Unit: Linear Functions Name _____________________________________

Student Handout 1 Date _____________________________Pd______

SLOPE AND RATE OF CHANGE

Jerry has two hills near his house that he can choose from to go sledding. A side view of each hill
is given below.
a. Compare the vertical distance, or rise, of each hill.
HILL A HILL B

20 YD
20 YD
b. Compare the horizontal distance, or run, of each hill.

c. Which hill is steeper? Explain your reasoning. 30 YD 20 YD

• On graphs of linear relationships, slope describes the _______________ of a line.

SLOPE • Slope is the ratio of the _____________ change compared to the ______________
RISE
change, or RUN . Slope is equal to the ________ of ______________ of the graph.

y y y y
Review the four types of
slope by labeling each graph x x x x
at the right:

Find the slope of each graph by comparing the ratio of the rise over the run.
1. 2. 3.

slope:_________ slope:_________ slope:_________

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Use your knowledge of slope and rate of change to answer each question.
4. Clark loads boxes of paper on a pallet before 5. Lainey set up a lemonade stand. The graph
shipping them. The graph shows the linear below shows the amount of money in her
relationship between the number of boxes of cash register with respect to the number of
copy paper and the weight of the pallet. Find the customers Lainey
rate of change of has served. Find
the pallet weight with the rate of change.
WEIGHT (LBS)
respect to the

DOLLARS
number of boxes.
●
●

______________ # OF BOXES ______________ # OF CUSTOMERS

6. A cold front hit Milwaukee, Wisconsin and the 7. Jacob hopes to read at least 4 pages every
graph shows the outside temperature with 5 minutes in his sci-fi book. The graph shows
respect to the time passed in hours. Find the the rate at which he reads. Did Jacob meet
rate of change of the temperature over time. his goal? Explain.

# OF PAGES READ
TEMPERATURE (OF)

TIME (HR) ______________ # OF MINUTES

8. Three lines are graphed below. Use the information in the table to help you fill in the missing
rate of change and record the letter of each line that matches the situation.

RATE OF LINE
SITUAT ION LINE A
CHANGE

Saving $11 every 3 weeks

EB
Saving $9 every 2 weeks LI N
C
Spending $7 every week LINE

Summarize today’s lesson:

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 Unit: Linear Functions Name _____________________________________
Student Handout 2 Date _____________________________Pd______

THE SLOPE FORMULA

Use the graph at the right to answer A – D.
●
A. What is the difference (change) in y-values from S to T?
S (6, 9)

B. What is the difference (change) in x-values from S to T?

●
change in y values (part A) T (2, 3)
C. Write the ratio of =
change in x values (part B)

rise
D. Compare the ratio in part C to the ratio of run . What do you
notice?

• We can describe slope with the following ratios:

rise change in y
THE SLOPE run or change in x

FORMULA • Because of these ratios, the formula for slope is:

________

Use the slope formula to find the rate of change for each question below. Show all work.
1. 2. A line that passes through the points (-7, -3)
x 0 1 2 3 and (3, -4).
y 3 11 19 27

Formula: ________________ Slope: ___________ Formula: ________________ Slope: ___________

3. 4. A line that passes through the origin and
x 0 4 6 10 (6, 7).
y -11 -8 -6.5 -3.5

Formula: ________________ Slope: ___________ Formula: ________________ Slope: ___________

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Use your knowledge of slope and rate of change to solve the following problems. Show all work.
5. A graphed line contains the points shown in 6. A graphed line contains the points (5, -9) and
the table. What is the slope of (5, 2).
the line? x y
10 360 a. Find the slope of the line.

