Principles of Mathematical Modeling

Tec de Monterrey Name:

Campus Aguascalientes ID #:
Group:
Module 2.
• Objectives 3 and 4: Linear Functions
• Objective 5: Systems of Linear Equations

January 23 – February 12
Objective ALEKS Topics Done
Graphing a line given its equation in slope-intercept form: Integer slope
Graphing a line given its equation in slope-intercept form: Fractional slope
3 Graphing a line given its equation in standard form
Linear
Function Graphing a line by first finding its x- and y-intercepts
I Classifying slopes given graphs of lines
Finding slope given the graph of a line on a grid
Finding slope given two points on the line
Graphing a line through a given point with a given slope
Rewriting a linear equation in the form Ax + By = C
Finding the slope and y-intercept of a line given its equation in the form y = mx + b
Graphing a line by first finding its slope and y-intercept
Finding the slope, y-intercept, and equation for a linear function given a table of
values
Graphing a line given its equation in point-slope form
Writing an equation in point-slope form given the slope and a point
4 Writing an equation in standard form given the slope and a point
Linear
Writing the equation of the line through two given points
Function
II Finding slopes of lines parallel and perpendicular to a line given in slope-intercept
form
Identifying parallel and perpendicular lines from equations
Writing and evaluating a function that models a real-world situation: Advanced
Interpreting the parameters of a linear function that models a real-world situation
Graphically solving a system of linear equations
5 Solving a system of linear equations using substitution
Solving a system of linear equations using elimination with addition
Systems
of Linear Solving a system of linear equations using elimination with multiplication and
addition
Equations
Classifying systems of linear equations from graphs

• Friday, January 26th: M2 Act3 Linear Function 1

• Sunday, January 28th: Finish Objective 3, Linear Function I
• Friday, February 2rd: M2 Act4 Linear Function II
• Sunday, February 4th: Finish Objective 4 Linear Function II
• Friday, February 9th: M2 Act5 Systems of Linear Equations

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 Principles of Mathematical Modeling
Tec de Monterrey
Campus Aguascalientes

• Sunday, February 11th: Finish Objective 5, Systems of Linear Equations also Complete Pie
Progress 1 100%
• Monday, February 12th: Module 2 Exam (First Partial Exam) Hand in
Module 2 completely answered.
iones de expresiones algebraica
Linear Function I (Objective 3)
Session 1: Chili Candy Problem. Answer in Canvas with a picture of your graph.

A graph of an equation is an illustration of the set of points whose ordered pairs are solutions to the
equation.

The most useful form of linear (straight-line) equations is the “slope-intercept”.

!
Graph the equation 𝑦 = − " 𝑥 + 1.

What is the graph of any linear function?

What is the domain of any linear function?

Which linear functions don’t have all the real numbers as their range?

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 Principles of Mathematical Modeling
Tec de Monterrey
Campus Aguascalientes

Graph each one of the following linear functions:

𝑦 = 2𝑥 + 4

𝑦 = −3𝑥 − 5

1
𝑦= 𝑥
2

Extra Exercises: page 180 exercises 11 – 18 odd, 20, 25, 28, 41 and 43.

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 Principles of Mathematical Modeling
Tec de Monterrey
Campus Aguascalientes

Session 2

Observe the graph and answer the following questions:

a) Is it the graph of a linear function? ___________

b) Write the coordinates of the intercepts:

c) If instead of the graph you had the linear equation, how would you
determine the intercepts?

d) The equation of the previous graph is 2𝑥 − 2𝑦 = −8, find the intercepts algebraically.

Observe the following graphs and write the equation you think that defines them.

Equations:

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 Principles of Mathematical Modeling
Tec de Monterrey
Campus Aguascalientes

The slope-intercept form of a linear equation is

𝑦 = 𝑚𝑥 + 𝑏

where m is the slope of the line and (0, b) is the y-intercept of

the line.

The slope of a line is a measure of the steepness of the line.

Graph 𝑦 = 𝑥 + 1, 𝑦 = 𝑥 + 3 and 𝑦 = 𝑥 − 1 , in the same Cartesian plane.

a) What do you observe between the y-intercepts and the equations?

b) Write the coordinate of the y-intercept for each equation.

Equation y-intercept
𝑦 =𝑥+1
𝑦 =𝑥+3
𝑦 =𝑥−1

c) What is the relationship between the y-intercept and each equation?

d) Do all the equations have the same inclination (or slope)?

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 Principles of Mathematical Modeling
Tec de Monterrey
Campus Aguascalientes

Graph 𝑦 = 3𝑥 + 2. Determine the rate of change 𝑦 with respect to 𝑥. This is, how many units does y
change vertically (rise), to the horizontal change in x (run)?

