Sadlier School

NEW Standards-Based
Progress English Language Arts &

Progress is a streamlined,
yet comprehensive, K–8
supplemental program that
provides standards-based
instruction, scaffolded
practice, and assessment
for English Language Arts
and Mathematics.

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Instruction & Practice
Mathematics, Grades K–8

Progress English Language Arts and Mathematics:

• Use a consistent Gradual Release of Responsibility model to help
students build knowledge of the lesson’s learning objectives
• Develop concepts and skills with pedagogically-sound lessons
focused on grade-specific learning objectives
• Give teachers the flexibility to focus on a math domain or ELA
topic, or to simply teach a specific learning objective
• Intentionally sequence cognitively-demanding exercises for
students to apply and extend their newly-acquired knowledge
and skills
• Provide a range of print and digital formative and summative
assessments to help guide students to proficiency and prepare
for new state assessments

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Progress Mathematics, Grades K–8, instructional and programmatic features support the
findings and recommendations of the National Teachers of Mathematics (NCTM) and
the National Mathematics Advisory Panel (NMAP) in the areas of Curricular Content,
Learning Process, Instructional Practices, and Assessment of Mathematics Learning.

Curricular Content
Units show a clear progression of skills and end with
Learning Process
Standards-based Unit Reviews and Performance-based Tasks.
The Gradual Release of Responsibility Model is
used to build knowledge of each lesson’s learning
Unit 3 Reading Informational Text: objective(s) through Guided Instruction, Guided
Key Ideas and Details
Progress Check/Home Connect � � � � � � � � � � � � � � � � � � � � � � � � � � � � 53 Practice, and Independent Practice.
Essential Question � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 55
Key Ideas and Details

3
Asking and Answering Questions � � � � � � � � � � � � � � � � � � � � � � � � � � � � 56
Determining Main Idea and Key Details � � � � � � � � � � � � � � � � � � � � � � � � 62
Describing Relationships Between Ideas � �
Close Reading: Howard Carter’s Last Chance
�
�
�
�
�
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�
�
�
�
�
�
�
�
�
�
�
�
�
�
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�
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�
�
�
�
�
�
�
�
�
�
�
�
�
�
�
�
�
� 68
� 74 Focus on Number and UNIT
Operations—Fractions
Connect Across Texts � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 79
Language
Real-Life Word Connections � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 80

Unit 3 Review � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 81
Performance Task � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � ONLINE

Unit 4 Text Types and Purposes:

Write Informative/Explanatory Texts Engaging and relevant,
Progress Check/Home Connect � � � � � � � � � � � � � � � � � � � � � � � � � � � � 83
Essential Question � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 85 Unit Openers make
Write Informative/Explanatory Texts � � � � � � � � � � � � � � � � � � � � � � 86
Introducing a Topic • Developing the Topic• Grouping Related connections between
Information • Using Linking Words and Phrases • Providing a
Concluding Statement
Language
math and the real world.
Pronouns � � � � � � � � � � � �
� � � � � � � � � � � � � � � � � � � � � � � � � � � � 90
�
Pronoun-Antecedent Agreement � � � � � � � � � � � � � � � � � � � � � � � � � � � 91
Spelling High-Frequency Words �
� � � � � � � � � � � � � � � � � � � � � � � � � � � � 92
Commas in Addresses � � � � �
� � � � � � � � � � � � � � � � � � � � � � � � � � � � 93
Speaking and Listening � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 94

Unit 4 Review � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 95

Unit 5 Reading Literature:

Craft and Structure
Progress Check/Home Connect � � � � � � � � � � � � � � � � � � � � � � � � � � � � 97
Essential Question � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 99

continued next page

Copyright © by William H. Sadlier, Inc. All rights reserved.

Essential Question:
How are fractions and
Lesson

16
whole numbers alike?
Understand Unit Fractions
Essential Question:
2553-6_SE3__0004 4
as Quantities
6/4/14 7:15 AM
What are unit fractions?
Words to Know:
fraction
Guided Instruction unit fraction
numerator
In this lesson you will learn about fractions and unit fractions. denominator Unit 3 ■ Focus on Number and Operations—Fractions 141
Understand: The meaning of a unit fraction
Understand For art class Jenna partitions a square into four equal parts in 2573-4_SE3_141_UO3.indd 141 6/16/14 4:21 PM

presentations provide different ways. Then she shades one part of each square. Here are
MORE ONLINE
Content is focused aroundLesson 16
sadlierconnect.com

Jenna’s drawings.
step-by-step instruction Essential QuestionsGuided on both
Practice
Each model represents the UnitWriteand
a unit Lesson levels.
on the learning targets a whole.
for the shaded part of each model.
fraction

of the lesson. 1. 2. 3.
What number does the shaded part in each of Jenna’s drawings represent?

A fraction is a number. When a whole is partitioned, or divided, into

Academic vocabulary equal parts, a unit fraction represents the quantity, or amount, in one
of those equal parts. Use the model at the right for exercises 4–6.
is highlighted and MORE ONLINE sadlierconnect.com Lesson
4. Draw 16in the square to show fourths.
lines
All fractions have this form:
strategically used numerator number of equal parts in the fraction 5. How many equal parts are in your model?
Guided Practice
to teach the lesson. denominator number of equal parts in the whole
6. Write a unit fraction that represents
A unit fraction has thisEach
form:model represents a whole. Write a unit fraction
for the shaded part of each model. one equal part of your model.
Think-Pair-Share features
Copyright © by William H. Sadlier, Inc. All rights reserved.

1 1 equal part in the fraction

denominator 1.number of equal parts in the2.whole 3.
Look at Jenna’s drawings.
Solve the problem.
encourage students to be
7. Rita makes a flower garden and divides it into three equal sections.
Each square has 1 equal part that is shaded.
Each square has 4 equal parts.
1
active
She plants - of the garden with
3
learners
yellow flowers. Draw a and
model toshare
Use the model
1 equal part in the fraction 1 at the right for exercises 4–6. their ideas and strategies.
show the fraction of the garden Rita plants with yellow flowers.
1
Read - as “one fourth.”
4.
4 equal parts in the whole 4 in the square
Draw lines 4
to show fourths.

The shaded part in 5.

each of Jenna’s
How drawings
many equal parts represents
are in yourthe
model?
1
unit fraction -
4.
Copyright © by William H. Sadlier, Inc. All rights reserved.

6. Write a unit fraction that represents Think•Pair•Share

142 Unit 3 ■ Focus on Number andone
Operations—Fractions
equal part of your model. 1
8. Amal says that - 4 of a rectangle is shaded.
MP3
1
Cadence says that - 2 of a rectangle is shaded.
Solve the problem. Jim says that 1 rectangle is shaded.
2573-4_SE3_142-149_L16.indd 142 6/16/14 4:21 PM

7. Rita makes a flower garden and divides it into three equal sections. Describe what each student used as the whole.
1
She plants -
3 of the garden with yellow flowers. Draw a model to
show the fraction of the garden Rita plants with yellow flowers.
4

Unit 3 ■ Focus on Number and Operations—Fractions 145

eserved.

