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chapter

3 Functions
Section 3A Section 3B
Function Concepts Applying Functions
3-1 Graphing Relationships 3-5 Scatter Plots and Trend Lines
3-2 Relations and Functions Technology Lab  Interpret Scatter Plots and Trend Lines
Algebra Lab  The Vertical-Line Test Connecting Algebra to Data Analysis  Median-Fit Line
Algebra Lab  Model Variable Relationships 3-6 Arithmetic Sequences
3-3 Writing Functions
3-4 Graphing Functions
Technology Lab  Connect Function Rules, Tables, and Graphs

Pacing Guide for 45-Minute  Classes Calendar Planner®

Chapter 3
DAY 1 DAY 2 DAY 3 DAY 4 DAY 5
3-1 Lesson 3-2 Lesson Algebra Lab Algebra Lab 3-3 Lesson
Algebra Lab 3-3 Lesson
DAY 6 DAY 7 DAY 8 DAY 9 DAY 10
3-3 Lesson 3-4 Lesson Multi-Step Test Prep 3-5 Lesson Technology Lab
3-4 Lesson Technology Lab Ready to Go On?
DAY 11 DAY 12 DAY 13
Connecting Algebra 3-6 Lesson Multi-Step Test Prep Chapter Review Chapter Test
to Data Analysis Ready to Go On?

Pacing Guide for 90-Minute  Classes Calendar Planner®

Chapter 3
DAY 1 DAY 2 DAY 3 DAY 4 DAY 5

3-1 Lesson Algebra Lab 3-3 Lesson 3-4 Lesson 3-5 Lesson
3-2 Lesson Algebra Lab 3-4 Lesson Technology Lab Technology Lab
3-3 Lesson Multi-Step Test Prep
Ready to Go On?
DAY 6 DAY 7
Connecting Algebra Chapter Review
to Data Analysis Chapter Test
3-6 Lesson
Multi-Step Test Prep
Ready to Go On?

160A Chapter 3
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DIAGNOSE PRESCRIBE

Assess Before the Chapter

Prior Diagnose readiness for the chapter. Prescribe intervention.
Knowledge Are You Ready?  SE Are You Ready? Intervention

Before Every Lesson

Diagnose readiness for the lesson. Prescribe intervention.
Warm Up  TE Reteach  CRB

During Every Lesson

Diagnose understanding of lesson concepts. Prescribe intervention.
Check It Out!  SE Reading Strategies  CRB
Questioning Strategies  TE Success for Every Learner
Think and Discuss  SE Lesson Tutorial Videos
Write About It  SE
Journal  TE

After Every Lesson

Diagnose mastery of lesson concepts. Prescribe intervention.
Formative Lesson Quiz  TE Reteach  CRB
Assessment Test Prep  SE Test Prep Doctor  TE
ExamView™  Assessment Suite Homework Help Online

Before Chapter Testing

Diagnose mastery of concepts in chapter. Prescribe intervention.

Ready to Go On?  SE Ready to Go On? Intervention

Multi-Step Test Prep  SE Scaffolding Questions  TE
Section Quizzes  AR Reteach  CRB
ExamView™  Assessment Suite Lesson Tutorial Videos

Before High Stakes Testing

Diagnose mastery of benchmark concepts. Prescribe intervention.
College Entrance Exam Practice  SE College Entrance Exam Practice
Standardized Test Prep  SE

After the Chapter Assessment Suite

Check mastery of chapter concepts. Prescribe intervention.
Multiple-Choice Tests (Forms A, B, C) Reteach  CRB
Summative Free-Response Tests (Forms A, B, C) Lesson Tutorial Videos
Assessment Performance Assessment  AR
Cumulative Test  AR
ExamView™  Assessment Suite

KEY:  SE = Student Edition  TE = Teacher’s Edition  CRB = Chapter Resource Book  AR = Assessment Resources  Available online  160B
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chapter

3 Lesson Resources

Before the Lesson Practice the Lesson

Prepare Teacher One Stop Practice Chapter Resources
• Editable lesson plans • Practice A, B, C
• Calendar Planner Practice and Problem Solving Workbook
• Easy access to all chapter resources
IDEA Works!® Modified Worksheets and Tests
Lesson Transparencies
• Teacher Tools ExamView™  Assessment Suite
Homework Help Online
Online Interactivities
Interactive Online Edition
Teach the Lesson • Homework Help
Introduce Alternate Openers: Explorations Apply Chapter Resources
Lesson Transparencies • Problem Solving
• Warm Up Practice and Problem Solving Workbook
• Problem of the Day
Interactive Online Edition
Teach Lesson Transparencies • Chapter Project
• Teaching Transparencies Project Teacher Support
Know-It Notebook™
• Vocabulary
• Key Concepts After the Lesson
Power Presentations Reteach Chapter Resources
Lesson Tutorial Videos • Reteach
Interactive Online Edition • Reading Strategies ELL
• Lesson Activities Success for Every Learner
• Lesson Tutorial Videos
Lab Activities Review Interactive Answers and Solutions
Lab Resources Online Solutions Key
Online Interactivities Know-It Notebook™
• Big Ideas
TechKeys • Chapter Review

Extend Chapter Resources

• Challenge

Technology Highlights for the Teacher

Power Presentations Teacher One Stop Interactive Online Edition
Dynamic presentations to engage students. Easy access to the chapter resources and This chapter includes Tutorial Videos, Lesson
Complete PowerPoint® presentations for assessments. Includes lesson planning Activities, Lesson Quizzes, Homework Help,
every lesson in this chapter. software. and Chapter Project.

KEY:  SE = Student Edition  TE = Teacher’s Edition  ELL English Language Learners  Spanish version available  Available online 

160C Chapter 3
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chapter

Reaching All Learners 3

Teaching tips to help all learners appear throughout the chapter. A few that target specific students are included in the lists below.

All Learners On-Level Learners

Lab Activities Practice B.............................................................................. CRB
Practice and Problem Solving Workbook Problem Solving................................................................... CRB
Know-It Notebook Vocabulary Connections. ........................................................SE
Questioning Strategies............................................................TE
Special Needs Students Ready to Go On? Intervention
Practice A.............................................................................. CRB Know-It Notebook
Reteach................................................................................. CRB Homework Help Online
Reading Strategies. .............................................................. CRB Online Interactivities
Are You Ready?.......................................................................SE
Inclusion. .................................................................................TE Advanced Learners
IDEA Works!® Modified Worksheets and Tests Practice C.............................................................................. CRB
Ready to Go On? Intervention Challenge.............................................................................. CRB
Know-It Notebook Challenge Exercises ................................................................SE
Online Interactivities Reading and Writing Math Extend..........................................TE
Lesson Tutorial Videos Are You Ready? Enrichment
Ready To Go On? Enrichment English
Developing Learners Language
Practice A.............................................................................. CRB English Language Learners Learners
Reteach................................................................................. CRB Reading Strategies. .............................................................. CRB
Reading Strategies. .............................................................. CRB Are You Ready? Vocabulary....................................................SE
Are You Ready?.......................................................................SE Vocabulary Connections. ........................................................SE
Vocabulary Connections. ........................................................SE Vocabulary Review..................................................................SE
Questioning Strategies............................................................TE English Language Learners.....................................................TE
Ready to Go On? Intervention Success for Every Learner
Know-It Notebook Know-It Notebook
Homework Help Online Multilingual Glossary
Online Interactivities Lesson Tutorial Videos
Lesson Tutorial Videos

Technology Highlights for Reaching All Learners

Lesson Tutorial Videos Multilingual Glossary Online Interactivities
Starring Holt authors Ed Burger and Freddie Searchable glossary includes definitions Interactive tutorials provide visually engaging
Renfro! Live tutorials to support every in English, Spanish, Vietnamese, Chinese, alternative opportunities to learn concepts and
lesson in this chapter. Hmong, Korean, and other languages. master skills.

KEY:  SE = Student Edition  TE = Teacher’s Edition  CRB = Chapter Resource Book  Spanish version available  Available online 

160D
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chapter

3 Ongoing Assessment

Assessing Prior Knowledge Lesson Assessment

Determine whether students have the prerequisite concepts Provide formative assessment for each lesson of the chapter.
and skills for success in the chapter.
Questioning Strategies............................................................TE
Are You Ready? ......................................................................SE Think and Discuss. ..................................................................SE
Warm Up . ...............................................................................TE Check It Out! Exercises............................................................SE
Write About It. ........................................................................SE
Test Preparation Journal.....................................................................................TE
Provide review and practice for the chapter and standardized Lesson Quiz . ...........................................................................TE
tests. Alternative Assessment...........................................................TE
Multi-Step Test Prep................................................................SE IDEA Works!® Modified Worksheets and Tests
Study Guide: Review...............................................................SE
Test Tackler..............................................................................SE Weekly Assessment
Standardized Test Prep...........................................................SE Provide formative assessment for each section of the chapter.
College Entrance Exam Practice..............................................SE
Multi-Step Test Prep................................................................SE
Countdown to Mastery ...................................................SE
Ready to Go On? . ...................................................................SE
®
IDEA Works! Modified Worksheets and Tests
Section Quizzes . .................................................................... AR
ExamView™ Assessment Suite
Alternative Assessment
Assess students’ understanding of the chapter concepts Chapter Assessment
and combined problem-solving skills.
Provide summative assessment of the chapter mastery.
Chapter Project. ......................................................................SE
Chapter Test.............................................................................SE
Alternative Assessment...........................................................TE
Chapter Test (Levels A, B, C) ................................................. AR
Performance Assessment ...................................................... AR
• Multiple Choice  • Free Response
Portfolio Assessment . ........................................................... AR
Cumulative Test ..................................................................... AR
ExamView™ Assessment Suite
IDEA Works!® Modified Worksheets and Tests

Technology Highlights for Assessment

ExamView™  Assessment Suite
Use the chapter problem banks to create
assessments and worksheets to print out or
deliver online. Includes dynamic problems.

KEY:  SE = Student Edition  TE = Teacher’s Edition  AR = Assessment Resources  Spanish version available  Available online 

160E Chapter 3
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chapter

Formal Assessment 3
Three levels (A, B, C) of multiple-choice and free-response chapter tests, along
with a performance assessment, are available in the Assessment Resources.

A  Chapter Test A  Chapter Test

C  Chapter Test C  Chapter Test

Multiple Choice FREE RESPONSE PERFORMANCE ASSESSMENT

Class__________________ Name ________________________________________ Date __________________ Class__________________ Name ________________________________________ Date __________________ Class__________________

B  Chapter B  Chapter
Name ________________________________________ Date __________________ Class__________________ Name ________________________________________ Date __________________ Class__________________

Functions Test
Functions
Chapter
Functions
Chapter Test Chapter
3
Test
Functions
Chapter

3
ChapterChapter
Test Form 3 Performance Assessment Teacher Support
Test
B Form A continued Chapter Test Form B
Select the bestaanswer.
Write rule in function notation for 4. What 13. Text Messaging
is the
y =domain
−x + 3 of the relation below? 1. A runner in a race ran quickly for the first 4. Give the range of the relation.
graphed below? Purpose
1. Whicheach situation.
situation could be represented by few minutes, slowed down some and
the graph below?parking is available for $8 per
8. Airport ran a steady pace for most of the race, This performance task assesses the student’s ability to find the domain
day. and then ran as fast as he could at the and range of relations, and to identify functions.
very end. Choose the graph that best
Time
_________________________________________ represents this situation.
9. A glass of iced tea costs $2.00. Refills 25–40 minutes
cost $0.25 each.
Grouping
_________________________________________ Individuals
A A10. Evaluate
person slowsthe function
down f(x) = 6x − 1
and then Preparation Hints
travelswhen x = 0 andspeed.
at a constant when x = 4.
Review the definitions for relation, domain, range, and function. Talk about
B A person travels at a constant speed
_________________________________________ the different ways to represent relations: ordered pairs, tables, graphs, and
C y=2−x and
11.then slows
Identify thedown.
independent and dependent _________________________________________ mapping diagrams.
D y=x+2 C A person travels at a constant speed
variables. F 0 14.
≤ x ≤The
3 table shows the number of fish in 2. Dog food is sold in 7 pound bags. Sketch
he number of runners in and then speeds
A photo lab up.
charges $0.15 per print. a small pond over four years. Draw a Overview
4
G 0 ≤ x ≤scatter a graph to show the weight of dog food
rs. Draw a scatter plot D A person speeds up and then travels plot and trend line. ________________________________________ Typing a text message on a standard cell phone is a real-world application
_________________________________________H −3 ≤ x ≤ 3 purchased by a customer who buys 0, 1,
at a constant speed. 2, 3, or 4 bags. Tell whether the graph is 5. Give the domain of the relation. of relations and functions. When you type a text message, the relation
Year ’02 ’03 ’04 ’05 between the letter you want and the numbered key you press is a function.
’02 ’03 ’04 ’05 2. Which situation would NOT be
_________________________________________J −3 ≤ x ≤ 4 continuous or discrete.
32below?
37 41 50 x −1 − 0.5 0 0.5 However, when the phone deciphers the numbered keys as letters to
21 35 46 50 represented by a graph with distinct 5. What is theNumber
range of of
theFish
relation
Graph each function.
points? display on the screen, the relation is not a function.
y 2 2 5 6
1 x 0 1 2 3
F Cost
12. of
y =buying
|x|; 1,
D:2,
{−or
2, 3
0,packs
2, 4} of Introduce the Task
2
trading cards y 1 2 4 8 ________________________________________
Ask how many students have cell phones, and how many have used them
G Number of visitors to a movie theater A {1, 2} 6. Tell whether the relation is a function. to send a text message. Discuss different strategies, techniques, and
per day for one week Explain. technology for physically typing in a text message. Phones vary widely;
B {0, 1, 2, 3}
H Distance traveled by a rollercoaster {(4, −1), (3, −2), (2, 1), (1, −2)} some use predictive text messaging, some require the user to press the
C {1, 2, 4, 8} keys different numbers of times for each letter, and some have extended
car during 20 seconds
D {0, 1, 2, 3, 4, 8} ________________________________________
J Amount of money earned based on keypads with each letter corresponding to one key.
the number of magazines sold 6. Which of the following relations is NOT ________________________________________
a function? _________________________________________ Performance Indicators
3. Which relation is represented by the
F {(1, 5), (3, −1), (7, 9)} 3. Express the relation {(−2, 3), (2, 4), ________________________________________ _____ Expresses a relation as a table.
mapping diagram below?
prediction for the (−3, 4)}, as a mapping diagram. 7. Determine a relationship between the _____ Finds the domain and range of relations.
in 2007? G {(1, 5),Based
(2, 5)}on the trend line, predict how
x- and y-values. Write an equation. _____ Distinguishes relations and functions.
B 72 H {(1, 1),many fish
(2, 2), (3,will
3)}be in the pond in 2007.
J {(5, 1),________________________________________
(5, 2)} x 1 2 3 4 5 _____ Finds outputs given specific inputs by using a relation’s table.
terms of the arithmetic
7. Which15.equation shows _____ Makes a prediction for a real-life application.
15, … Find the next the relationship
three terms of the y 2 5 8 11 14
B 16, 19, 22 A {(3, 2), (5, 2), (7, 4)} between xarithmetic
and y in {(1, −3), (2, 2,
sequence −1),
9, 16, 23, … Scoring Rubric
B {(2, 3), (4, 7)} (3, 1)}? ________________________________________
erm of the arithmetic Level 4: Student solves all problems correctly and gives explanations.
22, 27,…? C {(5, 2), (7, 4)} A y = 2x ________________________________________
−5 C y = 2x
Level 3: Student solves all problems correctly but gives no explanations.
C 122 D {(2, 3), (2, 5), (4, 7)} B y 16.
= x −What
4 is theD 45th
y = xterm
− 2 of the arithmetic
sequence 58, 61, 64, 67,…? Level 2: Student solves some problems but gives no explanations.
D 132
Level 1: Student is not able to solve any of the problems.
________________________________________

of the instructor. Original contentOriginal

Copyright © by Holt McDougal. Additions and changes to and
the original Original content Copyright © by Holt McDougal. Additions and changes to the original content are the responsibility of the instructor.
content Copyright © by Holt McDougal. Additions changescontent are the content
to the original responsibility
are the of responsibility
the instructor.of the instructor. Original content Copyright © by Holt McDougal. Additions and changes to the original content are the responsibility of the instructor.
Holt McDougal Algebra 1 49 Holt McDougal 59 Holt McDougal Algebra 1
HoltAlgebra 1 Algebra 1
McDougal 55 Holt McDougal Algebra 1

B  Chapter Test
Name ________________________________________ Date __________________ Class__________________ B  Chapter Test
Name ________________________________________ Date __________________
Name ________________________________________ Class__________________
Date __________________ Class__________________
Chapter Test
Name ________________________________________ Date __________________ Class__________________
Name ________________________________________ Date __________________ Class__________________

Functions
(continued) (continued)
FunctionsFunctions
(continued)
Functions
Chapter
Chapter49
CS10_A1_MEAR710303_C03MCCT.indd 3/26/11 4:52:35 AM Chapter
CS10_A1_MEAR710303_C03FRT.indd 55 3/26/11 4:48:38 AM Functions
CS10_A1_MEAR710303_C03PA.indd

3
59 3/26/11 4:56:35 AM

3
Chapter Test Form B continued Chapter3 TestChapter
Form CTest Form B continued Performance Assessment
Chapter Test Form C ABC DEF
Text Messaging 1 2 3
8. Which function could represent the 13. Which function is graphed below? Select the bestWrite a rule in function notation 4.
answer. forWhat is the y = x2of− the
13.range 4 relation below? 1. A roller coaster leave the boarding area 4. Give the range of the relation.
eachcould
situation. The keypad on Suki’s GHI JKL MNO
following situation: “An internet cafe 1. Which situation be represented by at a steady speed. cell phone
It moves is shown
slowly as it at right. As you can
see, climbs
there isand
a relationship between 4 5 6
charges $0.20 per minute.” 8. A car can travel 32.5 miles per gallon of
the graph below? increases speed as it the letters and numbers.
gasoline. descends before coming to a stop at the PQRS TUV WXYZ
F f(m) = m + 0.20 H f(m) = 0.20m 7 8 9
Whenend of the ride. Choose the graph that
Suki writes a text message, she thinks of the letter in the
m _________________________________________ best represents this situation. space
G f(m) = J f(m) = 20m word she is typing and presses the correct numbered key. * #
20 1 0
9. A lawyer will be paid of the amount
9. An architect must convert 216, 183, and 3
awarded in a lawsuit. 1. Complete this table to show the relation from letter to number.
129 yards to feet. Which function rule
describes the situation? Letter Number Letter Number Letter Number Letter Number
_________________________________________
y 3 10. Evaluate
A The hedges the function
grew rapidly and= (2x)2 − 1
at first,f(x) A 2 H
A f(y) = C f(y) =
3 y then grew slowly = 2 and
when xduring when x = −1.
a drought. B 2 I
B f(y) = 3y D f(y) = y − 3
A y=x−2 C y=x −2 2 B The hedges grew slowly at first, but
_________________________________________ 14. The table shows the number of C 2
_________________________________________
10. Evaluate the function f(x) = 3x2 − 5 then grew faster with fertilizer before employees in a company over five years.
B y = 2x D y = 2x + 1 11.trimmed
Identify the independent and dependent D
2. A gizmo sells for $1.25. Sketch a graph to
when x = −11. someone them. Draw a scatter plot and trend line.
14. The table shows the percent of students variables. showE the total cost if a customer buys
F −358 H 38 C The hedges grew rapidly, and then
on the honor roll for four years. Draw a A certain movie earns $1200 for each F −4 ≤ y ≤ 4 Year ’01 ’02 ’03 ’04 ’05 0, 1, 2, 3, or 4 gizmos. Tell whether the ________________________________________
G −38 J 358 stayed at the same height because F
scatter plot and trend line. screen it is shown on. G −3 ≤ y ≤ −2 graph is continuous or discrete.
they were trimmed often. Employees 15 20 23 30 34 G 5. Give the domain of the relation.
11. Which is the dependent variable in the H −3 ≤ y ≤ 4
D The hedges_________________________________________
were trimmed monthly, x −2 −1 0 3.5 4.2
following situation? J −2 ≤ y ≤ 4 2. What is the domain of this relation? _____________________________________
Year Honor but grew rapidly between trimmings.
“Milk sells for $3.39 per gallon.” _________________________________________
5. What is the domain of the relation below? 3. What is the range of this relation? y 2 2.1 5.1 5.5 6.0
_____________________________________
Roll 2. Which of the following, when graphed
A number of gallons Graphbeeach
over time, would function.
a discrete graph? 4. Is the relation from letter to number a function? Explain.
’02 35% x −4 −2 0 2 ________________________________________
B total cost 12. = |xin
− 1|; D: {−3, −1, 1, 3}
’03 42% F Number of ypets a shelter
C expiration date y 3 5 6 6 6. Tell whether the relation is a function.
_________________________________________________________________________________________
D time of purchase ’04 38% G Amount of water in a pool
5. If Suki writes the word “Hello,” what sequence Explain.
A {6}
’05 48% H Elevation of a hiker of numbers does she press? {(−4, 0),_____________________________________
(−3, 0), (−2, 1), (1, −2), (−3, 4)}
12. Which function is graphed for the domain B {3, 5, 6}
J Weight of a pony After Suki presses the numbered keys, the microchip________________________________________
within her
{−2, 0, 2, 4}? C {− 4, −2, 2}
3. Which relation could this graph cell phone must decide what letters to show on the screen. Consider
Which is the best prediction for the represent? D {− 4, −2, 0, 2} the relation from number to letter. ________________________________________
percent of students on the honor roll 6. Which of the following relations is NOT 6. What is the domain of this relation? _____________________________________
in 2009? a function? Based on the trend line, predict how _________________________________________ ________________________________________
7. What is the range of this relation? _____________________________________
7. Determine a relationship between the
F 35% H 55% F {(−3, −3), many
(−2, −employees
2), (−1, −1)}the company will have 3. Express the relation {(−2, 3), (2, 3), (5, 3),
8. Is the4)}
relation from number to letter a function? x- and y-values. Write an equation.
Explain.
G 40% J 70% G {(− 4, 2), (in 2008.
− 6, 2), (− 8, 2)} (−2, as a mapping diagram.

15. Find the next three terms of the arithmetic H {(5, −1), (5, −2), (5, −3)}
________________________________________ x 0 1 2 3 4
_________________________________________________________________________________________
sequence 5, 11, 17, 23, … J {(− 3, 15. Find
1), (0, 0),the
(3,next
1)} three terms of the y
9. List the possible three-letter combinations the phone 1 2 5 10 17
A 29, 34, 38 C 25, 31, 37 7. Which equation arithmetic
shows the sequence 8, 14, 20, 26, … could show on the screen after Suki presses 3 6 4. _____________________________________
B 28, 33, 38 D 29, 35, 41 relationship between x and y in ________________________________________
________________________________________
{(−2, 5), (0, 3), (2, 5)}? _________________________________________________________________________________________
16. What is the 18th term of the arithmetic 16. What is the 57th term of the arithmetic
A {(1, 3.5), (2.5, 2), (3, 2)} A y = |x − 3| C y = x2 + 1
sequence 2, −2, −6, −10,…? sequence 11, 8, 5, 2,…? _________________________________________________________________________________________
B {(1, 4.5), (3.5, 2), (3, 2)} B y = |x| + 3 D y = x2 + 3
F −72 H −68 10. Suki’s phone uses predictive text messaging, which
F y=x−1 H y = x2 − 1 C {(3.5, 1), (2, 2.5), (2, 3)} ________________________________________
G −70 J −66 means that it “guesses” what word she meant to type.
G y = |x| − 1 J y = |x − 1| D {(4.5, 1), (2, content
Original 3.5),Copyright
(2, 3)}© by Holt McDougal. Additions and changes to the original content are the responsibility of the instructor. Which
Original three-letter
content Copyright word inAdditions
© by Holt McDougal. problem 9 dotoyou
and changes think
the original theare the responsibility of the instructor.
content
56 Holt McDougal Algebra 1 phone will guess? Holt McDougal Algebra 1
_____________________________________
Original content Copyright © by Holt McDougal. Additions and changes to the original content are the responsibility of the instructor. Original content Copyright © by Holt McDougal. Additions and changes to the original content are the responsibility of the instructor.
50 Holt McDougal Algebra 1 Holt McDougal Algebra 1
Original content Copyright © by Holt McDougal. Additions and changes to the original content are the responsibility of the instructor.
60 Holt McDougal Algebra 1
CS10_A1_MEAR710303_C03FRT.indd 56 3/26/11 4:48:38 AM

CS10_A1_MEAR710303_C03MCCT.indd 50 3/26/11 4:52:35 AM

CS10_A1_MEAR710303_C03PA.indd 60 3/26/11 4:56:35 AM

160F
 CHAPTER CHAPTER

Functions
Reason abstractly
and quantitatively. 3A Function Concepts
3-1 Graphing Relationships F.IF.4*

SECTION 3A 3-2 Relations and Functions F.IF.1

Function Concepts
Lab The Vertical-Line Test F.IF.1

Lab Model Variable Relationships

Students use a graph 3-3 Writing Functions F.IF.2
to write an equation 3-4 Graphing Functions F.IF.5*
of a function that
Lab Connect Function Rules, F.IF.1
models the volume Tables, and Graphs
of water in a pool.
3B Applying Functions
SECTION 3B 3-5 Scatter Plots and Trend Lines S.ID.6

Applying Functions Lab Interpret Scatter Plots and

Trend Lines
S.ID.6

Students create a 3-6 Arithmetic Sequences F.IF.3

scatter plot and
trend line to model
a real-world travel
situation. • Use tables, diagrams, graphs, and
equations to describe functions.
• Translate among representations of
functions.
• Use functions to represent, analyze,
and solve problems.

Is That Your Foot?

Criminologists use measurements,
such as the size of footprints, and
functions to help them identify
criminals.

Chapter Project Online

© David McGlynn/Taxi/Getty Images

▼

Interactivities Online

Lesson Tutorials Online 160 Chapter 3

Chapter Project Project Resources

A project for this chapter is available online.
CC13_A1_MESE647036_C03CO.indd 160 All project resources for teachers and 4027011 11:49:24 A
students are provided online.

Chapter Project Online

Lesson Tutorial Videos are
available for EVERY example.

160 Chapter 3
 chapter

Vocabulary
3
Match each term on the left with a definition on the right.
1. absolute value D A. a letter used to represent a value that can change
2. algebraic expression C B. the value generated for y
Organizer
3. input F C. a group of numbers, symbols, and variables with one or
more operations Objective: Assess students’
4. output B understanding of prerequisite skills.
D. the distance of a number from zero on the number line
5. x-axis E
E. the horizontal number line in the coordinate plane
F. a value substituted for x Assessing Prior
Knowledge
Ordered Pairs
Graph each point on the same coordinate plane.
Intervention
6. (-2, 4) 7. (0, -5) 8. (1, -3) 9.(4, 2) Diagnose and Prescribe
10. (3,-2) 11. (-1, -2) 12. (-1, 3) 13. (-4, 0) Use this page to determine
whether intervention is necessary
or whether enrichment is
Function Tables appropriate.
Generate ordered pairs for each function for x = -2, -1, 0, 1, 2.
14. y = -2x - 1 15. y = x + 1 16. y = -x 2 Resources
1
_
17. y = x + 2 18. y = (x + 1) 2
19. y = (x - 1)2
2 Are You Ready?
Intervention and
Solve Multi-Step Equations Enrichment Worksheets

20. 17x - 15 = 12
27 _
Solve each equation. Check your answer.
21. -7 + 2t = 7 7
p
22. -6 = _ + 9 -45
Are You Ready? Online
17 3
x + 1 16
23. 5n - 10 = 35 9 24. 3r - 14 = 7 7 25. 9 = _
2
26. -2.4 + 1.6g = 5.6 5 27. 34 - 2x = 12 11 28. 2(x + 5) = -8 -9

Solve for a Variable

29. A = �w for w w =
A _
Solve each equation for the indicated variable.
30. V = �wh for w w =
V _ 31. A = bh for h h = _A
� �h b
32. C = 2πr for r
r=_
C 33. I = Prt for P
P=_
I 1 �wh for h
34. V = _
3 h = 3V _
2π rt �w
© David McGlynn/Taxi/Getty Images

Answers
6–19. See Additional Answers.
Functions 161

CS10_A1_MESE612225_C03AR.indd 161
NO 2/18/11 4:46:30 AM
yes
Intervene Diagnose and Prescribe enrich

Are You Ready? Intervention, Chapter 3

Prerequisite Skill Worksheets Online
Are You Ready?
Enrichment, Chapter 3
Ordered Pairs Skill 79 Activity 79 Worksheets
Function Tables Skill 78 Activity 78 Diagnose and Online
Solve Multi-Step Equations Skill 69 Activity 69 Prescribe Online

Solve for a Variable Skill 72 Activity 72

Are You Ready? 161

 CHAPTER
CHAPTER
Study Guide:
3 Preview

Organizer Key
Vocabulary/Vocabulario
Objective: Help students Previously, you
organize the new concepts they arithmetic sequence sucesión aritmética
will learn in this chapter.
• were introduced to functions
when you generated and common difference diferencia común
graphed ordered pairs.
correlation correlación
Online Edition • stated rules for relationships
Multilingual Glossary among values. dependent variable variable dependiente

• represented and interpreted domain dominio

data using bar graphs and
circle graphs. function función
Resources function notation notación de función

independent variable variable independiente

Multilingual Glossary
no correlation sin correlación

range rango

Possible answers to You will study relation relación

Vocabulary Connections
• relationships between scatter plot diagrama de dispersión
1. Relying on someone or some- variables and determine
sequence sucesión
thing else; the value of a depen- whether a relation is a
dent variable relies on the value function.
of another variable. • relationships in function
notation.
2. Function notation is a method of Vocabulary Connections
writing special types of relations. • how trend lines on scatter plots
can help you make predictions. To become familiar with some of the
3. The two data sets have no vocabulary terms in the chapter, consider
relationship. the following. You may refer to the chapter,
4. Something about them is the the glossary, or a dictionary if you like.
same. When you subtract two 1. What does the word dependent mean?
consecutive numbers in the list, What do you think is true about the value
the answer is the same as when of a dependent variable ?
You can use the skills
you subtract two other consecu- in this chapter 2. A function is a special type of relation
tive numbers. and notation is a method of writing.
• to find values of a function
from a graph. What do you suppose is meant by
function notation ?
• to analyze data and make
predictions in other courses, 3. The word correlation means
such as Chemistry. “relationship.” What might it mean if two
• to calculate total earnings for sets of data have no correlation ?
a certain hourly rate. 4. What does it mean when someone says
that two people have something in
common? If difference is the answer to a
subtraction problem, what might it mean
for a list of numbers to have a
common difference ?

162 Chapter 3

The Common Core Standards for Mathematical Practice describe varieties of expertise that math-
CS10_A1_MESE612225_C03PV.indd 162 ematics educators at all levels should seek to develop in their students. Opportunities to develop 2/18/11 5:21:42 PM
these practices are integrated throughout this program. Some examples are provided below.

1. Make sense of problems and persevere in solving 5. Use appropriate tools strategically. Pages 168, 177,
them. Pages 168, 174–175, 183–185, 189, 190–192, 187, 193, 204
194, 200–203, 209–211, 212 6. Attend to precision. Pages 184, 189, 192, 202
2. Reason abstractly and quantitatively. Pages 184– 7. Look for and make use of structure. Pages 173–174,
185, 192, 200–203 183–184, 190–192, 209–211
3. Construct viable arguments and critique the 8. Look for and express regularity in repeated
reasoning of others. Pages 166, 168, 172, 174–175, reasoning. Pages 177, 178, 206–208
182, 184, 190, 191–192, 199, 202, 208, 209–210
4. Model with mathematics. Pages 164–166, 167–169,
180–182

162 Chapter 3
 CHAPTER
CHAPTER

3
Organizer
Reading Strategy: Read and Interpret Math Symbols
Objective: Help students apply
It is essential that as you read through each lesson of the textbook, you can interpret strategies to understand and retain
mathematical symbols. key concepts.
Common Math Symbols
Online Edition

< ≤
is less th
> ≥ ENGLISH
is less than an LANGUAGE
or equal is greater than is greater than LEARNERS
to
or equal to Reading Strategy:
Read and Interpret
Math Symbols
square root
|x|
absolute value
≠
is not e
Discuss Mathematics is considered
of x qual to an “international language” because
the same symbols are used all
around the world.
You must be able to translate symbols into words . . .
Extend As students work through
Using Symbols Using Words this chapter point out how symbols
( )
x - 1 = 21
3 _
12
Three times the quotient of x and 12, minus 1 equals 21.
make writing some answers (such
as domain and range) easier than if
25x + 6 ≥ 17 Twenty-five times x plus 6 is greater than or equal to 17.
they had used only words.
⎪x⎥ > 14 The absolute value of x is greater than 14.
√
60 + x ≤ 40 The square root of the sum of 60 and x is less than or equal to 40.
Answers to Try This
Possible answers:
. . . and words into symbols. 1. x is less than or equal to the
Using Words Using Symbols square root of 10.
The height of the shed is at least 9 feet. h ≥ 9 ft 2. The sum of the absolute value of
x and 2 is greater than 45.
The distance is at most one tenth of a mile. d ≤ 0.1 mi
3. x is greater than or equal to
The silo contains more than 600 cubic feet of corn. c > 600 ft 3
negative 5 and is less than 8.
4. Negative 6 minus __
1
5
times x is
equal to negative 32.
Try This
5. t < 15 6. r = 0.0825
Translate the symbols into words. 7. a > 100 8. 22 ≤ s ≤ 30
1. x ≤ √
10 2. ⎪x⎥ + 2 > 45 3. -5 ≤ x < 8 1 x = -32
4. -6 - _
5
Translate the words into symbols.
5. There are less than 15 seconds remaining. 6. The tax rate is 8.25 percent of the cost.
7. Ann counted over 100 pennies. 8. Joe can spend at least $22 but no more
than $30. Reading
Functions 163
Connection
The Man Who Counted
by Malba Tahan
Standards for Mathematical Content High School This is a book of classic puzzles
CS10_A1_MESE612225_C03RW.indd 163 written in an exotic style reminis-
2/18/11 5:17:51 PM

INTERPRETING FUNCTIONS Understand the concept of a function and use function notation LESSON cent of 1001 Arabian Nights. A
CC.9-12.F.IF.1 Understand that a function from one set (called the domain) to another set (called the range) assigns to each 3-2, Lab 3-2, Persian mathematician travels the
element of the domain exactly one element of the range. If f is a function and x is an element in its domain, then 3-3, 3-4, countryside. At each stop, a situ-
f(x) denotes the output of f corresponding to the input x. The graph of f is the graph of the equation y = f(x). TLab 3-4 ation arises that requires an ele-
CC.9-12.F.IF.2 Use function notation, evaluate functions for inputs in their domains, and interpret statements that use function 3-3, 3-4 gant solution to a math problem.
notation in terms of a context.
Activity After students study
CC.9-12.F.IF.3 Recognize that sequences are functions, sometimes defined recursively, whose domain is a subset of the integers. 3-6 arithmetic sequences, have them
INTERPRETING FUNCTIONS Interpret functions that arise in applications in terms of the context read Chapter 16, The Game Plan.
CC.9-12.F.IF.4 For a function that models a relationship between two quantities, interpret key features of graphs and tables in 3-1 Ask them to explain the method
terms of the quantities, and sketch graphs showing key features given a verbal description of the relationship.* used to allot grains of com to
CC.9-12.F.IF.5 Relate the domain of a function to its graph and, where applicable, to the quantitative relationship it describes.* 3-2, 3-3, 3-4 the chess-board squares and to
compare that method with an
INTERPRET CATEGORICAL AND QUANTITATIVE DATA Summarize, represent, and interpret data on two categorical arithmetic sequence.
and quantitative variables
CC.9-12.S.ID.6 Represent data on two quantitative variables on a scatter plot, and describe how the variables are related. 3-5
Reading and Writing Math 163
 section

3A Function Concepts
One-Minute Section Planner
Lesson Lab Resources Materials

Lesson 3-1  Graphing Relationships Technology Lab Activities

• Match simple graphs with situations. Technology Lab
• Graph a relationship.
□ SAT-10 □ ✔ NAEP □ ACT □ ✔ SAT □ SAT Subject Tests
Lesson 3-2  Relations and Functions
• Identify functions.
• Find the domain and range of relations and functions.
□✔ SAT-10 □ ✔ NAEP □✔ ACT □ ✔ SAT □✔ SAT Subject Tests

Algebra Lab  The Vertical-Line Test Algebra Lab Activities Optional

• Determine if a relation is a function. Lab Recording Sheet graphing calculator
□✔ SAT-10 □
✔ NAEP □ ✔ ACT □ ✔ SAT □ SAT Subject Tests
Algebra Lab  Model Variable Relationships Algebra Lab Activities Optional
• Use models to represent algebraic relationships. Lab Recording Sheet square tiles
□ SAT-10 □ NAEP □ ACT □ SAT □ SAT Subject Tests
Lesson 3-3  Writing Functions Algebra Lab Activities
• Identify independent and dependent variables. Algebra Lab
• Write an equation in function notation and evaluate a function for
given input values.
□
✔ SAT-10 □
✔ NAEP □
✔ ACT □
✔ SAT □
✔ SAT Subject Tests

Lesson 3-4  Graphing Functions Optional

• Graph functions given a limited domain. graphing calculator, scale,
• Graph functions given a domain of all real numbers. pennies
□ SAT-10 □ ✔ NAEP □ ✔ ACT □ ✔ SAT □
✔ SAT Subject Tests

Technology Lab  Connect Function Rules, Tables, and Graphs Technology Lab Activities Required
• Use a graphing calculator to make the connections among function Lab Recording Sheet graphing calculator
rules, tables, and graphs.
□
✔ SAT-10 □
✔ NAEP □
✔ ACT □
✔ SAT □ SAT Subject Tests
Note: If NAEP is checked, the content is tested on either the Grade 8 or Grade 12 NAEP assessment. MK = Manipulatives Kit

Selected Answers in Student Edition

The answers to the following exercises are included in the Selected Answers section at the back of
the Student Edition textbook.