20 710
30 1,060 b. Describe what the graph would look like.

slope:____________ 40 1,410

7. Tropical Storm Ava brought heavy rain to 8. Krissy made a mistake when calculating the
Galveston, TX. The table shows the linear slope of a line that passes through the points
relationship between the total inches of rainfall (-18, -5) and (-4, -1). Describe Krissy’s error
and time in hours. Calculate the rate of change and then correctly find the slope of the line.
of rainfall per hour.
−1 + 5 4 2
Hours 6 12 18 24 = =−
−18 + 4 −14 7
Rain (inches) 4.5 9 13.5 18

____________
9. Marco is growing crystals for an experiment. He
Jar A Jar B
has two jars containing different solutions to form
the crystals. The tables show the linear relationship Days Grams Days Grams
between the amount of crystal growth in grams and the
4 29 3 22.2
numbers of days that have passed. Which jar has a
greater rate of change? Explain. 6 43.5 5 37
9 65.25 7 51.8
12 87 10 74

10. Use the graph to answer a-c.

a. Explain the method you would choose to find the slope

of the line. ●
(-5, 7) (0, 4.5)
●
b. Find the slope of the graphed line. _________

c. Describe the types of situations when the slope formula

is more helpful than counting “rise over run.”

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 Unit: Linear Functions Name _____________________________________
Student Handout 3 Date _____________________________Pd______

SLOPE-INTERCEPT FORM
y = 5x + 10
Liam has $10 in a savings account and plans to deposit an additional
$5 each week. Liam wrote the equation and created the graph to
show the relationship between x, the number of weeks and y, the

balance ($)
balance in his savings account.

a. Find the slope of the graph. Where do you see the slope in Liam’s
equation?

b. Where does the graph intersect the y-axis? Where do you see
this value in Liam’s equation?
weeks

SLOPE- Slope-intercept form, or y = ____x + ____, y = mx + b

INTERCEPT is one way to write the equation of a
FORM _____________ relationship.

Use the definition of slope-intercept form above to answer questions 1-4.

1. 2. 3. 4.
y = 2.5x + 4 1 y = -x − 8 3
y = 15 + x
y = -7x 2

slope: _________ slope: _________ slope: _________ slope: _________

y-intercept:_________ y-intercept:_________ y-intercept:_________ y-intercept:_________

Write an equation in slope-intercept form for each graph below.

5. 6. 7. ©Maneuvering the Middle LLC, 2020

m: _____ b: ______ m: _____ b: ______ m: _____ b: ______

equation: _______________ equation: _______________ equation: _______________
 rise
In 8-10, plot the y-intercept. Then use the slope ( run ) to plot a second point on the graph. Draw a
line connecting the points to create the graph of the linear relationship.
2 1
8. y= x−4 9. y = -5x + 45 10. y=- x
3 2

For 11-12, write the equation of the linear relationship in slope-intercept form.
11. The table shows a linear relationship between 12. The table shows the number of hours a
x and y. plumber works and the total cost of the job.

x -2 0 2 4 hrs 0 3 6 9
y -4.6 -3 -1.4 0.2 $ 35 200 365 530

slope: ___________ y-intercept: __________ slope: ___________ y-intercept: __________

equation: ____________________ equation: ____________________

13. The graph shows the linear relationship between the number of minutes Ingrid has traveled
and the number of miles she is from her work.

a. Write an equation for the graph. ____________________

b. What is the rate of change, and what does it represent?
MILES

c. What is the y-intercept, and what does it represent?

d. When y = 0, what is the value of x? What does this point

represent?
MINUTES

Summarize today’s lesson:

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 Unit: Linear Functions Name _____________________________________
Student Handout 4 Date _____________________________Pd______

APPLYING SLOPE-INTERCEPT FORM

List everything you know about the linear equations and their graphs by looking only at each
equation in the table below.

a. y = -17x − 2 3 c. y = 0.5x + 8 d. y = 9
b. y = x
4

Given the equation 6y = 3x − 18, Natalie believes that the slope is 6y = 3x − 18

3 and the y-intercept is -18. Explain Natalie’s error below and show
work in the box at the right to find the correct slope and
y-intercept.

slope: ____ y-int: _____

Find the slope and the y-intercept for each of the linear equations in 1-3.
1. 2. 3.
-2y = 9x + 24 y = 7 + 3(3x − 4) 1
y − 4 = -2(x − 8)

slope: ____ y-int: _____ slope: ____ y-int: _____ slope: ____ y-int: _____

4. Write an equation of the graphed line below in slope-intercept form. ______________________

Next, circle the name(s) of any student below who wrote an equation
that also matches the graphed line.