Think•Pair•Share
 TO VIEW OR REQUEST A SAMPLE, VISIT
www.SadlierSchool.com/Mathematics

Lesson 16 Understand Unit Fractions as Quantities

Independent Practice Additional Practice online

supports the learning process.
Instructional Practices
Each figure represents one whole. Write the unit fraction that
the shaded part of each figure represents.
1. 2. 3.

Practice pages provide students MORE ONLINE sadlierconnect.com Lesson 16

with an abundance of rigorous Independent Practice

Partition each figure into the given number of equal parts.
practice that require students 4. Look at the shaded part of each model.
1
Which model represents the fraction -
3?
Shade one part. Then write the fraction for the shaded part.

to use their critical-thinking skills,

6. 2 equal parts 7. 4 equal parts
a. b.

apply their math knowledge, and

perform cognitively demanding c.
MORE ONLINE
d.
sadlierconnect.com Lesson 16

tasks. Independent Practice

Answer Answer
Solve the problems.
5. Which fraction does the shaded part 8. Show two different ways to partition a square into thirds.
of the circle represent? MP5 13. The Thompson family eats a whole pot pie for dinner.
Shade 1 equal part of each square. Write the fraction that
• The pot pie is cut into equal parts. one equal part represents.
1
3 of the pot pie.
• Each part is -

Copyright © by William H. Sadlier, Inc. All rights reserved.

• Each person eats 1 part.
How many people are in the Thompson family?
1 1
a. -
8 b. -
4 Show your work.

1 8
c. -
1 d. -
1

Copyright © by William H. Sadlier, Inc. All rights reserved.

Answer
Answer Answer
MP3 14. Jorge has a large sheet of paper. He cuts it into pieces to make
1
1
airplanes. Each piece is - 9. This square is -6 of a whole.
8 of the whole sheet. If it takes one piece
All pages shown are 146 Unit 3 ■ Focus on Number and Operations—Fractions to make an airplane, how many airplanes canDraw Jorgea make?
model of the whole.
1
6
Label each unit fraction.
from Progress Mathematics, Answer
Justify your answer using 6/16/14
words, drawings, or numbers.
Student Edition, Grade 3 2573-4_SE3_142-149_L16.indd 146 4:21 PM
Copyright © by William H. Sadlier, Inc. All rights reserved.

MP2 15. Teresa cuts a ribbon into equal pieces. She gives one piece to each Unit 3 ■ Focus on Number and Operations—Fractions 147
of her friends: Tomás, Nick, and Linda. Teresa takes the last piece

Assessment of Mathematics Learning

1
for herself. “We each get -3 of the ribbon,” she said. Does Teresa’s
statement make sense? 2573-4_SE3_142-149_L16.indd 147 6/16/14 4:21 PM

Answer
There are many opportunities throughout a unit
Justify your answer using words,to
drawings, or numbers.

monitor students’ progress toward unit learning targets.

3
Unit 3 ■ Focus on Number and Operations—Fractions 149

UNIT
Look at how the math concepts and skills you have learned and will learn connect.
2573-4_SE3_142-149_L16.indd 149 6/16/14 4:21 PM
It is very important for you to understand the math concepts and skills from the prior

3 Review
grade level so that you will be able to develop an understanding of fractions in this
Unit unit and be prepared for next year. To practice your skills, go to sadlierconnect.com. Performance Task 1

For exercises 1 and 2, use these figures.

Grade 2 Grade 3 Grade 4
Before After
I Can… Unit Can I ? Unit I Will…
3 3
Partition shapes into two, three, or Understand that fractions name Add and subtract fractions with
four equal shares equal parts of a whole like denominators Performance Tasks
Describe equal shares as halves, Understand the meaning of the Add and subtract mixed numbers Performance Tasks show your understanding of the Math
thirds, or fourths numerator of a fraction with like denominators
1. Circle each figure with a shaded part that can be named by a that you have learned. You will be doing various Performance
Describe a whole as two halves, Understand the meaning of the Solve word problems involving
unit fraction. three thirds, or four fourths denominator of a fraction addition and subtraction of Tasks as you complete your work in this text.
fractions
2. Describe one figure that does NOT show a unit fraction. Explain.
Represent whole numbers as Represent unit fractions on a Multiply a fraction by a whole
Beginning This Task
lengths on a number line number line number The next five pages provide you with the beginning of a
Represent fractions on a number Solve word problems by Performance Task. You will be given 5 items to complete, and
line multiplying fractions by whole each item will have two or more parts. As you complete these
numbers
Read the fraction. Partition the number line into equal parts. items you will:
Locate the fraction on the number line and draw a point. Label Find equivalent fractions Explain why fractions are
the point. equivalent I Demonstrate that you have mastered mathematical skills
1 1 Express whole numbers as Express a fraction with a
and concepts
3. -
4 4. -
2 fractions denominator of 10 as an
equivalent fraction with a II Reason through a problem to a solution, and explain
0 1 0 1 denominator of 100 your reasoning

Compare fractions with the same Compare two fractions with III Use models and apply them to real-world situations.
Copyright © by William H. Sadlier, Inc. All rights reserved.

Locate the fraction on the number line and draw a point. Label numerator different numerators and different
Compare fractions with the same denominators
the point.
3 2
denominator Extending This Task
5. -
8 6. -
3 Your teacher may extend this Performance Task with additional
items provided in our online resources at sadlierconnect.com.
0 1 0 1
Copyright © by William H. Sadlier, Inc. All rights reserved.

Copyright © by William H. Sadlier, Inc. All rights reserved.

Scoring This Task

Compare. Write >, U, or <. Draw a model or number line to
support your answer. Unit progression charts detail Your response to each item will be assessed against a rubric, or
scoring guide. Some items will be worth 1 or 2 points, and
how standards unfold within
5 3 3 3
7. -
6
-
6 8. -
8
-
4
others will be worth more. In each item you will show your work
or explain your reasoning.
and across the grade levels. Unit 3 ■ Focus on Number and Operations—Fractions 139 5

2573-4_SE3_139_PC3.indd 139 6/16/14 4:20 PM

206 Unit 3 ■ Focus on Number and Operations—Fractions Performance Task 1 209

 Contents
Welcome! . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . vi

Unit 1 Focus on The Number System

Progress Check/Home Connect . . . . . . . . . . . . . . . . . . . . . . . . . . 7
Essential Question . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
Lesson 1 Understand Rational and Irrational Numbers . . . . . . . . . . . . 10
Lesson 2 Use Rational Approximations of Irrational Numbers . . . . . . . 18
Unit 1 Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26
Performance Task . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ONLINE

Unit 2 Focus on Expressions and Equations

Progress Check/Home Connect . . . . . . . . . . . . . . . . . . . . . . . . . . 29
Essential Question . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31
Lesson 3 Understand Zero and Negative Exponents . . . . . . . . . . . . . . 32
Lesson 4 Learn Properties of Exponents . . . . . . . . . . . . . . . . . . . . 40
Lesson 5 Use Properties of Exponents to Generate
Equivalent Expressions . . . . . . . . . . . . . . . . . . . . . . . . . 48
Lesson 6 Evaluate Square Roots and Cube Roots . . . . . . . . . . . . . . . 56
Lesson 7 Solve Simple Equations Involving Squares and Cubes . . . . . . . 64
Lesson 8 Estimate and Compare Large or Small Quantities . . . . . . . . . 72
Lesson 9 Calculate with Numbers in Scientific Notation . . . . . . . . . . . 80
Lesson 10 Understand Proportional Relationships and Slope . . . . . . . . . 88
Lesson 11 Understand Slope . . . . . . . . . . . . . . . . . . . . . . . . . . . . 96
Lesson 12 Write Equations for Lines . . . . . . . . . . . . . . . . . . . . . . 104
Copyright © by William H. Sadlier, Inc. All rights reserved.