Lesson 1: 1, 3, 5, 11, 13, 19, 23

Lesson 2: 3, 5, 7, 9, 11, 13, 15, 17, 19, 21, 23, 25, 27, 29a, 29b, 29c, 33, 35a, 35b, 35c, 37

Lesson 3: 1, 3, 5, 7, 9, 11, 13, 15, 17, 19, 21, 23, 25, 27, 33, 35, 37

Lesson 4: 1, 3, 5, 7, 9, 11, 13, 15, 17, 19, 21, 23, 25, 29, 31, 33, 35, 37, 39, 41, 43, 45, 47, 55a, 55b,
55c, 59, 61, 63

All answers for the Check it Out! exercises in each lesson and for the Chapter Study Guide: Review
are included in the Student Edition.

164A Chapter 3
Math Background

RELATIONS AND FUNCTIONS A relation is one-to-one if each domain value is

paired with a unique range value and each range value
Lesson 3-2
is paired with a unique domain value. Relation C is
Many students have the mistaken belief that
one-to-one.
relations and functions must be described by
equations. Presenting relations and functions as sets Domain Range
of ordered pairs right from the start helps avoid this -3 -2
misconception.
-1 5
Relation C
A relation is simply a set of ordered pairs. For a given 10 6
relation, the set of all first values (or x-values) is the
domain. The set of all second values (or y-values) is
the range. FUNCTIONS
The ordered pairs in a relation may be given as a set. Lessons 3-2, 3-3
For example, the relation described by the set A function is a relation in which each domain value is
{(-1, 2), (4, 0), (4, 3), (7, -5)} consists of four ordered paired with exactly one range value. Thus, every
pairs. The ordered pairs may also be presented in a function is a relation, but not every relation is a
table, graph, or a mapping diagram. This mapping function. In the above examples, relations B and C
diagram below describes the same relation as the set are functions. Relation A is not a function because
of ordered pairs. the domain value 4 is paired with more than one
range value.
Range
Domain
The definition of function may seem somewhat
-5
-1 arbitrary to students. It is helpful to explicitly point out
Relation A 0 the important role that functions play in real-world
4
2 situations. For example, a meteorologist might study
7
3 the relation in which each day of the year is paired
with the daily high temperature in Los Angeles. It
A relation can be described by the way it matches would not make sense if one domain value (a day of
domain and range values. Relation A is one-to-many. the year) were paired with more than one range value
This means there is at least one domain value (in this (a high temperature). This relation is a function, as are
case, 4) that is paired with more than one range value most relations that describe real-world situations.
(0 and 3). This example illustrates that a function does not
A relation is many-to-one if more than one domain have to be defined with an equation or formula; the
value is paired with a single range value. Relation B, function above is not described by any formula that
shown below, is many-to-one because the domain we understand.
values 0 and 9 are both paired with the range value 8. The real-world example also illustrates why the first
Domain
value of a function is the independent variable and the
Range second value is the dependent variable. The second
-2
-4 value (e.g., temperature) depends on the first value
0 (e.g., day of the year).
Relation B 2
3
8 Functions may be one-to-one or many-to-one. The
9
function that gives the daily high temperature in Los
Angeles is likely to be many-to-one, as there may be
several days that are paired with the same
temperature. However, by definition a function cannot
be one-to-many.

164B
 3-1 Organizer
3-1 Graphing
Pacing: Traditional 1 day
Block __1 day
2
Relationships
CC.9-12.F.IF.4 For a function that models a relationship between two quantities, interpret key features of graphs…,
Objectives: Match simple and sketch graphs showing key features given a verbal description of the relationship.* Also CC.9-12.N.Q.2*
graphs with situations. Objectives Who uses this?
Match simple graphs with Cardiologists can use graphs to analyze their
Graph a relationship.
situations. patients’ heartbeats. (See Example 2.)
Graph a relationship.
Technology Lab Graphs can be used to illustrate many different
In Technology Lab Activities Vocabulary situations. For example, trends shown on a
continuous graph cardiograph can help a doctor see how the
discrete graph
Online Edition patient’s heart is functioning.
Tutorial Videos To relate a graph to a given situation, use
key words in the description.
Countdown
EXAMPLE 1 Relating Graphs to Situations
The air temperature was constant for several hours at the beginning of the
day and then rose steadily for several hours. It stayed the same temperature
for most of the day before dropping sharply at sundown. Choose the graph
that best represents this situation.
Warm Up
À>«…Ê
À>«…Ê À>«…Ê

/i“«iÀ>ÌÕÀi

/i“«iÀ>ÌÕÀi

/i“«iÀ>ÌÕÀi
State whether each word or
phrase represents an amount
that is increasing, decreasing,
or constant.
/ˆ“i /ˆ“i /ˆ“i
1. stays the same constant
2. rises increasing Step 1 Read the graphs from left to right to show time passing.

3. drops decreasing Step 2 List key words in order and decide which graph shows them.

4. slows down decreasing Key Words Segment Description Graphs

Also available online Was constant Horizontal Graphs A and B

Rose steadily Slanting upward Graphs A and B
Stayed the same Horizontal Graph B
Dropped sharply Slanting downward Graph B

Step 3 Pick the graph that shows all

the key phrases in order.
/i“«iÀ>ÌÕÀi
Q: What do a math teacher and an
horizontal, slanting upward,
English teacher have in common? horizontal, slanting downward
A: They can both make a The correct graph is B.
“pair-a-graph.” /ˆ“i

1. The air temperature increased steadily for several hours and

then remained constant. At the end of the day, the temperature

© Ocean/CORBIS
increased slightly again before dropping sharply. Choose the
graph above that best represents this situation. C

164 Chapter 3 Functions

1 Introduce
CC13_A1_MESE647036_C03L01.indd 164 4027011 11:50:55 AM
CC.9-12.F.IF.4 For a function that
models a relationship between two
Motivate
E X P L O R AT I O N

quantities, interpret key features of Graphing Relationships

graphs and tables in terms of the quanti- The sentences below describe the motion of five cars on a
Have students state what would happen to the
ties, and sketch graphs showing key
highway. Match each sentence with the graph that represents
it best.
height of an ice cube in the following situations.
1. The car’s speed remains constant.
features given a verbal description of the 2. The car’s speed increases slowly but steadily.
C

D
It is placed in a refrigerator. decrease slowly
relationship.* 3. The car’s speed increases sharply. A
It is placed in a hot oven. decrease quickly
4. The car’s speed decreases gradually. B
CC.9-12.N.Q.2 Define appropriate 5. The car’s speed decreases suddenly. E
It is placed in a freezer. stay the same
quantities for the purpose of descriptive Graph A Graph B Graph C
Speed

Speed

Speed

modeling.*
Time Time Time
Explorations and answers are provided in
Graph D Graph E your online resources.
Speed

Speed

State Resources Online Time Time

THINK AND DISCUSS

6. Explain how the graph for the car in Problem 2 would be
different if the car started from a complete stop. The line would
pass through the origin.

164 Chapter 3 7. Discuss what it means for the graph of the car’s speed to be
 As seen in Example 1, some graphs are connected lines or curves called continuous
graphs . Some graphs are only distinct points. These are called discrete graphs .

The graph on theme-park attendance is an Theme Park Attendance Additional Examples

example of a discrete graph. It consists of distinct
points because each year is distinct and people Example 1

People
are counted in whole numbers only. The values Each day several leaves fall from
between the whole numbers are not included,
since they have no meaning for the situation. a tree. One day a gust of wind
blows off many leaves. Eventually,
Years there are no more leaves on the
EXAMPLE 2 Sketching Graphs for Situations tree. Choose the graph that best
Sketch a graph for each situation. Tell whether the graph is continuous represents this situation. B
or discrete. Graph A Graph B
A Simon is selling candles to raise money for the school dance. For each
candle he sells, the school will get $2.50. He has 10 candles that he can sell.

Leaves

Leaves
Simon’s Earnings
Amount earned ($)

25 The amount earned (y-axis) increases

20 Time Time
by $2.50 for each candle Simon sells
15 Graph C
(x-axis).
10
5 Since Simon can only sell whole numbers

Leaves
of candles, the graph is 11 distinct
0 1 2 3 4 5 6 7 8 9 10 points.
Candles sold

The graph is discrete. Time

B Angelique’s heart rate is being monitored while she exercises on a Example 2

treadmill. While walking, her heart rate remains the same. As she
increases her pace, her heart rate rises at a steady rate. When she Sketch a graph for each
begins to run, her heart rate increases more rapidly and then remains situation. Tell whether the
high while she runs. As she decreases her pace, her heart rate slows graph is continuous or discrete.
down and returns to her normal rate.
A. A truck driver enters a street,
As time passes during her workout (moving left to right along the x-axis), drives at a constant speed,
her heart rate ( y-axis) does the following:
stops at a light, and then con-
• remains the same, Angelique’s Heart Rate tinues. continuous
• rises at a steady rate, y
2a. discrete;
• increases more rapidly
+EYBOARDING
(steeper than previous segment),
Heart rate

Speed
7ORDSPERMINUTE

• remains high,
• slows down,
• and then returns to her normal rate.
x
Time
7EEKS The graph is continuous. Time
B. A small bookstore sold
b. continuous Sketch a graph for each situation. Tell whether the graph is between 5 and 8 books each
7ATER4ANK continuous or discrete. day for 7 days. discrete;
2a. Jamie is taking an 8-week keyboarding class. At the end of possible answer:
7ATERLEVEL

each week, she takes a test to find the number of words she
can type per minute. She improves each week. Book Sales
2b. Henry begins to drain a water tank by opening a valve. Then 10
4IME
he opens another valve. Then he closes the first valve. He
Books sold

leaves the second valve open until the tank is empty. 8

6
3-1 Graphing Relationships 165
4
0
2 Teach 2 4
Days
6

AM
CS10_A1_MESE612225_C03L01.indd 165 2/18/11 4:51:08 AM
Also available online
Guided Instruction
Explain that all graphs should be read from Through Cooperative Learning
left to right. Encourage students to write Put students in groups of three or four. INTERVENTION
Questioning
down key phrases from a situation in the Instruct each group to write a situation on Strategies
Questioning Strategies
order they appear to help with matching one piece of paper and draw a correspond-
situations to graphs. Help students iden- ing graph on a separate piece of paper. EX AM P LES 1 – 2
tify which label to put on which axis by Collect all graphs and shuffle them; then
having them ask themselves which vari- collect all situations and shuffle. Randomly • What are some phrases used to
able depends on the other variable. For label graphs A, B, C, . . . , and situations describe a graph that slants upward?
instance, “Does time depend on distance, 1, 2, 3, . . . . Display all graphs and situa- downward? remains constant?
or does distance depend on time?” The tions on the wall. Have groups match each • How do you know when to use
dependent variable (distance) goes on the graph with the correct description. discrete points instead of connect-
y-axis. ed segments or curves?

Lesson 3-1 165

 Inclusion Some students When sketching or interpreting a graph, pay close attention to the labels on
may interpret a horizontal each axis. Both graphs below show a relationship about a child going down a
line to mean that the slide. Graph A represents the child’s distance from the ground over time. Graph B
represents the child’s speed over time.
x-value is constant. Label some
points on the line to show that it is À>«…Ê
À>«…Ê

ˆÃÌ>˜ViÊvÀœ“
the y-value that is constant.

}ÀœÕ˜`

-«ii`
Additional Examples /ˆ“i /ˆ“i

Example 3
Write a possible situation for the EXAMPLE 3 Writing Situations for Graphs
given graph. Write a possible situation for the given graph.
Step 1 Identify labels.
x-axis: time y-axis: water level

Water level
Speed

Step 2 Analyze sections.

Over time, the water level
• increases steadily,
• remains unchanged,
Time
Time • and then decreases steadily.
Possible answer: A car
approaching traffic slows down, Possible Situation: A watering can is filled with water. It sits for a while until
drives at a constant speed, and some flowers are planted. The water is then emptied on top of the planted
then slows down until coming to flowers.
a complete stop.
3. Write a possible situation for the
Also available online

Pizzas bought
given graph.
Possible answer: When the number of
students reaches a certain point, the
number of pizzas bought increases.
INTERVENTION
Questioning
Students
Strategies
Questioning Strategies

EX A M P L E 3
• What part of the graph shows
“increased steadily”? “remained THINK AND DISCUSS
unchanged”? “decreased steadily”? 1. Should a graph of age related to height be a continuous graph or a
discrete graph? Explain.
2. Give an example of a situation that, when graphed, would include a
horizontal segment.
3. GET ORGANIZED Copy and complete the graphic organizer. Write an
example of key words that suggest the given segments on a graph. One
example for each segment is given for you.

iÞÊ7œÀ`ÃÊvœÀÊÀ>«…Ê-i}“i˜ÌÃ

˜VÀi>Ãià iVÀi>Ãià -Ì>ÞÃÊ̅iÊÃ>“i

166 Chapter 3 Functions

3 Close Answers to Think and Discuss

CC13_A1_MESE647036_C03L01.indd 166 1. Continuous; if you plot distinct points, 4027011 11:51:11 A

you could always plot more points

Summarize and INTERVENTION between any pair of points.
Be sure students understand what the axes Diagnose Before the Lesson 2. Possible answer: Speed related to
are representing. For example, if a person Warm Up, TE time—a runner runs a race and keeps a
runs uphill at a constant speed, then a steady pace for part of it.
speed vs. time graph will be horizontal, 3. See Additional Answers.
Monitor During the Lesson
but a distance or height vs. time graph
Check It Out! Exercises, SE
will slant upward. Review what a graph
Questioning Strategies, TE
of speed vs. time would look like for the
following.
Someone is running downhill with an Assess After the Lesson
increasing speed. slant upward Lesson Quiz, TE
Alternative Assessment, TE
Someone is running on a flat path at a
decreasing speed. slant downward
166 Chapter 3
 x
3-1
-x 3-1 Exercises
Exercises Homework Help Online
Parent Resources Online

GUIDED PRACTICE Assignment Guide

Vocabulary Apply the vocabulary from this lesson to answer each question.
continuous 1. A ? graph is made of connected lines or curves. (continuous or discrete) Assign Guided Practice exercises
discrete 2. A as necessary.
? graph is made of only distinct points. (continuous or discrete)
If you finished Examples 1–3
SEE EXAMPLE 1 Choose the graph that best represents each situation. Basic 10–18, 22–25
3. A person alternates between running and walking. B Average 10–25, 28
4. A person gradually speeds up to a constant running pace. A Advanced 10–28
5. A person walks, gradually speeds up to a run, and then slows back
down to a walk. C
Homework Quick Check
Quickly check key concepts.
À>«…Ê
À>«…Ê Graph C Exercises: 10, 12, 13, 14, 18
-«ii`

-«ii`

Speed
Kinesthetic For
Exercises 3–5, you may
/ˆ“i /ˆ“i Time want to have students act
out the events happening in the situ-
SEE EXAMPLE 2 6. Maxine is buying extra pages for her photo album. Each page holds exactly 8 ation to more easily match them to
photos. Sketch a graph to show the maximum number of photos she can add each graph.
to her album if she buys 1, 2, 3, or 4 extra pages. Tell whether the graph is
continuous or discrete. Communicating Math
SEE EXAMPLE 3 Write a possible situation for each graph. Point out to students that
some graphs start at (0, 0),
7. 8. 9.
like the one in Exercise 8, which

Calories
begins with a height of 0, while
Height
-«ii`

some start higher on the vertical

axis, like the one in Exercise 7,
which begins with a positive speed.
/ˆ“i Age Servings

PRACTICE AND PROBLEM SOLVING

Independent Practice Choose the graph that best represents each situation.
For See
Exercises Example 10. A flag is raised up a flagpole quickly at the beginning and then more slowly
10–12 1 near the top. C
13 2 11. A flag is raised up a flagpole in a jerky motion, using a hand-over-hand method. A
14–16 3
12. A flag is raised up a flagpole at a constant rate of speed. B
Extra Practice Graph A Graph B Graph C
See Extra Practice for
Height of flag

Height of flag

Height of flag

more Skills Practice and

Applications Practice
exercises.

Time Time Time

3-1 Graphing Relationships 167

Answers 8. A plant grows steadily and then has a

growth spurt during the rainy season.
AM 6. discrete
CS10_A1_MESE612225_C03L01.indd 167 2/18/11 4:51:13 AM
Make sense of problems and persevere
It remains the same height for a while
Photo Album and then grows steadily again. in solving them. Exercises 18–19, 22

40
9. The more servings you eat, the more Construct viable arguments and critique
32 Calories you consume. the reasoning of others. Exercises 20–21
Photos

24 Model with mathematics. Exercises

16
3–5, 7–12, 14–16, 26–28
8
Use appropriate tools strategically.
1 2 3 4 5
Exercise 17
Pages

7–9. Possible answers given.

7. A car is moving at a constant speed for
several minutes. When it approaches a State Resources Online
red light, it slows down and comes to a
stop.
Lesson 3-1 167
 Data Collection  To help 13. continuous 13. For six months, a puppy gained weight at a steady rate. Sketch a graph to illustrate
students complete 0UPPYS7EIGHT
the weight of the puppy during that time period. Tell whether the graph is
Exercise 17, see Technology continuous or discrete.
Lab Activities.

7EIGHT
Write a possible situation for each graph.
14. 15. 16.
Exercise 22 involves

Distance from

Park visitors
sketching a graph to

Cost
4IME

home
describe a situation.
This exercise prepares students for
Time
the Multi-Step Test Prep. Time Days

17. Data Collection Use a graphing calculator and motion detector for
1
Answers the following. 17a–c. Check students’ work.
a. On a coordinate plane, draw a graph relating distance from a starting point
14–16, 18. Possible answers given.
walking at various speeds and time.
14. A student is driven to school. Sportss b. Using the motion detector as the starting point, walk away from the motion
The distance from home remains detector to make a graph on the graphing calculator that matches the one
constant while the student is you drew.
at school. Then the distance c. Compare your walking speeds to each change in steepness on the graph.
decreases during the ride back
home. 18. Sports The graph shows the speed of a horse during œÀÃiÊ,>Vi
and after a race. Use it to describe the changing pace of
15. The cost of a long-distance the horse during the race.

-«ii`
phone call increases for the first
few minutes and then increases 19. Recreation You hike up a mountain path starting at
at a slower rate for the remain- 10 A.M. You camp overnight and then walk back down the
On November 1, 1938, same path at the same pace at 10 A.M. the next morning.
der of the call. the underdog Seabiscuit /ˆ“i
On the same set of axes, graph the relationship between
beat the heavily favored
16. Park attendance steadily declines distance from the top of the mountain and the time of day for both the hike up and
Triple-Crown winner
over the course of a week due to War Admiral in a the hike down. What does the point of intersection of the graphs represent?
bad weather. historic horse race at
20. Critical Thinking Suppose that you sketched a graph of speed related to time
Pimlico Race Course in
18. The horse starts at the gate, for a brick that fell from the top of a building. Then you sketched a graph for speed
Baltimore, Maryland.
increases speed very quickly, related to time for a ball that was rolled down a hill and then came to rest. How
then keeps a fairly steady pace, would the graphs be the same? How would they be different?
and then increases speed again
21. Write About It Describe a real-life situation that could be represented by a
at the end of the race. After
distinct graph. Then describe a real-life situation that could be represented by a
crossing the finish line the horse
continuous graph.
slows to a stop.
19–22. See Additional Answers.
22. A rectangular pool that is 4 feet deep at all places is being filled
at a constant rate.
a. Sketch a graph to show the
depth of the water as it
increases over time.

(cl),© Bettmann/CORBIS; (bl), Sam Dudgeon/HMH

b. The side view of another swimming
pool is shown. If the pool is being
filled at a constant rate, sketch a
graph to show the depth of the
water as it increases over time.

Practice A
Practice C
Name ________________________________________ Date ___________________ Class __________________

LESSON
3-x
3-1
Practice B
Graphing Relationships
Practice B 168 Chapter 3 Functions
Choose the graph that best represents each situation.
Name ________________________________________ Date ___________________ Class __________________ Name ________________________________________ Date ___________________ Class __________________ Name __________

LESSON
3-x
3-1 Reading Strategies
Reading Strategies
Use a Model
LESSON
3-x
3-1
Review for Mastery
Reteach
Graphing Relationships
Rev
Grap
A relationship between variables is often shown as a continuous graph. Graphs are a way to turn words into pictures. Be sure to read the graphs from left to right. A graph can b
Study the segments of the continuous graph below and the common or decimals. D
increasing decreasing stays the same
phrases that describe them.
Cont
1. A tomato plant grows taller at a steady pace. Graph C CS10_A1_MESE612225_C03L01.indd 168 2/18/11 4:51:17time
AM
2. A tomato plant grows quickly at first, remains tempe
a constant height during a dry spell, then grows distan
at a steady pace. Graph B
3. A tomato plant grows at a slow pace, then grows
Other descriptions: Other descriptions: Other descriptions:
rapidly with more sun and water. Graph A rose fell constant
4. Lora has $15 to spend on movie rentals gained lessened steady
for the week. Each rental costs $3. grew diminished continuous
Sketch a graph to show how much
money she might spend on movies in a You can divide the graph into sections every time the graph changes directions. Then label
week. Tell whether the graph is each section.
continuous or discrete. Picture Words
discrete This graph increases, then stays constant,
increases again, and finally decreases sharply.
Write a possible situation for each graph. Sketch a graph
continuous or
5. Possible answer: A kitten gains weight Answer the following.
4. The heart r
quickly after birth, then more slowly, 1. Give two phrases that Possible answers: rose then resting
until it reaches its maximum weight. could describe this graph:
slowly; increased gradually

2. Sketch a graph that shows the speed of a car

decreased dramatically and then remained constant.
Divide each graph into sections where the graph changes directions.
6. Possible answer: Each package weighs Write the letter of the description that best matches each graph. Then label the sections as increasing, decreasing, or same.
10 pounds. The box can hold up to A. A baby lost a little weight, then gained weight slowly. 1.. 2.
continu
60 pounds. B. A baby gained weight at a rapid pace.
5. Ivy is sellin
C. A baby gained weight at an uneven pace, then maintained a constant weight. She has 6

3. 4. 5.

Original content Copyright © by Holt McDougal. Additions and changes to the original content are the responsibility of the instructor.
4 Holt McDougal Algebra 1
C A B 3. Which graph above shows that the air temperature
fell steadily, leveled off, fell again, and then

168
CS10_A1_MECR710532_C03L01b-a.indd 4
Chapter 3 3/2/11 2:32:43 AM
Original content Copyright © by Holt McDougal. Additions and changes to the original content are the responsibility of the instructor.
increased slightly?
Original content Copyright © by Holt McDougal. Additions and changes to the original content are the responsibility of the instructor.
Graph B discrete
Original content Copyrig
10 Holt McDougal Algebra 1 6 Holt McDougal Algebra 1

CS10_A1_MECR710532_C03L01g-a.indd 10 3/2/11 2:32:49 AM CS10_A1_MECR710532_C03L01d-a.indd 6 3/2/11 2:32:45 AM

 For Exercise 23, stu-
23. Which situation would NOT be represented by a discrete graph? dents should look
Amount of money earned based on the number of cereal bars sold for a situation where
both units can be broken into frac-
Number of visitors to a grocery store per day for one week
tions. Time and the liquid measure-
The amount of iced tea in a pitcher at a restaurant during the lunch hour
ment in choice C can both be
The total cost of buying 1, 2, or 3 CDs at the music store fractional.
24. Which situation is best represented by the graph?
A snowboarder starts at the bottom of the hill

-«ii`
and takes a ski lift to the top.
A cruise boat travels at a steady pace from the
port to its destination.
An object falls from the top of a building and gains /ˆ“i
speed at a rapid pace before hitting the ground.
A marathon runner starts at a steady pace and then runs faster at the end of
the race before stopping at the finish line. Journal
Write a situation in which the graph
25. Short Response Marla participates in a triathlon consisting of swimming, biking,
would contain either one vertical or
and running. Would a graph of Marla’s speed during the triathlon be a continuous
graph or a distinct graph? Explain. Possible answer: The graph would be one horizontal segment. Draw the
continuous because Marla is constantly graph.
moving at all times.
CHALLENGE AND EXTEND
Pictured are three vases and graphs representing the height of water as it is poured
into each of the vases at a constant rate. Match each vase with the correct graph.
Have students write and graph a
situation described by a distinct
A B C
graph and a situation described by a
continuous graph.

26. 27. 28.

Height

Height

Height

Time Time Time 3-1

A C B
1. Write a possible situation for
the given graph.

Height
(all),Sam Dudgeon/HMH

Time
Possible answer: The level of
water in a bucket stays con-
stant. A steady rain raises the
3-1 Graphing Relationships 169 level. The rain slows down.
Name ________________________________________ Date ___________________ Class __________________ Name ________________________________________ Date ___________________ Class __________________

Challenge
Someone dumps the bucket.
LESSON
3-x
3-1
Problem Solving
Problem solving LESSON
3-x
3-1
Time, Distance, and Speed
challenge
2. A pet store is selling puppies
Graphing Relationships
Sketch a graph for the given situation. Tell whether the graph is You have already seen graphs that show an object’s distance related to
discrete or continuous. time or an object’s speed related to time. However, for any one object, the
1. A giraffe is born 6 feet tall and
continues to grow at a steady rate
2. The price of a used car is discounted
$200 each week.
distance it travels and how long it takes to travel that distance are directly
related to its speed. See if you can make the graphical connection between
for $50 each. It has 8 puppies
M CS10_A1_MESE612225_C03L01.indd
until it 169 distance and speed. 2/18/11 4:51:21 AM
to sell. Sketch a graph for this
is fully grown.

For 1−3, draw a line from each graph of distance and time to its

situation.
corresponding graph of distance and speed.

discrete 1.

continuous
4. Joseph is sky-diving. At first, he is
free-falling rapidly and then he Puppy Sales
3. A city planner buys more buses as the releases his parachute to slow his
population of her city grows. descent until he reaches the ground.

400
Amount earned ($)

2.

300
discrete continuous
Choose the graph that best represents the situation. 200
3.
5. Rebekah turns on the oven and sets it
to 300 °F. She bakes a tray of cookies
and then turns the oven off. 100
A Graph 1 C Graph 3
B Graph 2 D Graph 4
6. Leon puts ice cubes in his soup to cool
it down before eating it. 0
F Graph 1 H Graph 3 4. This graph shows Tony’s distance from home as he drives away
2 4 6 8 10
J in his car. Sketch a graph of Tony’s speed.
G Graph 2
7. Barlee has the flu and her temperature
Graph 4
Puppies
rises slowly until it reaches 101 °F.
A Graph 1 C Graph 3 Also available online
B Graph 2 D Graph 4
8. On a hot day, Karin walks into and out
of an air-conditioned building.
F Graph 1 H Graph 3
G Graph 2 J Graph 4

Original content Copyright © by Holt McDougal. Additions and changes to the original content are the responsibility of the instructor.
Lesson 3-1 169
9 Holt McDougal Algebra 1
Original content Copyright © by Holt McDougal. Additions and changes to the original content are the responsibility of the instructor.
8 Holt McDougal Algebra 1

CS10_A1_MECR710532_C03L01f-a.indd 9 3/2/11 2:32:48 AM

 3-2 Organizer
3-2 Relations and
Pacing: Traditional 1 day
Block __1 day
2
Functions
CC.9-12.F.IF.1 Understand that a function from one set (called the domain) to another set (called the range)
Objectives: Identify functions. assigns to each element of the domain exactly one element of the range.… Also CC.9-12.F.IF.5*

Find the domain and range of Objectives Why learn this?

relations and functions. Identify functions. You can use a relation to show
Find the domain and finishing positions and scores
range of relations and in a track meet.
Online Edition functions.
Tutorial Videos Previously, you saw relationships
Vocabulary represented by graphs. Relationships
relation
Countdown domain
can also be represented by a set of
ordered pairs, called a relation .
range
function In the scoring system of some track meets, first place is worth 5 points, second
place is worth 3 points, third place is worth 2 points, and fourth place is worth
1 point. This scoring system is a relation, so it can be shown as ordered pairs,
⎧ ⎫
⎨(1, 5), (2, 3), (3, 2), (4, 1)⎬. You can also show relations in other ways, such as
⎩ ⎭
Warm Up tables, graphs, or mapping diagrams.

1. Generate ordered pairs for

EXAMPLE 1 Showing Multiple Representations of Relations
the function y = x + 3 for ⎧
x = -2, -1, 0, 1, and 2. Graph Express the relation for the track meet scoring system, ⎨(1, 5), (2, 3), (3, 2),
⎫ ⎩
the ordered pairs. (-2, 1), (4, 1)⎬, as a table, as a graph, and as a mapping diagram.
⎭
(-1, 2), (0, 3), (1, 4), Table Graph Mapping Diagram
(2, 5) Track Scoring
/À>VŽÊ-VœÀˆ˜} Place Points

y x 1 5
Place Points
{ 2 3

*œˆ˜ÌÃ
4 1 5 Î
1. x y Ó 3 2
2 3
£ 4 1
x 1 3 3 2 ä £ Ó Î { x
-4 0 4 2 4 4 1 *>Vi
-3
3 5
Write all x-values Use the x- and y-values to Write all x-values under
Also available online   under “Place” and plot the ordered pairs. “Place” and all y-values
 
all y-values under under “Points.” Draw an
“Points.” arrow from each x-value
 
to its corresponding
y-value.
y

⎧ ⎫
 1. Express the relation ⎨(1, 3) (2, 4), (3, 5)⎬ as a table, as a graph,
Q: Why did the y-variable leave the ⎩
and as a mapping diagram. ⎭

city? x
A: He was more at home on the    
The domain of a relation is the set of first coordinates (or x-values) of the
range. ordered pairs. The range of a relation is the set of second coordinates (or
y-values) of the ordered pairs. The domain of the track meet scoring
system is {1, 2, 3, 4}. The range is {5, 3, 2, 1}.

Aflo Foto Agency

170 Chapter 3 Functions
CC.9-12.F.IF.1 Understand that a func-
tion from one set (called the domain) to
another set (called the range) assigns to 1 Introduce
each element of the domain exactly one CC13_A1_MESE647036_C03L02.indd 170 4027011 11:52:13 AM

element of the range. If f is a function

Motivate
E X P L O R AT I O N
and x is an element of its domain, then
Relations and Functions
f(x) denotes the output of f correspond- Display the following chart and have students
Each graph shows the volume of water in a jar over time.
ing to the input x. The graph of f is the Describe a possible situation for each graph or explain why
determine if the examples could contain negative
the graph does not make sense.
graph of the equation y = f(x). 1. y 2. y numbers or fractions and decimals.
10 10
CC.9-12.F.IF.5 Relate the domain of
Volume (fl oz)

Volume (fl oz)

8 8
6 6
a function to its graph and, where ap- 4 4
2
0
x
2
x Negative Fractions and
plicable, to the quantitative relationship 2 4 6 8 10
Time (s)
0 2 4 6 8 10

Numbers? Decimals?
Time (s)

it describes.* Water is poured into the jar for 7 s and is

then poured out of the jar for 3 s.
Water is poured into the jar for 3 s, and
then the water level remains unchanged.

3.
10
y 4.
10
y Ages of Students No Yes
Volume (fl oz)

Volume (fl oz)

8 8
6
4
6
4 Temperatures in
2 2 Yes Yes
0 2 4 6 8 10
Time (s)
x
0 2 4 6 8 10
Time (s)
x
Antarctica
State Resources Online The graph does not make sense since there
can only be one volume at any given time.
The graph does not make sense since
there can only be one volume at any Number of Desks
THINK AND DISCUSS
given time.
No No
5. Discuss how the graphs in Problems 3 and 4 are different from
in Classrooms
the graphs in Problems 1 and 2. In the graphs in Problems 3 and 4, there are

170 Chapter 3
times when there is more than one volume.
 EXAMPLE 2 Finding the Domain and Range of a Relation

"" Ê ,,",
Give the domain and range of the relation.
 ,/
Þ
x The domain is all x-values from Students may have difficulty remem-
{ Þ
1 through 3, inclusive. x bering how to determine whether a
Î ­Î]Ê{®
{ relation is a function. Tell students to
Ó The range is all y-values from Î
£ Ý 2 through 4, inclusive. Ó
think of x as a person and y as a place.
ä £ ­£]ÊÓ® Ý
A person cannot be in more than one
£ Ó Î { x
ä place at a time, but more than one
D: 1 ≤ x ≤ 3 R: 2 ≤ y ≤ 4 £ Ó Î { x
person can be at the same place.

Give the domain and range of each relation.

2a. 2b.
È
x y D: {1, 4, 8};
{ 1 1 R: {1, 4} Additional Examples
D: {6, 5, 2, 1}; x
£
R: {-4, -1, 0} Ó 4 4
Example 1
ä 8 1
£
Express the relation {(2, 3),
(4, 7), (6, 8)} as a table, as
A function is a special type of relation that pairs each domain value with a graph, and as a mapping
exactly one range value. diagram.

x y
EXAMPLE 3 Identifying Functions 2 3
2 3
Give the domain and range of each relation. Tell whether the relation is a 4 7
function. Explain. 4 7
6 8
A Field Trip
6 8
Students x Buses y y
75 2 6
68 2
4
125 3
2
⎧ ⎫ x
D: ⎨75, 68, 125⎬ Even though 2 appears twice in the table, it is written
⎩
⎧ ⎫ ⎭ 0 2 4 6
only once when writing the range.
R: ⎨2, 3⎬
When there is a ⎩ ⎭
finite number of This relation is a function. Each domain value is paired with exactly Example 2
values in a domain or
one range value. Give the domain and range of
range, list the values
inside braces. the relation.
B
Ç y
Ç Use the arrows to determine which domain
™ 4
£ values correspond to each range value.
£Ó
ä 2
£x x
⎧ ⎫ 0 2 4
D: ⎨7, 9, 12, 15⎬
⎩⎧ ⎫⎭
R: ⎨-7, -1, 0⎬ D: 1 ≤ x ≤ 5
⎩ ⎭
R: 3 ≤ y ≤ 4
This relation is not a function. Each domain value does not have
exactly one range value. The domain value 7 is paired with the range Also available online
values -1 and 0.

3-2 Relations and Functions 171

INTERVENTION
Questioning
Strategies
Questioning Strategies
2 Teach
AM
CS10_A1_MESE612225_C03L02.indd 171 EX AM P LE
2/18/11 4:51:58 AM 1
• Which representation do you pre-
Guided Instruction fer? Why?
Remind students that an ordered pair Through Cognitive Strategies
consists of (x, y). In Examples 2 and 3, Show students the following to help them EX AM P LE 2
encourage students to list the ordered remember which values are in the domain • When are the domain and range
pairs when given a mapping diagram, and which are in the range. of a relation a continuous interval
following one arrow at a time.
• x and y are in alphabetical order. of values? When are they distinct
• Domain and range are in alphabetical numbers?
Communicating Math Another
way to write a domain or range is order.
by using set-builder notation. For So the x-values make up the domain, and
example, the domain {x|1 ≤ x ≤ 3} is read, the y-values make up the range.
“all x such that x is greater than or equal to
1 and x is less than or equal to 3.”

Lesson 3-2 171

 Give the domain and range of each relation. Tell whether the relation is a
function. Explain.

Additional Examples C Þ Þ

Example 3 Ó Draw lines Ó

Give the domain and range of Ý to see the Ý
ä domain and ,>˜}i
each relation. Tell whether the Ó Ó Ó ä Ó
Ó range values.
relation is a function. Explain. To find the domain
Ó

A. {(3, -2), (5, -1), (4, 0), and range of a

graph, it may help to
(3, 1)} D: {3, 5, 4}; draw lines to see the D: -4 ≤ x ≤ 4 R: -4 ≤ y ≤ 4 œ“>ˆ˜
R: {-2, -1, 0, 1}; no; 3 is x- and y-values.
paired with -2 and 1. To compare domain and range
x 4 0 0 -4
B. values, make a table using
y 0 4 -4 0 points from the graph.
-4
2
-8 3a. D: {-6, -4, 1, 8}; This relation is not a function because there are several domain values
4 R: {1, 2, 9}; yes; each that have more than one range value. For example, the domain value 0 is
1 domain value is paired paired with both 4 and -4.
5 with exactly one range
value. Give the domain and range of each relation. Tell whether the
D: {-8, -4, 4, 5}; R: {2, 1}; relation is a function. Explain.
yes; each domain element is b. D: {2, 3, 4}; R: {-5, ⎧ ⎫
paired with exactly one range -4, -3}; no; the domain 3a. ⎨(8, 2), (-4, 1), (-6, 2), (1, 9)⎬ 3b.
⎩ ⎭ 4 -5
element. value 2 is paired with
3 -4
both -5 and -4.
C. y 2 -3
2
x
-2 0

Functions
D: -5 ≤ x ≤ 3; R: -2 ≤ y ≤ 1; I decide whether a list of ordered pairs is a function by looking at the x-values.
no; nearly all domain values If they’re all different, then it’s a function.
have more than one range
value. (1, 6), (2, 5), (6, 5), (0, 8) (5, 6), (7, 2), (5, 8), (6, 3)
All different x-values Same x-value (with different y-values)
Also available online Function Not a function
Eric Dawson
Boone High School

INTERVENTION
Questioning
Strategies
Questioning Strategies

EX A M P L E 3 THINK AND DISCUSS

• Which of the displays (mapping 1. Describe how to tell whether a set of ordered pairs is a function.
diagram, table, or graph) is easiest 2. Can the graph of a vertical line segment represent a function? Explain.
for determining if a relation is a
3. GET ORGANIZED Copy and
function? Why? A relation is . . .
complete the graphic organizer

© Comstock Images/Getty
by explaining when a relation A function if . . . Not a function if . . .
is a function and when it is not
a function.