CARLOS SARA BETH KEEGAN

-3y = -12x − 18 y = -2 + 2(2x − 3) 1

y − 3 = 3 (9 + 12x)

©Maneuvering the Middle LLC, 2020

Apply your knowledge of slope-intercept form to answer questions 5-10.
5. The function f(x) = 7.5 + 2.5(x − 1) can be used to represent the total cost of swimming at a
community pool for x hours. What is the rate of change of the cost in dollars with respect to the
number of hours? Explain.

6. Create a graph of each equation below. a. b.

a. -6y = 2x − 6 b. y = 0.5(4x − 6)

7. Record the letter of each graph next to the equation that could be used to represent the linear
relationship.
_______ -7y = 2x − 35
GRAPH A GRAPH B GRAPH C
y y y
_______ y = -1.5(4x + 10)
x x x

_______ y = 11x − 7.2

8. Ted’s coin jar has $145 worth of quarters 9. At Liberty High School there are 32 desks in
inside. Ted plans to buy one $0.50 candy bar each classroom. One classroom has three
from a convenience store each day. Write a desks missing due to damage. Write an
function to represent the value of the jar after equation to show the relationship between y,
purchasing candy bars x number of days. the total number of desks at Liberty High
School and x, the number of classrooms.

_________________________ _________________________

1
10. Lynn’s monthly budget is x dollars. She spends $2,250 each month on fixed expenses and 2 of
the remaining budget is put into savings. Which function could be used to find the amount Lynn
puts into savings each month? Explain your choice.

1 x − 2,250
a. f(x) = 2(x − 2,250) b. f(x) = 2 c. Both a and b

Summarize today’s lesson:

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 Unit: Linear Functions Name _____________________________________
Student Handout 5 Date _____________________________Pd______

POINT-SLOPE FORM
Leo knows that the slope of a line is -4 and the line passes
through the point (-7, 18). Without doing any calculations, can
Leo easily write an equation for the line in slope-intercept
form? Why or why not? Record your thoughts in the bubble
at the right.

• Point-slope form is another formula

y − y1 = m(x − x1)
for the equation of a _________
POINT-SLOPE
which is easily written when you
FORM
know the __________ (m) and a
__________ on the line (x1, y1).

Write an equation in point-slope form given a point on the line and the slope of the line.
1. 2. 3.
1 5
(8, 3), m = 4 (-6, 12), m = -2 (-2, -11), m = 2

_________________________ _________________________ _________________________

4. 5. Explain how your equations were affected by the sign of the
(1, 0), m = 9 ordered pair values (positive or negative).

_________________________

For each equation in point-slope form, list the slope of the line and a point on the line.
6. 7. 8.
9 2
y − 2 = -7(x − 3) y + 8 = 4 (x − 3) y + 6 = - (x + 9)
3
slope: ____________ slope: ____________ slope: ____________
point: ____________ point: ____________ point: ____________
9. A graphed line has the equation y + 1 = -8(x − 2). Camden and Drew agree the slope is -8.
Camden thinks the line passes through the point (-2, 1) while Drew thinks the line passes through
the point (2, -1). Who do you agree with? Explain.

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 y −y
To write an equation in point-slope form given two points, first use x2 − x1 to find the _________.
2 1

Then substitute the slope and the values from one ordered pair into the point-slope equation.

10. Mrs. Bernice asked her students to find the

equation of the line that passes through (-2, 4) (-2, 4) (4, 22)
and (4, 22).

a. Find the slope. ____________

b. In each of the boxes at the right, substitute

the slope and the given ordered pair into
the point-slope equation.

c. Rewrite each equation in slope-intercept

form. What do you notice?