Session 3

Slope:
The slope of a line, m, is the ratio of the vertical change, or rise, to the horizontal change, or run,
between any two selected points on the line. The formula to find the slope of a line given any
two points (𝑥! , 𝑦! ) and (𝑥# , 𝑦# ), on the line is:
𝑦# − 𝑦!
𝑚=
𝑥# − 𝑥!
Helpful hint: It makes no difference which two points on a line are selected when finding the
slope of the line. It also makes no difference which point you choose as (𝑥! , 𝑦! ) or (𝑥# , 𝑦# )

The formula for slope is sometimes referred to as "rise over run”. Explain in detail.

For the initial Challenge problem (Chili Candy) answer the following questions:

What is the slope of the function that represents the problem? What does this slope represent?

What are the domain and range of the function?

Is there a y-intercept for the problem? Explain

Which is the dependent and which the independent variable?

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 Principles of Mathematical Modeling
Tec de Monterrey
Campus Aguascalientes

Find the slopes of the following lines.

m= m=

m= m=

a) Explain what happens when the slope of a line is negative.

b) Explain what happens when the slope is positive.

c) What is the slope of a horizontal line?

d) Why is the slope of a vertical line undefined?

Extra Exercises: Section 3.4 page 191 exercise 13-24 even, 31-48 odd.

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 Principles of Mathematical Modeling
Tec de Monterrey
Campus Aguascalientes

Linear Equation II (Objective 4)

Session 1
The point-slope form of a linear equation is

𝑦 − 𝑦! = 𝑚(𝑥 − 𝑥! )

where m is the slope of the line and (𝑥! − 𝑦! ) is a specific point

on the line

The point-slope form of a line is used to determine the equation

of a line when a point on the line and the slope of the line are
known.

Going back to the initial challenge problem “Chili Candy” answer the following questions.

a) Using ordered pairs of the form (𝑛, 𝑑), write an equation for the demand, d, as a function of
number of day, n.

b) Using the function in part a), determine the demand when the number of day is 23

c) Using the function in part a), determine the number of day if the demand for candy is 6500
gr.

With your teacher, answer the following exercises:

Use the point-slope form to find the equation of the line and write your final answer in slope-
intercept form:

!
1) Slope = − # , through (4,-1)

2) Through (2, -3) and (-6,9)

3) With x-intercept (5,0) and y-intercept (0,-3)

Extra Exercises: Section 3.5 page 203 exercises 5-10 odd.

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 Principles of Mathematical Modeling
Tec de Monterrey
Campus Aguascalientes

Observe the graphs:

a) What is the slope of the solid line?

b) What is the slope of the dotted line?

c) How is the slope of two parallel lines?

a) What is the slope of the solid line?

b) What is the slope of the dotted line?

c) What is the relationship between the value found in

a) and b)?

d) What is the measure of the angle formed by both lines?

e) How is the slope between two perpendicular lines?

Session 2
With your teacher, answer the following exercises:

A.- Determine if the two lines are parallel, perpendicular or neither.

1
𝑦 = 𝑥−6
2
−4𝑦 = 8𝑥 + 15

B.- Find the equation of the line with the properties given.

1) Through (2,5) and parallel to the graph of y = 2x + 4. In slope intercept form

2) Through (4,5) and perpendicular to the graph of 2x - 8y = 3. In function notation.

Extra Exercises: Section 3.5 page 204 exercises 35 – 46 odd.

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 Principles of Mathematical Modeling
Tec de Monterrey
Campus Aguascalientes

Problems:

1) The yearly profit, p, of a tire store can be estimated by the function 𝑝(𝑛) = 20𝑛 − 30000 , where
n is the number of tires sold per year.

a) Draw the graph of profit tires sold for up to and including 6000 tires.
b) Estimate the number of tires that must be sold for the company to break even.
c) Estimate the number of tires sold if the company has a $70,000 profit.

2) Rob Kimball is the owner of a toy store. His monthly salary consists of $200 plus 10% of the
store’s sales for month.
a) Write a function expressing his monthly salary, m, in terms of the store’s sales, s.
b) Draw a graph of his monthly salary for sales up to and including $20,000.
c) If the store’s sales for the month of April are $15,000, what will Rob’s salary be for April?