172 Chapter 3 Functions

3 Close Answers to Think and Discuss

CC13_A1_MESE647036_C03L02.indd 172 1. A set of ordered pairs is a function if 4027011 11:52:37 A

each x-value is assigned exactly one

Summarize and INTERVENTION y-value.
Ask students to name the four different Diagnose Before the Lesson 2. No; the graph of a vertical line segment
ways relations are represented in this Warm Up, TE cannot represent a function because
lesson. list of ordered pairs, table, graph, there is only one element in the
mapping diagram Write each of the follow- domain and it is assigned many differ-
Monitor During the Lesson
ing on the board. Have students find the ent elements in the range.
Check It Out! Exercises, SE
domain and range and tell whether the 3. See Additional Answers.
Questioning Strategies, TE
relation is a function.
{(1, 4), (2, 4), (3, 5)}
D: {1, 2, 3}; R: {4, 5}; yes Assess After the Lesson
Lesson Quiz, TE
{(1, 4), (2, 5), (2, 6)}
Alternative Assessment, TE
D: {1, 2}; R: {4, 5, 6}; no

172 Chapter 3
 X
3-2
-X 3-2 Exercises
Exercises Homework Help Online
Parent Resources Online

GUIDED PRACTICE Assignment Guide

Vocabulary Apply the vocabulary from this lesson to answer each question.
1. Use a mapping diagram to show a relation that is not a function. Assign Guided Practice exercises
as necessary.
2. The set of x-values for a relation is also called the ? . (domain or range)
domain If you finished Examples 1–3
SEE EXAMPLE 1 Express each relation as a table, as a graph, and as a mapping diagram.
Basic 15–26, 29, 30, 32–35
⎧ ⎫
3. ⎨(1, 1), (1, 2)⎬
⎩ ⎭
⎧
⎩ 2 (
1 , -3, _
4. ⎨(-1, 1), -2, _
3 )(
1 ⎬⎫
1 , -4, _
4 ⎭ )( ) Average 15–20, 22–24, 27–37
⎧ ⎫ ⎧ ⎫ Advanced 15–20, 22, 24, 26–29,
5. ⎨(-1, 1), (-3, 3), (5, -5), (-7, 7)⎬ 6. ⎨ (0, 0), (2, -4), (2, -2)⎬ 31–38
⎩ ⎭ ⎩ ⎭
SEE EXAMPLE 2 Give the domain and range of each relation. Homework Quick Check
⎧ ⎫ ⎧ ⎫
7. ⎨(-5, 7), (0, 0), (2, -8), (5, -20)⎬ 8. ⎨(1, 2), (2, 4), (3, 6), (4, 8), (5, 10)⎬ Quickly check key concepts.
⎩ ⎭ ⎩ ⎭ Exercises: 16, 18, 20, 22, 24
9. x
10. Þ
3 5 2 8 6 x
y 9 25 4 81 36 {
Î
Visual Encourage students
7. D: {-5, 0, 2, 5}; R: {-20, -8, 0, 7} Ó
£ to write out some of the
8. D: {1, 2, 3, 4, 5}; R: {2, 4, 6, 8, 10}
Ý D: 0 ≤ x ≤ 3;
ordered pairs in Exercise 17
ä £ Ó Î { x R: 0 ≤ y ≤ 3
9. D: {2, 3, 5, 6, 8}; R: { 4, 9, 25, 36, 81} to help them determine the domain
SEE EXAMPLE 3 Multi-Step Give the domain and range of each relation. Tell whether the relation and range.
is a function. Explain.
⎧ ⎫ ⎧ ⎫
11. ⎨(1, 3), (1, 0), (1, -2), (1, 8)⎬ 12. ⎨(-2, 1), (-1, 2), (0, 3), (1, 4)⎬ Answers
⎩ ⎭ ⎩ ⎭
13. x -2 -1 0 1 2
14. Y 1. Possible answer:

y 1 1 1 1 1 X
1
   3
2


3–6. See Additional Answers.

PRACTICE AND PROBLEM SOLVING 11. D: {1}; R: {-2, 0, 3, 8};

no; the domain value 1 is paired
Independent Practice Express each relation as a table, as a graph, and as a mapping diagram.
For See ⎧ ⎫ with several different range
Exercises Example 15. ⎨(-2, -4), (-1, -1), (0, 0), (1, -1), ( 2, -4)⎬ values.
15–16 1 ⎩ ⎭
12. D: {-2, -1, 0, 1}; R: {1, 2, 3, 4};
17–18
19–20
2
3
⎧
⎩
1
_
( 2) 1
_
16. ⎨(2, 1), 2, , (2, 2), 2, 2 ⎬
⎫
( 2 ⎭ ) yes; each domain value is paired
with exactly one range value.
Extra Practice Give the domain and range of each relation. 13. D: {-2, -1, 0, 1, 2}; R: {1};
See Extra Practice for
more Skills Practice and 17. Þ D: {3}; R: 1 ≤ y ≤ 5 18. D: {4, 5, 6, 7, 8}; yes; each element in the domain
{
x y
Applications Practice
exercises. 4 4 R: {4, 5, 6, 7, 8} is paired with exactly one
Ó element in the range.
5 5
Ý
ä Ó {
6 6
7 7
8 8

3-2 Relations and Functions 173

Make sense of problems and persevere
in solving them. Exercises 21–26, 29
14. D: -3 ≤ x ≤ 3; R: -2 ≤ y ≤ 2; 16.
y
Construct viable arguments and critique
AM
no; almost every domain value is
CS10_A1_MESE612225_C03L02.indd 173 x y 2/18/11 4:52:05 AM
the reasoning of others. Exercises
paired with 2 range values. 2
2 1 27–28, 30–31
15. y x
1
1
_ Look for and make use of structure.
-2 0 2 2 x
x y 2 0
Exercises 3–20
-2 1 2
-2 -4 2 2
-4
-1 -1 1
1
2_
0 0
2
2 _1
-2 -4 2
1 -1 2
2 -4 -1 -1 2

0 0 2
_1
2
1
State Resources Online
2

Lesson 3-2 173

 Geometry  In Exercise 22, Multi-Step Give the domain and range of each relation. Tell whether the relation
remind students that the is a function. Explain.
area of a square with side 19. y D: -2 ≤ x ≤ 2; 20. D: {-2, -1, 0, 1};
length s is s2. Ó { R: {0, 1, 2, 3, 4};
2
R: 0 ≤ y ≤ 2
£ Î
x Yes; each domain No; the domain value
ä Ó
Answers -2 0 2 value is paired with
£ £
-2 is paired with 4
-2 exactly one range and 0.
21. Yes; each domain value is paired ä
value.
with exactly one range value.
x y 21. Consumer Application An electrician charges a base fee of $75 plus $50 for each
hour of work. Create a table that shows the amount the electrician charges for 1,
1 125
2, 3, and 4 hours of work. Let x represent the number of hours and y represent the
2 175 23. Yes; each domain amount charged for x hours. Is this relation a function? Explain.
3 225 value is paired
22. Geometry Write a relation as a set of ordered pairs in which the x-value represents
with exactly
4 275 the side length of a square and the y-value represents the area of that square. Use a
one range value. domain of 2, 4, 6, 9, and 11. {(2, 4), (4, 16), (6, 36), (9, 81), (11, 121)}
24a.
23. Multi-Step Create a mapping diagram to display the numbers of days in 1, 2, 3,
1 7
Calories from Fat and 4 weeks. Is this relation a function? Explain.
2 14
24. Nutrition The illustrations list the number of grams of fat and the number of
3 21
140 Calories from fat for selected foods.
4 28
Fat (Cal)

100 a. Create a graph for the relation between grams of fat and Calories from fat.
b. Is this relation a function? Explain.
60

20
0 4 8 12 16
Fat (g)

b. Yes; each domain value is

paired with exactly one range
Hamburger Grilled chicken filet Taco salad
value. Fat (g): 14 Fat (g): 3.5 Fat (g): 19
Fat (Cal): 31.5 Fat (Cal): 171
25. Fat (Cal): 126
Cheeseburger Breaded chicken filet
Fat (g): 18 Fat (g): 11
Hours x Cost y Fat (Cal): 162 Fat (Cal): 99
1 9
27. No; if the
2 11
number of range 25. Recreation A shop rents canoes for a $7 equipment fee plus $2 per hour, with a
3 13 values is greater maximum cost of $15 per day. Express the number of hours x and the cost y as a
4 15 than the number of relation in table form, and find the cost to rent a canoe for 1, 2, 3, 4, and 5 hours. Is
domain values, then this relation a function? Explain.
5 15
there must be a 26. Health You can burn about 6 Calories per minute bicycling. Let x represent the
Yes; each domain value is paired domain value that number of minutes bicycled, and let y represent the number of Calories burned.
with exactly one range value. is paired with more a. Write ordered pairs to show the number of Calories burned by bicycling for 60,
than one range value. 120, 180, 240, or 300 minutes. Graph the ordered pairs.
26. See Additional Answers.
28a. False; a rela- b. Find the domain and range of the relation.
tion that has several c. Does this graph represent a function? Explain.
of the same domain
27. Critical Thinking For a function, can the number of elements in the range be
values paired with
greater than the number of elements in the domain? Explain.
different range
values is not a 28. Critical Thinking Tell whether each statement is true or false. If false, explain why.
Practice A
function. a. All relations are functions. b. All functions are relations. true
Practice C
Name ________________________________________ Date __________________ Class__________________

LESSON
LESSON
3-2
3-x
4-2
Practice B
Relations and Functions
Practice B 174 Chapter 3 Functions
Express each relation as a table, as a graph, and as a mapping
diagram. Name ________________________________________ Date __________________ Class__________________ Name _______________
1. {(−5, 3), (−2, 1), (1, −1), (4, −3)}

X y
LESSON
x-x
3-2 Reading Strategies LESSON
LESSON
3-x
3-2
4-2
Review for Mastery
Relations and Functions
Reteach LESSON
4-2
Review
Relation
−5 3 A relation is a set of ordered pairs. The relation can be in the form of a table, graph, A relation is a set
or mapping diagram. The domain is all the x-values. The range is all the y-values. or mapping diagram
−2 1
Find the domain and range. Find the domain and range. Find the domain a
1 −1
CS10_A1_MESE612225_C03L02.indd 174 x 3 4 5 6 2/18/11 4:52:07
x 3 4AM
4 −3 y 1 2 2 3 Do not list 2 y 1 2
2. {(4, 0) (4, 1), (4, 2), (4, 3), (4, 4), (4, 5)} twice in the
D: {3, 4, 5, 6}; R: {1, 2, 3} range. D: {3, 4, 5, 6}; R: {1
X y
4 0
Find the domain and range. Find the domain a
4 1
4 2 range: from
3 to 5
4 3
4 4 domain:
4 5 D: {7, 5, 2, 0}; R: {3, 6, 7, 10} D: 2 ≤ x ≤ 7 from 2 to 7 D: {7, 5, 2, 0}; R: {3
R: 3 ≤ y ≤ 5
Give the domain and range of each relation. Tell whether the relation
is a function. Explain.
3. 4. 5. Find the domain and range of each relation. Find the domain an
x y 1. 2. (4, 5) (−2, 6) (−5, 12) 1.
8 8 x −2 −1 0 1 x −2 −1
6 6 y 4 1 0 4 y 4 1
4 4
D: {−2, −1, 0, 1}; R: {4, 1, 0} D: {4, −2, −5}; R: {5, 6, 12} D: {−2, −1,
2 6
3. 4. 3.
0 8
D: {−3, −2, −1, 0}; D: {0 ≤ x ≤ 3}; D: {0, 2, 4, 6, 8};
R: {12, 13, 14, 15}; R: {1 ≤ y ≤ 4}; R: {4, 6, 8};
Function? no Function? yes; Function? yes; D: {0, 1, 2, 3}; R: {5, 6, 7, 8} D: {−3, −4, −5}; R: {10, 11, 12, 13} D: {0, 1, 2,
Explain:−2 is paired Explain: each domain Explain: each
5. 6. 5. 6.
domain
with both value is paired value is paired
13 and 15. with exactly one with exactly one
range value. range value.
Original content Copyright © by Holt McDougal. Additions and changes to the original content are the responsibility of the instructor.
12
4-12 Holt McDougal Algebra 1

D: −2 ≤ x ≤ 2; R: 1 ≤ y ≤ 4 D: −3 ≤ x ≤ 2; R: 1 ≤ y ≤ 3 D: −2 ≤ x ≤
174 Chapter 3
CS10_A1_MECR710532_C03L02b-a.indd 12 3/2/11 2:45:39 AM

Original content Copyright © by Holt McDougal. Additions and changes to the original content are the responsibility of the instructor. Original content Copyright © by

18 14
4-14 Holt McDougal Algebra 1

CS10_A1_MECR710532_C03L02g-a.indd 18 3/2/11 2:44:00 AM CS10_A1_MECR710532_C03L02d-a.indd 14 3/2/11 2:44:57 AM

 Exercise 29 involves
29. a. The graph shows the amount of water being
ˆˆ˜}Ê*œœÊ܈̅Ê7>ÌiÀ
finding the domain
pumped into a pool over a 5-hour time period. and range of a
Find the domain and range. Çää graph. This exercise prepares stu-
b. Does the graph represent a function? Explain. Èää dents for the Multi-Step Test Prep.

6œÕ“iÊ­}>®
c. Give the time and volume as ordered pairs at 2 xää
hours and at 3 hours 30 minutes. {ää
For Exercise 32,
29a. D: 0 ≤ t ≤ 5; R: 0 ≤ v ≤ 750 Îää
Óää choices A, B, and C
b. Yes; each x-value is paired with exactly £ää can be eliminated
one y-value. ä because no x-values are repeated.
£ Ó Î {
c. (2, 300); (3.5, 525)
/ˆ“iÊ­…® Students who chose F in
Exercise 33 may not understand
that in a mapping diagram, the
⎧ domain and range values can be
30. /////ERROR ANALYSIS///// When asked whether the relation ⎨(-4, 16), (-2, 4), listed in an order other than that
⎫
(0, 0), (2, 4)⎬ is a function, a student stated that the relation is⎩ not a function given. Students who chose H may
⎭
because 4 appears twice. What error did the student make? How would you explain not understand that in the domain
to the student why this relation is a function? and range, the x- and y-values can
31. Write About It Describe a real-world situation for a relation that is NOT a be listed out of order. Remind stu-
function. Create a mapping diagram to show why the relation is not a function. dents that order does not matter.

Answers
32. Which of the following relations is NOT a function? 30. The student thought that since
⎧ ⎫ there are two 4’s, one element
⎨(6, 2), (-1, 2), (-3, 2), (-5, 2)⎬ x 3 5 7
⎩ ⎭ in the domain is paired with
y 1 15 30 more than one element in the
range. The relation is a function
Þ
-5 6 because each x-value is paired
Ó with exactly one y-value. A rela-
5 16
Ý tion is a function even if a
10 26 Ó ä Ó y-value has more than one
15 36
x-value paired with it.
31. Possible answer: Packages being
⎧ sent from a warehouse contain
33. Which is NOT a correct way to describe the function ⎨(-3, 2), (1, 8),
⎫ ⎩ different numbers of items. One
(-1, 5), (3, 11)⎬?
⎭ package contains 1 item, another
Domain: {-3, 1, -1, 3} package contains 3 items, and
Î ££ yet another package contains
Range: {2, 8, 5, 11}
£ Ó 5 items.
£ x
Î n 1
1 3
Þ x y
5
Ó -3 2
Ý
ä
-1 5
{ n
Sam Dudgeon/HMH

Ó 1 8
3 11

3-2 Relations and Functions 175

Name ________________________________________ Date __________________ Class__________________ Name _______________________________________ Date ___________________ Class __________________

LESSON
3-x
3-3 Problem solving
Problem Solving
Writing Functions
LESSON
LESSON
3-x
3-2
x-x
Challenge
Relations and Functions
challenge
Identify the independent and dependent variables. Write a rule in A function is a correspondence, f, between two sets,
function notation for each situation. A and B, such that each member of A is assigned
1. Each state receives electoral votes based 2. Terry has 30 pieces of gum and exactly one member of B. The diagram shows a function
on the number of representatives it has in gives 2 pieces to each of his as a dynamic process.
CS10_A1_MESE612225_C03L02.indd 175of Representatives.
the House friends. In Exercises 1–3, suppose that the input set, A, is the set of integers. 2/18/11 4:52:13 AM
Describe the range of each function.
Representatives 2 4 6 8
1. f: Multiply each integer, n, by 5. multiples of 5: . . . , 15, 10, 5, 0, 5, 10, 15, . . .
Electoral Votes 4 6 8 10 2. g: Multiply each integer, n, by a fixed integer, k. multiples of k: kn
I: number of representatives; I: number of friends; 3. h: Divide the input integer, n, by 10 and write the remainder, r. 0, 1, 2, 3, 4, 5, 6, 7, 8, 9
D: number of electoral votes; D: pieces of gum Terry has left In Exercises 4–6, write a function rule that represents the function described.
4. j: the coordinate of the point halfway between each
f(r) = r + 2 f(x) = 30 − 2x distinct pair of points on a number line If P has coordinate a, Q has
3. Ronaldo is buying bacon that costs 4. A personal trainer charges $50 for the
coordinate b, assign
a+b.
$4.29 per pound. first session and $40 for every session
2
thereafter.
5. k: the distance of each point from 0 If P has coordinate a, assign |a|.
I: pounds of bacon; I: number of sessions; 6. m: the length of the line segment determined by
D: total price; D: total cost; each distinct pair of points on the number line If P has coordinate a and Q has
f(b) = 4.29b f(s) = 50 + 40(s − 1) coordinate b, assign |a b|.
In Exercises 7 and 8, the domain of each function is the set of all squares.
International travel and business require the conversion of American 7. a. Write a function, P, that gives the perimeter of any square. If the length of a side
dollars into foreign currency. During part of 2005, one American of square X is s, then
dollar was worth 6 Croatian Kuna. Select the best answer.
P (square X) 4s.
5. An American bank wishes to convert 6. A Croatian company already has b. Write a function, A, that gives the area of any square. If the length of a side
d dollars into kuna. Which function $100,000 and is going to convert k kuna
rule describes the situation? into dollars. Which function rule can be of square X is s, then
used to determine the total amount A(square X) s2.
d 6
A f(d) = C f(d) = of American dollars this company will 8. a. Using the diagram below, describe the
6 d
have? function that moves the square from A to B. The function rotates square
B f(d) = 6d D f(d) = d + 6 F f(x) = 100,000 + 6k A 120 counterclockwise
7. Macon has $100 and is thinking
G f(x) = 100,000 + k about point O.
about converting some of it into 6 b. What is the range of the function in part a?
kuna. What is a reasonable range H f(x) = 100,000k + 6
for this situation? 6 The set of all squares.
J f(x) = 100,000 +
A 0≤y≤6 C 0 ≤ y ≤ 100 k 9. Suppose that you roll two number cubes.
B 0 ≤ y ≤ 16.7 D 0 ≤ y ≤ 600 9. Jakov converts n kuna into c dollars. The sum of the numbers that are showing 1, 1 1, 2 1, 3 1, 4 1, 5 1, 6
Which expression is the dependent can be represented by a function.
8. Robin converts x dollars into y kuna. 2, 1 2, 2 2, 3 2, 4 2, 5 2, 6
variable in this situation? a. In the space at the right, make a table
Which expression is the independent 3, 1 3, 2 3, 3 3, 4 3, 5 3, 6
variable in this situation? n showing the members of the domain.
A n C
6 4, 1 4, 2 4, 3 4, 4 4, 5 4, 6
F x H 6x c
b. What is the range of the function?
Bc D {2, 3, 4, 5, 6, 7, 8, 9, 10, 12} 5, 1 5, 2 5, 3 5, 4 5, 5 5, 6
G y J 6y 6
6, 1 6, 2 6, 3 6, 4 6, 5 6, 6

Original content Copyright © by Holt McDougal. Additions and changes to the original content are the responsibility of the instructor. Original content Copyright © by Holt McDougal. Additions and changes to the original content are the responsibility of the instructor.
Lesson 3-2 175
25 Holt McDougal Algebra 1 16
2 Holt McDougal Algebra 1

CS10_A1_MECR710532_C03L03f-a.indd 25 3/2/11 2:48:26 AM CS10_A1_MECR710532_C03L02e-a.indd

CS10_A1_MECR372471_C04L02e-a.indd 16
2 1/29/11
3/2/11 2:44:29
2:50:15 AM
PM
 34. Which graph represents a function?

Þ Þ Þ Þ
{ { {
Ó
Ó Ý Ó Ó
Ý Ý Ý
Ó ä Ó {
ä Ó { Ó ä Ó { ä Ó {

Journal 35. Extended Response Use the table for the following.

Have students explain how to deter- x -3 -1 0 1 3

mine whether a graphed relation is 35a. {(-3, 5), (-1, 7), (0, 9),
y 5 7 9 11 13 (1, 11), (3, 13)}
a function.
a. Express the relation as ordered pairs. b. D: {-3, -1, 0, 1, 3};
b. Give the domain and range of the relation. R: {5, 7, 9, 11, 13}
c. Does the relation represent a function? Explain your answer.
Yes; each domain value is paired with exactly one range value.
Have students write a list of four
ordered pairs. Instruct them to write CHALLENGE AND EXTEND
⎧ ⎫
this relation as a table, a graph, and 36. What values of a make the relation ⎨(a, 1), (2, 3), (4, 5)⎬ a function? Explain.
a mapping diagram. Have them find ⎧⎩ ⎫⎭
37. What values of b make the relation ⎨(5, 6), (7, 8), (9, b)⎬ a function? Explain.
the domain and range and explain ⎩ ⎭
whether their relation is a function. 38. The inverse of a relation is created by interchanging the x- and y- coordinates of
each ordered pair in the relation.
⎧ ⎫
a. Find the inverse of the following relation: ⎨(-2, 5), (0, 4), (3, -8), (7, 5)⎬.
b. Is the original relation a function? Why or ⎩why not? Is the inverse of the⎭
3-2 relation a function? Why or why not?
c. The statement “If a relation is a function, then the inverse of the relation is
also a function” is sometimes true. Give an example of a relation and its
1. Express the relation {​(-2, 5)​, inverse that are both functions. Then give an example of a relation and its
(​ -1, 4)​, ​(1, 3)​, ​(2, 4)​} as a inverse that are both not functions.
table, as a graph, and as a
mapping diagram.

x y
-2
-2 5 5
-1
-1 4 4
1
1 3 3
2
2 4

2
x
-2 0 2

2. Give the domain and range of

the relation.
y
4
176 Chapter 3 Functions
2
x
-2 0 3 Answers 38c. Possible answer:
Relation: {(1, 2),
36. All real numbers except
CS10_A1_MESE612225_C03L02.indd 176 2/18/11 4:52:18 AM
(2, 3), (3, 4)}; Inverse:
2 and 4; values in the
D: -3 ≤ x ≤ 2; R: -2 ≤ y ≤ 4 {(2, 1), (3, 2),
domain cannot repeat.
3. Give the domain and range of (4, 3)}; Relation:
37. All real numbers; values {(1, 1), (1, 2), (2, 2),
the relation. Tell whether the in the range can repeat. (2, 4)}; Inverse:
relation is a function. Explain.
38a. {(5, -2), (4, 0), {(1, 1), (2, 1), (2, 2),
D: {5, 10, 15}; (-8, 3), (5, 7)} (4, 2)}
2

5 R: {2, 4, 6, 8}; b. The original relation is a
4 no; 5 is paired function because each
10
6 with 2 and 4. domain value is paired
15 with exactly one range
8
value. The inverse is not
a function because a
Also available online
domain value has more
than one range value
paired with it.
176 Chapter 3
 3-2
The Vertical-Line Test Organizer
Use with the lesson
The vertical-line test can be used to visually determine whether Relations and
a graphed relation is a function. Functions
Look for and Pacing:
express regularity in
repeated reasoning. Traditional __
1
2
day
Use with Relations and CC.9-12.F.IF.1 Understand that a function Block __4 day
1

Functions from one set (called the domain) to another Objective: Determine if a
set (called the range) assigns to each ele-
ment of the domain exactly one element of relation is a function.
Activity the range….

1 Look at the values in Table 1. Is every x-value paired with exactly one Table 1 Online Edition
y-value? If not, what x-value(s) are paired with more than one y-value? Graphing Calculator
yes x y
2 Is the relation a function? Explain. -2 -5 Countdown
Yes; each x-value has exactly one y-value.
3 Graph the points from the Table 1. Draw a vertical line through each point -1 -3
of the graph. Does any vertical line touch more than one point? 0 -1
1 1 Lab Resources
2 3
Algebra Lab Activities
3 5
Lab Recording Sheet
4 Look at the values in Table 2. Is every x-value paired with exactly one
y-value? If not, what x-value(s) are paired with more than one y-value?
Table 2
Teach
No; the x-value 1 has two y-values: 2 and 4. x y
Discuss
5 Is the relation a function? Explain. -2 -3
No; an x-value has more than one y-value. A vertical line has the same x-value
6 Graph the points from the Table 2. Draw a vertical line through each point 1 4 for each y-value.
of the graph. Does any vertical line touch more than one point? 0 5

7 What is the x-value of the two points that are on the same vertical line? Is 1 2
Alternative
that x-value paired with more than one y-value? 1; yes 2 3 Approach
3 5 To perform the vertical-line
8 Write a statement describing how to use a vertical line to tell if a relation
is a function. This is called the vertical-line test. Possible answer: A relation is a function if test with a graphing calculator, press
there are no vertical lines that intersect the graph at more than one point. , choose 4:Vertical,
9 Why does the vertical-line test work?
The vertical-line test works because it shows if there is more than 1 y-value for an x-value. and use arrow keys to move the ver-
tical line across the graph.
Try This
Close
Use the vertical-line test to determine whether each relation is a function. If a
relation is not a function, list two ordered pairs that show the same x-value with Key Concept
two different y-values. 2. yes If any vertical line touches the
1. Þ 2. Þ 3. Þ graph no more than once, then the
{ {
1. no; 3. no; graphed relation is a function.
Ó possible Ó possible Ó
Ý answer: Ý answer: Ý
Assessment
Ó ä Ó (0, -4), { Ó ä Ó { (3, 2), { Ó ä Ó { Journal Have students graph a
Ó (0, 4) Ó (3, -2) Ó relation that is not a function and
explain why it is not a function.
{ {

3-2 Algebra Lab 177

Look for and express regularity in

Answers to Activity 6. yes repeated reasoning.

3. no
CC13_A1_MESE647036_C03ALa.indd 177 y (3, 5) 4027011 11:54:21 AM
(0, 5) (1, 4)
y (3, 5)
4 (2, 3)
(2, 3)
2 CC.9-12.F.IF.1 Understand that a func-
(1, 2)
(1, 1) x tion from one set (called the domain) to
x -4 0 4 another set (called the range) assigns to
-4 0 4 -2
(0, -1) each element of the domain exactly one
(-1, -3) (-2, -3) element of the range. If f is a function and
(-2,- 5) -4 x is an element of its domain, then f(x)
denotes the output of f corresponding to
the input x. The graph of f is the graph of
the equation y = f(x).

State Resources Online

Algebra Lab 177

 3-3
Organizer Model Variable
Use with the lesson
Writing Functions Relationships
Pacing: You can use models to represent an algebraic relationship.
Traditional __
1 Using these models, you can write an algebraic expression
day
__
1
Block day
2 to help describe and extend patterns.
4 Use with Writing
Objective: Use models to Functions
represent algebraic relationships. The diagrams below represent the side views of tables. Each has a tabletop and a
base. Copy and complete the chart using the pattern shown in the diagrams.
Look for and
Online Edition express regularity in
Tabletop
repeated reasoning.
Countdown Base

Resources EXPRESSION VALUE OF TERM

Algebra Lab Activities TERM DESCRIPTION OF FOR NUMBER (NUMBER OF ORDERED
NUMBER FIGURE FIGURE OF BLOCKS BLOCKS) PAIR
Lab Recording Sheet
length of tabletop = 4
Teach 1
height of base = 1
4 + (2)1 6 (1, 6)

Discuss
length of tabletop = 4
The expression for the number of
blocks is length of tabletop plus 2 height of base = 2 4 + (2)2 8 (2, 8)
product of 2 and height of base.
Only the height of the base changes.
length of tabletop = 4
Alternative Approach height of base = 3
Use square tiles to model the pattern. 3 4 + (2)3 10 (3, 10)
Close
length of tabletop = 4
Key Concept 4
height of base = 4 4 + (2)4 12 (4, 12)
You can use models to find a length of tabletop = 4
5 4 + (2)5 14 (5, 14)
pattern, and algebra to describe it. height of base = 5
length of tabletop = 4
Assessment n
height of base = n
4 + 2n (n, 4 + 2n)
Journal Sketch a model of a table 2. The height of the base is 1 block, and a total of 6 blocks are in the table.
with a length of 6 and a base of
Try This 3. Yes; if the height of the table is 10 blocks, a total of
4 columns. Extend the pattern by
24 blocks will be in the table: 4 + 2(10) = 24.
three terms by adding rows of blocks
1. Explain why you must multiply the height of the base by 2. There are 2 base columns.
to the table’s base. Have students
write expressions for each term of 2. What does the ordered pair (1, 6) mean?
the pattern. 3. Does the ordered pair (10, 24) belong in this pattern? Why or why not?
4. Which expression from the table describes how you would find the total number
of blocks for any term number n? 4 + 2n
5. Use your rule to find the 25th term in this pattern. 54

178 Chapter 3 Functions

Look for and express regularity in
repeated reasoning.
Answers to Activity
4.
CC13_A1_MESE647036_C03ALb.indd 178 4027011 11:55:05 A

5.

State Resources Online

178 Chapter 3
 3-3 Organizer
3-3 Writing Functions Pacing: Traditional 2 days
Block 1 day
CC.9-12.F.IF.2 Use function notation, evaluate functions for inputs in their domains, and interpret statements that use
function notation in terms of a context. Also CC.9-12.F.IF.1, CC.9-12.F.IF.5*, CC.9-12.A.CED.3*, CC.9-12.F.BF.1*, CC.9-12.F.LE.2* Objectives: Identify independent
Objectives Why learn this? and dependent variables.
Identify independent and You can use a function rule to calculate
dependent variables.
Write an equation in function
how much money you will earn for
Write an equation in
notation and evaluate a function
working specific amounts of time.
function notation and for given input values.
evaluate a function for Suppose Tasha baby-sits and charges $5 per hour.
given input values.
Time Worked (h) x 1 2 3 4
Algebra Lab
Vocabulary In Algebra Lab Activities
independent variable Amount Earned ($) y 5 10 15 20
dependent variable
function rule The amount of money Tasha earns is $5 times Online Edition
function notation the number of hours she works. Write an Tutorial Videos
equation using two different variables to
show this relationship. Countdown
Amount earned is $5 times the number of hours worked.

Tasha can use this equation to find how much money she will earn for any
number of hours she works. Warm Up
Evaluate each expression for
EXAMPLE 1 Using a Table to Write an Equation a = 2, b = -3, and c = 8.
Determine a relationship between the x- and y-values. Write an equation. 1. a + 3c 26
x 1 2 3 4 2. ab - c -14
y -2 -1 0 1 1
3. _ c + b 1
2
Step 1 List possible relationships between the first x- and y-values.
4. 4c - b 35
1 - 3 = -2 or 1(-2) = -2
5. ba + c 17
Step 2 Determine if one relationship works for the remaining values.
2 - 3 = -1 ✓ 2(-2) ≠ -1 ✗ Also available online

3-3=0✓ 3(-2) ≠ 0 ✗
4-3=1✓ 4(-2) ≠ 1 ✗
The first relationship works. The value of y is 3 less than x.
Step 3 Write an equation.
y=x-3 The value of y is 3 less than x. Q: Why did the x-variable move back
home?
1. Determine a relationship between the x- and y-values in the
⎧ ⎫ A: She was more comfortable in her
relation ⎨(1, 3), (2, 6), (3, 9), (4, 12)⎬. Write an equation. y = 3x
⎩ ⎭ own domain.
RubberBall/Alamy

The equation in Example 1 describes a function because for each x-value (input),
there is only one y-value ( output).

3- 3 Writing Functions 179

1 Introduce
CC13_A1_MESE647036_C03L03.indd 179
ENGLISH4027011 11:56:10 AM
CC.9-12.F.IF.2 Use function notation,
LANGUAGE
E X P L O R AT I O N LEARNERS evaluate functions for inputs in their do-
Writing Functions
Motivate mains, and interpret statements that use
Dan has $100 in his savings account. His grandmother promises
Have students describe the meaning of the fol- function notation in terms of a context.
to deposit $25 into the account for each day Dan helps her during
his summer vacation.
lowing phrases: Possible answers: CC.9-12.F.IF.1 Understand that a func-
1. Complete the table to
show how much money Days
Total in
Account T
$ E
• independently wealthy doesn’t need a job tion from one set (called the domain) to
will be in Dan’s account
for each given number
x
0
Process
100  25 T
0 E
y
100 • Independence Day day of freedom another set (called the range) assigns to
of days Dan works for
his grandmother.
1 100  25 S1 D 125
each element of the domain exactly one
2. How much money will
2 100  25 S2 D 150
• working independently doesn’t need help
be in Dan’s account if
3
5
100  25 T
3 E
100  25 T
5 E
175
225
element of the range….
he works x days?
100  25x
10 100  25 T
10 E 350
• dependent child needs a parent Also CC.9-12.F.IF.5*, CC.9-12.A.CED.3*,
3. Write an equation that shows the relationship
between x Sthe number of days Dan works D and • insulin dependent needs insulin CC.9-12.F.BF.1*, CC.9-12.F.LE.2*
y Sthe total in his account D. y  100  25x

THINK AND DISCUSS • dependent on friends needs friends

4. Discuss whether the above relationship is a function. It is a
function since there is only one y-value for each x-value.
State Resources Online
5. Explain how you can use your equation to find the total in
Dan’s account if he works 20 days. Substitute 20 for x in the equation. Explorations and answers are provided in
your online resources.
Lesson 3-3 179
 The input of a function is the independent variable . The output of a function is
the dependent variable . The value of the dependent variable depends on, or is
a function of, the value of the independent variable. For Tasha, the amount she
Additional Examples earns depends on, or is a function of, the amount of time she works.

Example 1
EXAMPLE 2 Identifying Independent and Dependent Variables
Determine a relationship
Identify the independent and dependent variables in each situation.
between the x- and y-values.
x A In the winter, more electricity is used when the temperature goes
Write an equation. y = _
5 There are several down, and less is used when the temperature rises.
different ways to The amount of electricity used depends on the temperature.
x 5 10 15 20 describe the variables Dependent: amount of electricity Independent: temperature
y 1 2 3 4 of a function.
B The cost of shipping a package is based on its weight.
Independent Dependent
Example 2 Variable Variable The cost of shipping a package depends on its weight.
x-values y-values Dependent: cost Independent: weight
Identify the independent and
dependent variables in each Domain Range
C The faster Ron walks, the quicker he gets home.
situation. Input Output The time it takes Ron to get home depends on the speed he walks.
x f (x ) Dependent: time Independent: speed
A. A painter must measure a
room before deciding how
much paint to buy. ind.: Identify the independent and dependent variables in each
situation.
measurement of room;
2a. ind. : time; dep. : cost 2a. A company charges $10 per hour to rent a jackhammer.
dep.: amount of paint
2b. Apples cost $0.99 per pound.
B. The height of a candle ind. : pounds; dep. : cost
decreases for every hour it
An algebraic expression that defines a function is a function rule . 5 · x in the
burns. ind.: time; dep.:
equation about Tasha’s earnings is a function rule.
height of candle
C. A veterinarian must weigh an If x is the independent variable and y is the dependent variable, then function
animal before determining the notation for y is f(x), read “f of x,” where f names the function. When an equation
in two variables describes a function, you can use function notation to write it.
amount of medication.
ind.: weight of animal; dep.: The dependent variable is a function of the independent variable .
amount of medication
Also available online y is a function of x .

y = f (x )

INTERVENTION
Questioning Since y = f (x), Tasha’s earnings, y = 5x, can be rewritten in function notation by
Strategies
Questioning Strategies substituting f (x) for y : f (x) = 5x. Sometimes functions are written using y, and
sometimes functions are written using f (x).
EX A M P L E 1
• As the x-value is increasing, what is EXAMPLE 3 Writing Functions
happening to the y-value? Identify the independent and dependent variables. Write an equation in
• What situation could this table of function notation for each situation.
numbers represent? A A lawyer’s fee is $200 per hour for her services.
The fee for the lawyer depends on how many hours she works.
EX A M P L E 2 Dependent: fee Independent: hours
• What is another situation where Let h represent the number of hours the lawyer works.
you would have independent and The function for the lawyer’s fee is f (h) = 200h.
dependent variables?
180 Chapter 3 Functions

2 Teach
CS10_A1_MESE612225_C03L03.indd 180 2/18/11 4:52:58 AM

Guided Instruction Through Graphic Organizers

If students have a hard time finding a Through Communication Divide students into groups and have them
relationship in Example 1, have them first Designate a group of four students as the write examples of dependent relationships
test the four basic operations. (Is the same “function machine.” This group must create in various formats.
value added to each x, subtracted from a secret function rule. Other students give For example:
each x, etc.?) If those don’t work, then it input values to the group, and the group • I get cranky when I don’t eat.
may be a square, square root, or combina- must state the output value. The other stu-
tion of operations. In Examples 2 and 3, • If I don’t work, then I don’t get paid.
dents must guess the secret function rule.
encourage students to rewrite each state- Students can explain how they deduced
ment using the words depends on before Independent Dependent
the secret function rule.
choosing which variables are independent • when I don’t eat • I get cranky
and dependent. • if I don’t work • then I don’t get paid

180 Chapter 3
 Identify the independent and dependent variables. Write an equation in

"" Ê ,,",
function notation for each situation.