Lesson 13 Solve Linear Equations . . . . . . . . . . . . . . . . . . . . . . . . 112

Lesson 14 Solve Systems of Equations . . . . . . . . . . . . . . . . . . . . . 120
Lesson 15 Problem-Solving: Systems of Equations . . . . . . . . . . . . . . 128
Unit 2 Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 136
Performance Task . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ONLINE

3
Unit 3 Focus on Functions
Progress Check/Home Connect 139
Essential Question 141
Lesson 16 Understand Functions 142
Lesson 17 Represent Functions 150
Lesson 18 Compare Functions 158
Lesson 19 Investigate Linear and Non-Linear Functions 166
Lesson 20 Use Functions to Model Relationships 174
Lesson 21 Problem Solving: Use Linear Models 182
Lesson 22 Analyze Graphs of Functions 190
Unit 3 Review 198
Performance Task ONLINE

Unit 4 Focus on Geometry

Progress Check/Home Connect 201
Essential Question 203
Lesson 23 Verify Properties of Reflections and Translations 204
Lesson 24 Verify Properties of Rotations 212
Lesson 25 Identify Congruent Figures 220
Lesson 26 Reflect and Translate Figures on the Coordinate Plane 228
Lesson 27 Rotate Figures on the Coordinate Plane 236
Lesson 28 Dilate Figures on the Coordinate Plane 244
Lesson 29 Identify Similar Figures 252
Copyright © by William H. Sadlier, Inc. All rights reserved.
Lesson 30 Establish Facts about Parallel Lines and Angles 260
Lesson 31 Establish Facts about Triangles and Angles 268
Lesson 32 Understand the Pythagorean Theorem 276

continued next page

4
 Lesson 33 Understand the Converse of the Pythagorean Theorem 284
Lesson 34 Problem Solving: The Pythagorean Theorem 292
Lesson 35 Calculate Distances in the Coordinate Plane 300
Lesson 36 Learn and Apply Volume Formulas 308
Unit 4 Review 316
Performance Task ONLINE

Unit 5 Focus on Statistics and Probability

Progress Check/Home Connect 319
Essential Question 321
Lesson 37 Construct and Interpret Scatter Plots 322
Lesson 38 Fit Linear Models to Data 330
Lesson 39 Problem Solving: Use Linear Models 338
Lesson 40 Analyze Data in Two-Way Tables 346
Unit 5 Review 354
Performance Task ONLINE

Performance Task 1 357

Performance Task 2 363
Foundational Skills Handbook 369
Problem-Solving Model 375
Standards for Mathematical Practice 378
Measurement Conversions 379
Copyright © by William H. Sadlier, Inc. All rights reserved.

Formulas 380
Glossary 381
Index 383

5
 Look at how the math concepts and skills you have learned and will learn connect.
It is very important for you to understand the math concepts and skills from
the prior grade level so that you will be able to develop an understanding of
functions in this unit and be prepared for next year. To practice your skills,
UNIT
3
go to sadlierconnect.com.

Grade 7 Grade 8
Before After
I Can… Unit Can I ? Unit
3 3
Understand that a function is a rule that assigns
exactly one output to each input
Understand functions and graphs of functions

Compare properties of two functions represented in

different ways

Interpret y t mx r b as a linear function

Give examples of functions that are not linear

Represent proportional relationships with equations Model linear relationships between two quantities
Identify the constant of proportionality in tables, with functions
graphs, equations, diagrams, and verbal descriptions Determine the rate of change and initial value of
a function
Interpret the rate of change and initial value of
a function

Use graphs to analyze functional relationships

Copyright © by William H. Sadlier, Inc. All rights reserved.

Unit 3 ■ Focus on Functions 139

home✦Connect...
In this unit your child will:

■ Study the concept of a function

■ Represent a linear function in
different ways
■ Use representations to compare
functions
■ Distinguish linear and nonlinear
functions
■ Use functions to model linear
relationships
■ Solve problems using linear models

Y
our child will build understanding of a function ■ Analyze functional relationships by
as a rule that gives each input exactly one output.
using graphs
Another way to understand a function is that it is a
set of ordered pairs of coordinates in which no pairs have
the same first coordinate. A situation that can be described
by a function is one in which one quantity is determined Ways to Help Your Child
by another quantity. Your child will represent functions
with words, equations, graphs, and tables and compare Your child may be starting to consider
the representations. what kind of career path he or she
wants to pursue. For many jobs
employers are looking for people with
Activity: The distance formula, d U rt, where strong mathematical backgrounds.
d U distance, r U rate, and t U time, behaves as Encourage your child to investigate
a function if one of the three variables is made constant. what math courses in high school
Give your child the task of representing each of the are needed to prepare for the college
following situations as a function using a table, a graph, major he or she is interested in. For
example, students planning to major

Copyright © by William H. Sadlier, Inc. All rights reserved.

and an equation.
• Betsy needs to drive 600 miles. She wants to know how in engineering usually take math
the time will vary if the rate varies from 30 miles per hour courses through calculus in high
to 75 miles per hour. school, while students planning to
• Jake plans to run for 4 hours without stopping. He wants major in nursing need at least three
to know how his running rate will vary if the distance he years of high school math—two years
runs varies from 8 miles to 24 miles. of algebra and one year of geometry.
Ask your child to show and explain his or her work to other
family members.
ONLINE
For more Home Connect
activities, continue online at
sadlierconnect.com

140 Unit 3 ■ Focus on Functions

 Focus on Functions UNIT
3

Essential Question:
How can you represent and
compare functions and use
representations of functions
to model relationships?
Copyright © by William H. Sadlier, Inc. All rights reserved.

Unit 3 ■ Focus on Functions 141

Lesson

16 Understand Functions Essential Question:

What is a function, and
how can you identify a
function presented as
Guided Instruction ordered pairs, a table,
a graph, or an equation?
Words to Know:
In this lesson, you will learn what a function is. input
output
Understand: The definition of function function
vertical-line test
When you put a whole number greater than 1 into each machine,
the machine applies its rule, and the result comes out.
in in

Rule: Find a out Rule: Find out

prime factor. the square.