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 Principles of Mathematical Modeling
Tec de Monterrey
Campus Aguascalientes

3) The number of calories burned in 1 hour of bicycle riding is a linear function of the speed of the
bicycle. A person riding at 12 mph will burn about 564 calories in 1 hour while riding at 18 mph
will burn about 846 calories in 1 hour.
a) Graph the information from the problem
b) Determine a linear function that can be used to estimate the number of calories, C, burned in 1
hour when a bicycle is ridden at r mph, for 6 ≤ 𝑟 ≤ 24.
c) Use the function determined in part b) to estimate the number of calories burned in 1 hour when a
bicycle is ridden at 20 mph.
d) Use the function determined in part b) to estimate the speed at which a bicycle should be ridden
to burn 800 calories in 1 hour.

Answer Activity M2 Act4 Linear Function II in Aleks

e de los exponentes y las operaciones de expresiones algebraica

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 Principles of Mathematical Modeling
Tec de Monterrey
Campus Aguascalientes

Systems of Linear Equations (Objective 5)

Initial Challenge

Rudolph is in high school and wants to study a year in Australia. His parents told him he had to save
money and earn funding to pay for his tuition, so he decides to sell brownies at school. To start his
business, his parents give him $600, and each brownie is sold in $10.

a) Write an equation that represents Rudolph’s income (i) as a function of the number of brownies
sold (b).

b) Graph the function.

c) When Rudolph sells 50 brownies, what is his income (i)? Write it as an ordered pair.

d) At a certain moment his income is $2,000, how many brownies has he sold? Write it as an ordered
pair.

Unfortunately, not everything is good news, because not all the money Rudolph earns is to keep. He
also has a production cost. To start his business, he had to repair his mother’s oven for $1200; he also
needs to pay for ingredients, packaging and gas, for each brownie the cost of production is $4.

e) Write an equation that represents Rudolph’s costs (c), as a function of the number of brownies sold
(b). Graph this new equation, without erasing the equation of the income.

f) Observe both graphs, which is the only ordered pair that both equations share?

g) What does the point where both graphs intersect represent to Rudolph?

h) When he sells 80 brownies, how much is the cost and how much is the income? Until that moment,
is there any revenue for Rudolph?

i) When he sells 300 brownies, how much is the cost and how much the income? Until that moment,
is there any revenue for Rudolph?

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 Principles of Mathematical Modeling
Tec de Monterrey
Campus Aguascalientes

Types of systems

With your teacher, graph the following systems and complete the chart:
System of Graph Type of system Number of
equations solutions

y=x+5
y = 2x + 4

y = 5x + 3
5x = y + 2

3x – 4y = 8
-9x + 12y = -24

Write each equation in slope-intercept form. Without graphing the equations, state whether the
system of equations has exactly one solution, no solution, or infinite solutions.

1) 𝑥 + 𝑦 = −2
3𝑦 + 12 = −6𝑥

2) 3𝑥 − 3𝑦 = 9
2𝑥 − 2𝑦 = −4

Extra Information: Section 4.1 page 233.

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 Principles of Mathematical Modeling
Tec de Monterrey
Campus Aguascalientes

Addition Method

2x + y = 11
3y = 18 – x

1. Rewrite ach equation in _________________form.

2. ____________ one or both equations by a constant(s) so that when the equations are
added, the sum will contain only one variable.

3. Add the respective sides of the equations. This will result in _________________
______________________________________________

4. Solve the equation obtained in step ________.

5. Substitute the value found in step 4 into ________________________________. Solve

that equation to find the value of the remaining variable.

6. Check your solution in _________________________ of the system.

Solve the following systems using the addition method:

1) 5𝑥 + 3𝑦 = 12 2) 2𝑐 − 5𝑑 = 1
3𝑥 − 6𝑦 = 15 −4𝑐 + 10𝑑 = 6

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 Principles of Mathematical Modeling
Tec de Monterrey
Campus Aguascalientes

Substitution Method

y = 3x + 13
2x + 3y = -5

Complete the following steps to solve a 2 x 2 system of equations using the substitution
method. Together with your teacher simultaneously solve the system following each step:

1. Solve ____________________ in either equation (tip: try to solve for the variable that
can be more easily left alone)

2. Substitute the expression found for the variable in step 1 into _____________________.
This will result into an equation containing only one variable.

3. Solve the ________________________ obtained in step 2.

4. Substitute the value found in step 3 into the equation from step 1. Solve the equation to
________________________________________.

5. Check your solution in __________________________ in the system.

Solve the following systems using substitution:

1) 𝑎 + 3𝑏 = 5 !
2) 𝑎 − # 𝑏 = 2
2𝑎 − 𝑏 = 3
𝑏 = 2𝑎 − 4
Extra Exercises: Section 4.1, page 241 exercises 17-22 odd, 35–46 odd, 53-68 odd.

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