 ,/
B The admission fee to a local carnival is $8. Each ride costs $1.50.
The total cost depends on the number of rides ridden, plus $8. Students might mistake the notation
Dependent: total cost Independent: number of rides f(x) as meaning f times x. Remind
Let r represent the number of rides ridden. them that f(x) is the notation of a
The function for the total cost of the carnival is f (r) = 1.50r + 8. function and, in a function, is inter-
changeable with y.
Identify the independent and dependent variables. Write an
equation in function notation for each situation.
3a. ind. : pounds; dep. : cost; 3a. Steven buys lettuce that costs $1.69/lb.
f (x) = 1.69x 3b. An amusement park charges a $6.00 parking fee plus $29.99 Additional Examples
per person. ind. : people; dep. : cost;
f (x) = 6 + 29.99x Example 3
Input
You can think of a function as an input-output Identify the independent and
machine. For Tasha’s earnings, f (x) = 5x, if you dependent variables. Write an
input a value x, the output is 5x. equation in function notation
If Tasha wanted to know how much money for each situation.
she would earn by working 6 hours, she could A. A math tutor charges $35 per
input 6 for x and find the output. This is called Function
hour. ind.: time; dep.:
evaluating the function.
cost; f (h) = 35h
B. A fitness center charges a
$100 initiation fee plus $40
EXAMPLE 4 Evaluating Functions
Output per month. ind.: number of
Evaluate each function for the given input values. months; dep.: total cost;
A For f (x) = 5x, find f (x) when x = 6 and when x = 7.5. f(m) = 100 + 40m
f (x) = 5x f (x) = 5x
f (6) = 5(6) Substitute 6 for x. f (7.5) = 5(7.5) Substitute 7.5 for x. Example 4
= 30 Simplify. = 37.5 Simplify.
Functions can be Evaluate each function for the
named with any B For g(t) = 2.30t + 10, find g(t) when t = 2 and when t = -5. given input values.
letter; f, g, and h are
the most common. g(t) = 2.30t + 10 g(t) = 2.30t + 10 A. For f(x) = 3x + 2, find f(x)
You read f (6) as “f g(2) = 2.30(2) + 10 g(-5) = 2.30(-5) + 10 when x = 7 and when
of 6,” and g(2) as “g = 4.6 + 10 = -11.5 + 10
of 2.”
x = -4. f(7) = 23;
= 14.6 = -1.5
f(-4) = -10

C For h(x) = _
1 x - 3, find h(x) when x = 12 and when x = -8. B. For g(t) = 1.5t - 5, find g(t)
2 when t = 6 and when t = -2.
h(x) = _1x-3 1x - 3
h(x) = _
2 2 g(6) = 4; g(-2) = -8
1 (12) - 3
h(12) = _ h(-8) = _1 (-8) - 3 C. For h(r) = __
1
r + 2, find h(r)
2 2 3
=6-3 = -4 - 3 when r = 600 and when
=3 = -7 r = -12. h(600) = 202;
h(-12) = -2
Evaluate each function for the given input values. Also available online
4a. For h(c) = 2c - 1, find h(c) when c = 1 and c = -3.
4a. h(1) = 1; h(-3) = -7 1 t + 1, find g(t) when t = -24 and t = 400.
4b. For g(t) = _
4
g(-24) = -5; g(400) = 101
INTERVENTION
Questioning
Strategies
Questioning Strategies
3- 3 Writing Functions 181
EX AM P LE 3
• How could you write the equation
Auditory Tell students ENGLISH without using function notation?
that the input is the LANGUAGE
M CS10_A1_MESE612225_C03L03.indd 181 LEARNERS 2/18/11 • Does f(x) represent domain or
4:52:59 AM
independent variable.
range?

EX AM P LE 4
• How is evaluating a function like
solving an equation? How is it
different?

Lesson 3-3 181

 Inclusion Encourage When a function describes a real-world situation, every real number is
students to identify the not always reasonable for the domain and range. For example, a number
dependent and indepen- representing the length of an object cannot be negative, and only whole
numbers can represent a number of people.
dent variables in Example 5 before
attempting to write the function.
EXAMPLE 5 Finding the Reasonable Domain and Range of a Function
Manuel has already sold $20 worth of tickets to the school play. He has
4 tickets left to sell at $2.50 per ticket. Write a function to describe how
Additional Examples much money Manuel can collect from selling tickets. Find the reasonable
domain and range for the function.
Example 5 Money collected from the $20
ticket sales is $2.50 per ticket plus
Joe has enough money to pur- already sold.
chase 1, 2, or 3 DVDs at $15.00
each. f (x) = $2.50 · x + 20

Write a function to describe the If he sells x more tickets, he will have collected f (x) = 2.50x + 20 dollars.
situation. Find the reasonable Manuel has only 4 tickets left to sell, so he could sell 0, 1, 2, 3, or 4 tickets.
domain and range for the A reasonable domain is {0, 1, 2, 3, 4}.
function. f(x) = 15x; D: {1, 2, 3}; Substitute these values into the function rule to find the range values.
R: {15, 30, 45}
Also available online x 0 1 2 3 4
f 2.50(0) + 20 2.50(1) + 20 2.50(2) + 20 2.50(3) + 20 2.50(4) + 20
(x) = 20 = 22.50 = 25 = 27.50 = 30

INTERVENTION
Questioning The reasonable range for this situation is {$20, $22.50, $25, $27.50, $30}.
Strategies
Questioning Strategies
5. The settings on a space heater are the whole numbers from
EX A M P L E 5 0 to 3. The total number of watts used for each setting is 500
times the setting number. Write a function to describe the
• What do you look for when finding number of watts used for each setting. Find the reasonable
the reasonable domain? domain and range for the function.
• How do you find the reasonable f (x) = 500x ; D: {0, 1, 2, 3}; R: {0, 500, 1000, 1500}
range once you have determined
the reasonable domain?

THINK AND DISCUSS

1. When you input water into an ice machine, the output is ice cubes.
Name another real-world object that has an input and an output.
2. How do you identify the independent and dependent variables in a
situation?
3. Explain how to find reasonable domain values for a function.
4. GET ORGANIZED Copy and complete the graphic organizer. Use the
function y = x + 3 and the domain {-2, -1, 0, 1, 2}.

7>ÞÃÊ̜Ê,i«ÀiÃi˜ÌÊ՘V̈œ˜Ã

µÕ>̈œ˜Êˆ˜
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182 Chapter 3 Functions

3 Close Answers to Think and Discuss

CC13_A1_MESE647036_C03L03.indd 182 Possible answers: 4027011 11:56:32 A

1. a toaster
Summarize and INTERVENTION
2. If one data set depends on the other,
Remind students that you need to know Diagnose Before the Lesson the first data set represents the depen-
the value of the independent variable to be Warm Up, TE dent variable, and the other data set
able to determine the value of the depen- represents the independent variable.
dent variable. Then have students write an
Monitor During the Lesson 3. Find what makes sense for the real-
equation for the following situations using
Check It Out! Exercises, SE world situation. Time, for example,
function notation.
Questioning Strategies, TE would not be negative.
A cable TV service charges $50 for hookup
and $30 per month. f(m) = 50 + 30m 4. See Additional Answers.
Assess After the Lesson
A library charges $0.25 for every day that a
Lesson Quiz, TE
book is late. f(d) = 0.25d
Alternative Assessment, TE

182 Chapter 3
 x
3-3
-x 3-3 Exercises
Exercises
Homework Help Online
Parent Resources Online

GUIDED PRACTICE Assignment Guide

Vocabulary Apply the vocabulary from this lesson to answer each question.
1. The output of a function is the ? variable. (independent or dependent) dependent Assign Guided Practice exercises
2. An algebraic expression that defines a function is a ? . (function rule or as necessary.
function notation) function rule
If you finished Examples 1–3
SEE EXAMPLE 1 Determine a relationship between the x- and y-values. Write an equation. Basic 13–19, 29
x 1 2 3 4 ⎧ ⎫
Average 13–19, 29
3. y=x-2 4. ⎨(1, 4), (2, 7), (3, 10), (4, 13)⎬ y = 3x + 1 Advanced 13–19, 29
y -1 0 1 2 ⎩ ⎭
If you finished Examples 1–5
SEE EXAMPLE 2 Identify the independent and dependent variables in each situation. Basic 13–35
5. A small-size bottle of water costs $1.99 and a large-size bottle of water costs $3.49. Average 13–36
ind. : size of bottle; dep. : cost of water
6. An employee receives 2 vacation days for every month worked. Advanced 13–24, 29, 31–37
ind. : months worked; dep. : vacation days available
SEE EXAMPLE 3 Identify the independent and dependent variables. Write an equation in function Homework Quick Check
notation for each situation. ind. : hours; dep. : cost; f (h) = 75h
Quickly check key concepts.
7. An air-conditioning technician charges customers $75 per hour. Exercises: 14, 16, 18, 20, 23, 24
8. An ice rink charges $3.50 for skates and $1.25 per hour.
ind. : hours; dep. : cost; f (x) = 3.50 + 1.25x
SEE EXAMPLE 4 Evaluate each function for the given input values.
9. For f (x) = 7x + 2, find f (x) when x = 0 and when x = 1. f (0) = 2; f (1) = 9
10. For g(x) = 4x - 9, find g(x) when x = 3 and when x = 5. g(3) = 3; g(5) = 11
1 t - 10, find h(t) when t = 27 and when t = -15. h(27) = -1;
11. For h(t) = _
3 h(-15) = -15
SEE EXAMPLE 5 12. A construction company uses beams that are 2, 3, or 4 meters long. The measure
of each beam must be converted to centimeters. Write a function to describe the
situation. Find the reasonable domain and range for the function.
(Hint: 1 m = 100 cm) f () = 100 ; D : {2, 3, 4}; R : {200, 300, 400}

PRACTICE AND PROBLEM SOLVING

Independent Practice Determine a relationship between the x- and y-values. Write an equation.
For See
Exercises Example x 1 2 3 4 ⎧ ⎫
13–14 1 13. y = -2x 14. ⎨(1, -1), (2, -2), (3, -3), (4, -4)⎬
y -2 -4 -6 -8 ⎩
15–16 2 y =⎭ -x
17–19 3
Identify the independent and dependent variables in each situation.
20–22 4
23 5 15. Gardeners buy fertilizer according to the size of a lawn.
ind. : size of lawn; dep. : cost
16. The cost to gift wrap an order is $3 plus $1 per item wrapped.
Extra Practice ind. : items wrapped; dep. : cost
See Extra Practice for
more Skills Practice and Identify the independent and dependent variables. Write an equation in function
Applications Practice
exercises. notation for each situation.
17. To rent a DVD, a customer must pay $3.99 plus $0.99 for every day that it is late.
ind. : days late; dep. : total cost; f (x) = 3.99 + 0.99x
18. Stephen charges $25 for each lawn he mows.
ind. : lawns mowed; dep. : amount earned; f (x) = 25x
19. A car can travel 28 miles per gallon of gas.
ind. : gallons of gas; dep. : miles; f (x) = 28x
3- 3 Writing Functions 183
Make sense of problems and persevere
in solving them. Exercises 12, 23–24,
28, 32, 37
AM
CS10_A1_MESE612225_C03L03.indd 183 2/18/11 4:53:04 AM
Reason abstractly and quantitatively.
Exercises 27, 36
Construct viable arguments and critique
the reasoning of others. Exercises
29–31
Look for and make use of structure.
Exercises 3–11, 13–22

State Resources Online

Lesson 3-3 183

 Exercise 32 involves Evaluate each function for the given input values.
determining relation- 20. For f (x) = x 2 - 5, find f (x) when x = 0 and when x = 3. f (0) = -5; f (3) = 4
ships between two 21. For g(x) = x 2 + 6, find g(x) when x = 1 and when x = 2. g(1) = 7; g(2) = 10
variables. This exercise prepares stu-
dents for the Multi-Step Test Prep. 2 x + 3, find f (x) when x = 9 and when x = -3. f (9) = 9; f (-3) = 1
22. For f (x) = _
3
23. A mail-order company charges $5 per order plus $2 per item in the order, up to a
Transportation
portation
Answers maximum of 4 items. Write a function to describe the situation. Find the reasonable
domain and range for the function. f (n) = 2n + 5; D: {1, 2, 3, 4};
31. Possible answer: The cost of a R: {$7, $9, $11, $13}
hotel room is a function of how 24. Transportation Air Force One can travel 630 miles per hour. Let h be the number
many nights you stay. The cost is of hours traveled. The function d = 630h gives the distance d in miles that Air Force
the dependent variable because One travels in h hours.
it depends on the number of Air Force One refers to a. Identify the independent and dependent variables. Write d = 630h using
nights; therefore, the number of two specially configured function notation. ind. : hours; dep. : distance; f (h) = 630h
nights is the independent variable. Boeing 747-200B b. What are reasonable values for the domain and range in the situation described?
airplanes. The radio call D: x ≥ 0; R: y ≥ 0
sign when the president c. How far can Air Force One travel in 12 hours?
is aboard either aircraft 7560 mi
25. Complete the table for g(z) = 2z - 5. 26. Complete the table for h(x) = x 2 + x.
or any Air Force aircraft
is “Air Force One.” z 1 2 3 4 x 0 1 2 3
g(z) -3 -1 1 3 h(x) 0 2 6 12
28a. D: {0 ≤ g ≤ 20}
R: {0 ≤ d ≤ 600} 27. Estimation For f (x) = 3x + 5, estimate the output when x = -6.89, x = 1.01,
and x = 4.67. f (-6.89) ≈ -16; f (1.01) ≈ 8; f (4.67) ≈ 20
29. Possible answer:
There can be a 28. Transportation A car can travel 30 miles on a gallon of gas and has a 20-gallon gas
maximum of 4 bowlers tank. Let g be the number of gallons of gas the car has in its tank. The function
on one bowling lane, d = 30g gives the distance d in miles that the car travels on g gallons.
and each bowler needs a. What are reasonable values for the domain and range in the situation described?
to rent 2 shoes. b. How far can the car travel on 12 gallons of gas? 360 mi
30. Rashid must 29. Critical Thinking Give an example of a real-life situation for which the reasonable
multiply $150 by the domain consists of 1, 2, 3, and 4 and the reasonable range consists of 2, 4, 6, and 8.
number of months he 30. /////ERROR ANALYSIS///// Rashid saves $150 each month. He wants to know how
saves for, not add the much he will have saved in 2 years. He writes the rule s = m + 150 to help him figure
number of months to out how much he will save, where s is the amount saved and m is the number of
150. months he saves. Explain why his rule is incorrect.

31. Write About It Give a real-life situation that can be described by a function.
Identify the independent variable and the dependent variable.

32. The table shows the volume v of water pumped into a pool after t hours.
a. Determine a relationship between the time and
the volume of water and write an equation. Amount of Water in Pool

(tl), © Bettmann/CORBIS; (bl), Sam Dudgeon/HMH

b. Identify the independent and dependent v = 1250 t Time (h) Volume (gal)
variables. ind. : time; dep. : volume 0 0
c. If the pool holds 10,000 gallons, how long will it 1 1250
take to fill? 8h 2 2500
3 3750
Practice A 4 5000

Practice C
Name ________________________________________ Date __________________ Class__________________

LESSON
3-x
3-3
Practice B
Writing Functions
Practice B 184 Chapter 3 Functions
Determine a relationship between the x- and y-values. Write an
equation. Name ________________________________________ Date __________________ Class__________________ Name ________________________________________ Date __________________ Class__________________ Name ________

Review for Mastery Re

Reading Strategies
Reading Strategies
Reteach
1. 2. {(2, 3), (3, 5), (4, 7), (5, 9)} LESSON LESSON

x −4 −3 −2 −1 3-x
3-3 3-x
3-3
Understanding Vocabulary Writing Functions Wr
y −1 0 1 2
To read and write functions, you must understand what is meant by an Functions have dependent and independent variables. The dependent variable will always After identify
depend on the independent variable. notation. Re
y=x+3 y = 2x − 1 independent variable and a dependent variable.
Rewrite each situation using the word depends. Then identify the dependent and the Identify the
Identify the independent and dependent variables in each situation. independent variables. situation.
CS10_A1_MESE612225_C03L03.indd 184 An employee who works longer hours will receive a larger amount in her paycheck.
2/18/11 4:53:05 AM
A zoo charg
3. Ice cream sales increase when the 4. Food for the catered party costs
temperature rises. $12.75 per person. Rewrite sentence: 1. Ide
I: temperature; I: number of people; The amount of a paycheck depends on the number of hours worked. The c
ice cream sales Dependent: amount of paycheck Independent: number of hours worked Depen
D: D: cost of food
A box with several books weighs more than a box with just a few books. 2. Wr
Identify the independent and dependent variables. Write a rule in Rewrite sentence: The co
function notation for each situation.
The weight of a box depends on the number of books in the box. 3. Wr
5. Carson charges $7 per hour for yard 6. Kay donates twice what Ed donates. Carmen attends a school with a dress code. She went
Dependent: weight of box Independent: number of books in box
work. shopping and found acceptable shirts for $15 each.
Her mother has allowed her to buy up to 5 new shirts Evaluate th
I: number of hours; I: Ed’s donation; for the school year. Rewrite each sentence using the word depends. Then identify the
x=4
dependent and the independent variables.
D: total charge; D: Kay’s donation; f(x) = $17.50
Independent variable: number of shirts 1. A very large animal will eat many pounds of food.
f(h) = 7h f(d) = 2d f(4) = $17.50
Dependent variable: total cost The amount of food eaten depends on the size of the animal.
The function that represents this relation is f(x) = 15x. = $70.00
Evaluate each function for the given input values. Dependent: pounds of food
Reasonable domain (x-values): {1, 2, 3, 4, 5} = $76.00
7. For f(x) = 5x + 1, find f(x) when x = 2 and when x = 3. 11; 16 Reasonable range (y-values): {15, 30, 45, 60, 75} Independent: size of animal
When x = 5, f(x) = 75.
8. For g(x) = −4x, find g(x) when x = −6 and when x = 2. 24; −8 2. The fire was very large, so many firefighters were there. Identify the d
So, 5 shirts will cost $75.
function. The
9. For h(x) = x − 3, find h(x) when x = 3 and when x = 1. 0; −2 The number of firefighters depends on the size of the fire.
Answer the following based on the situation below. 5. A limo se
Complete the following. Molly is making greeting cards for 5 of her friends. Each card is to have 4 ribbons. Dependent: number of firefighters
10. An aerobics class is being offered once a
1. Identify each as either the independent or the dependent variable. Independent: size of the fire Depende
week for 6 weeks. The registration fee is $15 f(x) = 15 + 10x; Independ
3. The temperature of the water on the heated stove rose each minute.
and the cost for each class attended is $10. “number of ribbons used” dependent
Write a function rule to describe the total cost of D: {0, 1, 2, 3, 4, 5, 6}; The temperature of the water depends on the time it has been Function:
the class. Find a reasonable domain and range “number of cards made” independent on the stove. Evaluate
for the function. R: {15, 25, 35, 45, 55,
65, 75} 2. Write a function for the relation. f(x) = 4x Dependent: temperature of the water
$180
3. What is the reasonable domain for this function? D: {1, 2, 3, 4, 5} Independent: time on the stove Evaluate

4. What is the reasonable range for this function? R: {4, 8, 12, 16, 20} 4. The restaurant bill was low because only a few meals were ordered.
The amount of the restaurant bill depends on the number of $675
Original content Copyright © by Holt McDougal. Additions and changes to the original content are the responsibility of the instructor.
5. How many ribbons will Molly use if she makes 3 cards? 12 ribbons meals ordered.
20 Holt McDougal Algebra 1
6. How many ribbons will Molly use if she makes 5 cards? 20 ribbons Dependent: amount of the restaurant bill

184
CS10_A1_MECR710532_C03L03b-a.indd 20
Chapter 3 3/2/11 2:48:21 AM
Original content Copyright © by Holt McDougal. Additions and changes to the original content are the responsibility of the instructor.
Independent: number of meals ordered
Original content Copyright © by Holt McDougal. Additions and changes to the original content are the responsibility of the instructor. Original content Copy

26 Holt McDougal Algebra 1 22 Holt McDougal Algebra 1

CS10_A1_MECR710532_C03L03g-a.indd 26 3/2/11 2:48:27 AM CS10_A1_MECR710532_C03L03d-a.indd 22 3/2/11 2:48:23 AM

 Exercise 33 states
33. Marsha buys x pens at $0.70 per pen and one pencil for $0.10. Which function gives that one pencil is
the total amount Marsha spends? purchased for $0.10.
c(x) = 0.70x + 0.10x c(x) = (0.70 + 0.10)x Therefore, the function must contain
c(x) = 0.70x + 1 c(x) = 0.70x + 0.10 0.10 as a constant (not multiplied
by the variable). This is true only in
34. Belle is buying pizzas for her daughter’s birthday party, choice D.
Pizzas Total Cost ($)
using the prices in the table. Which equation best describes
the relationship between the total cost c and the number 5 26.25
of pizzas p? 10 52.50
c = 26.25p c = p + 26.25 15 78.75
c = 5.25p c = 6p - 3.75
1 x when x = 3? 3.5
35. Gridded Response What is the value of f(x) = 5 - _
2 Journal
Have students give the meaning of
CHALLENGE AND EXTEND f​(3)​= 12, and then create a function
D: 0 ≤ x ≤ 100; 36. The formula to convert a temperature that is in degrees Celsius x to degrees such that f​(3)​= 12.
R: 32 ≤ x ≤ 212 Fahrenheit f (x) is f (x) = __95 x + 32. What are reasonable values for the domain
and range when you convert to Fahrenheit the temperature of water as it rises
from 0° to 100° Celsius?
37. Math History In his studies of the motion of free-falling objects, Galileo
Galilei found that regardless of its mass, an object will fall a distance d that Have students choose a math
is related to the square of its travel time t in seconds. The modern formula formula and write the formula in
that describes free-fall motion is d = __12 gt 2, where g is the acceleration due to function notation, stating which is
gravity and t is the length of time in seconds the object falls. Find the distance the dependent variable and which
an object falls in 3 seconds. (Hint: Research to find acceleration due to gravity is the independent variable. Then
in meters per second squared.) 44.1 m have them evaluate their function for
three appropriate domain values.

3-3
Identify the independent and
dependent variables. Write an
equation in function notation
for each situation.
1. A buffet charges $8.95 per
person. ind.: number of peo-
ple; dep.: cost; f​(p)​= 8.95p
2. A moving company charges
$130 for weekly truck rental
plus $1.50 per mile. ind.:
miles; dep.: cost; f​(m)​=
130 + 1.50m
Evaluate each function for the
given input values.
3. For g​(t)​= ​ __
1
4
 ​  t - 3, find g​(t)​
when t = 20 and when t = -12.
3- 3 Writing Functions 185
g​(20)​= 2; g​(-12)​= -6
Name ________________________________________ Date __________________ Class__________________ Name ________________________________________ Date __________________ Class__________________

LESSON
3-x
3-3
Problem Solving
Problem solving LESSON
3-x
3-3
Challenge
challenge 4. For f​(x)​= 6x - 1, find f​(x)​
Writing Functions Functioning in the Real World
Identify the independent and dependent variables. Write a rule in
function notation for each situation.
A Celsius thermometer shows a reading of 40 °C. While you are looking
at this thermometer, the local weather report on the radio gives a
when x = 3.5 and when
x = -5. f​(3.5)​= 20;
1. Each state receives electoral votes based 2. Terry has 30 pieces of gum and temperature of 104 °F. When you change to another local station, you hear
on the number of representatives it has in gives 2 pieces to each of his a report of 112 °F.
M CS10_A1_MESE612225_C03L03.indd 185of Representatives.
the House friends. 9 2/18/11 4:53:07 AM
f​(-5)​= -31
1. Use the formula F = C + 32 to find the Fahrenheit temperature
Representatives 2 4 6 8 5

Electoral Votes 4 6 8 10 corresponding to 40 °C. 104°F

2. Why do you suppose that you heard a different Fahrenheit
I: number of representatives;
D: number of electoral votes;
I: number of friends;
D: pieces of gum Terry has left
temperature on one of the radio stations?
Answers may vary. Sample answer: the 112°F may
Write a function to describe the
f(r) = r + 2
3. Ronaldo is buying bacon that costs
f(x) = 30 − 2x
4. A personal trainer charges $50 for the
have been a “heat index” reading.
9
situation. Find the reasonable
domain and range for the
$4.29 per pound. first session and $40 for every session 3. Explain why F = C + 32 represents a function.
5
thereafter.
For each value of C there is exactly 1 value for F.
I: pounds of bacon; I: number of sessions;
D: total price; D: total cost;
4. Complete the following ordered pairs for (C, F) by using the formula
9
function.
F = C + 32:
f(b) = 4.29b f(s) = 50 + 40(s − 1) 5

International travel and business require the conversion of American

a. (25, 77) b. (−10, 14) c. (18, 64.4) d. (30, 86) 5. A theater can be rented for
dollars into foreign currency. During part of 2005, one American 5. In part d of Exercise 4, you solved for C given F. Use the appropriate
dollar was worth 6 Croatian Kuna. Select the best answer.
5. An American bank wishes to convert 6. A Croatian company already has
9
properties of equality to solve F = C + 32 for C in terms of F. C =
5
5 (F − 32)
9
exactly 2, 3, or 4 hours. The
d dollars into kuna. Which function
rule describes the situation?
$100,000 and is going to convert k kuna
into dollars. Which function rule can be
6. Use the formula found in Exercise 5 to complete the following ordered pairs (C, F).
2 , 80)
cost is a $100 deposit plus
used to determine the total amount a. 15, 59) b. (25, 77) c. (−20, −4) d. (26

$200 per hour. f​(h)​=

d 6 3
A f(d) = C f(d) = of American dollars this company will
6 d
have? 7. Is this formula for C in terms of F also a function? Why or why not?
B f(d) = 6d D f(d) = d + 6 F f(x) = 100,000 + 6k
Yes; for each value of F, there is exactly one value of C.
7. Macon has $100 and is thinking
about converting some of it into
G f(x) = 100,000 + k
6
8. Functions that “undo” each other are called inverse functions. Start 100 + 200h; D: {2, 3, 4};
with 35 °C and use the first formula to find a value of F. Then use this
R: {500, 700, 900}
kuna. What is a reasonable range H f(x) = 100,000k + 6
value of F in the second formula to find a value of C. What happens?
for this situation? 6
A 0≤y≤6 C 0 ≤ y ≤ 100
J f(x) = 100,000 +
k The result is the original 35.
B 9. Jakov converts n kuna into c dollars. 9. Find the temperature at which the Celsius and the Fahrenheit
0 ≤ y ≤ 16.7 D 0 ≤ y ≤ 600
8. Robin converts x dollars into y kuna.
Which expression is the dependent temperatures are equivalent. Also available online
Which expression is the independent
variable in this situation? There is no temperature equivalent in both systems.
variable in this situation? n
A n C
6
F x H 6x c
G y J 6y
Bc D
6

Original content Copyright © by Holt McDougal. Additions and changes to the original content are the responsibility of the instructor. Original content Copyright © by Holt McDougal. Additions and changes to the original content are the responsibility of the instructor.
Lesson 3-3 185
25 Holt McDougal Algebra 1 24 Holt McDougal Algebra 1

CS10_A1_MECR710532_C03L03f-a.indd 25 3/2/11 2:48:26 AM CS10_A1_MECR710532_C03L03e-a.indd 24 3/2/11 2:48:25 AM

 3-4 Organizer
3-4 Graphing
Pacing: Traditional 1 day
Block _1 day Functions
2 CC.9-12.F.IF.5 Relate the domain of a function to its graph and, where applicable, to the quantitative
Objectives: Graph functions relationship it describes.* Also CC.9-12.F.IF.1, CC.9-12.F.IF.2, CC.9-12.F.IF.7*, CC.9-12.A.REI.10
given a limited domain. Objectives Who uses this?
Graph functions given a domain of Graph functions given a Scientists can use a function to
limited domain. make conclusions about rising
all real numbers.
Graph functions given sea level.
a domain of all real
Online Edition numbers. Sea level is rising at an approximate
Tutorial Videos, Interactivity, rate of 2.5 millimeters per year. If
TechKeys this rate continues, the function
y = 2.5x can describe how many
millimeters y sea level will rise in
Countdown the next x years. Current Florida
coastline.
One way to understand functions
such as the one above is to graph
them. You can graph a function by
Possible Florida coastline
finding ordered pairs that satisfy in 2400 years.
the function.
Warm Up
Solve each equation for y. EXAMPLE 1 Graphing Solutions Given a Domain
1. 2x + y = 3 y = -2x + 3 Graph each function for the given domain.
1 A -x + 2y = 6; D: {-4, -2, 0, 2}
2. -x + 3y = -6 y = _ x - 2
3 Step 1 Solve for y since you are given values of the domain, or x.
3. 4x - 2y = 8 y = 2x - 4 -x + 2y = 6
Sometimes solving +x +x Add x to both sides.
4. Generate ordered pairs for for y first makes it −−−−−− −−−
y = __
1 2y = x + 6
x + 1 using x = -4, easier to substitute
2
-2, 0, 2, and 4. (-4, -1), values of x and find 2y
=
x+6 _ _ Since y is multiplied by 2, divide both sides by 2.
an ordered pair. 2 2
(-2, 0), (0, 1), (2, 2), (4, 3) x 6
y=_+_ x+6
Rewrite ____ as two separate fractions.
2 2 2
Also available online 1x+3
y=_ Simplify.
2

Step 2 Substitute the given values of the Step 3 Graph the ordered pairs.
domain for x and find values of y.

x _
y= 1x+3 (x, y) {
Þ
2
Psychology Teacher: Can anyone 1 (-4) + 3 = 1
y=_
Ó
-4
2
(-4, 1)
use “dysfunction” in a sentence? Ý
{ Ó ä Ó {
Math Student: I can! “Dysfunction” -2
1 (-2) + 3 = 2
y=_ (-2, 2)
2 Ó
is really hard to graph.
1 (0) + 3 = 3
y=_ {
0
2
(0, 3)

1 (2) + 3 = 4
y=_
2
2
(2, 4)

186 Chapter 3 Functions

1 Introduce
CC13_A1_MESE647036_C03L04.indd 186 4027011 11:57:30 AM
CC.9-12.F.IF.5 Relate the domain of
a function to its graph and, where ap-
Motivate
E X P L O R AT I O N

plicable, to the quantitative relationship Graphing Functions

it describes.* You can use a calculator to graph ordered pairs that satisfy a
Display the following graph:
Temperature

function.
CC.9-12.F.IF.1 Understand that a 1. Complete the table for the function y  3x  2. 1. Describe the graph.
function … assigns to each element x
y
1
5
0
2
1
1
2
4
3
7
Possible answer: The tem-
of the domain exactly one element 2. Enter the ordered pairs into your
perature increases and
calculator as follows. Press STAT and
of the range. … The graph of f is the select 1:Edit. Then enter the x-values then remains constant. Time
under L1 and enter the corresponding
graph of the equation y = f(x). y-values under L2.

Also CC.9-12.F.IF.2, CC.9-12.F.IF.7*, 2. Can you determine what the temperature will
CC.9-12.A.REI.10 3. To graph the ordered pairs, press 2nd be after 3 hours? If so, what is it? cannot be
Y= and select 1:Plot 1. Then select On
and press ENTER . To display the graph,
determined
press GRAPH .

State Resources Online THINK AND DISCUSS Explorations and answers are provided in
4. Describe the graph.
upward-sloping line.
The graph consists of five points that lie on an
your online resources.
5. Explain how you could graph another ordered pair that
satisfies the function. Choose a value of x, such as 4, and use the function to
186 Chapter 3 find the corresponding y-value, 10. Then plot the ordered pair T
4, 10 E. To do this on the
calculator, add 4 at the end of list L1 and add 10 at the end of list L2.
 Graph each function for the given domain.

B f (x) = ⎪x⎥; D: {-2, -1, 0, 1, 2}

1a. y Additional Examples
Step 1 Use the given values of the Step 2 Graph the ordered pairs.

domain to find values of f (x). Example 1
 Þ
{
x x f(x) = ⎪x⎥ (x, f(x)) Graph each function for the
     -2 f(x) = ⎪-2⎥ = 2 (-2, 2) Ó given domain.

-1 f(x) = ⎪-1⎥ = 1 (-1, 1) Ý
A. x - 3y = -6; D: {-3, 0, 3, 6}
{ Ó ä Ó {
0 f(x) = ⎪0⎥ = 0 (0, 0)
b. y Ó y
10
1 f(x) = ⎪1⎥ = 1 (1, 1)
{ 4
8
2 f(x) = ⎪2⎥ = 2 (2, 2)
2
6
x
4 Graph each function for the given domain. 0
-2 2 4 6
2 1a. -2x + y = 3; D: {-5, -3, 1, 4}
x 1b. f (x) = x 2 + 2; D: {-3, -1, 0, 1, 3}
-2 0 2 B. f(x) = x2 - 3; D: {-2, -1, 0,
1, 2}
If the domain of a function is all real numbers, any number can be used as an
input value. This process will produce an infinite number of ordered pairs that y
2
satisfy the function. Therefore, arrowheads are drawn at both “ends” of a smooth
x
line or curve to represent the infinite number of ordered pairs. If a domain is not
-2 0 2
given, assume that the domain is all real numbers.

Graphing Functions Using a Domain of All Real Numbers -4

Step 1 Use the function to generate ordered pairs by choosing several values for x.

Step 2 Plot enough points to see a pattern for the graph. Example 2
Step 3 Connect the points with a line or smooth curve. Graph each function.
A. -3x + 2 = y
y
EXAMPLE 2 Graphing Functions
Graph each function. 2

A 2x + 1 = y x
-2 0 2 4
Step 1 Choose several values of x and Step 2 Plot enough points to see -2
generate ordered pairs. a pattern.
Þ
x 2x + 1 = y (x, y) B. g(x) = ⎪x⎥ + 2
When choosing -3 2(-3) + 1 = -5 (-3, -5) {
y
values of x, be sure -2 2(-2) + 1 = -3 (-2, -3) Ó 4
to choose both
positive and negative -1 2(-1) + 1 = -1 (-1, -1) Ý
values. You may not { Ó ä Ó { 2
0 2(0) + 1 = 1 (0, 1) x
need to graph all Ó
the points to see 1 2(1) + 1 = 3 (1, 3) -2 0 2
the pattern. 2 2(2) + 1 = 5 (2, 5)
3 2(3) + 1 = 7 (3, 7) Also available online
Step 3 The ordered pairs appear to form a line. Draw a line through all
the points to show all the ordered pairs that satisfy the function. Draw
arrowheads on both “ends” of the line.
INTERVENTION
Questioning
Strategies
Questioning Strategies
3- 4 Graphing Functions 187
EX AM P LE 1

2 Teach • What is a benefit to solving for y

when graphing a function?
AM
CS10_A1_MESE612225_C03L04.indd 187 2/18/11 4:54:02 AM
• When creating the table, what did
Guided Instruction you notice about the y-values rela-
Be sure students can solve for y and graph Through Modeling tive to the x-values?
ordered pairs before beginning this les- The function y = 2.5x describes the mass in
son. Point out that graphing a function EX AM P LE 2
grams of a stack of x pennies minted after
with given values for the domain will yield 1982. Have students create a table of val- • What is the difference between this
distinct points, while graphing a function ues and graph the function. example and Example 1?
using all real numbers yields a continu-
Obtain a scale (in grams) and several pen-
ous graph. This is shown by arrows on
nies (post-1982). Ask students to use their
the graphs of continuous functions. Stress
graph to predict the mass of a given num-
the importance of choosing several points
ber of pennies.
(positive, negative, and zero values) when
graphing to determine the pattern. Measure the mass of the pennies to check
the answers given. Repeat with a different
number of pennies.
Lesson 3-4 187
 Graph each function.

B y=x2
Additional Examples
Step 1 Choose several values of x Step 2 Plot enough points to see
Example 3 and generate ordered pairs. a pattern.

Use a graph of the function Þ

x y = x2 (x, y)
f(x) = - __
1
2
x + 4 to find the value -3 y = (-3) = 9
2
(-3, 9) n

of f(x) when x = -4. Check your -2 y = (-2)2 = 4 (-2, 4) È

answer. f(-4) = 6 -1 y = (-1) = 1
2
(-1, 1) {
y 0 y = (0)2 = 0 (0, 0)
Ó
4 1 y = (1)2 = 1 (1, 1) Ý
2 2 y = (2)2 = 4 (2, 4) { Ó ä Ó {
x
-2 0 2 Step 3 The ordered pairs appear to form an almost U-shaped
graph. Draw a smooth curve through the points to show all
the ordered pairs that satisfy the function. Draw arrowheads
Example 4 on the “ends” of the curve.
A mouse can run 3.5 meters Check If the graph is correct, any point on it will satisfy
per second. The function y = 2a. y the function. Choose an ordered pair on the graph
3.5x describes the distance in x that was not in your table, such as (3, 9).

meters the mouse can run in
  Check whether it satisfies y = x 2.

x seconds. Graph the function. y=x2
Substitute the values for x and y into the
Use the graph to estimate how 9 32 function. Simplify.
many meters a mouse can run in 9 9✓ The ordered pair (3, 9) satisfies the function.
2b. y
2.5 seconds. about 8.75 meters 

Speed of Mouse Graph each function.

x 2a. f (x) = 3x - 2 2b. y = ⎪x - 1⎥
   
8
Distance (m)

6
EXAMPLE 3 Finding Values Using Graphs
Use a graph of the function f(x) = __
Þ
4 1
x + 2 to find
3 È
2 the value of f (x) when x = 6. Check your answer.
{
Locate 6 on the x-axis. Move up to the graph
0 1 2 3 4 of the function. Then move left to the y-axis
Time (s) to find the corresponding value of y. Ý
“The value of y is 4 ä Ó { È
Also available online f (x) = 4
when x = 6” can
also be written as Check Use substitution.
f (6) = 4.
1x+2
f (x) = _
3
INTERVENTION
Questioning
4 1
_ (6) + 2 Substitute the values for x and y into the function.
Strategies
Questioning Strategies 3
4 2+2 Simplify.