Machine A Machine B

For which machine is there only one possible result for each
number you put in?

A value a rule is applied to—that is, a value you put into the machine—is an input.
A value that results from applying the rule—that is, a value that comes out of the
machine—is an output.
For each machine, consider some inputs and find the possible outputs.
Machine A
input 2 6 11 16 30
output 2 2, 3 11 2 2, 3, 5

Copyright © by William H. Sadlier, Inc. All rights reserved.

Machine B
input 2 5 9 10 12
output 4 25 81 100 144

For Machine A, some inputs have more than one possible output because some
numbers have more than one prime factor. For Machine B, all the inputs have
exactly one possible output because every number has exactly one square.
The rule for Machine B is a function. A function is a rule that assigns exactly one
output to each input.

For Machine B, there is only one possible result for each number you put in.

142 Unit 3 ■ Focus on Functions

 MORE ONLINE sadlierconnect.com Lesson 16

Guided Instruction

Understand: Identifying a function from ordered pairs

A function can be represented as a set of ordered pairs, in which the first value
is the input and the second value is the output. Tell whether each set of ordered
pairs represents a function and explain how you know.

Set A {(1, 5), (3, 9), (5, 13), (7, 17), (9, 21)}
Set B {(1, 6), (2, 11), (3, 19), (3, 15), (5, 1)}

Set C {(6, 0), (7, 0), (8, 0), (9, 1), (10, 2)}

Set A: There is exactly one output for each input.

A function may assign
Set B: There are two outputs, 19 and 15, for the input 3. the same output to
different inputs. For
Set C: There is exactly one output for each input. example, in Set C, the
output 0 is assigned to
the inputs 6, 7, and 8.
Sets A and C represent functions. Set B does not represent
a function.

Understand: Identifying a function from a table

A function can be represented by a table. Table A Table B

In the tables at the right, x is the input
x y x y
and y is the output. Tell whether each
table represents a function. s2 2 2 2
s1 1 2 s2
0 0 1 1
1 1 1 s1
Copyright © by William H. Sadlier, Inc. All rights reserved.

2 2 0 0

In Table A, there is exactly one output for each input.

In Table B, the input 2 has two outputs, 2 and s2. The input 1 also has two
outputs, 1 and s1.

Table A represents a function. Table B does not.

Unit 3 ■ Focus on Functions 143

Lesson 16 Understand Functions

Guided Instruction

Understand: Identifying a function from a graph

A function can be represented by a graph. The coordinates of each point on the

graph represent an (input, output) pair. Which graph represents a function?
Graph A Graph B
y y
4 4
3 3
2 2
1 1
x x
–4 –3 –2 –1 1 2 3 4 –4 –3 –2 –1 1 2 3 4
–1 –1
–2 –2
–3 –3
–4 –4

In Graph A, there are two different points for input 0 (specifically, (0, s2) and (0, 2)).
Similarly, there are two different points for input 2. Because there is more than one
output for these inputs, the graph does not represent a function.
In a graph, points with the same input are on the same vertical Graph A
line. For example, in Graph A, (2, 4) and (2, s4) both have y
4
input 2, and both points are on the vertical line through 2 on
3
the x-axis. You can use this idea to figure out whether a given 2
graph represents a function. 1
x
To determine if a graph represents a function, you can use the –4 –3 –2 –1 1 2 3 4
–1
vertical-line test: if you can draw a vertical line that intersects –2
the graph more than once, then the graph does not represent –3
–4
a function. Otherwise, the graph does represent a function.

Now look at Graph B. Imagine sliding a vertical line left and right. Graph B Copyright © by William H. Sadlier, Inc. All rights reserved.
The line would never intersect more than one point on the graph. y
4
This means that each input ( x-value) has just one output ( y-value).
3
So, Graph B represents a function. 2
1
x
Graph B represents a function.
–4 –3 –2 –1 1 2 3 4
–1
–2
–3
–4

144 Unit 3 ■ Focus on Functions

 MORE ONLINE sadlierconnect.com Lesson 16

Guided Instruction

Understand: Identifying a function from an equation

A function can be represented by an equation. In these equations, x is the

input and y is the output. Which equations represent functions?

y t 10x s 8 y2 t x y t x2

For y t 10x s 8, there is only one y-value for every x-value.

For y 2 t x, there is more than one y-value for each x-value greater than zero.
For example, the y-values s2 and 2 both correspond to the x-value 4.
For y t x 2, there is only one y-value for each x-value.

y t 10x s 8 and y t x 2 represent functions.

Connect: What you know about functions and function representations

Write an equation for the rule: “The output is a number whose absolute value is
the input.” Then make a graph to show that the rule is not a function.

If x is the input and y is the output, then y

x y 6
the rule says that the absolute value of y 5
0 0
is equal to x. So, the equation is | y | t x. 4
1 s1 3
To make a graph, you can first make a 2
1 1
table of (x, y) pairs. Then, plot the points 1
x
and connect them. Note that negative 2 s2
–6 –5 –4 –3 –2 –1 1 2 3 4 5 6
–1
x-values do not make sense for this rule 2 2
–2
because the absolute value of y must be
Copyright © by William H. Sadlier, Inc. All rights reserved.

3 s3 –3
greater than or equal to 0. –4
3 3 –5
The graph shows the rule is not a –6
function because you can draw a vertical
line that intersects the graph more than once.

Theo said that y t | x | is not a function because there are two input values,
s1 and 1, that have output value 1. Is Theo correct? Explain.

Unit 3 ■ Focus on Functions 145

Lesson 16 Understand Functions

Guided Practice

The inputs for each rule are whole numbers. Tell whether each rule is a
function. Explain your answer.
1. The output is a multiple of the input.

2. The output is the greatest factor of the input.

3. The output is 2 units from the input on the number line.

Choose the correct answers.

4. Which sets of ordered pairs represent functions?

a. {(s1, 3), (s1, 5), (0, 0), (1, s3), (1, s5)} b. {(1, 2), (2, 2), (3, 2), (4, 2), (5, 2)}
c. {(s7, 1), (s7, 2), (s7, 3), (s7, 4), (s7, 5)} d. {(0, 0), (1, 1), (2, 8), (3, 27), (4, 64)}

5. Which equations represent functions? (In each equation, x is the input and y is
the output.)
a. y t s2x b. x 2 t y 2
x
c. y t 2 d. s4y t 3x

Think•Pair•Share
MP3 6. Tell whether each graph represents a function. Explain how you know.

Graph A Graph B
y y

Copyright © by William H. Sadlier, Inc. All rights reserved.

4 4
3 3
2 2
1 1
x x
–4 –3 –2 –1 1 2 3 4 –4 –3 –2 –1 1 2 3 4
–1 –1
–2 –2
–3 –3
–4 –4

146 Unit 3 ■ Focus on Functions

 MORE ONLINE sadlierconnect.com Lesson 16

Independent Practice

For exercises 1–3, tell whether each rule is a function if the input values are
whole numbers. Explain your answer.
1. The output value is five more than the input value.