In 11-12, write an equation of the line that passes through the points in point-slope form. Then
rewrite the equation in slope-intercept form.
11. 12.
(8, -5) and (12, -3) (2, 18) and (6, 44)

point-slope form:_______________________ point-slope form:_______________________

slope-intercept form:_______________________ slope-intercept form:_______________________

Write an equation for the relationship in each table in either point-slope or slope-intercept form.
Discuss why you chose the form that you did.
13. 14.
x 0 2 4 6 x 5 10 15 20
y -8 -7.5 -7 -6.5 y -1 -16 -31 -46

_________________________ _________________________
Summarize today’s lesson:

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 Unit: Linear Functions Name _____________________________________
Student Handout 6 Date _____________________________Pd______

APPLYING POINT-SLOPE FORM

Claire needs graph the equation y − 4 = 2(x − 7).
a. What does Claire know just by looking at the equation?

b. Using the information above, list the steps Claire should take
to create her graph. Then create the line on the graph.
Step 1: _____________________________________________
Step 2:______________________________________________
c. Is there another way Claire could have created her graph?
Explain.

For 1 & 2, list a point on the line and the slope. Then create a graph of the equation.
1 2. y + 3 = -2(x + 1)
1. y − 5 = 3 (x − 3)

Point: _______ Point: _______

Slope:_______ Slope:_______
3. Gavin needs to write an equation for the graph below in point-slope form. In a, list the
information Gavin needs to write his equation:

a. Point: __________ Slope: __________

b. Substitute the information into the point-slope formula.

y − y1 = m(x − x1) −> ●

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c. Rewrite the equation in slope-intercept form. What new

information does this equation give you? ●
In 4 and 5, write an equation for each graph in point-slope form. Then rewrite the equation in
slope-intercept form.
4. 5.

point-slope: ______________________ point-slope: ______________________

slope-intercept: ______________________ slope-intercept: ______________________

6. Use your knowledge of point-slope form to find the
y-intercept of the graphed line.

Apply your knowledge of point-slope form to answer 7 and 8.

7. Jim sells custom artwork. He charges 8. Val started watching a live video on social
customers $18 per hour plus a set design fee. media. The equation y + 20 = 120(x + 1)
A recent order that cost $97 took Jim 4 hours. represents y, the total number of people
watching the video as a function of x, the
number of minutes since Val started watching.
a. What is the rate of change of the situation?

a. List the slope and what it represents.

b. If x represents the number of hours and y
represents the total cost, write an ordered
pair from the description. b. Write the equation in slope-intercept form.

c. Use a and b to write an equation in point-

slope form. c. How many people were watching the video
when Val started watching? How do you
d. Rewrite your equation in slope-intercept know?
form. What does the y-intercept represent?

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 Unit: Linear Functions Name _____________________________________
Student Handout 7 Date _____________________________Pd______

STANDARD FORM
A local museum has a special bug exhibit. Adult tickets cost $11 and child tickets cost $5. A
group spent a total of $55 on tickets. If x represents the number of child tickets and y
represents the number of adult tickets, write a function to represent this situation.

This form of a linear equation is called standard form and is used in many real-world situations.

In standard form, A, B and C are

STANDARD Ax + By = C _______________ whose greatest common factor
FORM is ______. A must be _______________ and A and
B also cannot both be _______.
Based on the definition above, circle all the functions below that are written in standard form.

3x + 4y = 13 25 3
-5x + 6y = 4x + y = 6
y − 3 = -6(x − 8) 2x + 5y = 20 7x + 3y = 53

Linear equations written in standard form can be especially helpful for finding x and y-intercepts.
• The y-intercept is the point where the graph crosses
the ________ , and the x-intercept (also called the ______ )
is the point where the graph crosses the ________.
X AND Y- Record the ordered pair of the x and y-intercepts below.

INTERCEPTS x- int:_______ y- int: _______

• An x-intercept will always have a y-value of ______ ,

and a y-intercept will always have an x-value of ______.