EX A M P L E 3 4 4✓ The ordered pair (4, 6) satisfies the function.

• Can the graph be used to find the

value of y if x is a fractional num- 3. Use the graph above to find the value of x when f (x) = 3.
ber? Explain. Check your answer. 3

EX A M P L E 4 188 Chapter 3 Functions

• If you wanted an exact answer,

what could you do?

CS10_A1_MESE612225_C03L04.indd 188 2/18/11 4:54:04 AM

Through Multiple Representations

The period of revolution for Mars (com-
pared to Earth) is approximately 1.88 Earth
years. Have students find their age in Mars
years by using the function y = ____
1
1.88
x or
y = 0.5319 x, where y = age in Mars years
and x = age in Earth years.
Have students create a table of
values and graph the function.
Use the graph to estimate vari-
ous ages in Mars years.

188 Chapter 3
 Recall that in real-world situations you may have to limit the domain to make
answers reasonable. For example, quantities such as time, distance, and number

"" Ê ,,",
of people can be represented using only nonnegative values. When both the
 ,/
domain and the range are limited to nonnegative values, the function is
graphed only in Quadrant I. In Example 4, students may simply
evaluate the function for x = 3.5
rather than using the graph. Tell
EXAMPLE 4 Problem-Solving Application
students that equations will become
The function y = 2.5x describes how many millimeters sea level y rises more complicated later, and they
in x years. Graph the function. Use the graph to estimate how many must learn to read values from a
millimeters sea level will rise in 3.5 years.
graph.
Make sense of problems and
persevere in solving them. 1 Understand the Problem Inclusion When graphing
The answer is a graph that can be used to find the value of y when x is 3.5. a function, suggest that
students choose simple
List the important information:
values for x, such as 0, 1, and 2.
• The function y = 2.5x describes how many millimeters sea level rises.
They should also be sure to choose
negative values when the domain is
2 Make a Plan
all real numbers.
Think: What values should I use to graph this function? Both, the number of
years sea level has risen and the distance sea level rises, cannot be negative. Critical Thinking Discuss
Use only nonnegative values for both the domain and the range. The with students what nega-
function will be graphed in Quadrant I. tive values of x could
represent. For example, if x repre-
3 Solve sents time in years, lead them to see
Choose several nonnegative values of x to find values of y. that an x-value of -2 could repre-
Then graph the ordered pairs. sent 2 years ago.
Sea Level
x y = 2.5x (x, y)
9

Rise in sea level (mm)

0 y = 2.5(0) = 0 (0, 0) Draw a line through 8
the points to show 7
1 y = 2.5(1) = 2.5 (1, 2.5) 6
all the ordered pairs
2 y = 2.5(2) = 5 (2, 5) that satisfy this 5
4
3 y = 2.5(3) = 7.5 (3, 7.5) function. 3
4 y = 2.5(4) = 10 (4, 10) 2
1
0 1 2 3 4 5 6 7
Time (yr)

Use the graph to estimate the y-value when x is 3.5.

Sea level will rise about 8.75 millimeters in 3.5 years.

4 Look Back
4. Possible
answer: about 32.5 mi As the number of years increases, sea level also increases, so the graph is
reasonable. When x is between 3 and 4, y is between 7.5 and 10. Since 3.5 is
!VERAGE3PEEDOF,AVA&LOW
between 3 and 4, it is reasonable to estimate y to be 8.75 when x is 3.5.

$ISTANCEMI

4. The fastest recorded Hawaiian lava flow moved at an average


speed of 6 miles per hour. The function y = 6x describes the
 distance y the lava moved on average in x hours. Graph the
function. Use the graph to estimate how many miles the lava

     moved after 5.5 hours.
4IMEH

3- 4 Graphing Functions 189

M CC13_A1_MESE647036_C03L04.indd 189
3 Close 4027011 11:57:43 AM

Summarize and INTERVENTION

Have students name the steps for graphing Diagnose Before the Lesson
a function. solve for y, choose points for Warm Up, TE
x, generate ordered pairs, graph Remind
students that the points are not con-
Monitor During the Lesson
nected when the domain is a finite set of
Check It Out! Exercises, SE
values. The points are connected when
Questioning Strategies, TE
the domain is the set of all real numbers.
When not otherwise stated, the domain
will be the set of real numbers. Assess After the Lesson
Lesson Quiz, TE
Alternative Assessment, TE

Lesson 3-4 189

Answers to Think and Discuss
1. Possible answer: Graph the THINK AND DISCUSS
function by plotting points and 1. How do you find the range of a function if the domain is all real numbers?
connecting them with a line
2. Explain how to use a graph to find the value of a function for a given
or smooth curve. Then use the
value of x.
graph to determine all possible
3. GET ORGANIZED Copy and
values of y (the range). À>«…ˆ˜}Ê>Ê՘V̈œ˜
complete the graphic organizer.
2. Locate the given value on the Explain how to graph a function for
x-axis. Move up or down to the each situation. œÌÊ>ÊÀi>‡ÜœÀ` ,i>‡ÜœÀ`
ÈÌÕ>̈œ˜ ÈÌÕ>̈œ˜
graph, and then left or right to
the y-axis to find the y-value.
3. See Additional Answers.

3-4 Exercises 3-4

Exercises
Homework Help Online
Parent Resources Online

GUIDED PRACTICE
Assignment Guide
SEE EXAMPLE 1 Graph each function for the given domain.
Assign Guided Practice exercises 1. 3x - y = 1; D: {-3, -1, 0, 4} 2. f(x) = -⎪x⎥; D: {-5, -3, 0, 3, 5}
as necessary.
3. f(x) = x + 4; D: {-5, -3, 0, 4} 4. y = x 2 - 1; D: {-3, -1, 0, 1, 3}
If you finished Examples 1–2
SEE EXAMPLE 2 Graph each function.
Basic 13–24, 40–43 1x+4
5. f(x) = 6x + 4 6. y = _ 7. x + y = 0
Average 13–24, 45–47, 62 2
Advanced 13–24, 45–47, 62 8. y = ⎪x⎥ - 4 9. f(x) = 2x 2 - 7 10. y = -x 2 + 5

SEE EXAMPLE 3
1 x - 2 to find the value of y when x = 2.
11. Use a graph of the function f(x) = _
If you finished Examples 1–4 2
Check your answer. y = -1
Basic 13–55, 58–61
Average 13–62 SEE EXAMPLE 4 12. Oceanography The floor of the Atlantic Ocean is spreading at an average rate of
Advanced 13–43, 45–63 1 inch per year. The function y = x describes the number of inches y the ocean floor
spreads in x years. Graph the function. Use the graph to estimate the number
Homework Quick Check of inches the ocean floor will spread in 10 __12 years.
Quickly check key concepts.
Exercises: 14, 22, 26, 27, 34, 50 PRACTICE AND PROBLEM SOLVING
Independent Practice Graph each function for the given domain.
For See
Math Background Exercises Example 13. 2x + y = 4; D: {-3, -1, 4, 7} 14. y = ⎪x⎥ - 1; D: {-4, -2, 0, 2, 4}
For Exercise 10, remind 13–16 1 15. f(x) = -7x; D: {-2, -1, 0, 1} 16. y = (x + 1)2; D: {-2, -1, 0, 1, 2}
students that -x2 is the 17–24 2
same as -(x2). 25–26 3 Graph each function.
27 4
17. y = -3x + 5 18. f(x) = 3x 19. x + y = 8 20. f(x) = 2x + 2

Answers Extra Practice 21. y = -⎪x⎥ + 10 22. f(x) = -5 + x 2 23. y = ⎪x + 1⎥ + 1 24. y = (x - 2)2 - 1
See Extra Practice for
1–10, 12–24. See Additional Answers. more Skills Practice and
Applications Practice
25. Use a graph of the function f(x) = -2x - 3 to find the value of y when x = -4.
exercises. Check your answer. y = 5
26. Use a graph of the function f(x) = __13 x + 1 to find the value of y when x = 6.
Check your answer. y = 3

190 Chapter 3 Functions

Make sense of problems and persevere Name ________________________________________ Date __________________ Class__________________ Name ________________________________________ Date __________________ Class__________________

in solving them. Exercises 12, 27, 55, 63

LESSON
3-x
3-4 READING STRATEGIES
Reading Strategies
Follow a Procedure
LESSON
3-x
3-4
Review for Mastery
Graphing Functions
RETEACH
Whether graphing a function with a limited domain, or a domain of all real There are three steps to graphing a function.
numbers, the procedure is almost the same. The steps of the procedure
Reason abstractly and quantitatively. are listed below and shown in the following example.
Graph f(x)  |x|  2.
Remember that f(x) is function notation for y,
CC13_A1_MESE647036_C03L04.indd 190 4027011 11:58:38 A
Exercise 56 Step 1: Create a three-column table headed “x”, “f(x)”, and “(x, f(x))”.
Step 2: Write the given or chosen domain values in the “x” column.
so rewrite the function as y  |x|  2.

Step 3: Substitute the domain values into the function and evaluate for f(x).
Step 4: Write corresponding x- and f(x)-values as ordered pairs.
Construct viable arguments and critique Step 5: Plot the ordered pairs on a coordinate grid.
Step 6: If the domain is all real numbers, connect the points with a smooth
line/curve and put arrows on both ends.
the reasoning of others. Exercises 44, Graph the function f ( x)  |x  2|.

53, 57 Step1 x f(x) (x, f(x))

6 |6  2|  |4|  4 (6, 4) Step5

Look for and make use of structure. 4 |4  2|  |2|  2 (4, 2) Graph each function.
2 |2  2|  |0|  0 (2, 0) Step6 1. y  (x  2)2
Exercises 1–11, 13–26, 28–43, 45–53, 62 0 |0  2|  |2|  2 (0, 2) x y  (x  2)2 (x, y)
2 |2  2|  |4|  4 (2, 4)
4 y  (4  2)2  (2)2  4 (4, 4)
3 y  (3  2)2  (1)2  1 (3, 1)
Step2 Step3 Step4
2 y  (2  2)2  (0)2  0 (2, 0)
Graph each function using the procedure shown above.
1. f(x)  x2  8; D: {4, 2, 0, 2, 4} 1 y  (12)2  (1)2  1 (1, 1)
2
0 y  (02)  (2)2  4 (0, 4)
1
2. f(x)  x3
2
1 (x, y)
x y x3
2
1
4 y (4)  3  2  3  5 (4, 5)
2. f(x)  2x  3 2
1
State Resources Online 2 y  (2)  3  1  3  4 (2, 4)
2
1
0 y (0)  3  0  3  3 (0, 3)
2
1
2 y (2)  3  1  3  2 (2, 2)
2
1
4 y  (4)  3  2 3  1 (4, 1)
2
190 Chapter 3
 27. Transportation An electric motor scooter can travel at 0.25 miles per minute. Exercise 55 involves
The function y = 0.25x describes the number of miles y the scooter can travel in writing an equation
x minutes. Graph the function. Use the graph to estimate the number of miles and creating a table
an electric motor scooter travels in 15 minutes. of values. This exercise prepares stu-
Graph each function. dents for the Multi-Step Test Prep.
28. f(x) = x - 1 29. 12 - x - 2y = 0 30. 3x - y = 13
31. y = x 2 - 2 32. x 2 - y = -4 33. 2x 2 = f (x) Answers
34. f(x) = ⎪2x⎥ - 2 35. y = ⎪-x⎥ 36. -⎪2x + 1⎥ = y 27. about 3.75 mi
Electric Scooter Mileage
37. Find the value of x so that (x, 12) satisfies y = 4x + 8. 1
38. Find the value of x so that (x, 6) satisfies y = -x - 4. -10 3

Distance (mi)
39. Find the value of y so that (-2, y) satisfies y = -2x 2. -8 2

For each function, determine whether the given points are on the graph. 1

40. y = 7x - 2; (1, 5) and (2, 10) yes; no 41. y = ⎪x⎥ + 2; (3, 5) and (-1, 3) yes; yes
0 4 8 12
42. y = x 2; (1, 1) and (-3, -9) yes; no
4
3 and 4, -1 no; yes
1 x - 2; 1, - _
43. y = _
4
( ) ( ) Time (min)

44. /////ERROR ANALYSIS///// Student A says that (3, 2) is on the graph of y = 4x - 5, 28–36. See Additional Answers.
but student B says that it is not. Who is incorrect? Explain the error. 48–53. Possible answers given.
Student A; student
48. (0, -3), (-2, 0), (2, -6)
A substituted the r-q.
XXXXXXXXXXXXXXXXXXXXXXX r-q.
XXXXXXXXXXXXXXXXXXXXXXX 49. (0, 2), (1, 3.1), (-1, 0.9)
coordinates of the
( )( )
XXXXXXXXXXXXXXXXXXX

XXXXXXXXXXXXXXXXXXX
,-!+". +-!,". 4 4  ​  ​
ordered pair incor- 50. (0, 0), ​ 1, ​ _  ​   ​, ​ -1, - ​ _
,1. +*+. 5 5
rectly, and student ,, +0 51. (0, -1), (1, 2), (-2, -7)
B substituted them
52. (0, 6), (1, 7), (2, 8)
correctly.
Determine whether (0, -7), -6, - __
53. (0, -5), (1, -4), (-1, -4)
5
3
, and (-2, -3) lie on the graph of each function. ( ) 55. See Additional Answers.
54. Possible answer:45. x + 3y = -11 46. y + ⎪x⎥ = -1 47. x 2 - y = 7
The graphs are no; yes; yes no; no; yes yes; no; yes
alike because they For each function, find three ordered pairs that lie on the graph of the function.
are both V shaped. 48. -6 = 3x + 2y 49. y = 1.1x + 2
They are different 4
_
because the graph 50. y = 5 x 51. y = 3x - 1
of y = ⎪x⎥ opens 52. y = ⎪x⎥ + 6 53. y = x 2 - 5
upward and the
54. Critical Thinking Graph the functions y = ⎪x⎥ and y = -⎪x⎥. Describe how they
graph of
are alike. How are they different?
y = -⎪x⎥ opens
downward.

55. A pool containing 10,000 gallons of water is being drained. Every hour, the volume
of the water in the pool decreases by 1500 gallons.
a. Write an equation to describe the volume v of water in the pool after h hours.
b. How much water is in the pool after 1 hour?
c. Create a table of values showing the volume of the water in gallons in the pool
as a function of the time in hours and graph the function.
Sam Dudgeon/HMH

Practice A
Practice C
Name ________________________________________ Date __________________ Class__________________

3- 4 Graphing Functions 191

LESSON
3-x
3-4
Practice B
Graphing Functions
Practice B
Graph the function for the given domain.
Name ________________________________________ Date __________________ Class__________________ Name ________________________________________ Date __________________ Class__________________
1. y = |x| −1; D: {−1, 0, 1, 2, 3}
Challenge
LESSON
3-x
3-4 Problem solving
Problem Solving
Graphing Functions
LESSON
3-x
3-4
Composition of Functions
challenge
In 1998, Hurricane Bonnie approached the United States at a speed When the output of one function is used as the input of another, you have
of 8 miles per hour. The function y = 8x describes how many miles y a composition of functions. The notation f ( g( x)) means you input x into
Hurricane Bonnie traveled in x hours. function g, and then use that output as the input for function f.
1. Complete the table by generating 2. Graph the function y = 8x. For 1−5, use the functions f ( x) = x2 − 4 and g( x) = −2x.
M CS10_A1_MESE612225_C03L04.inddordered
191pairs. 1. Use this table to find f ( g( x)) for each x-value.
2/18/11 4:54:12 AM
x y = 8x (x, y)
0 0 (0, 0)
1 8 (1, 8) x g( x) = −2x g( x ) f ( x) = x2 − 4 f ( g( x))

2 16 (2, 16) −2 g(−2) = −2(−2) = 4 4 f(4) = 42 − 4 = 16 − 4 = 12 12

Graph the function.
3 24 (3, 24) g(−1) = −2(−1) = 2 2 f(2) = 22 − 4 = 4 − 4 = 0 0
2. f(x) = x2 − 3
4 32 (4, 32) g(0) = −2(0) = 0 0 f(0) = 02 − 4 = 0 − 4 = −4 −4
3. Use the graph to estimate how far g(1) = −2(1) = −2 −2 f(−2) = (−2)2 − 4 = 4 − 4 = 0 0
Hurricane Bonnie traveled in 3.5 hours.
g(2) = −2(2) = −4 −4 f(−4) = (−4)2 − 4 = 16 − 4 = 12 12
28 miles
2. Use the first and last columns of the table to graph the function
Select the correct answer. y = f ( g( x)). Connect the points with a smooth curve.
4. The graph below shows the relation 5. The graph below shows the relation Here is the algebra to find a “one-step” rule for y = f ( g( x)).
between the cost of an item and the between Jeremy’s age and the number
y = f ( g( x)) Write the composite function.
sales tax due. Which function is graphed of times per year he refused to eat
below? his brussel sprouts. Which function is y = f ( − 2 x) Because g( x) = −2x, substitute
graphed for the domain {1, 2, 3, 4, 5}? −2x for g( x).
y = ( − 2 x)2 − 4 Substitute −2x for x in f ( x) = x2 − 4.
2
y = 4x − 4 Simplify the power: 3. One of the slowest fish is the blenny
(−2x)2 = (−2x) (−2x) = fish. The function y = 0.5x describes
(−2) (−2) (x) (x) = 4x2. how many miles y the fish swims in
x hours. Graph the function. Use the
3. Use a similar process to find a one-step rule for y = g ( f ( x)). graph to estimate the number of miles
y = −2x2 + 8 the fish swims in 3.5 hours.

4. Complete the table below for y = g ( f( x)). Then graph about 1.75 miles
the function. Use the same coordinate plane at right.
2
x y = g( f( x)) = −2x
+8 ( x, g ( f( x)))

−2 g(f(−2)) = −2(−2)2 + 8 = −8 + 8 = 0 (−2, 0)

6 x
A y= C y= −1 g(f(−1)) = −2(−1)2 + 8 = −2 + 8 = 6 (−1, 6)
x 6
H y = 30 − x2
0 g(f(0)) = −2(0)2 + 8 = 0 +8 = 8 (0, 8)
B y = 0.06x D y = 6x F y = 30 − x
G y = x + 28 J y = 29x
1 g(f(1)) = −2(1)2 + 8 = −2 + 8 = 6 (1, 6)
2 g(f(2)) = −2(2)2 + 8 = −8 + 8 = 0 (2, 0) Original content Copyright © by Holt McDougal. Additions and changes to the original content are the responsibility of the instructor.
28 Holt McDougal Algebra 1

5. Is f ( g( x)) the same as g ( f( x))? No

Original content Copyright © by Holt McDougal. Additions and changes to the original content are the responsibility of the instructor. Original content Copyright © by Holt McDougal. Additions and changes to the original content are the responsibility of the instructor.
32
CS10_A1_MECR710532_C03L04b-a.indd 28 Lesson 3-4 191 3/2/11 2:49:43 AM

33 Holt McDougal Algebra 1 Holt McDougal Algebra 1

CS10_A1_MECR710532_C03L04f-a.indd 33 3/2/11 2:49:48 AM CS10_A1_MECR710532_C03L04e-a.indd 32 3/2/11 2:49:47 AM

 In Exercise 61, if 56. Estimation Use the graph to estimate the value of y Þ
statement I is true, when x = 2.117. y ≈ -2 {
Ý
then statement III 57. Write About It Why is a graph a convenient way { ä {
must also be true. Students who to show the ordered pairs that satisfy a function? {
chose H may have confused the A graph can represent all ordered pairs that satisfy a
x- and y-axes. function, even when there are infinitely many.

58. Which function is graphed? Þ

Journal ­{]ÊÇ®
2y - 3x = 2 y = 2x - 1 {
x2
Use y = + 1 to explain how you
5x + y = 1 y = 5x + 8 ­ä]Ê£® Ý
choose points when graphing a { ä {
function. Graph the function. 59. Which ordered pair is NOT on the graph of y = 4 - ⎪x⎥? {
­Ó]ÊÓ®

(0, 4) (-1, 3)
(4, 0) (3, -1)
60. Which function has (3, 2) on its graph?
Create a function, write a table of four 2x+4
2x - 3y = 12 y = -_
ordered pairs, and graph the function. 3
Write an ordered pair for a point on -2x - 3y = 12 3
_
y=- x+4
the graph that is not included in 2
the table. 61. Which statement(s) is true about the function y = x 2 + 1?
I. All points on the graph are above the origin.
II. All ordered pairs have positive x-values.
III. All ordered pairs have positive y-values.
3-4 I Only II Only I and II I and III

1. Graph the function for the CHALLENGE AND EXTEND

given domain. 62. Graph the function y = x 3. Make sure you have enough ordered pairs to see the
3x + y = 4; D: {-1, 0, 1, 2} shape of the graph.
y 63. The temperature of a liquid that started at 64 °F is increasing by 4 °F per hour. Write
6 a function that describes the temperature of the liquid over time. Graph the function
to show the temperatures over the first 10 hours.
4

2
x
-4 -2 0 2 4
-2

2. Graph the function

y = ​⎜x + 3⎟​.
y
4

x
-4 -2 0

3. The function y = 3x describes

the distance (in inches) a
giant tortoise walks in 192 Chapter 3 Functions
x seconds. Graph the function.
Use the graph to estimate
Answers 63. y = 4x + 64
how many inches the tortoise
62. y
CS10_A1_MESE612225_C03L04.indd 192 Liquid Temperature 2/18/11 4:54:14 AM
will walk in 5.5 seconds.
2
about 16.5 in.
x 100
Temperature (˚ F)

Speed of Giant Tortoise -2 0 2

80
16
60
Distance (in.)

12
40
8

4 0 2 4 6 8
Time (h)
0 2 4 6 8
Time (s)

Also available online

192 Chapter 3
 3-4
Connect Function Rules, Organizer
Tables, and Graphs Use with the lesson
Graphing Functions
Pacing:
You can use a graphing calculator to understand the connections among Traditional __
1
day
function rules, tables, and graphs. __
1
Block 4 day
2

Use with Graphing

CC.9-12.F.IF.1 Understand that a
function … assigns to each element of
Objective: Use a graphing
Functions calculator to make the connections
the domain exactly one element of the
range. … The graph of f is the graph of the
Lab Resources Online among equations, tables, and
Activity equation y = f(x).
graphs.
Make a table of values for the function f (x) = 4x + 3. Use appropriate Materials: Graphing calculator
Then graph the function. tools strategically.

1 Press and enter the function rule 4x + 3. Online Edition

Graphing Calculator
2 Press . Make sure Indpnt: Auto and Depend: Auto
are selected. Countdown

3 To view the table, press . The x-values and the

corresponding y-values appear in table form. Use the up and Resources
down arrow keys to scroll through the table.
Technology Lab Activities
Lab Recording Sheet

Teach
4 To view the table with the graph, press and select Discuss
G -T view. Press . Be sure to use the standard window. Point out to students that all pairs of
decimal values in the table are also
ordered pairs.

Close
Key Concept
5 Press to see both the graph and a table of values.
Equations, tables, and graphs can
6 Press the left arrow key several times to move the cursor. represent the same ordered pairs in
Notice that the point on the graph and the values in the different formats.
table correspond.
Assessment
Journal Create a function rule. Make
a table of function values and list
three ordered pairs. Then graph the
Try This ordered pairs and sketch the line or
Make a table of values for each function. Then graph the function. curve.
1. f (x) = 2x - 1 2. f (x) = 1.5x 1x+2
3. f (x) = _
2
4. Explain the relationship between a function, its table of values, and the graph of
the function.
The table of values and graph of the function show ordered pairs that satisfy the function.

3- 4 Technology Lab 193

Answers to Try This 3.

1.
CC13_A1_MESE647036_C03TLa.indd 193 4027011 11:59:16 AM
Use appropriate tools strategically.

CC.9-12.F.IF.1 Understand that a func-

Technology Point out to stu- tion … assigns to each element of the
2.
dents that TblStart defines the domain exactly one element of the range.
x-value at which the table values … The graph of f is the graph of the
start and that ΔTbl defines the increment equation y = f(x).
at which the x-values increase. Have stu-
dents change these values if they are not
already set to 1. State Resources Online

Technology Lab 193

 CHAPTER

Make sense of
SECTION 3A
SECTION problems and

3A
persevere in solving
Function Concepts them.

Down the Drain The graph shows

the relationship between the number Pool Draining

Organizer
of hours that have passed since a pool
began to drain and the amount of 1400
water in the pool.

Volume (gal)
1200
1000
Objective: Assess students’ 1. Describe in words the relationship 800
ability to apply concepts and skills between the amount of water in the 600
in a real-world format. pool and the number of hours that 400
200
have passed since the pool began to
drain. 1 2 3 4 5 6 7 8
Online Edition Time (h)
2. What are the domain and range for the graph?
3. Use the graph to determine how much water is in
the pool after 3 hours. How much water is in the
pool after 4 __12 hours? 800 gal; 500 gal 2. 0 ≤ t ≤ 7; 0 ≤ v ≤ 1400
4. Copy and complete the table.

Draining Pool
Time (h) Volume (gal)
0 1400
1 1200
2 1000
3 800
4 600
5 400
6 200
7 0
5. Write an equation to describe
the relationship between the
volume v and the time t. Use
the equation to find how much
water is in the pool after 5.2

(br), Big Cheese Photo/Alamy Photos; (tl), Sam Dudgeon/HMH

hours.
v = 1400 - 200t ; 360 gal

1. Possible answer: The pool begins

with 1400 gallons. As time goes on,
the volume of water decreases by
200 gallons per hour.

194 Chapter 3 Functions

Make sense of problems and persevere
in solving them.
INTERVENTION
Scaffolding Questions
CC13_A1_MESE647036_C03MPa.indd 194 4027011 12:00:03 P

1. When draining the pool, what happens 5. What is the rate at which the water is
to the volume of the water? As the pool decreasing per hour as the pool drains?
drains, the volume of water decreases. The water is decreasing at 200 gallons
2. Does the volume depend on time, or per hour.
does time depend on the volume?
Volume depends on time.
Extension
Write a function that describes the relation-
3. Which axis is labeled with hours? horizon-
ship between the volume V and the
tal Which axis is labeled with the amount
time t for a pool that initially contains 800
of water? vertical
gallons and drains at 100 gallons per hour.
4. What volume does the graph show at V(t) = 800 - 100t
1 hour? 1200 at 2 hours? 1000
State Resources Online

194 Chapter 3
 CHAPTER

SECTION 3A
section
Quiz for Lessons 3-1 Through 3-4
3-1 Graphing Relationships

3A
xx
Choose the graph that best represents each situation.

iˆ}…Ì
iˆ}…Ì
1. A person bungee jumps from a high platform. B
2. A person jumps on a trampoline in a steady motion. A Organizer
3. Xander takes a quiz worth 100 points. Each question
is worth 20 points. Sketch a graph to show his score /ˆ“i /ˆ“i Objective: Assess students’
if he misses 1, 2, 3, 4, or 5 questions. mastery of concepts and skills in
this section.
3-2 Relations and Functions
Give the domain and range of each relation. Tell whether the relation is a function.
Explain.
4. 5. 6.
Resources
x -2 -2 0 2 2 Þ
1 2 {
Assessment Resources
0 3 y 3 3 3 3 3
Ó Section Quiz
1 4 Ý
{ Ó ä Ó

3-3 Writing Functions

Determine a relationship between the x- and y-values. Write an equation.
Intervention
7. x 1 2 3 4
8. x 1 2 3 4 Resources
y -6 -5 -4 -3 y -3 -6 -9 -12
Ready to Go On?
y is 7 less than x ; y = x - 7. y is -3 times the value of x ; y = -3x. Intervention and
9. A printer can print 8 pages per minute. Identify the dependent and independent Enrichment Worksheets
variables for the situation. Write an equation in function notation.
ind. : minutes; dep. : pages; f(m) = 8m Ready to Go On? Online
Evaluate each function for the given input values.
10. For f (x) = 3x - 1, find f (x) when x = 2. 5 11. For g (x) = x 2 - x, find g (x) when x = -2. 6
12. A photographer charges a sitting fee of $15 plus $3 for each pose. Write a function to
describe the situation. Find a reasonable domain and range for up to 5 poses.
⎧ ⎫ ⎧ ⎫
f (x) = 15 + 3x, D: ⎨1, 2, 3, 4, 5⎬; R: ⎨18, 21, 24, 27, 30⎬
⎩ ⎭ ⎩ ⎭
3-4 Graphing Functions Answers
Graph each function for the given domain. 3. See Additional Answers.
⎧ ⎫ ⎧ ⎫ ⎧ ⎫
13. 2x - y = 3; D: ⎨-2, 0, 1, 3⎬ 14. y = 4 - x 2 ; D: ⎨-1, 0, 1, 2⎬ 15. y = 3 - 2x; D: ⎨-1, 0, 1, 3⎬ 4. D: {-1, 0, 1}; R: {2, 3, 4}; no;
⎩ ⎭ ⎩ ⎭ ⎩ ⎭
the x-value 0 is assigned to the
Graph each function.
y-value 3 and the y-value 4.
16. x + y = 6 17. y = ⎪x⎥ - 3 18. y = x 2 + 1
5, 6, 13–19. See Additional Answers.
19. The function y = 8x represents how many miles y a certain storm travels in x hours.
Graph the function and estimate the number of miles the storm travels in 10.5 h.

Ready to Go On? 195

CS10_A1_MESE612225_C03RGa.indd 195
NO 2/18/11 5:20:24 PM
yes
Intervene Diagnose and Prescribe enrich

Ready to Go On? Intervention, Section 3A

Ready to Go On? Ready to Go On?
Worksheets Online
Intervention Enrichment, Section 3A
Lesson 3-1 3-1 Intervention Activity 3-1 Worksheets
Lesson 3-2 3-2 Intervention Activity 3-2 Online
Diagnose and
Lesson 3-3 3-3 Intervention Activity 3-3 Prescribe Online

Lesson 3-4 3-4 Intervention Activity 3-4

Ready to Go On? 195

 section

3B Applying Functions
One-Minute Section Planner
Lesson Lab Resources Materials

Lesson 3-5  Scatter Plots and Trend Lines Algebra Lab Activities Optional
• Create and interpret scatter plots. Algebra Lab (A) uncooked spaghetti, centimeter
• Use trend lines to make predictions. Algebra Lab (B) cubes (MK)
Algebra Lab (C)
□✔ SAT-10 □
✔ NAEP □ ACT □
✔ SAT □
✔ SAT Subject Tests
Technology Lab  Interpret Scatter Plots and Trend Lines Technology Lab Activities Required
• Use a graphing calculator to graph a trend line on a scatter plot. Lab Recording Sheet graphing calculator
□✔ SAT-10 □
✔ NAEP □ ACT □
✔ SAT □
✔ SAT Subject Tests

Lesson 3-6  Arithmetic Sequences

• Recognize and extend an arithmetic sequence.
• Find a given term of an arithmetic sequence.
□✔ SAT-10 □ ✔ NAEP □ ✔ ACT □ ✔ SAT □
✔ SAT Subject Tests

Note: If NAEP is checked, the content is tested on either the Grade 8 or the Grade 12 NAEP assessment.
MK = Manipulatives Kit

Selected Answers in Student Edition

The answers to the following exercises are included in the Selected Answers section at the back of
the Student Edition textbook.

Lesson 5: 3, 5, 7, 9, 11, 15, 17, 19, 23, 25, 27a, 27b, 29

Lesson 6: 1, 3, 5, 7, 9, 11, 13, 15, 17, 19, 21, 23, 25, 27, 29, 31, 33b, 33c, 33d, 35, 37, 39a, 39b, 39c,
39d, 41a, 41b, 41c, 41d, 43, 45, 47a, 47b

All answers for the Check it Out! exercises in each lesson and for the Chapter Study Guide: Review
are included in the Student Edition.

196A Chapter 3
Math Background

USING RELATIONS AND FUNCTIONS where -1 indicates a perfect negative correlation (the
data points all fall on a downward slanting line) and
Lesson 3-5
1 indicates a perfect positive correlation (the data
Scatter plots provide an efficient way to present,
points all fall on an upward-slanting line). The closer
analyze, and describe large quantities of data. As such,
the coefficient is to -1 or 1, the stronger the
they are one of the most important applications of
correlation, and the more closely the data points
relations.
resemble a straight line. A coefficient of 0 means the
A scatter plot is a graph that shows bivariate data; data show no correlation, and in this case the scatter
that is, data for which there are two variables for each plot’s points may appear to be randomly distributed.
observation. Each point on the scatter plot represents
one data pair. The scatter plot below shows the area ARITHMETIC SEQUENCES
and the number of counties for the seven smallest U.S. Lesson 3-6
states. Each point represents the data pair for a single
A sequence is a type of function whose domain is the
state. Rhode Island has an area of approximately 1500
natural numbers, {1, 2, 3, ...}. Each natural number is
square miles and 5 counties. This is represented by the
paired with a term of the sequence; hence the range
ordered pair (1.5, 5).
is the terms of the sequence. The figure shows how
State Areas and Counties the natural numbers are paired with the terms of the
25
sequence formed by positive multiples of 3.
Number of counties

NJ
20
15 VT MA 1 2 3 4 ... n
10
RI CT NH
5
DE 3 6 9 12 ...
0 2 4 6 8 10 12
Area (1000 mi²)
a1 a2 a3 a4 ... an
Students are often tempted to connect points on a
In an arithmetic sequence, all pairs of successive terms
scatter plot. It is essential that students understand
differ by the same nonzero constant, called the
that a scatter plot shows all of the collected data
common difference. Equivalently, each term is equal
and that a path that is drawn by connecting the
to the previous term plus the common difference.
points is meaningless.
The above sequence is arithmetic with common
A correlation describes the relationship between the difference 3.
two data sets in a scatter plot. A positive correlation
The nth term of an arithmetic sequence with common
means that both sets of data values tend to increase
difference d is given by a n = a 1 + (n - 1)d. Students
together. The scatter plot of state areas and counties
are sometimes puzzled by the use of n - 1. Exploring
shows a positive correlation. A negative correlation
simple cases can help students see why n - 1 makes
means that one set of data values tends to increase as
sense. For example, to find the 2nd term of the
the other decreases. A scatter plot that shows the
sequence, start with the first term and add the
number of hours a group of people spend reading and
common difference once. To find the 3rd term, start
the number of hours they spend watching television
with the first term and add the common difference
would likely show a negative correlation.
twice. Generally, to find the nth term, start with the first
More specifically, the correlation coefficient measures term and add the common difference n - 1 times, as
the degree of similarity between two data sets. The stated in the formula.
correlation coefficient is a value between -1 and 1,

196B
 3-5 Organizer
3-5 Scatter Plots
Pacing: Traditional 1 day
Block __1 day
2
and Trend Lines
CC.9-12.S.ID.6 Represent data on two quantitative variables on a scatter plot, and describe how
Objectives: Create and interpret the variables are related. Also CC.9-12.NQ.1*
scatter plots. Objectives Who uses this?
Use trend lines to make predictions. Create and interpret Ecologists can use scatter plots to
scatter plots. help them analyze data about
Use trend lines to make endangered species, such as
Algebra Labs predictions. ocelots. (See Example 1.)
In Algebra Lab Activities
Vocabulary In this chapter, you have examined relationships
scatter plot
Online Edition correlation
between sets of ordered pairs, or data. Displaying
Tutorial Videos, Interactivity, data visually can help you see relationships.
positive correlation
TechKeys A scatter plot is a graph with points plotted to show a possible relationship
negative correlation
no correlation between two sets of data. A scatter plot is an effective way to display some
trend line types of data.
Countdown
EXAMPLE 1 Graphing a Scatter Plot from Given Data
The table shows the number of species added to the list of endangered and
threatened species in the United States during the given years. Graph a
scatter plot using the given data.

Warm Up Increase in List

Graph each point. Calendar Year 1996 1997 1998 1999 2000 2001 2002
1. A(3, 2) 2. B(-3, 3) Species 91 79 62 11 39 10 9

Source: U.S. Fish and Wildlife Service

3. C(-2, -1) 4. D(0, -3)
-«iVˆiÃÊ
``i`Ê̜ʈÃÌ
5. E(1, 0) 6. F(3, -2)
™ä Use the table to make ordered pairs
B y The point (2000, 39) nä for the scatter plot.
A tells you that in the Çä
2
year 2000, the Èä
-«iVˆiÃ

E x xä
The x-value represents the calendar
list increased by
C 0 2 {ä year and the y-value represents the
39 species.
-2 Îä number of species added.
D F Óä
£ä
Plot the ordered pairs.
ä
Also available online
™È

™n

ää

äÓ
£™

£™

Óä

Óä

9i>À

1. The table shows the number Game 1 2 3 4

1. &OOTBALL4EAM3CORES of points scored by a high
Score 6 21 46 34

Wardene Weisser/BRUCE COLEMAN INC./Alamy

 school football team in the
 first four games of a season.

0OINTSSCORED

Q: What should you title a graph  Graph a scatter plot using

showing the relative diameters and  the given data.

weights of a batch of pancakes? 

A: The Batter Plot!  A correlation describes a relationship between two data sets. A graph may show
     the correlation between data. The correlation can help you analyze trends and
'AME make predictions. There are three types of correlations between data.

196 Chapter 3 Functions

1 Introduce
CC13_A1_MESE647036_C03L05.indd 196 4027011 12:01:45 PM
CC.9-12.S.ID.6 Represent data on
Motivate
E X P L O R AT I O N
two quantitative variables on a scatter
Scatter Plots and
plot, and describe how the variables are Trend Lines
related. The table and graph show the high temperatures for certain days
Tell students that when 100 fish were placed in a
CC.9-12.N.Q.1 … choose and interpret
and the number of lemonades sold at a deli on those days.
High
y
pond, a fisherman caught 5. The next year,
the scale and the origin in graphs and Temperature
T
F E
Lemonades
100

80
150 fish were placed in the pond, and the fisher-
Sold
Lemonades Sold

data displays.* 25 43 60 man caught 8. Ask students how many fish they
40 55
58 60
40

20
think the fisherman would catch in a year when
70 72
81
92
70
80
0 20 40 60 80 100
x only 50 fish were placed in the pond. Have stu-
High Temperature

1. What does the point S40, 55 D represent? When the high temperature dents explain their reasoning. Possible answer:
was 40, 55 lemonades were sold.