2. The output value is twice as much as or half as much as the input value.

3. The output is a cube root of the input.

Choose the correct answers.

4. Which sets of ordered pairs represent functions?

a. {(s2, 4), (s1, 1), (0, 0), (1, 1), (2, 4)} b. {(0, 1), (0, 2), (0, 3), (0, 4), (0, 5)}
c. {(2, s4), (1, s1), (0, 0), (1, 1), (2, 4)} d. {(1, 0), (2, 0), (3, 0), (4, 0), (5, 0)}

5. Which equations represent functions? (In each equation, x is the input and y is
the output.)
a. sy t sx s 10 b. y t w√x
c. y t x 3 d. y 2 t x

6. The graphs below are incomplete. Complete each graph so that one represents
a function and the other does not. Explain why your graphs are correct.

Function graph Not a function graph

Copyright © by William H. Sadlier, Inc. All rights reserved.

y y
6 6
5 5
4 4
3 3
2 2
1 1
x x
–6 –5 –4 –3 –2 –1 1 2 3 4 5 6 –6 –5 –4 –3 –2 –1 1 2 3 4 5 6
–1 –1
–2 –2
–3 –3
–4 –4
–5 –5
–6 –6

Unit 3 ■ Focus on Functions 147

Lesson 16 Understand Functions

Independent Practice

MP7 7. Jin said every line represents a function. Is he correct? If so, explain why.
If not, refine his statement to make it true.

MP3 8. Jalal looked at the rule shown in the table on the right where x is the x y
input value and y is the output value. He said this rule is not a function
16 4
because these points satisfy the equation y 2 t x, which does not
represent a function. Is Jalal correct that this rule is not a function? Explain. 9 s3
4 2
1 s1
0 0

Solve the problems.

MP8 9. Frieda considers the rule: “The output is a perfect square that divides the
input evenly.” She makes a table of (input, output) pairs for whole number
inputs from 1 to 10, and decides the rule is a function. Make your own
table and evaluate Frieda’s conclusion.

Copyright © by William H. Sadlier, Inc. All rights reserved.

Show your work.

Answer

148 Unit 3 ■ Focus on Functions

 MORE ONLINE sadlierconnect.com Lesson 16

Independent Practice

MP2 10. Describe the values of a and b for which the following set of ordered pairs does
not represent a function. Explain.
{(s8, s8), (1, 1), (a, s8), (1, b)}

MP3 11. David examines the following set of ordered pairs. He says it does not represent
a function because the same horizontal line would intersect any two of these
points if they were graphed. Is David correct?
{(s3, 5), (s2, 5), (s1, 5), (0, 5), (1, 5), (2, 5), (3, 5)}
Answer
Justify your answer.

MP6 12. Kendall makes the following rule: “If the input value, x, is greater than or equal
to 0, the output value y is equal to 1. If the input value is less than or equal to 0,
the output value is equal to s1.” Explain why this rule is not a function. Then
remove words from Kendall’s rule to make it a function.
Answer
Justify your answer.
Copyright © by William H. Sadlier, Inc. All rights reserved.

Unit 3 ■ Focus on Functions 149

Lesson

17 Represent Functions Essential Question:

What are some different
ways you can represent
a function?
Guided Instruction

In this lesson, you will learn how to represent a function in

different ways.

Understand: Representing the same function in different ways

The rule below is a function. In this case, the input values can be any number.
To calculate the output, multiply the input by 5 and then subtract 2.

Write an equation and make a table of values and a graph for this function.

If x represents the input and y represents the output, then the equation is
y t 5x s 2.
Because the input values can be any number, you cannot show every (input, output)
pair in a table. The table on the left below shows some pairs.
Because the function has the equation y t 5x s 2, Remember!
its graph is a line. You can graph the function by An equation of the form
using the slope, 5, and y-intercept, s2, from the y t mx r b represents
a line with slope m and
equation. The coordinates of every point on the line y-intercept b.
are (input, output) pairs for the function.

y
input, x output, y 5
4
s10 s52 3
2
s3 s17 1
5 x

Copyright © by William H. Sadlier, Inc. All rights reserved.

s1.2 s8 –5 –4 –3 –2 –1 1 2 3 4 5
–1
–2
–3 1
0 s2 
–4
1 3 –5

2 8
1 1
6-
2
30-
2

150 Unit 3 ■ Focus on Functions

 MORE ONLINE sadlierconnect.com Lesson 17

Guided Instruction

Understand: Real-world functions

Zola teaches guitar lessons. She charges $25 for a lesson.

If the input is the number of lessons Zola teaches, write a rule for the amount
she earns in dollars, and explain why the rule is a function.

Then write an equation and make a table and a graph for the rule.

The rule is:

The amount Zola earns in dollars (the output) is 25 times the number of lessons she
teaches (the input).
This rule is a function because there is only one possible amount You can use any letters
to represent the input
earned for each number of lessons. and output. For example,
if n is the number of
If y is the output and x is the input, then the equation is y t 25x. lessons taught and d is
the dollars earned, then
The table on the left below shows some (input, output) pairs. Note that the equation would be
d t 25n.
the input values must be whole numbers. The graph on the right below
represents the function. The graph is made up of separate points, rather
than a line, because only whole number inputs make sense in this situation.
y
Input, x Output, y
(lessons taught) (dollars earned)
125
0 0
Dollars Earned

100
1 25
75
2 50
50
3 75
25
4 100
Copyright © by William H. Sadlier, Inc. All rights reserved.

x
0 1 2 3 4 5
Lessons Taught

A gourmet food store sells morel mushrooms for $25 per pound. The rule
below is a function:
The cost of the mushrooms in dollars (the output) is 25 times the weight of the
mushrooms in pounds (the input).
How would the graph of this function be different from the graph in the problem
above? Why?

Unit 3 ■ Focus on Functions 151

Lesson 17 Represent Functions

Guided Instruction

Understand: Equations that define functions

1
The equation y t - 2
x s 2 defines a function.
Give the rule for the function in words. Then, make a graph of the function.

If x is the input and y is the output, then the rule for the y
4
function is: 3
1 2
To calculate the output, multiply the input by -
2
and then subtract 2.
1
x
The graph of the function is the graph of the linear equation –4 –3 –2 –1 1 2 3 4
1 1 –1
yt- 2
x s 2, which has y-intercept s2 and slope - 2
. –2
–3
–4
Connect: Representations of functions

The table and the graph below represent functions. Give rules for the functions.

Function A Function B
y
Input Output
250
s4 16 200
s3 9 150
100
s2 4
50
s1 1 x
–5 –4 –3 –2 –1 1 2 3 4 5
0 0 –50
1 1 –100
–150
2 4
–200
3 9

Copyright © by William H. Sadlier, Inc. All rights reserved.

