1 2 3 4 5
a) find the x-intercept. Year
b) find the y-intercept.
a) What was the profit in 2004?
c) find one other point on the line.
b) Write a linear equation (in slope-intercept form)
d) graph the line. to model this data. Use the data points for 2000
and 2005.
5) Graph x 4.
c) What is the slope of the line? What does it mean in
6) Find the slope of the line containing the points
the context of the problem?
a) (8, 5) and (4, 14)
d) What is the y-intercept? What does it mean in the
b) (9, 2) and (3, 2) context of the problem?
e) If the profit continues to follow this trend, in what
7) Graph the line containing the point (3, 6) with year can Mr. Kumar expect a profit of $90,000?
2
slope .
5 Identify the domain and range of each relation, and determine
8) Graph the line containing the point (4, 1) with an unde- whether each relation is a function.
fined slope. 15) 5 (2, 5), (1, 1), (3, 1), (8, 4)6
9) Put 6x 2y 8 into slope-intercept form. Then, graph 16) y
the line.
5
10) Write the slope-intercept form for the equation of the line
with slope 4 and y-intercept (0, 5).
11) Write the standard form for the equation of a line with
1 x
slope containing the point (3, 8). 5 5
2
12) Determine if 4x 7y 7 and 14x 8y 3 are
parallel, perpendicular, or neither.
5
13) Find the slope-intercept form of the equation of the line
a) perpendicular to y 3x 11 For each function, (a) determine the domain. (b) Is y a function
containing (12, 5). of x?
b) parallel to 5x 2y 2 containing 7
(8, 14). 17) y x 5 18) y x 8
3

For each function, f, find f(2). 23) g(t)

19) f 5 (3, 8), (0, 5), (2, 3), (7, 2)6 24) f(h 7)
20) y
Graph the function.
6
y f(x) 3
25) h(x) x 5
4
26) A USB 1.1 device can transfer data at a rate of 12 MB/sec
(megabytes/second). Let f (t) 12t represent the number
x of megabytes of data that can be transferred in t sec.
5 5
(Source: www.usb.org)
a) How many megabytes of a file can be transferred in

4 3 sec?
b) How long would it take to transfer 132 MB?
Let f (x) 4x 2 and g(x) x2 3x 7. Find each of
the following and simplify.
21) f(6) 22) g(2)
Cumulative Review: Chapters 14

252 10) Solve. Write the solution in interval notation.
1) Write in lowest terms.
840 19 4x 25
2) A rectangular picture frame measures 8 in. by 10.5 in. For 1113, write an equation and solve.
Find the perimeter of the frame.
11) One serving of Ben and Jerrys Chocolate Chip Cookie
Evaluate. Dough Ice Cream has 10% fewer calories than one serv-
21 25 ing of their Chunky Monkey Ice Cream. If one serving
3) 26 4) of Chocolate Chip Cookie Dough has 270 calories, how
40 63
many calories are in one serving of Chunky Monkey?
2 (www.benjerry.com)
5) 3
5 12) Find the missing angle measures.
6) Write an expression for 53 less than twice eleven and
C
simplify.
Simplify. The answer should not contain any negative 28
exponents.
54a5 3
7) (3t4 )(7t10 ) 8) a b (4x 2) x
72a11 B A
9) Solve 12 5(2n 9) 3n 2(n 6)
Chapters 14 Cumulative Review 319

13) Lynettes age is 7 yr less than three times her daughters Let f (x) 8x 3. Find each of the following and simplify.
age. If the sum of their ages is 57, how old is Lynette, and
19) f (5)
how old is her daughter?
20) f(a)
14) Find the slope of the line containing the points (7, 8)
and (2, 17). 21) f (t 2)
15) Graph 4x y 5.
5 22) Graph f (x) 2.
16) Write an equation of the line with slope containing
4
the point (8, 1). Express the answer in standard form.
17) Write an equation of the line perpendicular to
1
y x 11 containing the point (4, 12). Express the
3
answer in slope-intercept form.
3
18) Determine the domain of y .
x7

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mes47759_ch04_223-250 11/03/2007 13:24 Page 223 pinnacle Os9:Desktop Folder:03/11/07:

224 Chapter 4 Linear Equations in Two Variables

Section 4.1 Introduction to Linear Equations in Two Variables

(We can write x 8 as x 0y 8, therefore it is a linear equation in two

2. Decide Whether an Ordered Pair Is a Solution of a Given Equation

To determine if (1, 3) is a solution of 4x 5y 11, we substitute 1 for

Section 4.1 Introduction to Linear Equations in Two Variables 225

b) The ordered pair a , 5b tells us that x and y 5.

3. Complete Ordered Pairs for a Given Equation

226 Chapter 4 Linear Equations in Two Variables

The ordered pair is (1, 3).

The ordered pair is (20, 4).

The ordered pair is a6, b.

Section 4.1 Introduction to Linear Equations in Two Variables 227

The ordered pair is (7, 2).

228 Chapter 4 Linear Equations in Two Variables

4. Plot Ordered Pairs

Section 4.1 Introduction to Linear Equations in Two Variables 229

230 Chapter 4 Linear Equations in Two Variables

Section 4.1 Introduction to Linear Equations in Two Variables 231

iii) In the third ordered pair, y 3 and we must find x.

The ordered pair is (4, 3).

Each of the points (0, 5), y

5. Solve Applied Problems Involving Ordered Pairs

where y is the length of her hair in millimeters.

232 Chapter 4 Linear Equations in Two Variables

x number of days after the hair was measured

i) x 10: y 0.30x 250

ii) x 60: y 0.30x 250

iii) x 90: y 0.30x 250

Section 4.1 Introduction to Linear Equations in Two Variables 233

b) Graph the ordered pairs.

234 Chapter 4 Linear Equations in Two Variables

Answers to You Try Exercises

Boost your grade Practice NetTutor e-Professors Videos

15) 2x 15y 13; a , b

Section 4.1 Introduction to Linear Equations in Two Variables 235

25) x 5 26) y 7 Graph each ordered pair.

43) a , 1b 44) a5, b

236 Chapter 4 Linear Equations in Two Variables

5 1 a) Write the information as ordered pairs (x, y),

0 0 b) Label a coordinate system, choose an appropriate

65) The y-coordinate of every point in quadrant IV is y 20x 100

(Source: National Safety Council)

Section 4.2 Graphing by Plotting Points and Finding Intercepts 237

Section 4.2 Graphing by Plotting Points and Finding Intercepts

238 Chapter 4 Linear Equations in Two Variables

1. Graph a Linear Equation in Two Variables by Plotting Points

The completed table of values is

Section 4.2 Graphing by Plotting Points and Finding Intercepts 239

240 Chapter 4 Linear Equations in Two Variables

We get the table of values x y

Section 4.2 Graphing by Plotting Points and Finding Intercepts 241

2. Graph a Linear Equation in Two Variables by

242 Chapter 4 Linear Equations in Two Variables

x-intercept: Let y 0, and solve for x.

The x-intercept is (2, 0) .

y-intercept: Let x 0, and solve for y.

Plot the points, and draw the line through them.

Section 4.2 Graphing by Plotting Points and Finding Intercepts 243

3. Graph Linear Equations of the Forms x c and y d

244 Chapter 4 Linear Equations in Two Variables

We can generalize the result as follows:

4. Model Data with a Linear Equation