2. Describe the relationship between the high temperature and

2; the fisherman caught more when there were
the number of lemonades sold. In general, as the high temperature
increases more lemonades are sold. more fish in the pond, so he is likely to catch
THINK AND DISCUSS fewer when fewer fish are in the pond.
State Resources Online 3. Explain how you could use the graph to predict the number
of lemonades that would be sold on a day when the high
temperature is 100. Possible answer: Draw a line that approximates the trend
shown by the data points. Then use the line to find the number of lemonades that corre-
sponds to a high temperature of 100.
Explorations and answers are provided in
4. Describe the likely appearance of a graph showing the high
temperature and the number of hot cocoas sold. As the high your online resources.
196 Chapter 3 temperature increases, fewer hot cocoas would most likely be sold, so the points would
move downward from left to right
 Correlations

Positive Correlation Negative Correlation No Correlation

Additional Examples
Both sets of data values One set of data values There is no relationship
increase. increases as the other set between the data sets. Example  1
decreases.
The table shows the number of
Þ Þ Þ
cookies in a jar from the time
since they were baked. Graph a
scatter plot using the given data.
Ý Ý Ý
Cookies in the Jar
Time Since
1 2 3 4
Baked (d)
In the endangered species graph, as time increases, the number of new species
added decreases. So the correlation between the data is negative. Cookies 24 16 10 7
Cookies in the Jar
EXAMPLE 2 Describing Correlations from Scatter Plots
24
Describe the correlation illustrated by the scatter plot.
18

Cookies
TV Watching and
Test Scores 12

6
Test score

As the number of hours spent watching

TV increased, test scores decreased. 0 1 2 3 4
Time since baked (d)
Watching TV (h)

There is a negative correlation between the two data sets. Example  2

Describe the correlation illus-
2. Describe the correlation -˜œÜLœ>À`ˆ˜}Ê
œ“«ï̈œ˜ trated by the scatter plot.
illustrated by the
scatter plot. Beach Visitors
xä
*>À̈Vˆ«>˜ÌÃ

positive {ä 600
Îä 525
Óä 450

Visitors
£ä 375
300
ä
Óää£ ÓääÎ Óääx ÓääÇ 225
150
9i>À
75
0 80 84 88 92 96
EXAMPLE 3 Identifying Correlations
Average Daily Temperature (°F)
Identify the correlation you would expect to see between each pair of data
sets. Explain. positive
A the number of empty seats in a classroom and the number of students
seated in the class Example  3
You would expect to see a negative correlation. As the number of students Identify the correlation you
increases, the number of empty seats decreases. would expect to see between
B the number of pets a person owns and the number of books that each pair of data sets. Explain.
person read last year A. The average temperature in a
You would expect to see no correlation. The number of pets a person city and the number of speed-
owns has nothing to do with how many books the person has read. ing tickets given in the city
No correlation; the number of
3-5 Scatter Plots and Trend Lines 197
speeding tickets has nothing
to do with the temperature.
2 Teach B. The number of people in an
M CS10_A1_MESE612225_C03L05.indd 197 2/18/11 4:55:07 AM audience and ticket sales
Positive; as ticket sales
Guided Instruction increase, the number of peo-
When working through Example 2, show Through Kinesthetic Experience ple in the audience increases.
students a graph of a perfect positive cor- Build a tower of centimeter cubes by add- C. The time since the start of a
relation (points form a straight line), strong ing one cube at random time intervals. race and a runner’s distance to
positive correlation (points almost form a Centimeter cubes can be found in the the finish line Negative; as the
straight line), and weak positive correlation Manipulatives Kit (MK). Have a volunteer
(generally going up, but points spread out). time increases, the distance to
record how many cubes are in place every
Then do the same for negative correlation. the finish line decreases.
second. Have another student graph a scat-
ter plot of the data. Point out the connec- Also available online
Visual  For smaller graphs, a tion between the growing tower of cubes,
piece of uncooked spaghetti the passage of time, and the positive cor-
works well when trying to place relation in the scatter plot.
a trend line.

Lesson 3-5 197

 Identify the correlation you would expect to see between each pair of data
sets. Explain.

Additional Examples C the monthly rainfall and the depth of water in a reservoir
You would expect to see a positive correlation. As more rain falls, there
Example 4 3a. No correlation; the
is more water in the reservoir.
temperature in Houston
Choose the scatter plot that has nothing to do with
best represents the relationship the number of cars sold Identify the correlation you would expect to see between each
pair of data sets. Explain.
between the age of a car and the in Boston.
3a. the temperature in Houston and the number of cars sold
amount of money spent each year b. Positive; as the num- in Boston
on repairs. Explain. ber of family members 3b. the number of members in a family and the size of the
Graph A increases, more food is family’s grocery bill
needed, so the grocery 3c. the number of times you sharpen your pencil and the
Yearly Repair Costs bill increases too. length of your pencil Negative; as the number of times
you sharpen your pencil increases, the length of the
Cost of repairs ($)

800
pencil decreases.
600 EXAMPLE 4 Matching Scatter Plots to Situations
Choose the scatter plot that best represents the relationship between the
400
number of days since a sunflower seed was planted and the height of the
200 plant. Explain.
À>«…Ê
À>«…Ê À>«…Ê
Ê
-4 0 4 8 Þ
Age of car (yr) Èä Óä Èä

iˆ}…ÌÊ­ˆ˜°®

iˆ}…ÌÊ­ˆ˜°®

iˆ}…ÌÊ­ˆ˜°®
Ý
Graph B {ä {ä
Óä ä Óä
Yearly Repair Costs Óä Óä
Cost of repairs ($)

800 ä ä
Óä {ä Èä /ˆ“iÊ­`>Þî Óä {ä Èä
600 /ˆ“iÊ­`>Þî /ˆ“iÊ­`>Þî

400 There will be a positive Neither the number This graph shows all
correlation between the of days nor the positive coordinates and
200
number of days and the plant heights can a positive correlation,
height because the plant be negative. so it could represent
0 2 4 6 will grow each day. the data sets.
Age of car (yr)
Graph A has a negative Graph B shows Graph C is the correct
Graph C correlation, so it is negative values, scatter plot.
incorrect. so it is incorrect.
Yearly Repair Costs
4. Graph A; it cannot be
graph B because graph 4. Choose the scatter plot that best represents the relationship
Cost of repairs ($)

between the number of minutes since a pie has been taken

800 B shows negative min-
out of the oven and the temperature of the oven. Explain.
600 utes; it cannot be graph
C because graph C À>«…Ê
À>«…Ê À>«…Ê

400 shows the temperature

/i“«iÀ>ÌÕÀiʭ®

/i“«iÀ>ÌÕÀiʭ®

of the oven increasing, /i“«iÀ>ÌÕÀiʭ®

200 Ó{ä Ó{ä Ó{ä
a positive correlation.
£Èä £Èä £Èä
0 2 4 6
nä nä nä
Age of car (yr)

B; graph A shows negative age; ä £ä Óä Îä £ä ä £ä ä £ä Óä Îä

graph C shows costs decreasing, a /ˆ“iÊ­“ˆ˜® /ˆ“iÊ­“ˆ˜® /ˆ“iÊ­“ˆ˜®

negative correlation.
198 Chapter 3 Functions
Also available online

INTERVENTION
Questioning CS10_A1_MESE612225_C03L05.indd 198 2/18/11 4:55:09 AM

Strategies
Questioning Strategies

EX A M P L E 1
• What do the points being graphed
represent?

EX A M P L ES 2–4
• What does a scatter plot look like
if there is no correlation between
the data sets? positive correlation?
negative correlation?

198 Chapter 3
 You can graph a line on a scatter plot to help show a relationship in the data.
This line, called a trend line, helps show the correlation between data sets more
clearly. It can also be helpful when making predictions based on the data.
Additional Examples

EXAMPLE 5 Fund-raising Application Fund-raiser

Example 5
The scatter plot shows a relationship between The scatter plot shows a relation-
1200
the total amount of money collected and the ship between the total amount of

Money raised ($)

total number of rolls of wrapping paper 1000
money collected at the conces-
sold as a school fund-raiser. Based on this 800 sion stand and the total number
relationship, predict how much money will
600 of tickets sold at a movie theater.
be collected when 175 rolls have been sold.
400 Based on this relationship, pre-
Draw a trend line and use it to make
a prediction. 200 dict how much money will be
collected at the concession stand
50 100 150 200 when 150 tickets have been sold.
՘`‡À>ˆÃiÀ Rolls sold
about $720
£Óää

£äää
Draw a line that has about the same Concession Stand Sales
œ˜iÞÊÀ>ˆÃi`Ê­f®

number of points above and

Concession sales ($)

nää below it. Your line may or may 800
Èää not go through data points.
600
{ää Find the point on the line whose
400
Óää x-value is 175. The corresponding
y-value is 1200. 200
ä
xä £ää £xä Óää
,œÃÊ܏`Ê 0 40 80 120
Based on the data, $1200 is a reasonable prediction of how much money Tickets sold
will be collected when 175 rolls have been sold.
Also available online
5. Based on the trend line above, predict how many wrapping
paper rolls need to be sold to raise $500. about 75 rolls

INTERVENTION
Questioning
Strategies
Questioning Strategies

THINK AND DISCUSS EX AM P LE 5

1. Is it possible to make a prediction based on a scatter plot with no • How do you decide where to draw
correlation? Explain your answer. the trend line?
2. GET ORGANIZED Copy and complete the graphic organizer with
either a scatter plot, a real-world example, or both. Reading Math Explain
to students that in math,
À>«… Ý>“«i trend means “tendency,”
not “fashion.” A trend line shows
*œÃˆÌˆÛiÊ

œÀÀi>̈œ˜ where the data tend to lie.

i}>̈ÛiÊ /…iÊ>“œÕ˜ÌʜvÊÜ>ÌiÀʈ˜Ê>ÊÜ>ÌiÀˆ˜}Ê

œÀÀi>̈œ˜ V>˜Ê>˜`Ê̅iʘՓLiÀʜvÊvœÜiÀÃÊÜ>ÌiÀi`

œÊ

œÀÀi>̈œ˜

3-5 Scatter Plots and Trend Lines 199

Answers to Think and Discuss

3 Close
M CC13_A1_MESE647036_C03L05.indd 199 1. No; no correlation means that there
4027011 12:02:20 PM

is no relationship and the points on

and INTERVENTION
Summarize the graph show no pattern.
Diagnose Before the Lesson 2. See Additional Answers.
Tell students that in a positive correlation,
Warm Up, TE
the values of the variables tend to go in the
same direction; that is, as the values of the
first variable increase, so do the values of Monitor During the Lesson
the second variable. In a negative correla- Check It Out! Exercises, SE
tion, the opposite is true. As the values of Questioning Strategies, TE
the first variable increase, the values of the
second variable tend to decrease. Have stu-
Assess After the Lesson
dents give real-world examples of each type.
Lesson Quiz, TE
Alternative Assessment, TE

Lesson 3-5 199

 3-5 Exercises x
3-5
-x
Exercises
Homework Help Online
Parent Resources Online

Assignment Guide
GUIDED PRACTICE
Assign Guided Practice exercises 3. No; a trend line Vocabulary Apply the vocabulary from this lesson to answer each question.
as necessary. just fits the pattern 1. Give an example of a graph that is not a scatter plot. Possible answer: a circle graph
of data points, so 2. How is a scatter plot that shows no correlation different from a scatter plot that
If you finished Examples 1–3
it usually does not shows a negative correlation?
Basic 14–18 pass through every
Average 14–18 point. 3. Does a trend line always pass through every point on a scatter plot? Explain.
Advanced 14–18 SEE EXAMPLE 1 4. Graph a scatter plot using the given data.
If you finished Examples 1–5 Garden Statue Cupid Gnome Lion Flamingo Wishing well
Basic 14–23, 25–27, 29–31 Height (in.) 32 18 35 28 40
Average 14–32 Price ($) 50 25 80 15 75
Advanced 14–24, 26–33
SEE EXAMPLE 2 Describe the correlation illustrated by each scatter plot. negative
Homework Quick Check 5. 6. Movie Circulation
/ÕÀ˜«ˆŽiÊ/œÃ
Quickly check key concepts. positive
Exercises: 14, 16, 18, 20, 21, 22 Î
40

Rentals per week

/œÊ«>ˆ`Ê­f®
Ó 30

20

Answers £
10
2. Possible answer: A graph with
a negative correlation shows ä 0 20 40 60 80
È £Ó £n Ó{
one set of values decreasing as ˆÃÌ>˜ViÊÌÀ>Ûii`Ê­“ˆ® Weeks since movie release
the other set increases, while a
SEE EXAMPLE 3 Identify the correlation you would expect to see between each pair of data sets. Explain.
graph with no correlation shows
7. the volume of water poured into a container and the amount of empty space left in
no relationship between the sets
the container Neg.; as more water is poured, less space remains.
of values.
4. 8. a person’s shoe size and the length of the person’s hair No correlation; there is no
relationship.
9. the outside temperature and the number of people at the beach
Garden Statues Pos.; as temperature increases, the number of people at the beach increases.
SEE EXAMPLE 4 Choose the scatter plot that best represents the described relationship. Explain.
90
80 10. age of car and number of miles traveled B; there should be a pos. correlation.
70
60 11. age of car and sales price of car A; there should be a neg. correlation.
Price ($)

50
40 12. age of car and number of states traveled to C; there should be no correlation.
30
20 À>«…Ê
À>«…Ê Graph C
10 y
Þ Þ
0 10 20 30 40
Height (in.)

Ý Ý x

200 Chapter 3 Functions

Make sense of problems and persevere
in solving them. Exercises 4, 13–14, 21,
24, 27, 32–33 Teacher to Teacher
CS10_A1_MESE612225_C03L05.indd 200 2/18/11 4:55:16 AM
Reason abstractly and quantitatively.
Exercises 5–12, 15–20, 22, 25–26, 28 To reinforce the concepts of scatter
Construct viable arguments and critique plots and trend lines, I use an exercise
the reasoning of others. Exercise 23 where the students guess the ages
of various celebrities. Then students
make a scatter plot showing the rela-
tionship between their guesses and
the actual ages of the celebrities. This
helps them to discover the trend line.
Because of the topic, students are very
involved.
Lendy Jones
State Resources Online Killeen, TX

200 Chapter 3
 SEE EXAMPLE 5 13. Transportation The scatter plot 1°-°Êœ“iÃ̈VÊ
ˆÀÊ/À>ÛiÊˆ˜Ê
«Àˆ Answers
shows the total number of miles
passengers flew on U.S. domestic xÓ 14. Train Arrival
xä

ˆiÃÊ­Lˆˆœ˜Ã®
flights in the month of April for 175
{n
the years 1997–2004. Based on {È 150

Passengers
this relationship, predict how {{
125
100
many miles passengers flew in {Ó
75
April 2008. {ä
50
În
Possible answer: 53 million ÎÈ
25
ä
6:00 7:30 9:00 10:30
£™™n ÓääÓ ÓääÈ
9i>À Arrival Time ( A.M.)

PRACTICE AND PROBLEM SOLVING

Independent Practice 14. Graph a scatter plot using the given data.
For See
Exercises Example Train Arrival Time 6:45 A.M. 7:30 A.M. 8:15 A.M. 9:45 A.M. 10:30 A.M.
14 1 Passengers 160 148 194 152 64
15–16 2
17–18 3 Describe the correlation illustrated by each scatter plot.
19–20 4 15. Nascar 16. Concert Ticket Costs
positive negative
21 5

Ticket cost ($)

7 70
Best finish

6 60
Extra Practice 5 50
See Extra Practice for 4 40
more Skills Practice and 3 30
Applications Practice 2 20
exercises. 1 10
ascar
0 1 2 3 4 5 6 7 0
17. Pos.; greater 10 20 30
speed results in more Rank Row
distance covered in a
given time. IIdentify the correlation you would expect to see between each pair of data sets. Explain.
1
17. the speed of a runner and the distance she can cover in 10 minutes
18. the year a car was made and the total mileage Neg.; cars made in higher-numbered
1
Ecology
gy years are newer and should have lower
Choose the scatter plot that best represents the mileage.
À>«…Ê
À>«…Ê
described relationship. Explain. Þ Þ

19. the number of college classes taken and the

number of roommates A; there should be no cor-
relation.
20. the number of college classes taken and the
hours of free time. B; there should be a neg. Ý Ý
correlation.
21. Ecology The scatter plot shows a projection
of the average ocelot population living in Ocelot Population

The ocelot population Laguna Atascosa National Wildlife Refuge

36
in Texas is dwindling near Brownsville, Texas. Based on this 34
relationship, predict the number of ocelots
Ocelots

due in part to their 32

habitat being destroyed. living at the wildlife refuge in 2014 if nothing is 30
The ocelot population done to help manage the ocelot population. 28
at Laguna Atascosa 26
0
National Wildlife 2006 2010 2014
Refuge is monitored by Possible answer: 25 Year
following 5–10 ocelots
Practice A
yearly by radio telemetry.
Roy Toft

Practice C
Name ________________________________________ Date ___________________ Class __________________

3-5 Scatter Plots and Trend Lines 201

LESSON
3-x
3-5
Practice B Practice B
Scatter Plots and Trend Lines
Name ________________________________________ Date ___________________ Class __________________ Graph a scatter plot using the given data.
Name ________________________________________ Date ___________________ Class __________________ Name ________________________________________ Date ___________________ Class __________________
1. The table shows the percent of people ages 18–24
Reading Strategies
Reading Strategies Review for Mastery
Reteach Review forpresidential
Mastery
LESSON
LESSON who reported they voted in the elections.
3-x
3-5 3-x
3-5
Use a Model Scatter Plots and Trend Lines Graph a scatter plot using the given data.
Scatter Plots and Trend Lines continued
The relationship between two variables can be described as having a Correlation is one way to describe the relationship between two sets of data. By drawing
Year trend line
1988 a 1992 1996over2000
a graph of data, you can make predictions.
2004
positive correlation, a negative correlation, or no correlation. The sentence
% of 18-24
The scatter
below can be used as a model to help you determine what type of Positive Correlation 36 plot43 shows
32 a relationship
32 42 between a man’s height and
relationship best fits each situation. year olds
the length of his femur (thigh bone). Based on this relationship,
Data: As one set increases, the other set increases.
predict the length of a man’s femur if his height is 160 cm.
M CS10_A1_MESE612225_C03L05.indd 201 “As the (independent x-variable) increases, the Graph: The graph goes up from left to right. 2/18/11 4:55:19 AM
(dependent y-variable) (increase/decrease/shows no pattern).” Write positive, negative, or none
Step 1: Draw to describe
a trend the the points.
line through
correlation illustrated by each scatter plot.
If the dependent y-variable... Negative Correlation 2. Step 2: Go from 160 cm on the x-axis
3. up to
• increases positive correlation Data: As one set increases, the other set decreases. the line.

• decreases negative correlation Graph: The graph goes down from left to right.
Step 3: Go from the line left to the y-axis.
• shows no pattern no correlation The point (160, 41) is on the line.
No Correlation
Determine the correlation between the amount of time a block of ice
Data: There is no relationship between the sets.
sits at room temperature and the amount of ice that remains.
Graph: The graph has no pattern.
negative Height Femur
MODEL: As the amount of time a block of ice sits in room temperature
increases, the amount of ice that remains decreases. A man that is 160 cm tall would have a
CORRELATION: There is a negative correlation. femur about 41 cm long.
Identify the correlation you would expect to see between the number negative none
To find an x-value, go right from the y-value,
of grams of fat and the number of calories in different kinds of pizzas. 4. Identify and
the correlation you would expect
For each relationship, fill in the blanks using the model. Then identify then down to the x-value. So,toa see
manbetween
with a the number of pets a person has
the type of correlation found between the two sets of data. When you increase the amount of fat in a food, you also increase calories. and the42 number of times
cm femur they
would be go to a162
about pet cm
store.
tall.Explain.
So you would expect to see a positive correlation.
1. the number of children in a family and the monthly cost of food positive correlation; having more pets
As the number of children in a family increases, Identify the correlation you would expect to see between means The needing
scatter plot more
shows afood, toys,between
relationship etc.
each pair of data sets. Explain. engine size and city fuel economy for ten automobiles.
the monthly cost of food increases. 1. the number of knots tied in a rope and the length of the rope Neal kept track of the number of minutes it took him to assemble
sandwiches5.atDraw a trend line The
his restaurant. on the graph.
information is in the table below.
CORRELATION: positive Negative correlation; each knot decreases the length of the 6. Based on the relationship, predictK
rope Number of sandwiches 1 2 4 6
a. the city fuel economy of an automobile 7
2. the population of cities in the U.S. and the average February temperature
2. the height of a woman and her score on an algebra test with an engine size
Minutes 3 of 54 L. 5 6 7
As the population of cities in the U.S. increases, No correlation; there is no relationship between height and 5. Graph a scatterPossible answer:
plot of the data. 8 mi/gal
the average February temperature shows no pattern. algebra skill 6. Draw a trendb.line.
the city fuel economy of an automobile
Describe the correlation illustrated by each scatter plot. with an engine size of 2.8 L.
7. Describe the correlation.
CORRELATION: none 3. 4.
positive Possible answer: 20 mi/gal
3. As the number of practice runs 8. Based on the c. trend
the engine
line yousize of an
drew, automobile
predict the amount
withNeal
of time it will take a city
to fuel economy
assemble of 11 mi/gal.
12 sandwiches.
increases, the finish time
Possible answer: 4.5 L
about 10 minutes
decreases. d. the engine size of an automobile
with a city fuel economy of 28 mi/gal.
CORRELATION: negative
Possible answer: 1.4 L
Original content Copyright © by Holt McDougal. Additions and changes to the original content are the responsibility of the instructor.
36 Holt McDougal Algebra 1

Original content Copyright © by Holt McDougal. Additions and changes to the original content are the responsibility of the instructor.
negative correlation positive correlation
Original content Copyright © by Holt McDougal. Additions and changes to the original content are the responsibility of the instructor.
CS10_A1_MECR710532_C03L05b-a.indd 36
Lesson 3-5 201
Original content Copyright © by Holt McDougal. Additions and changes to the original content are the responsibility of the instructor.
3/2/11 2:51:48 AM

42 Holt McDougal Algebra 1 38 Holt McDougal Algebra 1 Holt McDougal Algebra 1

CS10_A1_MECR710532_C03L05g-a.indd 42 3/2/11 2:51:54 AM

CS10_A1_MECR710532_C03L05d-a.indd 38 3/2/11 2:51:50 AM
 Exercise 27 involves 23. Pos.; as the 22. Estimation Angie enjoys putting jigsaw puzzles Puzzle Completion
using a trend line to number of left shoes together. The scatter plot shows the number of
make a prediction. sold increases, the puzzle pieces and the time in minutes it took her 600
to complete each of her last six puzzles. Use the

Time (min)
This exercise prepares students number of right shoes 500
trend line to estimate the time in minutes it will 400
for the Multi-Step Test Prep. sold also increases, 300
because people need take Angie to complete a 1200-piece puzzle.
200
Possible answer: 600 min
shoes for both feet. 23. Critical Thinking Describe the correlation 100
Answers between the number of left shoes sold and the 0
400 800 1200
number of right shoes sold. Puzzle pieces
26. Fewer people will buy an item if
the price goes up. So there is a 24a, c. 24. Roma had guests for dinner at her house eight times
negative correlation between the $INNER#OST and has recorded the number of guests and the total
price of an item and the number 
cost for each meal in the table.
of people buying the item. 

Guests 3 4 4 6 6 7 8 8
27a, c. 

#OST
Juan’s Trip 
 Cost ($) 30 65 88 90 115 160 150 162
225 

200
175
 a. Graph a scatter plot of the data.
Distance (mi)


150      b. Describe the correlation.
125 'UESTS
100 c. Draw a trend line.
75 b. Pos.; as the number d. Based on the trend line you drew, predict the cost of dinner for 11 guests.
50
25
of guests increases, the e. What if...? Suppose that each cost in the table increased by $5. How will this
cost increases. affect the cost of dinner for 11 guests?
0 40 80 120 160 200
Time (min)
d. Possible answer: 25. //////ERROR ANALYSIS///// Students graphed a scatter plot for the temperature
about $230 of hot bath water and time if no new water is added. Which graph is incorrect?
b. Positive; as time increases, the Explain the error.
e. The cost will
number of miles also increases.
increase. ! "
c. Possible answer: about 235 mi

25. B; the bath Ìi“«iÀ>ÌÕÀi

Ìi“«iÀ>ÌÕÀi
water is probably
7>ÌiÀ

7>ÌiÀ
hot at first, but as
time passes, the
temperature
decreases. /ˆ“i /ˆ“i

26. Critical Thinking Will more people or fewer people buy an item if the price goes
up? Explain the relationship and describe the correlation.

27. Juan and his parents are visiting a university 205 miles Time Distance
from their home. As they travel, Juan uses the car (min) (mi)
odometer and his watch to keep track of the distance. 0 0
a. Make a scatter plot for this data set.

(bl),comstock/Getty Photos; (tr),©COMSTOCK, Inc.

30 28
b. Describe the correlation. Explain. 60 58
c. Draw a trend line for the data and predict the distance 90 87
Juan would have traveled going to a university 4 120 117
hours away. 150 148
180 178
210 205

202 Chapter 3 Functions

Name ________________________________________ Date ___________________ Class __________________ Name ________________________________________ Date ___________________ Class __________________

Problem Solving
LESSON
3-x
3-5 Problem solving
Scatter Plots and Trend Lines
LESSON
3-x
3-5
Challenge
Bounding Data with Lines
challenge
Fawn is trying to improve her reading skills by taking a speed- A scatter plot that represents a data set has many advantages.
reading class. She is measuring how many words per minute (wpm) When you visualize the data on the coordinate plane, you can
she can read after each week of the class. draw an inference about whether there may be a correlation,
1. Graph a scatter plot using the given 2. Describe the correlation illustrated by the positive or negative. You may also be able to draw the
CS10_A1_MESE612225_C03L05.indd
data. 202 scatter plot. inference that no correlation is apparent. 2/18/11 4:55:28 AM
In the graph at right, you can see a scatter plot for the
Weeks 1 2 3 4 5 positive data set below.
wpm 220 230 260 260 280
correlation
(1, 1), (2, 3), (2, 4), (3, 4), (4, 3), and (5, 6)
3. Draw a trend line and use it to predict the
number of words per minute that Fawn The scatter plot shows a positive correlation between x and y.
will read after 8 weeks of this class. The points cluster closely to the line y = x. The greatest
about 320 wpm difference in the y-coordinates of the data points and the
corresponding y-coordinates of the graph of y = x is 2.
4. Fawn is paying for this class each week
out of her savings account. Identify the
Refer to the graph above.
correlation between the number of
classes and Fawn’s account balance. 1. a. On the coordinate grid above, graph y = x + 2.

negative b. On the coordinate grid above, graph y = x − 1.

correlation c. Do the graphs that you sketched in parts a and b bound

or enclose all the given data points? Explain your response.
Choose the scatter plot that best represents the described Yes, all the data points are either on the lines or between them.
relationship.
The graph at right shows a scatter plot and the line y = x.
5. the distance a person runs and how
physically tired that person is In Exercises 2 and 3, refer to the graph at right.
A Graph 1 C Graph 3 2. a. Find the greatest difference in the y-coordinates of the data points above the graph of
y = x and the corresponding y-coordinates
B Graph 2 D Graph 4
of the graph of y = x. 3 units
6. the price of a new car and the number of
hours in a day b. Find the greatest difference in the y-coordinates of the
data points below the graph of y = x and
F Graph 1 H Graph 3 the corresponding y-coordinates of the
G Graph 2 J Graph 4 graph of y = x. 2 units
7. a person’s age and the amount of
3.Using your answers from Exercise 2, sketch lines that
broccoli the person eats
are parallel to y = x and that bound all the data points.
A Graph 1 C Graph 3
4. Explain how you can use bounding lines to analyze a
B Graph 2 D Graph 4 data set with a positive correlation.
8. the number of cats in a barn and the
The closer together the parallel bounding lines are, the more
number of mice in that barn
tightly the data cluster around a line. The farther apart the
F Graph 1 H Graph 3
parallel bounding lines are, the more loosely the data points
G Graph 2 J Graph 4 cluster around a line.

202 Chapter 3 Original content Copyright © by Holt McDougal. Additions and changes to the original content are the responsibility of the instructor. Original content Copyright © by Holt McDougal. Additions and changes to the original content are the responsibility of the instructor.
41 Holt McDougal Algebra 1 40 Holt McDougal Algebra 1

CS10_A1_MECR710532_C03L05f-a.indd 41 3/2/11 2:51:53 AM CS10_A1_MECR710532_C03L05e-a.indd 40 3/2/11 2:51:51 AM

 28. Write About It Conduct a survey of your classmates to find the number of siblings Students who choose
they have and the number of pets they have. Predict whether there will be a positive, B or D for Exercise 29
negative, or no correlation. Then graph the data in a scatter plot. What is the may be confusing no
relationship between the two data sets? Was your prediction correct? correlation with negative correlation.
Check students’ work.
Students who chose G or J in
Exercise 30 chose situations that
describe negative correlations.
29. Which graph is the best example of a negative correlation?

Þ Þ Þ Þ

Ý Ý Ý Ý

30. Which situation best describes a positive correlation? Journal

The amount of rainfall on Fridays Have students describe how to iden-
31. Possible answer: The height of a candle and the amount of time it stays lit tify positive and negative correlations
The number of milk The price of a pizza and the number of toppings added from a scatter plot.
cartons at the gro- The temperature of a cup of hot chocolate and the length of time it sits
cery store varies
with the number 31. Short Response Write a Þ
™
of people who pass real-world situation for the
n
graph. Explain your answer. Have students create a scatter plot
by the milk. Each Ç
È
person who passes x
showing population over time for an
by either takes milk { endangered species and predict its
or does not. If the Î population in 2020.
Ó
person does not, the £ Ý
same number of car-
ä £ Ó Î { x È Ç n ™
tons remain.

CHALLENGE AND EXTEND 3-5

32. Describe a situation that involves a positive correlation. Gather data on the
situation. Make a scatter plot showing the correlation. Use the scatter plot to make a For Items 1 and 2, identify the
prediction. Repeat for a negative correlation and for no correlation. correlation you would expect to
Check students’ work. see between each pair of data
33. Research an endangered or threatened species in your state. Gather information
on its population for several years. Make a scatter plot using the data you gather. sets. Explain.
Is there a positive or negative correlation? Explain. Draw a trend line and make a 1. The outside temperature in
prediction about the species population over the next 5 years. Check students’ work. the summer and the cost of
the electric bill Positive; as the
outside temperature increases,
the electric bill increases
because of the use of the air
conditioner.
2. The price of a car and the
number of passengers it seats
No correlation; a very expen-
sive car could seat only
2 passengers.
3. The scatter plot shows the
number of orders placed for
3-5 Scatter Plots and Trend Lines 203
flowers before Valentine’s Day
at one shop. Based on this
relationship, predict the num-
ber of flower orders placed on
M CS10_A1_MESE612225_C03L05.indd 203 2/18/11 4:55:31 AM
February 12. about 45
Valentine’s Day Orders

35
Flower Orders

25

15

5
0 2 6 10 14
Date in February

Also available online

Lesson 3-5 203

 3-5
Organizer Interpret Scatter Plots
Use with the lesson
Scatter Plots and
Trend Lines
and Trend Lines
Pacing: You can use a graphing calculator to graph a trend line on
Traditional __
1
day a scatter plot.
__
1
Block 4 day
2

Use with Scatter Plots and

Objective: Use a graphing Trend Lines CC.9-12.S.ID.6 Represent data on two
calculator to graph a trend line on quantitative variables on a scatter plot, ….
Also CC.9-12.S.ID.6a, CC.9-12.S.ID.6c Lab Resources Online
a scatter plot. Activity
Materials: graphing calculator The table shows the recommended dosage of a particular Use appropriate
medicine as related to a person’s weight. Graph a scatter plot tools strategically.

Online Edition of the given data. Draw the trend line. Then predict the dosage
Graphing Calculator for a person weighing 240 pounds.

Weight (lb) 90 100 110 125 140 155 170 180 200
Countdown
Dosage (mg) 20 25 30 35 40 53 60 66 75

1 First enter the data. Press and select 1: Edit. In L1,

Resources enter the first weight. Press . Continue entering
Technology Lab Activities all weights. Use to move to L2. Enter the first dosage.
Lab Recording Sheet Press . Continue entering all dosages.

Teach 2 To view the scatter plot, press . Select Plot 1.

Select On, the first plot type, and the plot mark +.
Discuss Press . Select 9: ZoomStat. You should see a
When viewing the values of a and scatter plot of the data.
b in the equation of the trend
line y = ax + b, point out that 3 To find the trend line, press and select the CALC menu.
0.5079441502x - 26.78767453 = Select LinReg (ax+b). Press . This gives you the values
0.5079441502x + (-26.78767453).
of a and b in the trend line.
Close 4 To enter the equation for the trend line, press ,
Key Concept and then input .5079441502x - 26.78767453.
Press .
A trend line can help you interpret a
scatter plot. 5 Now predict the dosage for a weight of 240 pounds.
Assessment Press . Select Y-VARS menu and select 1:Function.
Journal Have students outline the Select 1:Y1. Enter (240). Press . The dosage is
steps for using a calculator to find about 95 milligrams.
the equation of a trend line.
Try This
Answer to Try This 1. The table shows the price of a stock over an 8-month period. Graph a scatter plot of the given data.
1. For graph, see Additional Draw the trend line. Then predict what the price of one share of stock will be in the twelfth month.
Answers.
Month 1 2 3 4 5 6 7 8 about $73.54
Price ($) 32 35 37 41 46 50 54 59

204 Chapter 3 Functions

Use appropriate tools strategically.

Technology Point out to students Technology Instead of entering the

that Xlist gives the name of the list equation for the trend line manually,
CC13_A1_MESE647036_C03TLb.indd 204 4027011 12:03:13 P
of data used for the x-values of the students can press ,
scatter plot and that Ylist gives the name of
the list used for the y-values of the scatter select 5:Statistics, scroll right to EQ, and
CC.9-12.S.ID.6 Represent data on then select 1:RegEQ.
plot. Students can change the list names to
two quantitative variables on a scatter
plot, and describe how the variables are L1 and L2 by pressing and
related.
a. Fit a function to the data; use functions .
fitted to data to solve problems in the
context of the data.
c. Fit a linear function for a scatter plot
that suggests a linear association.

State Resources Online

204 Chapter 3
 Median-Fit Line Organizer
Data Analysis
Data Analysis You have learned about trend lines. Now you will learn about
Pacing:
another line of fit called the median-fit line.
T raditional 1 day
Block ​ __
1
2
  ​  day
Objective: Apply the algebra
skills learned in Scatter Plots and
Trend Lines to approximate a
Example
median-fit line.
At a water raft rental shop, a group of up to four people can rent a single raft.
The table shows the number of rafts rented to different groups of people one
morning. Graph the median-fit line for the data. Online Edition
People x 1 2 4 5 5 5 7 9 10 11 12 15
Rafts Rented y 1 1 1 3 4 5 4 7 5 3 4 6

>˜œiÊ,i˜Ì>Ã
Teach
1 Plot the points on a coordinate plane. Remember
Ç
Students review and reinforce the

>˜œiÃÊÀi˜Ìi`
2 Divide the data into three sections of equal size. Find the È
medians of the x-values and the y-values for each section. x
8 8 concept of finding the median, plot-
{
Plot the three median points with an X. Î
ting points on a coordinate plane,
Ó and drawing trend lines.
1 2 4 5 5 5 7 9 10 11 12 15 £ 8
Remind students that for an ordered
1 1 1 3 4 5 4 7 5 3 4 6 ä { n £Ó data set with an odd number of val-
Median point: Median point: Median point: *iœ«i ues, the median is the middle value.
(3, 1) (6, 4.5) (11.5, 4.5)
>˜œiÊ,i˜Ì>Ã For an ordered data set with an even
number of values, the median is the
3 Connect the outside, or first and third, median Ç

>˜œiÃÊÀi˜Ìi` È average of the two middle values.
points with a line.
x Point out to students that only one
8 8
{
4 Lightly draw a dashed line straight down from the Î set of data values can be ordered
middle median point to the line just drawn. Mark Ó from least to greatest. In this case,
the dashed line to create three equal segments. £ 8
x-values are ordered, not y-values.
ä { n £Ó
5 Keeping your ruler parallel to the first line you
drew, move your ruler to the mark closest to the
*iœ«i Close

>˜œiÊ,i˜Ì>Ã
line. Draw the line. This is the median-fit line. Assess
Ç Using the data in the example, have

>˜œiÃÊÀi˜Ìi`

È
x students demonstrate finding the
8 8
{ median points for the second and
Î third sections.
Ó
Try This £ 8
ä { n £Ó
1. A manager at a restaurant kept track one afternoon
*iœ«i
of the number of people in a party and the time
it took to seat them. Graph the median-fit line for
the data. People x 3 7 8 8 10 12
2. Use your median-fit line to predict the time it Wait Time y
1 5 3 9 6 6
would take to seat a party of 6. 4 min (min)

Connecting Algebra to Data Analysis 205

Answers to Try This

1.
CS10_A1_MESE612225_C03CN.indd 205 Restaurant Wait Time 2/18/11 4:47:58 AM

9
8
Wait time (min)

7
6 X X
5
4
3 X
2
1
0 2 4 6 8 10
People in party

State Resources Online

Connecting Algebra to Data Analysis 205

 3-6 Organizer Arithmetic Sequences
Pacing: Traditional 1 day
3-6
Block __1 day
2 CC.9-12.F.IF.3 Recognize that sequences are functions, sometimes defined recursively, whose
Objectives: Recognize and domain is a subset of the integers. Also CC.9-12.F.BF.2*, CC.9-12.F.LE.2*
extend an arithmetic sequence. Objectives Why learn this? Time (s) Distance (mi)
Recognize and extend an The distance between you and a 1 0.2
Find a given term of an arithmetic arithmetic sequence. + 0.2
lightning strike can be approximated 2 0.4
sequence. Find a given term of an + 0.2
by using an arithmetic sequence.
3 0.6
arithmetic sequence. + 0.2
4 0.8
Online Edition During a thunderstorm, you can estimate
+ 0.2
Vocabulary your distance from a lightning strike by 5 1.0
Tutorial Videos + 0.2
sequence counting the number of seconds from the 6 1.2
term time you see the lightning until the time + 0.2
Countdown arithmetic sequence you hear the thunder.
7 1.4
+ 0.2
common difference 8 1.6
When you list the times and distances
in order, each list forms a sequence. A sequence is a list of numbers that may
form a pattern. Each number in a sequence is a term .