–250
4 16

Function A: If you compare the inputs and outputs in the table, you will see
that each output is equal to the input multiplied by itself, or the input squared.
So, the rule is:
To calculate the output, square the input.
Function B: One way to find the rule is to find the equation for the line. The line
goes through the origin. The slope of the line is s50. The equation is, therefore,
y t s50x. So, the rule is:
To calculate the output, multiply the input by s50.

152 Unit 3 ■ Focus on Functions

 MORE ONLINE sadlierconnect.com Lesson 17

Guided Practice

In exercises 1–2, represent the function in the specified ways.

1. Rule: To calculate the output, add 4 to the opposite of the input.

a. Write an equation, b. Complete this table of c. Make a graph.
where x is the input (input, output) pairs. y
and y is the output. 6
input, x output, y 5
yt 4
s5 3
2
s0.3 1
x
0 –6 –5 –4 –3 –2 –1 1 2 3 4 5 6
–1
–2
1 –3
2 –4
2-
3 –5
–6
4

2. Situation: Tickets to the school play cost $3 each. Let the input equal the
number of tickets purchased and the output equal the total price in dollars.
a. Write a rule for b. Complete this table of c. Make a graph.
a function. (input, output) pairs.
y
input, x output, y
12
0 10
Total Price

8
1 6
4
2 2 x

3 0 1 2 3 4 5
Copyright © by William H. Sadlier, Inc. All rights reserved.

Tickets Purchased
4

Think•Pair•Share input, x output, y

MP7 3. The equation y t 2x defines a function. Complete this table to 0
show the outputs for whole number inputs. Will the graph for this
function be a line? How can you tell without graphing the points? 1

Unit 3 ■ Focus on Functions 153

Lesson 17 Represent Functions

Independent Practice

For exercises 1–2, represent the function in the specified ways.

1. Rule: The output is three less than the product of 2 and the input.
a. Write an b. Complete this c. Make a graph.
equation with table of (input, y
x as the input output) pairs. 9
and y as 8
Input, x Output, y 7
the output.
6
s3 5
yt 4
s2 3
2
s0.5 1 x
0 –8 –7 –6 –5 –4 –3 –2 –1 1 2 3 4 5 6 7 8
–1
1 –2
–3
2.5 –4
–5
4 –6
–7
–8
–9

2. Situation: The amount of oil in a 25-gallon drum decreases by 4 gallons each

day due to a steady leak. Let the input, x, equal the number of the days since it
was filled, and let the output, y, equal the amount of oil remaining in the drum.
a. Write a rule for b. Complete this table of c. Make a graph.
a function. (input, output) pairs.
y

Copyright © by William H. Sadlier, Inc. All rights reserved.

Input, x Output, y 25
Amount of Oil
Remaining

0 20
15
1 10
5 x
2
0 1 2 3 4 5
3 Number of Days

154 Unit 3 ■ Focus on Functions

 MORE ONLINE sadlierconnect.com Lesson 17

Independent Practice

For exercises 3–4, circle all correct answers.

3. Which of these rules is described by the function shown 5

y
in the graph? 4
3
a. The output is 5 less than two times the input. 2
1
b. The output is 2 less than five times the input. x
–5 –4 –3 –2 –1 1 2 3 4 5
c. The output is 5 minus two times the input. –1
–2
d. The output is 2 minus five times the input. –3
–4
–5

4. Which of these rules is described by the function shown in Input, x Output, y

this table?
1 s1
a. The output is the opposite of the input.
1
2 s-
b. The output is one divided by the input. 2
1
3 s-
c. The output is the opposite of the input divided by one. 3
1
d. The output is one divided by the opposite of the input. 4 s-
4

For exercises 5 and 6, use the representation of the function to write a rule.
Then give a real-world situation that can be modeled by the function.
Make sure your situation makes sense for the possible input values.
5. y Rule:

50
40
30 Situation:
Copyright © by William H. Sadlier, Inc. All rights reserved.

20
10
x
0 1 2 3 4 5

6. Input, x Output, y
Rule:

1 5.50
2 11
Situation:
3 16.50
4 22

Unit 3 ■ Focus on Functions 155

Lesson 17 Represent Functions

Independent Practice

MP2 7. Carmen represents the equation y t x 2 r 1 using a graph. She says her graph
shows there is more than one input for almost every output. Does this mean
the graph does not represent a function?

MP3 8. To represent the rule, “the total number of seats on a train, n, is equal to 45 times
the number of passenger cars, c”, Yolanda writes the equation c t 45n. Then she
1
makes a table using s2, s1, 0, - 2
, 1, and 2 as input values, graphs the points,
and draws a line connecting them. What errors did she make? Explain.

Solve the problems.

MP5 9. A rock is dropped from the side of 500-foot cliff. y
500
Its height in meters after t seconds is approximated
400
by a function with the equation h t s5t 2 r 500.
300
Write a rule for this function, and use the graph of
200

Copyright © by William H. Sadlier, Inc. All rights reserved.

the function to determine the numbers that make
100
sense for the input values. x
–10 –8 –6 –4 –2 2 4 6 8 10

–200
–300
Answer –400
–500
Justify your answer.

156 Unit 3 ■ Focus on Functions

 MORE ONLINE sadlierconnect.com Lesson 17

Independent Practice

MP8 10. The time in seconds it takes for a grandfather clock’s pendulum to swing back
and forth, T, is related to its length in meters, L. This relationship is approximated
by the equation T t 2√L. Give a rule for this function in words. Then, use a
table of values to explain why the graph would not be a line.
Show your work.

Answer

MP7 11. Alvin says the table below represents a function, and makes a graph to
represent it. He wonders if he could add another row to the table so that it is
no longer a function. Give values for such a row in the table. Then adding this
new point to Alvin’s graph would show that it is no longer a function on this
representation, too.
y
Input, x Output, y 25
–5 0 20
15
0 5 10
5 10 5
x
Copyright © by William H. Sadlier, Inc. All rights reserved.

–25 –20 –15 –10 –5 5 10 15 20 25

10 15 –5
–10
15 20
–15
–20
–25

Answer
Justify your answer.

Unit 3 ■ Focus on Functions 157

Lesson

18 Compare Functions Essential Question:

How can you compare
functions that
are represented in
Guided Instruction different ways?
Words to Know:
rate of change
In this lesson, you will learn how to compare functions that are linear function
represented in different ways. increasing function
decreasing function
Understand: Comparing rates of change

The graph and table below each represent a linear function.

Which function has a greater rate of change?
Function A Function B
y
4 Input, x Output, y
3 s4 s1.5
2
1 s2 0
x
–4 –3 –2 –1 1 2 3 4 0 1.5
–1
–2 2 3
–3
4 4.5
–4
6 6

The rate of change between two (input, output) pairs is the ratio of
the change in output values to the change in corresponding input values.
y2 s y1
rate of change from (x 1, y 1) to (x 2, y 2) t You might recognize
x2 s x1
this as the formula
A linear function is a function with a constant rate of change. That is, for slope. The rate of
no matter which two (input, output) pairs you choose, the ratio of the change between two
points on a line is the
change in output to change in input is the same. In the graph of a linear slope of the line.