Find the x and y intercepts of the functions below. Use the points to then graph the function.
1. x + 2y = 6 2. 4x + 7y = 28
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x- int:_______ x- int:_______

y- int: _______ y- int: _______

Describe another way that you could create a graph of a linear equation written in standard form:
In 3 & 4, rewrite each equation in slope-intercept form. Then list the slope and create a graph.
3. 4x + 6y = 12 4. 7x + 5y = 35

y = ______________ y = ______________

slope: ___________ slope: ___________

Use your knowledge of standard form to answer 5-8.

5. Yareli is going to graph the equation 6. Hans paid to enter a fair where he could
8x + 3y = 24. Describe the following: ride various rides. The situation can be
represented using the equation 5x − 2y = -30,
a. Where will the zero of the graph be? where x is the number of rides and y is the
total cost.

b. Will the point (3, -5) lie on the graph?

Explain.
a. How much did each ride cost?

b. How much was the entrance fee?

7. Which of the following represents the equation of the graphed line?
Explain how you chose your answer.

a. 3x + 2y = -12 (-6, 0)
●
b. 2x + 3y = -12
c. 2x + 3y = -19 ● (0, -4)
d. x + 2y = -4

8. Pedro has $18 to spend at the grocery store. His mother wants him to use the money to buy
fruit. Apples cost $2 a pound and pears cost $3 a pound.

a. Assuming x represents pounds of apples and y represents

LBS OF PEARS

pounds of pears, write an equation to represent the situation.

b. What is the x-intercept, and what does it represent?

c. What is the y-intercept, and what does it represent?

LBS OF APPLES
d. Use the x and y-intercepts to create a graph at the right.
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 Unit: Linear Functions Name _____________________________________
Student Handout 8 Date _____________________________Pd______

GRAPHING L INEAR EQUATIONS

Describe in the table below how you would create a graph of a given equation in each form.

SLOPE-INTERCEPT FORM POINT-SLOPE FORM STANDARD FORM

Y = MX + B Y − Y1 = M(X − X1) Ax + By = C

Apply your knowledge of linear equations to answer the questions and create a graph of each
given equation or description in 1-5. Questions can be answered in any order, so choose the
order that makes the most sense based on the given information.

1 What is the slope? What is the y-intercept?

1. y = x−3
4

What is the zero, or x- Will (18, 1.5) lie on the line?

intercept? Explain.

What is the slope? What is the y-intercept?

2. y + 10 = -5(x − 4)

What is the zero, or x- Will (-4, 22) lie on the line?

intercept? Explain.

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 What is the slope? What is the y-intercept?
3. 6x + 9y = -27

What is the zero, or x- Will (1, -4) lie on the line?

intercept? Explain.

4. A line with a slope of 3 What is the y-intercept? What is the x-intercept, or

that passes through (-2, 6). zero?

Write an equation of the Write an equation of the

graph in point-slope form. graph in slope-intercept
form.

5. A line that passes through What is the slope? Write an equation in point-
(-8, 0) and (0, -4). slope form.

Write an equation in slope- Write an equation in

intercept form. standard form.

Summarize today’s lesson:

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 Unit: Linear Functions Name _____________________________________
Student Handout 9 Date _____________________________Pd______

GRAPHING L INEAR INEQUAL ITIES

Jake and TJ are solving the problems shown below. Show each solution and answer a-b.

JAKE TJ a. List some similarities between TJ and Jake’s problems.

-6x + 2 = 14 -6x + 2 < 14

b. List some differences between TJ and Jake’s problems.

While graphing linear equations and inequalities are also similar processes, there are some key
differences too.

1. Solve the inequality 2. Draw the line: 3. Shade the grid:

GRAPHING for _______ ; then use < <

L INEAR the y-intercept and > >

INEQUAL ITIES _______ to plot points on ≤ ≤
the line. ≥ ≥

*The solution set of a linear inequality includes all ordered pairs in the graph’s ___________ region
as well as on the line if the line is ___________. Points on a ___________ line are not included in the
solution set.