In the distance sequence, each distance is 0.2 mi greater than the previous
distance. When the terms of a sequence differ by the same nonzero number d,
Warm Up the sequence is an arithmetic sequence and d is the common difference . The
Simplify. distances in the table form an arithmetic sequence with d = 0.2.

1. 5 + (-7) -2 2. __
2
3
+ __
1
3
+ __
1 __
3 3
4 The variable a is often used to represent terms in a sequence. The variable a9,
read “a sub 9,” is the ninth term in a sequence. To designate any term, or the
3. 5.3 + 0.8 6.1 4. 6(4 - 1) 18 nth term, in a sequence, you write an, where n can be any number.

5. -3(2 - 5) 9 6. __
12 __
10
5 3
+ __
5
4
11 ( ) To find a term in an arithmetic sequence, add d to the previous term.

Evaluate. Finding a Term of an Arithmetic Sequence

7. __
3
4
+ h for h = -2 - __
5
4 The nth term of an arithmetic sequence with common difference d is
an = an-1 + d.
8. n - 2.8 for n = 5.1 2.3

9. 6(x - 1) for x = 5 24

10. 10 + (5 - 1)s for s = -4 -6 EXAMPLE 1 Identifying Arithmetic Sequences

Determine whether each sequence appears to be an arithmetic sequence. If
Also available online so, find the common difference and the next three terms in the sequence.

A 12, 8, 4, 0, …
Step 1 Find the difference between successive terms.
12, 8, 4, 0, …
The three dots at the Add -4 to each term to find the next term.
end of a sequence -4 -4 -4 The common difference is -4.
Teacher: Is something wrong with are called an ellipsis.
They mean that the Step 2 Use the common difference to find the next 3 terms.
your printer? Your history paper is
covered in dots. sequence continues 12, 8, 4, 0, -4, -8, -12
and can be read as an = an-1 + d
Student: Those are ellipses. After the “and so on.” -4 -4 -4
first paragraph, imagine the rest! The sequence appears to be an arithmetic sequence with a common
difference of -4. The next 3 terms are -4, -8, -12.

206 Chapter 3 Functions

CC.9-12.F.IF.3 Recognize that

sequences are functions, sometimes
defined recursively, whose domain is a 1 Introduce
CC13_A1_MESE647036_C03L06.indd 206 4027011 12:04:39 PM
subset of the integers.
CC.9-12.F.BF.2 Write arithmetic and
Motivate
E X P L O R AT I O N

geometric sequences both recursively Arithmetic Sequences

and with an explicit formula, use them Mei collects postcards. On August 1, she has 10 cards in her
Display the following list of numbers. Ask students
to model situations….*
collection. She decides to buy three cards every day thereafter for
the rest of the month.
to find the next 3 numbers.
1. The table shows the number of postcards in Mei’s collection.
CC.9-12.F.LE.2 Construct linear and Complete the table for the first six days of August. 1, 2, 4, 8, 16, _ , _ , _
exponential functions, including arithme- Day of Month
Postcards
1
10
2
13
3
16
4
19
5
22
6
25 Tell students that this list of numbers is a
tic and geometric sequences, given a 2. How many postcards will Mei have on August 10 Sday 10 D? 37
sequence because it is a list of numbers that form
graph, a description of a relationship, or 3. How many postcards will Mei have on August 15 Sday 15 D? 52
a pattern. Explain that in this lesson they will learn
two input- output pairs (include reading 4. Find a shortcut that you can use to find the number of
postcards Mei will have at the end of the month Sday 31 D. 100 about a type of sequence called an arithmetic
these from a table).* THINK AND DISCUSS sequence.
5. Explain how you found the shortcut to determine the number
of postcards Mei will have on day 31. Possible answer: The number of
postcards on any given day is 10 plus the product of 3 and the day of the month minus 1.

State Resources Online 6. Describe a general rule you can use to find the number of
Explorations and answers are provided in
postcards Mei will have on day n.
Possible answer: 10  3 T
n  1 E
your online resources.

206 Chapter 3
 B 1, 4, 9, 16, …
"" Ê ,,",
Find the difference between successive terms.
 ,/
1, 4, 9, 16, …
The difference between successive terms is
not the same.
Students sometimes get confused
+3 +5 +7
when finding the nth term. Tell stu-
This sequence is not an arithmetic sequence.
dents that if they are finding the
6th term, they will be multiplying
Determine whether each sequence appears to be an arithmetic the common difference d by 5, 6 - 1.
sequence. If so, find the common difference and the next
The reason is that the formula uses
three terms.
1a. yes; the first term of a sequence as a
__ _ _ 3
_ _1 _ 1 _ 3
1 ; 5 , 7 , 91a. - 4 , - 4 , 4 , 4 , … 1b. -4, -2, 1, 5, …
no
constant. Ask students what number
2 4 4 4 they would multiply the common
To find the nth term of an arithmetic sequence when n is a large number, you difference by if they were looking
need an equation or rule. Look for a pattern to find a rule for the sequence for the 20th term of an arithmetic
below. sequence. 19

1 2 3 4… n ← Position
↓ ↓ ↓ ↓
3, 5, 7, 9… ← Term
a1 a2 a3 a4 an Additional Examples
Example 1
The sequence starts with 3. The common difference d is 2. You can use the first
term and the common difference to write a rule for finding an. Determine whether each
sequence appears to be an
Words Numbers Algebra arithmetic sequence. If so, find
1st term 3 a1 the common difference and the
2nd term = 1st term plus common difference 3 + (1 )2 = 5 a1 + 1d next three terms.
3nd term = 1st term plus 2 common differences 3 + (2 )2 = 7 a1 + 2d
A. 9, 13, 17, 21, . . . yes;
4 th term = 1st term plus 3 common differences 3 + (3 )2 = 9 a1 + 3d
  
4; 25, 29, 33
n th term = 1st term plus (n - 1) common differences 3 + (n - 1)2 a1 + (n - 1)d B. 10, 8, 5, 1, . . . no

The pattern in the table shows that to find the n th term, add the first term to the
Example 2
product of (n - 1) and the common difference. Find the indicated term of each
arithmetic sequence.
Finding the n th Term of an Arithmetic Sequence
A. 16th term: 4, 8, 12, 16, . . . 64
The nth term of an arithmetic sequence with common difference d and
first term a1 is B. 25th term: a1 = -5; d = -2
an = a1 + (n - 1)d. -53
Also available online

EXAMPLE 2 Finding the nth Term of an Arithmetic Sequence

Find the indicated term of each arithmetic sequence.
A 22nd term: 5, 2, -1, -4, …
INTERVENTION
Questioning
Strategies
Questioning Strategies
Step 1 Find the common difference.
5, 2, -1, -4, … The common difference is -3.
EX AM P LE 1
-3 -3 -3 • How is identifying an arithmetic
sequence similar to identifying a
function rule?
3-6 Arithmetic Sequences 207
EX AM P LE 2
• How do you know what number to
2 Teach ENGLISH
LANGUAGE
substitute for d ?
PM
CS10_A1_MESE612225_C03L06.indd 207 LEARNERS 2/18/11 • How do you know what number to
4:56:15 AM

substitute for n?
Guided Instruction Math Background A
Remind students that they had to look for Through Cognitive Strategies sequence is said to be
a pattern when they were writing equa- Challenge students to identify the best way recursively defined if
tions earlier in this chapter. Tell them that to memorize vocabulary terms and formu- the nth term is defined by using
they will also look for a pattern when iden- las like the one on this page. Suggest the the terms that precede it. The box
tifying an arithmetic sequence. Then review following methods: shows the recursive definition of an
the Distributive Property and the order of • Writing the information over and over arithmetic sequence. The box on this
operations with students. When teaching page shows the iterative definition.
again.
the formula for the nth term in an arithme-
• Making up a song or chant.
tic sequence, point out that students will
need to calculate n - 1 first because it is in • Creating flash cards to use with a
parentheses. partner.
• Writing sentences with the vocabu-
lary and working problems with the
formulas. Lesson 3-6 207
 Step 2 Find the 22nd term.
a n = a 1 + (n - 1)d Write the rule to find the nth term.
a 22 = 5 + (22 - 1)(-3) Substitute 5 for a1, 22 for n, and -3 for d.
Additional Examples
= 5 + (21)(-3) Simplify the expression in parentheses.
Example 3 = 5 - 63 Multiply.
= -58 Subtract.
A bag of cat food weighs
18 pounds at the beginning of B 15th term: a1 = 7; d = 3
day 1. Each day, the cats are fed a n = a 1 + (n - 1)d Write the rule to find the nth term.
0.5 pound of food. How much a 15 = 7 + (15 - 1)3 Substitute 7 for a1, 15 for n, and 3 for d.
does the bag of cat food weigh at = 7 + (14)3 Simplify the expression in parentheses.
the beginning of day 30? 3.5 lb = 7 + 42 Multiply.
= 49 Add.
Also available online
Find the indicated term of each arithmetic sequence.
2a. 60th term: 11, 5, -1, -7, … 2b. 12th term: a1 = 4.2; d = 1.4
-343 19.6
INTERVENTION
Questioning
Strategies
Questioning Strategies EXAMPLE 3 Travel Application

EX A M P L E 3 The odometer on a car reads 60,473 on day 1. Every day, the car is driven
54 miles. If this pattern continues, what is the odometer reading on day 20?
• How can you identify d in a word Notice that the sequence for the situation is arithmetic with d = 54
problem? because the odometer reading will increase by 54 miles per day.
• How do you solve the problem Since the odometer reading on day 1 is 60,473 miles, a 1 = 60,473.
once you know the values of a1, d, Since you want to find the odometer reading on day 20, you will
and n? need to find the 20th term of the sequence, so n = 20.
a n = a 1 + (n - 1)d Write the rule to find the nth term.
Reading Math Point a 20 = 60,473 + (20 - 1)54 Substitute 60,473 for a1, 54 for d, and
out the key words in 21 for n.
Example 3 that will help = 60,473 + (19)54 Simplify the expression in parentheses.
students put the information in a = 60,473 + 1026 Multiply.
formula. Tell students that each or = 61,499 Add.
every with a time word such as day
or hour signals that the following The odometer will read 61,499 miles on day 20.
number is d. Explain that the num-
ber to substitute for n may be indi- 3. Each time a truck stops, it drops off 250 pounds of cargo. After
cated by an ordinal number. The first stop 1, its cargo weighed 2000 pounds. How much does the
load weigh after stop 6? 750 lb
term of the sequence is a number
that can be associated with ENGLISH
the words at the start or LANGUAGE
LEARNERS
first.
THINK AND DISCUSS
1. Explain how to determine if a sequence appears to be arithmetic.
2. GET ORGANIZED Copy and complete the graphic organizer with steps
for finding the nth term of an arithmetic sequence.

ˆ˜`ˆ˜}Ê̅iʘ̅Ê/iÀ“ÊœvÊ>˜ £° ÓÊ°

ÀˆÌ…“ïVÊ-iµÕi˜Vi

208 Chapter 3 Functions

3 Close Answers to Think and Discuss

CC13_A1_MESE647036_C03L06.indd 208 Possible answers: 4027011 12:04:57 P

1. If the sequence has a common dif-

Summarize and INTERVENTION
ference, it could be an arithmetic
Display the formula an = a1 + (n - 1)d. Diagnose Before the Lesson sequence.
Have students define each variable in the Warm Up, TE 2. See Additional Answers.
formula. Then have them find the value of
each variable and the 24th term of the fol-
Monitor During the Lesson
lowing arithmetic sequence.
Check It Out! Exercises, SE
10, 4, -2, -8, . . . Questioning Strategies, TE
In the formula, an is the nth term, a1 is the
first term, n is the term number, and
Assess After the Lesson
d is the common difference. a1 = 10,
Lesson Quiz, TE
n = 24, d = -6, a24 = -128.
Alternative Assessment, TE

208 Chapter 3
 3-6 3-6 Exercises
Exercises
Homework Help Online
Parent Resources Online

GUIDED PRACTICE Assignment Guide

1. Vocabulary When trying to find the nth term of an arithmetic sequence you must
first know the ? . (common difference or sequence) common difference Assign Guided Practice exercises
as necessary.
SEE EXAMPLE 1 Multi-Step Determine whether each sequence appears to be an arithmetic
sequence. If so, find the common difference and the next three terms. If you finished Examples 1–3
2. 2, 8, 14, 20, … 3. 2.1, 1.4, 0.7, 0, … yes; Basic 9–38, 41–44
yes; 6; 26, 32, 38 -0.7; -0.7, -1.4, -2.1
4. 1, 1, 2, 3, … no 5. 0.1, 0.3, 0.9, 2.7, … no Average 10–14 even, 15–45,
47
SEE EXAMPLE 2 Find the indicated term of each arithmetic sequence.
Advanced 10–14 even, 15–47
6. 21st term: 3, 8, 13, 18, … 103 7. 18th term: a1 = -2; d = -3 -53

SEE EXAMPLE 3 8. Shipping To package and ship an item, it costs $5.75 for the first pound and $0.75 Homework Quick Check
for each additional pound. What is the cost of shipping a 12-pound package? $14 Quickly check key concepts.
Exercises: 10, 14, 15, 20, 30, 36

PRACTICE AND PROBLEM SOLVING

Independent Practice Multi-Step Determine whether each sequence appears to be an arithmetic
For See sequence. If so, find the common difference and the next three terms.
Exercises Example
9–12 1 9. -1, 10, -100, 1,100, … no 10. 0, -2, -4, -6, … yes;
-2; -8, -10, -12
13–14 2 11. -22, -31, -40, -49, … 12. 0.2, 0.5, 0.9, 1.1, … no
15 3 yes; -9; -58, -67, -76
Find the indicated term of each arithmetic sequence.
Extra Practice 13. 31st term: 1.40, 1.55, 1.70, … 5.9 14. 50th term: a1 = 2.2 ; d = 1.1 56.1
See Extra Practice for
more Skills Practice and 15. Travel Rachel signed up for a frequent-flier program. She receives 4300 frequent-
Applications Practice
exercises.
flier miles for her first round trip and 1300 frequent-flier miles for each additional
round-trip. How many frequent-flier miles will she have after 5 round-trips? 9500 mi

Find the common difference for each arithmetic sequence.

16. 0, 6, 12, 18, … 6 17. _1, _ 5, … 1
3 , 1, _ _ 18. 107, 105, 103, 101, … -2
2 4 4 4
1, _
19. 7.9, 5.7, 3.5, 1.3, … -2.2 20. _ 2, _ 4, … _
3, _ 1 21. 4.25, 4.32, 4.39, 4.46, …
5 5 5 5 5 0.07
Find the next four terms in each arithmetic sequence.

_ _ _ 22. -4, -7, -10, -13, … 23. _1 , 0, -_

1 , -_
1, … 24. 505, 512, 519, 526, …
3 1 5 8 8 4
23. - ,- ,- , -16, -19, -22, -25 533, 540, 547, 554
8 2 8
_ 25. 1.8, 1.3, 0.8, 0.3, … 2, _
26. _ 8, …
4 , 2, _
_, 4, _
14 , _
3 27. -1.1, -0.9, -0.7, -0.5
- 3 3 3 10 16
-0.2, -0.7, -1.2, -1.7 -0.3, -0.1, 0.1, 0.3
4 3 3 3
Find the given term of each arithmetic sequence.
28. 5, 10, 15, 20, …; 17th term 85 29. 121, 110, 99, 88, …; 10th term 22
30. -2, -5, -8, -11, …; 41st term -122 31. -30, -22, -14, -6, …; 20th term 122
32. Critical Thinking Is the sequence 5a - 1, 3a - 1, a - 1, -a - 1, … arithmetic? If
not, explain why not. If so, find the common difference and the next three terms.
Yes (when a ≠ 0); the common difference is -2a; -3a - 1, -5a - 1, -7a - 1.

3-6 Arithmetic Sequences 209

Make sense of problems and persevere
in solving them. Exercises 8, 15, 33,
38–39, 41, 47
PM
CS10_A1_MESE612225_C03L06.indd 209 2/18/11 4:56:19 AM
Construct viable arguments and critique
the reasoning of others. Exercises 32,
40
Look for and make use of structure.
Exercises 2–7, 9–14, 16–31, 34–37,
45–46

State Resources Online

Lesson 3-6 209

 Exercise 41 involves 33a. Because you 33. Recreation The rates for a go-cart course are shown.
using an arithmetic pay $2 per lap, the a. Explain why the relationship described on the flyer
sequence to calculate relationship could could be represented by an arithmetic sequence.
distance. This exercise prepares stu- be represented b. Find the cost for 1, 2, 3, and 4 laps. Write a rule to License: $7
dents for the Multi-Step Test Prep. by an arithmetic find the nth term of the sequence.
sequence in which Per Lap: $2
c. How much would 15 laps cost? $37
d = 2. d. What if…? After 9 laps, you get the 10th one free.
Answers b. $9, $11, $13, $15; Will the sequence still be arithmetic? Explain.
38a. 1, 1, 2, 3, 5, 8, 13, 21, 34, 55; an = 2n + 7
No; the sequence will not increase by 2 from the 9th term to the 10th term.
no; there is no common Find the given term of each arithmetic sequence.
difference.
34. 2.5, 8.5, 14.5, 20.5, …; 30th term 176.5 35. 189.6, 172.3, 155, 137.7, …; 18th term
b. Yes; every 3rd term is divisible Number
er Theory -104.5
by 2; every 3rd term is the sum 3, _
1, _
36. _ 7 , …; 15th term 29
5, _ _ 2, _
37. _ 17 , …; 25th term 20
7, _
11 , _ _
of 2 odd numbers. 4 4 4 4 4 3 12 6 12 3
c. Every 4th term is divisible by 3, 38. Number Theory The sequence 1, 1, 2, 3, 5, 8, 13, … is a famous sequence called
and every 5th term is divisible the Fibonacci sequence. After the first two terms, each term is the sum of the
by 5. previous two terms.
a. Write the first 10 terms of the Fibonacci sequence. Is the Fibonacci sequence
40. Possible answer: Find the dif-
arithmetic? Explain.
ference between two succes-
sive terms. If the terms of the b. Notice that the third term is divisible by 2. Are the 6th and 9th terms also divisible
Fibonacci numbers occur by 2? What conclusion can you draw about every third term? Why is this true?
sequence become greater in frequently throughout
value, then the common differ- nature. The number of c. Can you find any other patterns? (Hint: Look at every 4th and 5th term.)
ence is positive. If the terms of petals on many flowers 39. Entertainment Seats in a concert hall
the sequence become lesser in are numbers of the are arranged in the pattern shown.
Fibonacci sequence. Two Row 1
value, then the common differ- petals on a flower are a. The numbers of seats in the rows
ence is negative. rare but 3, 5, and even form an arithmetic sequence. Write Row 2
34 petals are common. a rule for the arithmetic sequence.
Row 3
b. How many seats are in the 15th row?
39a. an = 6 + 3(n - 1) Row 4 48
c. A ticket costs $40. Suppose every
seat in the first 10 rows is filled.
What is the total revenue from
those seats? $7800
d. What if…? An extra chair is added to each row. Write the new rule for the
arithmetic sequence and find the new total revenue from the first 10 rows.
an = 7 + 3(n - 1); $8200
40. Write About It Explain how to find the common difference of an arithmetic
sequence. How can you determine whether the arithmetic sequence has a positive
common difference or a negative common difference?

41. Juan is traveling to visit universities. He notices mile markers along the road. He
records the mile marker every 10 minutes. His father is
Time Mile

(tl),Digital Vision/gettyimages; (bl),comstock/Getty Photos

driving at a constant speed.
Interval Marker
a. Copy and complete the table.
1 520
b. Write the rule for the sequence.an = 520 + (n - 1)(-11) 2 509
c. What does the common difference represent? 3 498
c. number d. If this sequence continues, find the mile marker for 4 487
of miles time interval 10. 421 5 476
Practice A
per interval 6 465
Practice C
Name ________________________________________ Date __________________ Class__________________

Practice B
LESSON
3-x
3-6
Arithmetic Sequences
Practice B 210 Chapter 3 Functions
Determine whether each sequence is an arithmetic sequence.
If so, find the common difference and the next three terms. Name ________________________________________ Date __________________ Class__________________ Name ________________________________________ Date __________________ Class__________________ Name __________

Reading Strategies
Reading Strategies Reteach
1. −10, −7, −4, −1, … 2. 0, 1.5, 3, 4.5, … LESSON LESSON Review for Mastery Rev
3-x
3-6 3-x
3-6
Use a Concept Map Arithmetic Sequences Arith
arithmetic; d = 3; 2, 5, 8 arithmetic; d = 1.5; 6, 7.5, 9 Use the concept map below to help you understand arithmetic sequences. An arithmetic sequence is a list of numbers (or terms) with a common difference between You can use th
3. 5, 8, 12, 17, … 4. −20, −20.5, −21, −21.5, … each number. After you find the common difference, you can use it to continue the sequence. this form:
Definition Formula Determine whether each sequence is an arithmetic
not arithmetic arithmetic; d = −0.5; −22, −22.5, 23
CS10_A1_MESE612225_C03L06.indd 210 is
An arithmetic sequence The nth term of an arithmetic sequence. If so, find the common difference and the next three terms. an
2/18/11 4:56:21 AM
a list of numbers whose sequence can be found using 1, 2, 4, 8, ...
Find the indicated term of each arithmetic sequence. terms all differ by the After you write
an = a1 + (n − 1)d +1 +2 +4
5. 28th term: 0, −4, −8, −12, … 6. 15th term: 2, 3.5, 5, 6.5, … same non-zero number. Find the 50th
where a1 is the first term and The difference between terms is not constant.
5, 3.8, 2.6,
−108 23 Arithmetic d is the common difference. This sequence is not an arithmetic sequence.
−1.2 −1.2 −1
0, 6, 12, 18, ...
7. 37th term: a1 = −3; d = 2.8 8. 14th term: a1 = 4.2; d = −5 Examples Sequence Non-Examples
−2, 1, 4, 7, 10, ... −4, −3, −1, 2, 6, ... +6 +6 +6
The difference between terms is constant. First, write the
97.8 −60.8 +3 +3 +3 +3 +1 +2 +3 +4 This sequence is an arithmetic sequence with a common difference of 6. an = a1 +
9. 17th term; a1 = 2.3; d = −2.3 10. 92nd term; a1 = 1; d = 0.8 9, 7.5, 6, 4.5, 3, ... an = 5 +
1, 2, 4, 8, 16, ... 0, 6, 12, 18, 24, 30, 36
+6 +6 +6 Now, use the r
−34.5 73.8 −1.5 −1.5 −1.5 −1.5 ×2 ×2 ×2 ×2 a50 = 5 +
11. A movie rental club charges $4.95 for the first month’s Fill in the blanks with the differences between terms. State whether a50 = 5 +
Answer each question.
rentals. The club charges $18.95 for each additional each sequence is an arithmetic sequence. a50 = 5 +
1. Explain why −4, −3, −1, 2, 6, ... is given as a non-example of an arithmetic sequence.
month. How much is the total cost for one year? $213.40 1. 14, 12, 10, 8, ... Is this an arithmetic sequence? yes a50 = −53
12. A carnival game awards a prize if Kasey can shoot a The terms do not all differ by the same number.
The 50th term
basket. The charge is $5.00 for the first shot, then $2.00 2. Explain why 1, 2, 4, 8, 16, ... is given as a non-example of an arithmetic sequence. −2 −2 −2
for each additional shot. Kasey needed 11 shots to win a no
The same number is being multiplied, not added, to each term. 2. 0.3, 0.6, 1.0, 1.5, ... Is this an arithmetic sequence?
Use the first te
prize. What is the total amount Kasey spent to win a prize? $25.00
3. Give an example of an arithmetic sequence whose common difference is 5. +0.3 +0.4 +0.5 arithmetic sequ
7. The arithme
Possible answer: 1, 6, 11, 16, 21, … Use the common difference to find the next three terms in each arithmetic sequence.
a1 = 10 and
1 1 3. 7, 4, 1, −2, −5, −8, −11, ... 4. −5, 0, 5, 10, 15, 20, 25, ...
4. Find the common difference and the next 3 terms of the sequence 8, 7 , 7, 6 , 6, ... . 8. −5, 0, 5, 10
2 2 −3 −3 −3 −3 −3 −3 +5 +5 +5
− 1 ; 5 1 , 5, 4 1
first term: a
2 2 2 Determine whether each sequence is an arithmetic sequence. If so,
find the common difference and the next three terms. common dif

Find the indicated term of each arithmetic sequence using the 5. −1, 2, −3, 4, ... Find the indica
formula given above.
no 9. an = 16 + (n
5. 25th term: −14, −8, −2, 4, 10, ... 6. 18th term: 122, 120, 118, 116, 114, ...
6. 1.25, 3.75, 6.25, 8.75, ...
130 88
yes; 2.5; 11.25, 13.75, 16.25 10. an = 6 + (n −
Original content Copyright © by Holt McDougal. Additions and changes to the original content are the responsibility of the instructor.
44 Holt McDougal Algebra 1
11. −8, −6, −4, −

210
CS10_A1_MECR710532_C03L06b-a.indd 44 Chapter 3 3/2/11 2:54:04 AM
Original content Copyright © by Holt McDougal. Additions and changes to the original content are the responsibility of the instructor. Original content Copyright © by Holt McDougal. Additions and changes to the original content are the responsibility of the instructor. Original content Copyrigh
50 Holt McDougal Algebra 1 46 Holt McDougal Algebra 1

CS10_A1_MECR710532_C03L06g-a.indd 50 3/2/11 2:54:10 AM CS10_A1_MECR710532_C03L06d-a.indd 46 3/2/11 2:54:06 AM

 In Exercise 43, tell
42. What are the next three terms in the arithmetic sequence -21, -12, -3, 6, … ? students to note
9, 12, 15 15, 24, 33 12, 21, 27 13, 20, 27 that the data in the
second column are decreasing.
43. What is the common difference for the Altitude (ft) Boiling Point of Water (°F) This means that the common dif-
data listed in the second column?
1000 210.2 ference will be negative. They can
-1.8 2.8 eliminate choices G and H. Students
2000 208.4
1.8 -3.6 who chose J may not understand
3000 206.6 what the common difference is.
44. Which of the following sequences is NOT arithmetic? Remind them that d is the difference
between consecutive terms.
-4, 2, 8, 14, … 9, 4, -1, -6, … 2, 4, 8, 16, … __
1
, 1 __1 , 2 __1 , 3 __1 , …
3 3 3 3 In Exercise 44, point out to students
that although choice C does have a
pattern, it is not arithmetic. You can-
CHALLENGE AND EXTEND
not add the same number to each
45. The first term of an arithmetic sequence is 2, and the common difference is 9. Find
term to get the next term.
two consecutive terms of the sequence that have a sum of 355. What positions in the
sequence are the terms? 173 and 182; 20th and 21st terms
46. The 60th term of an arithmetic sequence is 106.5, and the common difference is 1.5.
What is the first term of the sequence? 18
47. Athletics Verona is training for a marathon. The first part of her training schedule
is shown below.

Session 1 2 3 4 5 6 Journal
Distance Run (mi) 3.5 5 6.5 8 9.5 11 Have students compare and contrast
Session 16; yes; she increases the amount she runs by 1.5 miles each time. determining whether a sequence is
a. If Verona continues this pattern, during which training session will she run 26 arithmetic to determining whether a
miles? Is her training schedule an arithmetic sequence? Explain. function is linear.
b. If Verona’s training schedule starts on a Monday and she runs every third day,
on which day will she run 26 miles? Thursday

Have students create three arithme-

tic sequences. Then have them find
the 10th, 25th, and 100th terms for
each sequence.

3-6

Determine whether each

sequence appears to be an
arithmetic sequence. If so, find
the common difference and the
next three terms.
1. 3, 9, 27, 81, . . . no

2. 5, 6.5, 8, 9.5, . . . yes;

1.5; 11, 12.5, 14

3-6 Arithmetic Sequences 211 Find the indicated term of each

Name ________________________________________ Date __________________ Class__________________ Name ________________________________________ Date __________________ Class__________________
arithmetic sequence.
LESSON
3-x
3-6
Problem Solving
Problem solving
Arithmetic Sequences
LESSON
3-x
3-6
Challenge
Sequences
challenge 3. 23rd term: -4, -7, -10,
Find the indicated term of each arithmetic sequence. The sequence of numbers below is known as the sequence of whole
1. Darnell has a job and his saving his
paychecks each week.
2. A tube containing 3 ounces of toothpaste
is being used at a rate of 0.15 ounces per
numbers. At an early age, children learn to count by using whole numbers. -13, . . . -70
0, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, ... 3 ← quotient
day. How much toothpaste will be in the
M CS10_A1_MESE612225_C03L06.indd
Weeks 2111 2 3 4 divisor → 6 23 ← dividend 2/18/11 4:56:23 AM
tube after one week? When you divide each whole number by a fixed number of your
Savings $130 $260
How much will Darnell have saved after
$390 $520
1.95 ounces
choice, you can create a new sequence. The diagram at the right
will help you recall the meaning of the terms related to division.
18
4. 40th term: 2, 7, 12, 17, . . . 197
11 weeks? In Exercises 1−6, consider the set of whole numbers. Write the
4. Jessie is playing an arcade game that first 10 terms of the sequence defined by the specified division.
$1430
3. A new car costs $13,000 and is
costs 50¢ for the first game and 25¢ to
continue if she loses. How much will she
1. the remainder you get when you divide by 1 0, 0, 0, 0, . . . 5. 7th term: a1 = -12, d = 2 0
depreciating by $900 each year. How spend on the game if she continues 2. the remainder you get when you divide by 2 0, 1, 0, 1, 0, . . .
much will the car be worth after 4 years? 9 times?
0, 1, 2, 0, 1, 2, . . .
$9400 $2.75
3. the remainder you get when you divide by 3
4. the remainder you get when you divide by 4 0, 1, 2, 3, 0, 1, 2, 3, . . . 6. 34th term: a1 = 3.2, d = 2.6
89
Use the graph below to answer questions 5−9. The graph shows the 5. the remainder you get when you divide by 5 0, 1, 2, 3, 4, 0, 1, 2, 3, 4, . . .
size of Ivor’s ant colony over the first four weeks. Assume the ant
population will continue to grow at the same rate. Select the best 6. the remainder you get when you divide by 6 0, 1, 2, 3, 4, 5, 0, 1, 2, 3, 4, 5, . . .
answer.
7. On day 1, Zelle has knitted 61
7. a. Suppose that you divide each of the whole numbers by 12.
Without writing any division or remainders, write a conjecture
about the sequence of remainders that you think you will get.
5. Which of the following shows how
many ants Ivor will have in the next
three weeks?
The sequence will range from 0 to 11 and then repeat the
pattern from 0 to 11. 0, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 0, 1, 2,
rows of a scarf. Each following
3, 4, 5, 6, 7, 8, 9, 10, 11, . . .
A 315, 341, 367
B 317, 343, 369 b. Write a brief justification of your conjecture from part a.
day she adds 17 more rows.
The remainder will always be a whole number ranging from
D
C 318, 334, 350
319, 345, 371 0 to 1 less than the divisor. The remainders repeat because How many total rows has
every whole number is either a multiple of the divisor or a
Zelle knitted on day 16?
6. Which rule can be used to find how large 8. Ivor’s ants weigh 1.5 grams each. How
the colony will be in n weeks? many grams do all of his ants weigh in multiple of the divisor plus a whole number between 1 and
13 weeks? 1 less than the divisor inclusive.
F an = 215 + 26n
G an = 215n + 26
F 660.5
G 683
H 722
J 790.5
8. a. The following sequence of remainders is the result of dividing each
whole number by an unknown number. By what number are the
316 rows
H an = 215(n − 1) + 26
whole numbers being divided?
9. When the colony reaches 1385 ants,
J an = 215 + 26(n − 1)
Ivor’s ant farm will not be big enough for 0, 1, 2, 3, 4, 5, 6, 7, 8, 9, 0, 1, 2, 3, 4, 5, 6, 7, 8, 9, 0, 1, 2, 3, 4, 5, 6, 7, 8, 9, ...
7. How many ants will Ivor have in 27
weeks?
all of them. In how many weeks will the 10 Also available online
ant population be too large?
b. Write a brief justification of your conjecture from part a.
A 891 C 5616 A 45 C 47
Every whole number divided by 10 will give a remainder
B 917 D 5831 B 46 D 48
that is a whole number from 0 to 9 inclusive.
9. It is noon. Use division and remainders to find what time will be 99 hours from now.

Original content Copyright © by Holt McDougal. Additions and changes to the original content are the responsibility of the instructor.
3:00 P.M.
Original content Copyright © by Holt McDougal. Additions and changes to the original content are the responsibility of the instructor.
Lesson 3-6 211
49 Holt McDougal Algebra 1 48 Holt McDougal Algebra 1

CS10_A1_MECR710532_C03L06f-a.indd 49 3/2/11 2:54:09 AM CS10_A1_MECR710532_C03L06e-a.indd 48 3/2/11 2:54:08 AM

 CHAPTER

Make sense of
SECTION 3B
SECTION problems and

3B
persevere in solving
Applying Functions them.

College Knowledge Myra is helping her brother plan a

college visit 10 hours away from their home. She creates a

Organizer
table listing approximate travel times and distances from
their home.
1. Create a scatter plot for the data. Time (h) Distance (mi)
Objective: Assess students’
2. Draw a trend line through the data. 0 0
ability to apply concepts and skills
in a real-world format. 3. Based on the trend line, how many miles will 2 123
they have traveled after 5 hours? 3 190
Possible answer: 300 miles
Online Edition 4. If Myra’s brother decided to visit a college 13 4 207
hours away from their home, approximately
6 355
how many miles will they travel?
approximately 800 miles 8 472
5. To find the average speed for the entire trip, 10 657
change in distance
find _____________
change in time
between the initial ordered
pair and the final ordered pair. Include the units. 65.7 mi/h

6 h, 355 mi

1, 2. #OLLEGE6ISITS



 0 h, 0 mi
 8 h, 472 mi

$ISTANCEMI




 4 h, 207 mi





        
4IMEH 2 h, 123 mi

3 h, 190 mi
10 h, 657 mi

(tl); comstock/Getty Photos; (bl); AP Photo/Daniel Hulshizer

212 Chapter 3 Functions
Make sense of problems and persevere
in solving them.
INTERVENTION
Scaffolding Questions
CC13_A1_MESE647036_C03MPb.indd 212
Extension 4027011 12:05:50 P

1. What are two points that will be graphed? Based on the scatter plot, how far away
Possible answer: (0, 0), (4, 207) would you estimate the college to be if Myra
2. Does the trend line have to go through all and her brother traveled for 15 hours?
the points? no about 985 mi
3–4. How do you use a trend line to make
predictions? Find the point on the
graph with the given x-value and use it
to identify the corresponding y-value.
5. What is the total change in distance?
657 mi What is the total change in time?
10 h
State Resources Online

212 Chapter 3
 CHAPTER

1. 


4IMEMIN
 SECTION 3B

section
Quiz for Lessons 3-5 Through 3-6 

3-5 Scatter Plots and Trend Lines



    
0AGESREAD
3B
The table shows the time it takes different
Pages Read 2 6 6 8 8 10 10
people to read a given number of pages.
1. Graph a scatter plot using the given data. Time (min) 10 15 20 15 30 25 30
Organizer
2. Describe the correlation illustrated by the scatter plot. positive
Choose the scatter plot that best represents the described relationship. Explain. Objective: Assess students’
mastery of concepts and skills in
3. number of movie tickets sold and number of available seats A
this section.
4. number of movie tickets sold and amount of concession sales B
5. number of movie tickets sold and length of movie C
À>«…Ê
À>«…Ê À>«…Ê

Îxä
Þ
£{ää
Þ
£{ä
Þ Resources
Îää £Óää £Óä Assessment Resources
Óxä £äää £ää
Óää nää nä Section Quiz
£xä Èää Èä
£ää {ää {ä
xä Ý Óää Ý Óä Ý
ä ä ä
Óää {ää Èää Óää {ää Èää Óää {ää Èää

6. The scatter plot shows the Intervention

Ã̈“>Ìi`Ê
˜˜Õ>Ê->iÃ
estimated annual sales for
an electronics and appliance £n Resources
chain of stores for the years £È
->iÃÊ­“ˆˆœ˜Êf®

2004–2009. Based on this £{ Ready to Go On?

relationship, predict the £Ó Intervention and
£ä
annual sales in 2012. n
Enrichment Worksheets
Possible answer: 16.5 million È
{
Ready to Go On? Online
Ó
ä Óää{ Óään Óä£Ó
9i>À

3-6 Arithmetic Sequences

Determine whether each sequence appears to be an arithmetic
sequence. If so, find the common difference and the next three terms.
7. 7, 3, -1, -5, … 8. 3, 6, 12, 24, … no 9. -3.5, -2, -0.5, 1, …
yes; -4; -9, -13, -17 yes; 1.5; 2.5, 4, 5.5
Find the indicated term of the arithmetic sequence.
10. 31st term: 12, 7, 2, -3, …-138 11. 22nd term: a 1 = 6; d = 4 90
12. With no air resistance, an object would fall 16 feet during the first second, 48 feet
during the second second, 80 feet during the third second, 112 feet during the
fourth second, and so on. How many feet will the object fall during the
ninth second? 272 ft

Ready to Go On? 213

CS10_A1_MESE612225_C03RGb.indd 213
NO 2/18/11 5:19:53 PM
yes
Intervene Diagnose and Prescribe enrich

Ready to Go On? Intervention, Section 3B

Ready to Go On? Ready to Go On?
Worksheets Online
Intervention Enrichment, Section 3B
Lesson 3-5 3-5 Intervention Activity 3-5 Diagnose and Worksheets
Lesson 3-6 3-6 Intervention Activity 3-6 Prescribe Online Online

Ready to Go On? 213

 CHAPTER
chapter
Study Guide:
3 Review

Organizer Vocabulary
arithmetic sequence function range
Objective: Help students common difference function notation relation
organize and review key concepts continuous graph function rule scatter plot
and skills presented in this chapter. correlation independent variable sequence
dependent variable negative correlation term
Online Edition discrete graph no correlation trend line
Multilingual Glossary
domain positive correlation

Countdown Complete the sentences below with vocabulary words from the list above.