Copyright © by William H. Sadlier, Inc. All rights reserved.

function, the points are on a straight line.
Because Functions A and B are linear, you can use any two (input, output) pairs to
calculate the rate of change.
From the graph of Function A, you can read From the table for Function B, you can
the pairs (2, 2) and (5, 4). choose points (0, 1.5) and (4, 4.5).
4s2 2 4.5 s 1.5 3
Function A rate of change t 5s2
t-
3
Function B rate of change t 4s0
t-
4
2 3
This means the output value increases by - 3
This means the output value increases by - 4
for every increase of 1 in the input value. for every increase of 1 in the input value.
3 2
Because -4
L- 3
, the rate of change for Function B is greater than the rate of
change for Function A.

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 MORE ONLINE sadlierconnect.com Lesson 18

Guided Instruction

Understand: Comparing a function represented by an equation to a

function represented as a table

The equation and table below each represent a linear function. How do the
rates of change for the functions compare?
Function A
y t 2x r 1
Function B
Input, x s15 s10 s5 0 5 10 15
Output, y 31 21 11 1 s9 s19 s29

Function A’s equation, y t 2x r 1, is in the form y t mx r b, where m is the

slope of the function’s graph. The slope of the graph, 2, is the rate of change for
the function.
Note that the rate of change for Function A is a positive number. A linear function
with a positive rate of change is an increasing function. An increasing function is
any function for which the output values increase as the input values increase. For
Function A, for example, as the x-value increases from 0 to 1, the y-value increases
from 1 to 3. And, as the x-value increases from 10 to 15, the y-value increases
from 21 to 31.
To find the rate of change for Function B, you can use any two (input, output) pairs.
Use (0, 1) and (5, s9).
s9 s 1 s10
Function B rate of change t 5s0
t 5
t s2
The rate of change for Function B is negative. A linear function with a negative rate
of change is a decreasing function. A decreasing function is any function for which
Copyright © by William H. Sadlier, Inc. All rights reserved.

the output values decrease as the input values increase. As you read across the
table for Function B, notice that the y-values get smaller as the x-values get larger.

The rate of change of Function A is 2, which means the output increases by 2 for
every input increase of 1. The rate of change for Function B is s2, which means the
output decreases by 2 for every input increase of 1.

On a separate sheet of paper, make graphs for Functions A and B. How do

the graphs show that Function A is increasing and Function B is decreasing?

Unit 3 ■ Focus on Functions 159

Lesson 18 Compare Functions

Guided Instruction

Connect: What you know about functions and rates of change

Consider these two situations:

Situation A: Mr. Martello has a $25 gift card from a coffee shop. He plans to
spend $2.50 each day on a cup of coffee.

The rule for finding the value of the card after a given number of days is a
linear function.

Situation B: Marco is saving for a video-game Day Dollars Saved

system. He saves the money he earns by walking
0 (today) 15
his neighbor’s dog every afternoon. This table
shows how much he will have saved each day for 1 19
the next several days. 2 23
3 27
The rule for the amount Marco has saved after
a given number of days is a linear function. 4 31
5 35
Write a rule for the function for each situation.
Find the rate of change for each function, and tell
whether each function is increasing or decreasing.

In Situation A, the rule is:

The value of the gift card in dollars (the output) is equal to 25 minus 2.5 times
the number of days (the input).
The value of the card decreases by 2.5 each day. That is, the output decreases by
2.5 for every increase of 1 in the input. The rate of change for the function is s2.5.
In Situation B, the table shows that Marco starts with $15 and saves $4 more each

Copyright © by William H. Sadlier, Inc. All rights reserved.

day. So, the rule is:
The amount Marco has saved in dollars (the output) is equal to 15 plus 4 times
the number of days (the input).
Marco saves $4 each day. That is, the output increases by 4 for each increase of 1 in
the input. The rate of change for the function is 4.

The rate of change in Situation A is s2.5, and the rate of change in Situation B
is 4. The function for Situation A is decreasing, while the function for Situation B
is increasing.

Write equations for the functions for Situations A and B.

160 Unit 3 ■ Focus on Functions

 MORE ONLINE sadlierconnect.com Lesson 18

Guided Practice

Follow the steps to find and compare the rates of change.

1. a. Functions A and B are linear functions.

Function A Function B
y
Input, x Output, y 30
s0.25 2 20
10
x
0 5
–3 –2 –1 1 2 3
0.25 8 –10
–20
0.5 11 –30

Choose any two input output pairs. Choose any two input output pairs.
( , ) and ( , ) ( , ) and ( , )
Calculate the ratio of change in output Calculate the ratio of change in output
values to change in input values. values to change in input values.

The rate of change is . The rate of change is .

b. Function has a greater rate of change than Function .

Circle the correct answers.

2. Which representations show decreasing functions?
a. y t s0.2x r 5 b. y t x s 15
c. Input Output d. y
3
0 13 2
1
x
1 11
Copyright © by William H. Sadlier, Inc. All rights reserved.

–3 –2 –1 1 2 3
–1
2 9
–2
3 7 –3

Think•Pair•Share
MP3 3. Ally said the table at the right represents an increasing function. Input Output
Is she correct? Explain. 5 11
4 20
3 29
2 38

Unit 3 ■ Focus on Functions 161

Lesson 18 Compare Functions

Independent Practice

Follow the steps to find and compare the rates of change.

1. a. Functions A and B are linear functions.
Function A Function B
y
Input, x Output, y 25
s4.5 20.5 20
15
s3 13 10
5
s1.5 5.5 x
–10 –8 –6 –4 –2 2 4 6 7 10
0 s2 –5
–10
1.5 s9.5
–15
3 s17 –20
–25
4.5 s24.5

Choose any two input output pairs. Choose any two input output pairs.
( , ) and ( , ) ( , ) and ( , )
Calculate the ratio of change in output Calculate the ratio of change in output
values to change in input values. values to change in input values.

The rate of change is . The rate of change is .

b. Function has a greater rate of change than Function .

For exercises 2–5, identify each function as increasing or decreasing.

2. y t s3 r 4x 3. y t sx r 25

Copyright © by William H. Sadlier, Inc. All rights reserved.

4. Input Output 5. y
5
0 3 4
3
1 9 2
1
2 15 x
–5 –4 –3 –2 –1 1 2 3 4 5
3 21 –1
–2
–3

162 Unit 3 ■ Focus on Functions

 MORE ONLINE sadlierconnect.com Lesson 18

Independent Practice

For exercises 6–7, circle all correct answers.

6. Which of these functions has the greatest rate of change?

a. y t 4x r 17 b. y t x r 7
c. Input Output d. Input Output
0 20 0 s12
2 21 5 s7
4 22 10 s2
6 24 15 3

7. For which situation is the rate of change the greatest?

a. The value of a stock starts at $45 and increases by $0.25 each day.
b. The cost of a gallon of gas is $3.75 and increases by $0.05 each day.
c. The balance of a bank account is $1200 and increases by $0.02 each day.
d. The amount of change in a parking meter is $0.50 and increases by
$14.50 each day.