In 1-5, graph each linear inequality. Check your solution by substituting an ordered pair from the
shaded region into the original inequality.
1. y>x+3 2. y ≥ -2x − 4 3. y < -4

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CHECK: CHECK: CHECK:

4. 2x + 3y ≤ 18 5. 6x > 2y − 10

CHECK: CHECK:

6. Write the inequalities shown on the graphs. A B

A: ___________________________
B: ___________________________

Daria believes that (2, 3) is a solution to both

inequalities. Do you agree? Explain.

7. Bernice graphed the inequality 8. The graph of 3x − 5y = 15 is shown. Is (2, 4)

15x + 2y > 30. in the solution set of 3x − 5y >15? Explain.

a. Would the shading on Bernice’s graph cover

the origin? Explain.

●
b. Is the ordered pair (5, 10) included in the
solution set? Explain. ●

The graphs of
four linear
inequalities are
shown. Fill in
each blank with
the correct
inequality
symbol.
y ___ mx + b y ___ mx + b y ___ mx + b y ___ mx + b

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 Unit: Linear Functions Name _____________________________________
Student Handout 10 Date _____________________________Pd______

WRITING L INEAR INEQUAL ITIES

Use key words to help you write an inequality representing the balance of each person’s checking
account below.
Sue has a Chen’s Angelica has Kadeem has Bo’s
maximum of account no more at least $72 account has
$120 in her balance is than $230 in in his no less than
account. above $50. her account. account. $15.
________ ________ ________ ________ ________

We can use linear inequalities and their graphs to solve problems and represent real-world situations.
Use each situation below to write an inequality and answer the questions that follow.

1. Kel and Eric are throwing darts at a target. Darts that land in the white regions
earn 2 points and darts that land in the gray region earn 4 points.
a. If Kel scored no more than 40 points, write b. If Eric scored at least 52 points, write an
an inequality to represent the possible inequality to represent the possible
combinations of x, the number of darts that combinations of x, the number of darts that
landed on white and y, the number of darts that landed on white and y, the number of darts that
landed on gray. landed on gray.

c. Would it be possible for Kel to have had 15 darts that landed on white and 3 darts that landed
on gray? Explain.

2. Leon has a jar full of dimes and quarters. The total value of the coins in the jar is at least $30.

a. Write an inequality to b. Is it possible for Leon to c. If Leon has a total of 90

represent the possible have 100 quarters and 50 quarters in the jar, write an
combinations of x, the number dimes? Explain. inequality to represent y, the
of quarters in the jar, and y, possible number of dimes that
the number of dimes in the are in the jar.
jar.

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 3. The table lists the price per pound of different STRAWBERRIES BLACKBERRIES
berries at the farmer’s market.
$2.50/lb $4/lb

a. Jamie wants to spend a maximum of $20 on b. Jamie has 2 pounds of strawberries in her
berries. Write an inequality to represent the basket. Write an inequality to represent the
possible combinations of x pounds of possible pounds of blackberries she can
strawberries and y pounds of blackberries purchase.
Jamie can buy.

4. A local restaurant has a drive-thru and dine-in option. In the last hour, the restaurant served no
more than 70 customers.
a. Write an inequality to represent the possible
combinations of x dine-in customers and y drive-thru
customers. Then create a graph of the situation.

b. Explain how you could use the graph to determine the

number of drive-thru customers there were if the
restaurant served 20 dine-in customers.

5. Lyla’s workout consisted of a combination of swimming and running. Lyla burns an average of
8 calories per minute swimming and 12 calories per minute running.
a. If Lyla burned less than 360 calories during her
workout, write an inequality to represent the possible
combinations of x minutes spent swimming and y minutes
spent running. Then create a graph of the situation.

b. Is it possible that Lyla swam for 30 minutes and ran for

10 minutes? Explain.

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