1. The set of x-coordinates of the ordered pairs of a relation is called the ?

−−−−−−
.
2. If one set of data values increases as another set of data values decreases, the
relationship can be described as having a(n) ? .
Resources −−−−−−
3. A sequence is an ordered list of numbers where each number is a(n) ? .
−−−−−−

Multilingual Glossary
3-1 Graphing Relationships
Lesson Tutorial Videos
EXAMPLES EXERCISES
Sketch a graph for each situation. Tell whether Sketch a graph for each situation. Tell whether the
Answers the graph is continuous or discrete. graph is continuous or discrete.
1. domain 4. A girl was walking home at a steady pace. Then
■ A parking meter has a limit of 1 hour. The cost she stopped to talk to a friend. After her friend
2. negative correlation
is $0.25 per 15 minutes and the meter accepts left, she jogged the rest of the way home.
3. term quarters only.
5. A ball is dropped from a second story window
4. continuous and bounces to a stop on the patio below.
Èä Since only quarters are
/ˆ“iÊ­“ˆ˜®
Distance walked

{x accepted, the points are 6. Jason was on the second floor when he got a call
Îä not connected. to attend a meeting on the sixth floor. He took the
£x
stairs. After the meeting, he took the elevator to
ä £ Ó Î { the first floor.
+Õ>ÀÌiÀÃ
Time
Write a possible situation for each graph.
The graph is discrete.
5. continuous 7. 8.
vˆÃ…ʈ˜ÊÌ>˜Ž
ՓLiÀʜv

■ Ian bought a cup of coffee. At first, he sipped

iˆ}…Ì
Height of ball

slowly. As it cooled, he drank more quickly.

The last bit was cold, and he dumped it out.
Vœvviiʈ˜ÊVÕ«

As time passes the coffee

“œÕ˜Ìʜv

Time was sipped slowly, 7iiŽ /ˆ“i

drank more quickly,
6. continuous and then dumped out.
The graph is continuous.
/ˆ“i
Height

214 Chapter 3 Functions

Time

7. Possible answer: A family buys a fish

tank and some fish. After two weeks,
CS10_A1_MESE612225_C03RV.indd 214 2/18/11 5:19:15 PM
they buy some more fish. After two
more weeks, they even buy more fish.
8. Possible answer: A monkey swings
from a high branch to a lower branch.
He climbs along the branch. Then he
jumps to a higher branch and takes
a nap.

214 Chapter 3
 Answers
3-2 Relations and Functions
9.
EXAMPLES EXERCISES x -1 0 2
■ Express the relation {(2, 15), (4, 12), (5, 7), Express each relation as a table, as a graph, and as a y 0 1 1
(7, 2)} as a table, as a graph, and as a mapping mapping diagram.
diagram. y
9. {(-1, 0), (0, 1), (2, 1)} 2
Table Graph x
10. {(-2, -1), (-1, 1), (2, 3), (3, 4)}
Þ -2 0 2
x y
-2
£Ó Give the domain and range of each relation.
2 15
11. {(-4, 5), (-2, 3), (0, 1), (2, -1)}
4 12 n
12. {(-2, -1) (-1, 0), (0, -1), (1, 0), (2, -1)} -1
5 7 { 0
Ý 13. x 0 1 4 1 4 0
7 2 1
ä £ Ó Î { x È Ç
y 0 -1 -2 1 2 2
Mapping Diagram
14. Þ 10.
Ó £x {
x -2 -1 2 3
{ £Ó
Ó
x Ç y -1 1 3 4
Ý
Ç Ó { ä Ó { y
2
Give the domain and range of each relation. Tell
whether the relation is a function. Explain. x
0 2
■
Give the domain and range of each relation. Tell
x y whether the relation is a function. Explain.
-3 0 D: {-3, -2, -1} 15. {(-5, -3), (-3, -2), (-1, -1), (1, 0)}
-2 0 R: {0, 1} -2 -1
16.
-1 1 { -1 1
Ó Ó
2 3
The relation is a function because each domain ä £
value is paired with exactly one range value. 3 4
Ó
■
£ x
17. 11. D: {-4, -2, 0, 2}; R: {-1, 1, 3, 5}
D: {1, 2} x 1 2 3 4 1
Ó { 12. D: {-2, -1, 0, 1, 2}; R: {-1, 0}
R: {-5, -4, 4} y 3 2 1 0 -1
{ 13. D: {0, 1, 4}; R: {-2, -1, 0, 1, 2}
18. A local parking garage charges $5.00 for the first 14. D: -4 ≤ x ≤ 3; R: -3 ≤ y ≤ 5
The relation is not a function because one hour plus $1.50 for each additional hour or part of
domain value is paired with two range values. 15. D: {-5, -3, -1, 1}; R: {-3, -2,
an hour. Write a relation as a set of ordered pairs
in which the x-value represents the number of
-1, 0}; yes; every element of the
■ Þ
È D: -4 ≤ x ≤ 4 hours and the y-value represents the cost for domain is assigned to exactly
R: -2 ≤ y ≤ 6 x hours. Use a domain of 1, 2, 3, 4, 5. Is this one element in the range.
{
relation a function? Explain. 16. D: {-4, -2, 0, 2}; R: {-2, 1};
The relation is a
Ó
function because 19. A baseball coach is taking the team for ice cream. yes; each element of the domain
Ý Four students can ride in each car. Create a is assigned to exactly one
every x-value is
ä
{ Ó Ó { paired with exactly mapping diagram to show the number of cars element in the range.
Ó one y-value. needed to transport 8, 10, 14, and 16 students. Is
17. D: {1, 2, 3, 4}; R: {-1, 0, 1,
this relation a function? Explain.
2, 3}; no; the x-value 1 is
assigned to the y-value 3 and
the y-value -1.
Study Guide: Review 215 18. {​(1, 5.00)​, ​(2, 6.50)​,
​(3, 8.00)​, ​(4, 9.50)​,
​(5, 11.00)​}; yes; each
M CS10_A1_MESE612225_C03RV.indd 215 2/18/11 5:19:20 PM
x-value has exactly one y-value.
19.
8
2
10
3
14
4
16

Yes; each element in the domain

is assigned to exactly one ele-
ment in the range.

Study Guide: Review 215

Answers
3-3 Writing Functions
20. y is 7 less than x; y = x - 7.
21. y is 9 times x; y = 9x. EXAMPLES EXERCISES
22. ind.: number of cakes; dep.: cost; ■ Determine a relationship between the x- and Determine the relationship between the x- and
f​(c)​= 6c y-values in the table. Write an equation. y-values. Write an equation.
23. ind.: number of CDs Raul will What are possible
buy; dep.: number of CDs Tim relationships 20. x 1 2 3 4
x 1 2 3 4
will buy; g​(n)​= 2n y -3 -6 -9 -12
between the y -6 -5 -4 -3
x-values and the
24. 14
1 - 4 = -3 1(-3) = -3 y-values? 21. {(1, 9), (2, 18), (3, 27), (4, 36)}
25. -11
2 - 4 ≠ -6 ✗ 2(-3) = -6 ✓
26. 6; -1 Identify the independent and dependent variables.
3(-3) = -9 ✓ Write an equation in function notation for the
27. y
situation.
8 4(-3) = -12 ✓
22. A baker spends $6 on ingredients for each cake
y = -3x Write an equation. he bakes.
4
x ■ Nia earns $5.25 per hour. Identify the 23. Tim will buy twice as many CDs as Raul.
-4 0 4 independent and dependent variables. Write
-4 an equation in function notation for the Evaluate each function for the given input values.
situation.
24. For f (x) = -2x + 4, find f (x) when x = -5.
Nia’s pay depends on the number of hours
28. y she works. 25. For g(n) = -n 2 - 2, find g(n) when n = -3.
8
Dependent: pay 26. For h(t) = 7 - ⎪t + 3⎥ , find h(t) when t = -4 and
6 Independent: hours when t = 5.
Let h represent the number of hours Nia
works.
2 The function for Nia’s pay is f (h) = 5.25h.
x
-2 0 2 3-4 Graphing Functions
29. y EXAMPLE EXERCISES
2
■ Graph the function y = 3x - 1. Graph each function for the domain {-2, -1, 1, 2}.
x
-2 0 Step 1 Choose several values of x to generate 27. 4x + y = 2 28. y = (1 - x) 2
2
-2 ordered pairs.
Graph each function.
x y = 3x - 1 y 29. 3x - y = 1 30. y = 2 - ⎪x⎥
30. y -1 y = 3(-1) - 1 = -4 -4
2 2
31. y = x - 6 32. y = ⎪x + 5⎥ + 1
x 0 y = 3(0) - 1 = -1 -1
33. The function y = 6.25x describes the amount of
-2 0 2 1 y = 3(1) - 1 = 2 2 money y Peter gets paid after x hours. Graph the
2 y = 3(2) - 1 = 5 5 function. Use the graph to estimate how much
-4 money Peter gets paid after 7 hours.
Step 2 Plot enough y
4
points to see a
31. y x
0 pattern. 2
-3 3
-2 Step 3 Draw a line x
through the points -4 -2 0 2 4
to show all the -2
ordered pairs that
satisfy this function.
32.
6

4 216 Chapter 3 Functions

2
x 33. Wages
-6 -4 -2 0
60
CS10_A1_MESE612225_C03RV.indd 216 2/18/11 5:19:24 PM
50
Pay ($)

40
30
20
10
0 2 4 6 8
Time (h)
Possible answer: about $44

216 Chapter 3
 Answers
3-5 Scatter Plots and Trend Lines
34. Value of Automobile

Value (thousand $)
EXAMPLE EXERCISES 25
20
■ The graph shows the amount of money in a 34. The table shows the value of a car for the given years. 15
savings account. Based on this relationship, Graph a scatter plot using the given data. Describe 10
5
predict how much money will be in the the correlation illustrated by the scatter plot.
account in month 7. 0 2000 2002
Year 2000 2001 2002 2003
Year
Monthly Savings
Value (thousand $) 28 25 23 20
Draw a line that has Negative; as the time increases,
90 about the same the value of the automobile
80 number of points
35. The graph shows the
>ÃÃÊ-ˆâi
70 results of a 2003–2004 decreases.
Savings ($)

60
above and below it. ÎÈ
Your line may or
survey on class size
Î{
35. Possible answer: 33
50
at the given grade
40 may not go through ÎÓ 36. yes; -6; -4, -10, -16
levels. Based on this

-ÌÕ`i˜ÌÃ
30 data points. Îä
20 relationship, predict Ón 37. no
Find the point on ÓÈ
10 the class size for the 38. no
the line whose Ó{
0 1 2 3 4 5 6 7 8 9
9th grade.
x-value is 7. ÓÓ
39. yes; 2.5; 2, 4.5, 7
Month Óä
ä 40. 105
Based on the data, $90 is a reasonable prediction. £ Ó Î { x È Ç n ™
À>`i 41. -62
42. 20
43. $408
3-6 Arithmetic Sequences 44. -15.5 °C

EXAMPLES EXERCISES
■ Determine whether the sequence appears Determine whether each sequence appears to be
to be arithmetic. If so, find the common arithmetic. If so, find the common difference and the
difference and the next three terms. next three terms.
-8, -5 ,-2 , 1,… 36. 20, 14, 8, 2,… 37. -15, -12, -9, -4,…
Step 1 Find the difference between 38. 5, 4, 2, -1,… 39. -8, -5.5, -3, -0.5,…
successive terms.
-8, -5, -2, 1,… The common Find the indicated term of each arithmetic sequence.
difference is 3. 40. 31st term: -15, -11, -7, -3,…
+3 +3+3
41. 24th term: a 1 = 7; d = -3
Step 2 Use the common difference to find the 42. 17th term: a 1 = -20; d = 2.5
next 3 terms.
-8, -5, -2, 1, 4, 7, 10 43. Marie has $180 in a savings account in week 1.
She plans to deposit $12 each following week.
+3 +3 +3 Assuming that she does not withdraw any money
from her account, what will her balance be in
■ Find the 18th term of the arithmetic sequence week 20?
for which a 1 = -4 and d = 6. 44. The table shows the temperature at the given
a n = a 1 + (n - 1)d Write the rule. heights above sea level. Use an arithmetic
a 18 = -4 + (18 - 1)6 Substitute. sequence to find the temperature at 8000 feet
= -4 + (17)6 Simplify. above sea level.
= -4 + 102 Simplify.
Height Above Sea
= 98 1 2 3 4
Level (thousand feet)
The 18th term is 98. Temperature (°C) 30 23.5 17 10.5

Study Guide: Review 217

M CS10_A1_MESE612225_C03RV.indd 217 2/18/11 5:19:25 PM

Study Guide: Review 217

 CHAPTER
chapter

3
Organizer Choose the graph that best represents each situation. À>«…Ê
À>«…Ê
1. A person walks leisurely, stops, and then continues walking. A

ˆÃÌ>˜Vi

ˆÃÌ>˜Vi
Objective: Assess students’ 2. A person jogs, then runs, and then jogs again. B
mastery of concepts and skills
in this chapter. Give the domain and range for each relation.
Tell whether the relation is a function. Explain. /ˆ“i /ˆ“i

3. 4. D: -3 ≤ x ≤ 3;
Online Edition x -2 1 0 1 3 {
Þ
R: 1 ≤ y ≤ 4; yes; each
y 3 2 1 0 -1 element in the domain
Ó
D: {-2, 1, 0, 3} ; R: {-1, 0, 1, 2, 3} ; no; Ý
is assigned to exactly
the x-value 1 is assigned to the y-value one element in the
Resources 2 and the y-value 0.
Ó ä Ó
range.
Assessment Resources 5. Bowling costs $3 per game plus $2.50 for shoe rental. Identify the independent and
dependent variables. Write an equation in function notation for the situation.
Chapter Tests ind.: games played; dep.: total cost; y = 3x + 2.50
• Free Response Evaluate each function for the given input values.
(Levels A, B, C)
6. For f (x) = -3x + 4, find f (x) when x = -2. 10 7. For f(x) = 2x 2, find f(x) when x = -3. 18
• Multiple Choice
8. An engraver charges a $10 fee plus $6 for each line of engraving. Write a function to describe
(Levels A, B, C) the situation. Find a reasonable domain and range for the function for up to 8 lines.
• Performance Assessment y = 10 + 6x ; D: {1, 2, 3, 4, 5, 6, 7, 8} ; R: {16, 22, 28, 34, 40, 46, 52, 58}
Graph each function for the given domain.
9. 3x + y = 4; D: {-2, -1, 0, 1, 2} 10. y = ⎪x - 1⎥ ; D: {-3, 0, 1, 3, 5} 11. y = x 2 - 1; D: {-2, -1, 0, 1, 2}
Answers
Graph each function.
9. y
12. y = x - 5 13. y = x 2 - 5 14. y = ⎪x⎥ + 3
8
15. The function y = 30x describes the amount of interest y earned in a savings account
4 in x years. Graph the function. Use the graph to estimate the total amount of interest
x earned in 7 years. 17. Negative; as the child’s age increases, the number of
0
-2 hours of sleep needed decreases.
The table shows possible recommendations for the amount of sleep that children
10. should get every day.
y
4 16. Graph a scatter plot of the given data. Age (yr) 1 2 3 4 5 14

2 17. Describe the correlation illustrated by the scatter plot. Sleep Needed (h) 14 13 12 12 11 9
x 18. Predict how many hours of sleep a 16-year-old needs. Possible answer: 7 h
-2 0 2 4
Determine whether each sequence appears to be an arithmetic sequence. If so, find
the common difference and the next three terms.
19. 11, 6, 1, -4,… 20. -4, -3, -1, 2,… no 21. 7, 21, 30, 45,… no
yes; -5; -9, -14, -19
Find the indicated term of the arithmetic sequence.
22. 32nd term: 18, 11, 4, -3,… -199 23. 24th term: a 1 = 4; d = 6 142
24. Mandy’s new job has a starting salary of $16,000 and annual increases of $800. How
much will she earn during her fifth year? $19,200

218 Chapter 3 Functions

11. y 13. y 15. Possible answer: $210

4 x
CS10_A1_MESE612225_C03CT.indd 218 Savings Account 2/18/11 4:49:43 AM
-3 0 3
-2 225
x 200
Interest earned ($)

-2 0 2 175
150
-2 125
100
75
12. y 14. y 50
6 25
0 2 0 2 4 6 8
-2
Time (yr)
2
-4 x 16. See Additional
-2 0 2 Answers.

State Resources Online

218 Chapter 3
 CHAPTER
chapter

FOCUS ON ACT
Organizer
Questions on the ACT Mathematics Test do not require When taking the test, you will be more Objective: Provide practice for
the use of a calculator, but you may bring one to use comfortable using a calculator that
college entrance exams such as the
with the test. Make sure that it is a calculator that is on you are used to. If you already have a
the approved list for the ACT. calculator, make sure it is one of the ACT.
permitted calculators. If you plan to use
You may want to time yourself as you take this practice test. a new one, make sure to practice using it
It should take you about 6 minutes to complete. before the test. Online Edition

1. The soccer team is ordering new uniforms. 4. What is the seventh term of the arithmetic
There is a one-time setup charge of $50.00, sequence -4, -1, 2 …? Resources
and each uniform costs $23.50. Which of the
following best describes the total cost C for
(F) 5 College Entrance Exam
ordering uniforms for p players? (G) 10 Practice
(A) C = 23.50p (H) 11
Questions on the ACT represent the
(B) C = 50p (J) 14 following content areas:
(C) C = 73.50p (K) 17 Pre-Algebra, 23%
(D) C = 23.50p + 50 Elementary Algebra, 17%
(E) C = 50p + 23.50 5. The graph of which function is shown below? Intermediate Algebra, 15%
(A) y = -3x - 5 Þ Coordinate Geometry, 15%
Ó
5
1x - _ ­Ó]Ê£® Ý Plane Geometry, 23%
2. In the given relation, what domain value (B) y = - _ { Ó ä Ó {
corresponds to the range value -2? 3 3 Trigonometry, 7%
{(-1, 2), (-2, 4), (2, 5), (0, -2), (2, 0)} (C) y = -5x - 3 Items on this page focus on:
{
­ä]Êx®
(F) -2 (D) y = 3x - 5 • Elementary Algebra
È
(G) 0 (E) y = 5x + 3 • Coordinate Geometry
(H) 2
(J) 4 6. Which of the following relations is NOT a
(K) 5 function?
(F) {(0, 1), (1, 2), (2, 3), (3, 4)}
1 (5 - 6x) + 9x when x = _
3. Evaluate h(x) = _ 2. (G) {(1, 2), (2, 2), (3, 3), (4, 3)}
2 3
(H) {(0, 2), (2, 4), (4, 1), (1, 3)}
9
(A) _
2 (J) {(1, 3), (4, 2), (2, 0), (3, 4)}
13
(B) _ (K) {(0, 2), (1, 3), (4 ,3), (1, 2)}
2
(C) 7

19
(D) _
2
(E) 23
_
2

College Entrance Exam Practice 219

3. Students who chose E found h​ ​ __

3
2
  ​  ​ () 5. Students who chose B reversed the
CS10_A1_MESE612225_C03CP.indd 219

1. Students who chose A did not take into

()
instead of h​ ​ __
2
3
  ​  ​. Students who chose A values of x and y in the definition of the
2/18/11 4:49:15 AM

function.
account the setup charge for the order. may have tried to simplify the expres-
sion before evaluating it and may not 6. Students who chose G may think that
Students who chose C added the one- a function is a relation in which each
time setup charge to the price for each have applied the distributive property
correctly. element of the range corresponds to
uniform. exactly one element of the domain.
2. Students who chose J may not under- 4. Students who chose G may have incor-
stand the meaning of the terms domain rectly remembered the formula for
and range. Students who selected a finding the nth term of an arithmetic
different incorrect answer may not have sequence as an = a1 + ​(d - 1)​n. Suggest
read the problem carefully. to students that when the term to be
found is a low-numbered term of the
sequence, they can add the common
difference repeatedly to find the result.

College Entrance Exam Practice 219

 CHAPTER
chapter

3
Organizer
Extended Response: Understand the Scores
Objective: Provide opportunities Extended response test items are typically multipart questions that require a high
to learn and practice common test- level of thinking. The responses are scored using a 4-point rubric. To receive full
taking strategies. credit, you must correctly answer all parts of the question and provide a clear
explanation. A partial answer is worth 2 or 3 points, an incorrect solution is worth 1
point, and no response is worth 0 points.
Online Edition

This Test Tackler

Extended Response A train traveling from Boston, Massachusetts, to Richmond,
explains how Virginia, averages about 55 miles per hour. Define variables, write an equation, make
extended-response a table, and draw a graph to show the distance the train travels in 5 hours.
test items are scored and demon-
strates how to create a response that Here are examples of four different responses and their scores using the rubric shown.
is deserving of full credit. Explain
4-point
p response:
p
to students that extended-response
questions are longer and more com-
plex than short-response questions
and that the scoring rubric used is
based on a 4-point scale rather than
a 2-point scale. Use the analogy that
these questions are like essay ques-
tions in an English class; they require
3-point
p response:
p
complete explanations to receive full
credit.

The student shows all of the work, but

there are two minor computation errors
when t = 4 and t = 5.

2-point response:

The student writes an incorrect equation

and uses it to create an incorrect table
and graph.

1-point
p response:
p
The student does not answer two parts of
the question.

220 Chapter 3 Functions

CS10_A1_MESE612225_C03TT.indd 220 2/18/11 5:14:59 PM

As you read through each test item, ask

students to determine how many parts are
in each question. Encourage students to
underline key words in the question: List,
Explain, Solve, etc.

220 Chapter 3
 Never leave an extended-response test item
blank. At least try to define variables or write
Item B Answers
Extended Response A car travels at a steady rate
equations where appropriate. You will get some 1. Possible answer: a graph of a
points just for trying. of 60 miles per hour. Identify the independent and
function and an explanation of
dependent variables. Describe the domain and range.
Write an equation to describe the situation. why it is a function; a graph of
Read each test item and answer the questions a relation that is not a function
that follow using the rubric below. and an explanation of why it is
3. Ana wrote the response below.
not a function
Scoring Rubric: 2. Possible answer: The response
4 points: The student shows all of the is worth 4 points because it has
work, correctly answers all parts of the two graphs, one of which is a
question, and provides a clear explanation. function and one of which is not
3 points: The student shows most of the a function. The explanations are
work and provides a clear explanation complete and clearly written.
but has a minor computation error, or the 3. Possible answer: 3; Ana
student shows all of the work and arrives answered 2 of the sections cor-
at a correct solution but does not provide a Explain how would you score Ana’s response.
rectly, but the domain and range
clear explanation.
4. If you did not give Ana full credit, what are not all real numbers.
2 points: The student makes major errors should be added to Ana’s response, if
resulting in an incorrect solution, or the 4. The domain and range should be
anything, so that it receives full credit?
student gives a correct solution but does not all real numbers greater than or
show any work nor provide an explanation. equal to zero.
1 point: The student shows no work and Item C 5. Possible answer: The response
gives an incorrect solution. Extended Response Lara bought 8 notebooks and is worth 3 points because the
4 binders. She spent $14 total without tax. How much student showed all of the work
0 points: The student gives no response.
did each notebook cost if each binder cost $2.50? Write
and completed all parts of the
an equation and find the solution.
question, but in the last step of
the equation, the student divided
Item A 5. Explain how would you score the response incorrectly.
Extended Response Draw a graph that is a below.
function. Explain why it is a function. Then draw a 6. Change the last step to s = 0.5
graph that is NOT a function. Explain why it is not a D]lk5l`][gklg^]Y[`fgl]Zggc& and then state that the note-
function. D]lZ5l`][gklg^]Y[`Zaf\]j& books cost $0.50.
0k#,Z5),
1. What should be included in a 4-point response?
0k#, *&-(!5),
0k#)(5),
2. Explain how would you score the response 0k5,
below.
k5*L`]fgl]Zggck[gkl*]Y[`
6. If you did not give the response full credit,
what should be added to the response, if
anything, so that it receives full credit?

Test Tackler 221

Answers to Test Items

A. See answer to Problem 2.
M CS10_A1_MESE612225_C03TT.indd 221 2/18/11 5:15:06 PM

B. The equation is y = 60x. The indepen-

dent variable is time and the dependent
variable is distance. The domain and
range are all real numbers greater than
or equal to zero.
C. $0.50; let s = the cost of each spiral
notebook, let b = the cost of each
binder purchased, 8s + 4b = 14

State Resources Online

Test Tackler 221

 CHAPTER
chapter
State Test Practice

3
Organizer
Objective: Provide review
CUMULATIVE ASSESSMENT
and practice for this chapter and Multiple Choice 7. Which statement is modeled by 3f + 2 > -16?
standardized tests. 1. Find the value of ⎪a⎥ - b 2 when a = -3 and Two added to 3 times f is at least -16.
b = -5. Three times the sum of f and 2 is at most -16.
Online Edition -28 -7 The sum of 2 and 3 times f is more than -16.
-22 4 The product of 3f and 2 is no more than -16.

Resources 2. Benito has x apples. He cuts each apple in half

and gives each half to a different horse. Which
8. Jo Ann needs at least 3 pounds of peaches for a
recipe. At the market, she calculates that she has
Assessment Resources expression represents the number of horses enough money to buy 5 pounds at most. Which
Benito feeds? graph shows all possible numbers of pounds of
Chapter Cumulative Test peaches Jo Ann can buy so that she has enough
1
x·_ 1
x · 1_ for the recipe?
2 2
x÷_1 x ÷ 1_1
State Test Practice 2 2 -1 0 1 2 3 4 5 6 7

3. If the value of a 5 is positive, then which is true?

-1 0 1 2 3 4 5 6 7
a is positive.
a is negative.
-1 0 1 2 3 4 5 6 7
a 5 is odd.
5
a is even.
-1 0 1 2 3 4 5 6 7
4. Find the value of __
2a
3
if 4 - a = -6. 9. A bird flies from the ground to the top of a tree,
a
sits there and sings for a while, flies down to the
1
_ 8 top of a picnic table to eat crumbs, and then flies
50
back to the top of the tree to sing some more.
1
_ 10 Which graph best represents this situation?
2

5. There are 36 flowers in a bouquet. Two-thirds of

Height
Height
the flowers are roses. One-fourth of the roses are
red. What percent of the bouquet is made up of
red roses?
9% 25%
Time Time
2%
16 _ 2%
66 _
3 3
Height

Height
6. A large tree should be planted at least 70 feet
away from a power line. Which inequality shows
the acceptable number of feet x between a large
tree and a power line?
Time Time
x < 70 x > 70
x ≤ 70 x ≥ 70 10. Which relation is NOT a function?
{(1, -5), (3, 1), (-5, 4), (4, -2)}
{(2, 7), (3, 7), (4, 7), (5, 8)}
{(1, -5), (-1, 6), (1, 5), (6, -3)}
{(3, -2), (5, -6), (7, 7), (8, 8)}

222 Chapter 3 Functions

Answers 13. B
1. B
CS10_A1_MESE612225_C03PP.indd 222
14. 9 2/18/11 5:22:29 PM

2. G 15. 72
3. A 16. 414
4. F
5. B
6. J
7. C
8. J
9. A
10. H
11. D
State Resources Online
12. F

222 Chapter 3
 If possible, use the same calculator you usually
use in math class. A timed test is not the right
Short Response Short-Response Rubric
place to figure out where buttons are and how 17. A function is graphed below. Items 17–20
they work. Also, replace your batteries the night
before the test. If your batteries run out, you may
y 2 Points = The student’s answer is
10
be given a replacement calculator you are not an accurate and complete execu-
familiar with. tion of the task or tasks.
4
11. The graph below shows a function. 1 Point = The student’s answer con-
x
y -4 0 tains attributes of an appropriate
4
8 response but is flawed.
4 What is the domain and range of the function? 0 Points = The student’s answer
x contains no attributes of an
18. Rory made a pentagon by cutting two triangles
-4 0 4 from a square piece of cardboard as shown.
appropriate response.
-4
3 in.
What is the domain of the function?
Extended-Response
x≥0 Rubric
x ≥ -6 16 in. Item 21
8 in.
0≤x≤6 4 Points = The student draws the
-6 ≤ x ≤ 6 correct mapping diagram in
3 in. part a, gives the correct answer
12. Which situation best describes a negative and explanation in part b, and
correlation? What is the area of the pentagon? Show your
work or explain how you got your answer. writes a possible real-world situa-
The speed of a runner and the time it takes tion in part c.
to run a race
19. The manager of a new restaurant needs at most 3 Points = The student draws the
The number of apples in a bag and the 12 servers. He has already hired 7 servers.
weight of the bag of apples correct mapping diagram in
a. Write and solve an inequality to determine part a, gives the correct answer
The time it takes to repair a car and the how many more servers the manager
amount of the bill but not the correct explanation in
could hire.
The number of people in a household and
part b, and writes a possible real-
b. Graph the solutions to the inequality you
the amount of mail in their mailbox solved in part a.
world situation in part c.
2 Points = The student draws the
13. Which of the following is a solution of 20. Study the sequence below. correct mapping diagram in
x + 1 ≤ __32 AND x - 1 ≥ - __54 ?
18, 24.5, 31, 37.5, 44,…
part a, gives the correct answer
3
_ 1
-_ and an incorrect explanation in
2 3 a. Could this sequence be arithmetic? Explain.
part b, and writes an incorrect
1
_ 3
-_ b. Find the 100th term of the sequence. Show
3 2 your work.
real-world situation in part c; or
the student attempts to answer all
Gridded Response parts and correctly answers one
Extended Response
14. What is the value of x when part.
3(x + 7) - 6x = 4 - (x + 1)? 21. A relation is shown in the x y
table. 1 Point = The student draws the
2 12
15. For h(x) = x + 2x, find h(4).
3 a. Express the relation as a mapping diagram with a minor
mapping diagram. 3 15 error in part a, gives the correct
16. WalkieTalkie phone company charges $18.00 for b. Is the relation a function? 3 18 answer but no explanation in
basic phone service per month and $0.15 per Explain why or why not. 5 40 part b, and attempts to write a
minute for long distance calls. Arena Calls charges c. Write a possible real-life possible real-world situation in
$80.00 per month with no fee for long distance 6 64
situation for the relation. part c; or the student attempts to
calls. What is the minimum number of minutes
of long distance calls for which the cost of answer all parts of the problem
WalkieTalkie is more than the cost of Arena Calls? but does not correctly answer any
part.
0 Points = The student does not
answer correctly and does not
Standardized Test Prep 223
attempt all parts of the problem.

Answers 21a.
17. D: -6 ≤ x ≤ 6
CS10_A1_MESE612225_C03PP.indd 223
12 2/18/11 5:22:44 PM
2
R: 3 ≤ y ≤ 8 15
3
18. 232 in2 18
19a. Let s = the number of servers that the 5
40
manager will hire. 6
7 + s ≤ 12 64
s ≤ 5 where s is a whole number
b. b. No; 3 is mapped to two different
values.
-2 0 2 4 6
c. Possible answer: There were 5 different
20a. Yes; there is a common difference field trips. The x-values are the number
of 6.5. of chaperones, and the y-values are the
b. 661.5 number of students on each trip.
a100 = 18 + 99(6.5)
a100 = 661.5

Standardized Test Prep 223

Organizer
MICHIGAN
Objective: Choose appropriate
problem-solving strategies and
use them to solve real-world
problems.

Montague
Online Edition

The World’s Largest
The World’s Largest
Weathervane Weather Vane
The world’s largest working weather vane weighs
Reading Strategies approximately 4300 pounds and is located in Montague,
Michigan. Weather vanes are used to indicate the direction
Remind students that they should of the wind. When the wind blows, the vane points in the
read a word problem at least two direction from which the wind is coming.
times, once to learn the general
idea and again to obtain specific Choose one or more strategies to solve each problem.
information. 1. The arrow on the world’s largest weather vane has a
Using Data  Have students use length of 26 feet. The height of the weather vane is
the bar graph to make comparison 4 feet shorter than twice its length. What is the height
of the world’s largest weather vane? 48 ft
statements such as “The amount
of snowfall in January is about four
At the base of the weather vane is a working weather station.
times the amount in March.” Weather stations include instruments such as thermometers,
rain gauges, and wind gauges that measure different
Problem-Solving Focus characteristics of the weather. The data gathered from
Encourage students to use the four- weather stations are used to make predictions about
future weather.
step problem-solving process for
Problems 1–2. Focus on the second For 2 and 3, use the graph.
step: (2) Make a Plan. Ask students
what equation the second sentence 2. The data in the graph represent the average
snowfall for each month, measured over a
in Problem 1 translates into. h = Average Snowfall in Montague, MI
30-year time period. The average amount
2ℓ - 4 Then ask how they can use of snowfall received in April is less than __14 of the
this equation to solve the problem. 40 31.2
average snowfall in March. What is the greatest
Snowfall (in.)

Substitute 26 for ℓ. Problem 2 can possible average snowfall for April? Round to the 22.6
be solved similarly, but with an nearest tenth of an inch. 1.9 in. 15.9
20
inequality. 3. Which month do you predict will get the most 5.1
7.7
0.3
snowfall next year? Explain your reasoning.
0
Oct Nov Dec Jan Feb Mar
January; the data shows that January has the greatest

Jess Merrill/Alamy
Month
average snowfall for the past 30 years, so it is most
likely that January will have the most snowfall next year.

224 Chapter 3 Functions

CS10_A1_MESE612225_C03RC.indd 224 2/18/11 5:20:54 PM

State Resources Online

224 Chapter 3
 Problem
Solving
Strategies

Maple Syrup Maple Syrup

Michigan produces about 90,000 gallons of maple
English
syrup each year. This places the state among the Reading Language
top ten states in U.S. production of maple syrup. Learners
Maple syrup is made from the sap of maple trees, Strategies
but only about 1% of Michigan’s maple trees are Tell students to underline key
used in maple syrup production. words when reading a problem.
In Problem 1, for example, never
Choose one or more strategies to solve each problem. reaches are key words because they
1. The standard sugar concentration level of maple syrup is 66%. At certain will be used to decide whether an
levels above 66%, the product develops into maple cream, soft maple sugar, open or closed circle should be used
or hard maple sugar. The sugar concentration never reaches 100%, even on the number line.
in hard maple sugar. What is the range of sugar concentration levels in the
Using Data  Ask students how the
various maple products? Show your answer on a number line. 0.66 ≤ c < 1
information in the table is arranged.
from least to greatest Calories Have
For 2 and 3, use the table. 0.66 1
students find the range of Calories
2. How many Calories are in 1 cup of maple syrup? Sweetener Calories (per tbsp) for the sweeteners listed in the
(Hint: 4 tbsp = __14 c) 800 Calories table. 64 - 43 = 21
Blackstrap molasses 43
3. Approximately how many tablespoons of maple
syrup would you need to have the same number of Granulated sugar 46
Calories that are in 7 tablespoons of honey? Round Problem-Solving Focus
Maple syrup 50
to the nearest tablespoon. 9 tbsp The information in Problem 5
Corn syrup 57
4. It takes 40 gallons of maple sap to make 1 gallon can be organized into a table. Ask
of maple syrup. Each tap hole in a maple tree will Honey 64 students what the three categories
produce about 10 gallons of sap in an average year. of trees at the orchard are. less than
How many gallons of maple syrup could be made 10 inches, 10–18 inches, and greater
with the sap from 20 tap holes? 5 gal than 18 inches in diameter
5. It is recommended that maple trees be at least 10 inches in diameter before Then ask them how many trees are
they are tapped. Only one tap should be placed in trees that are 10 to in each category. 130, 104, and 48
18 inches in diameter, while 2 taps can be placed in trees Then ask them how many taps are
greater than 18 inches in diameter. An orchard has in each type of tree. 0, 1, and 2 Have
130 trees that are less than 10 inches in diameter, students put the information into a
104 trees that are 10–18 inches in diameter,
(br), Ed Reschke/Peter Arnold, Inc./Alamy; (bl), © Randy M. Ury/CORBIS; (tc), Sam Dudgeon/HMH

table.
and 48 trees that are greater than 18 inches
in diameter. What is the maximum number Category <10 10–18 >18
of tap holes this orchard should have? 200
Number of
130 104 48
Trees
Number of
0 1 2
Taps per Tree

Ask students how to use the table

to answer the question. Multiply the
numbers in the second and third
rows. Then add those products.

Real-World Connections 225

CS10_A1_MESE612225_C03RC.indd 225 2/18/11 5:21:08 PM

Real-World Connections 225