For exercises 8–10, complete each table to represent a function that meets
the given description.

8. increasing 9. decreasing 10. neither increasing nor

decreasing

Input Output Input Output Input Output

s2 s2 s2
Copyright © by William H. Sadlier, Inc. All rights reserved.

s1 s1 s1

0 12 0 s4 0 9

1 1 1

11. Did the functions in exercises 8 and 9 have to be linear? Explain.

Unit 3 ■ Focus on Functions 163

Lesson 18 Compare Functions

Independent Practice

MP2 12. Katja graphed the functions with y

9
equations y t x r 8 and y t 2x s 12. 8
She said that the first function is 7
yx8
increasing faster because its graph is 6
y  2x  12
above the graph of the second function. 5
4
Is she correct? Explain.
3
2
1 x
–9 –8 –7 –6 –5 –4 –3 –2 –1 1 2 3 4 5 6 7 8 9
–1
–2
–3
–4
–5
–6

MP3 13. Derek says he can change any increasing function with an equation of the form
y t mx r b into a decreasing function by replacing b with sb. Is he correct?
If so, explain why. If not, correct his mistake.

Solve the problems.

MP7 14. Function A and Function B are linear, and share the point (0, 0). If Function A
includes the ordered pair (1, a) and Function B includes the ordered pair (1, b),
how can you determine which function has the greater rate of change?
Show your work.

Copyright © by William H. Sadlier, Inc. All rights reserved.

Answer

MP4 15. Carlos has a bank account with a balance of $500, and he adds $25 to his
account each week. Write a rule for this situation where the output is the
amount of money in Carlos’s account and the input is the number of weeks.
The rule is a linear function. Describe how the situation could be modified so
that the function has a greater rate of change.

Answer
Justify your answer.

164 Unit 3 ■ Focus on Functions

 MORE ONLINE sadlierconnect.com Lesson 18

Independent Practice

MP6 16. Gilbert wants to put $100 into a savings account, where it will earn n v
interest. He is considering two different banks. At Bank A, the value
of his account, v, would be given by v t 100 r 1.02n, where n is 1 101.01
the number of years that his money is in the account. At Bank B, 2 102.02
the value of his account, v, for n years would be given by the table. 3 103.03
Into which bank’s account should Gilbert place his money?
4 104.04
Show your work. 5 105.05

Answer

MP2 17. Christina makes a graph of the equation y t x 2. She says that y
6
when x l 0, the function appears to be decreasing. However, 5
she says if x L 0, the function appears to be increasing. Are her 4
observations correct? 3
2
Answer 1 x
Justify your answer. –4 –3 –2 –1
–1
1 2 3 4
–2

MP3 18. Dale says he cannot compare the rates of Input Output Input Output
change of the two linear functions shown
s5 s30 0 0
in the tables to the right without graphing
Copyright © by William H. Sadlier, Inc. All rights reserved.

them, as they do not have the same input s4 s24 2 s10

values. Is Dale correct? s3 s18 4 s20
s2 s12 6 s30
s1 s6 8 s40
Answer
Justify your answer.

Unit 3 ■ Focus on Functions 165

Unit 3 Review
Circle all correct answers for exercises 1–5.

1. Selwyn writes a set of four ordered pairs: 2. If the function y t ax r b is a

{(3, 5), (2, 4), (s3, 0), (6, 3)}. He adds one decreasing function, which of these
more ordered pair so that the set is no are increasing functions?
longer a function. What could be that
a. y t sb
ordered pair?
b. y t ax s b
a. (s1, 5)
c. y t sax r b
b. (0, 0)
d. y t sax r sb
c. (2, 5)
d. (6, 6)

3. Which of these rules describes the inputs 4. Over which intervals is the function
and outputs in this table? shown below either linear, increasing,
or both?
Input Output
y
s2 s10
s1 s5 8
7
0 0 6
1 5 5
4
2 10 3
2
a. To calculate the output, multiply 1 x
the input by 5. 0 1 2 3 4 5 6 7 8
b. To calculate the output, multiply
a. 0 m x m 2
the input by s5.
b. 2 m x m 3
c. To calculate the output, divide

Copyright © by William H. Sadlier, Inc. All rights reserved.

the input by 5. c. 3 m x m 5
d. To calculate the output, divide d. 5 m x m 6
the input by s5.

5. What is an equation for the height in centimeters of a stack of bricks,

(the output), which is equal to 20 centimeters times the number of bricks in
the stack (the input)?
a. y t 20x r 20 b. y t 20 r x
c. y t 20x d. y t 20

198 Unit 3 ■ Focus on Functions

 Unit 3 Review
MP2 6. If the rate of change for one linear function is positive and for another is negative,
can they both be either increasing or decreasing? Explain.

MP2 7. Zoe writes the coordinate pairs (3, 5) and (4, 8). She then writes a third
coordinate pair, but hides its values. Zoe says you can look at its y-coordinate,
but not its x-coordinate. Will you be able to tell if the three coordinate pairs
represent a function? Explain.

MP4 8. The following graph shows the amount of ketchup that was in a dispenser in
the school cafeteria yesterday. The ketchup dispenser started and ended the
school day full. At lunch, students took ketchup from the dispenser constantly,
unless it was empty. (The dispenser ran out of ketchup once.) Every few hours,
a lunchroom employee added more ketchup to the dispenser. Relate each letter
on the graph to a part of this description.
y
g
Amount of Ketchup

a
in the Dispenser

b c
d f

e x

Time
Copyright © by William H. Sadlier, Inc. All rights reserved.

Solve the problems.

MP6 9. Coco gets a gift card to a local fresh fruit juice stand. She orders the same
drink every day, and the price remains constant. After 4 of these drinks, Coco’s
card has a $30 remaining balance. After 7 of these drinks, her card has $19.25
remaining balance. How much does each drink cost?
Show your work.

Answer

Unit 3 ■ Focus on Functions 199

Unit 3 Review
MP4 10. At the start of the year, the mall’s lost-and-found box has 71 items in it. Every
day, mall employees add 13 more items to the lost-and-found box. Write an
equation for the function that relates the number of items in the box and the
number of days since the start of the year. Then, find how many items will be
in the box 20 days after the start of the year.
Show your work.

Answer

MP3 11. Conrad looks at the equation y t 4x 2 r 8. He sees that two coordinate pairs
satisfying this equation are (0, 8) and (1, 12). He says since those two points lie
along a line, then y t 4x 2 r 8 must be a linear function. Is Conrad correct?
Answer
Justify your answer.

MP3 12. Three lines go through the point (3, 4). The slopes of these lines are 4, 0,
2
and s- . Aneesh says the equations of these lines are y t 4x r 4, y t 4,

Copyright © by William H. Sadlier, Inc. All rights reserved.

3
2
and y t s- 3
x r 4. Is he correct?
Answer
Justify your answer.

200 Unit 3 ■ Focus on Functions

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