Transcription
Chapter 8Resource Masters
Consumable WorkbooksMany of the worksheets contained in the Chapter Resource Masters booklets areavailable as consumable workbooks in both English and Spanish.Study Guide and Intervention Workbook0-07-827794-9Study Guide and Intervention Workbook (Spanish)0-07-827795-7Skills Practice Workbook0-07-827788-4Skills Practice Workbook (Spanish)0-07-827790-6Practice Workbook0-07-827789-2Practice Workbook (Spanish)0-07-827791-4Answers for Workbooks The answers for Chapter 8 of these workbookscan be found in the back of this Chapter Resource Masters booklet.Spanish Assessment Masters Spanish versions of forms 2A and 2Cof the Chapter 8 Test are available in the Pre-Algebra Spanish AssessmentMasters (0-07-830412-1).Copyright by The McGraw-Hill Companies, Inc. All rights reserved.Printed in the United States of America. Permission is granted to reproduce thematerial contained herein on the condition that such material be reproduced onlyfor classroom use; be provided to students, teacher, and families without charge;and be used solely in conjunction with Glencoe Pre-Algebra. Any other reproduction, for use or sale, is prohibited without prior written permission of the publisher.Send all inquiries to:Glencoe/McGraw-Hill8787 Orion PlaceColumbus, OH 43240ISBN: 0-07-827774-41 2 3 4 5 6 7 8 9 10 047 11 10 09 08 07 06 05 04 03 02Pre-Algebra Chapter 8 Resource Masters
CONTENTSVocabulary Builder.viiLesson 8-8Lesson 8-1Study Guide and Intervention .452Skills Practice.453Practice .454Reading to Learn Mathematics .455Enrichment .456Study Guide and Intervention .417Skills Practice.418Practice .419Reading to Learn Mathematics .420Enrichment .421Lesson 8-2Study Guide and Intervention .422Skills Practice.423Practice .424Reading to Learn Mathematics .425Enrichment .426Lesson 8-3Study Guide and Intervention .427Skills Practice.428Practice .429Reading to Learn Mathematics .430Enrichment .431Lesson 8-4Study Guide and Intervention .432Skills Practice.433Practice .434Reading to Learn Mathematics .435Enrichment .436Lesson 8-5Study Guide and Intervention .437Skills Practice.438Practice .439Reading to Learn Mathematics .440Enrichment .441Lesson 8-9Study Guide and Intervention .457Skills Practice.458Practice .459Reading to Learn Mathematics .460Enrichment .461Lesson 8-10Study Guide and Intervention .462Skills Practice.463Practice .464Reading to Learn Mathematics .465Enrichment .466Chapter 8 AssessmentChapter 8 Test, Form 1 .467–468Chapter 8 Test, Form 2A .469–470Chapter 8 Test, Form 2B .471–472Chapter 8 Test, Form 2C.473–474Chapter 8 Test, Form 2D.475–476Chapter 8 Test, Form 3 .477–478Chapter 8 Open-Ended Assessment .479Chapter 8 Vocabulary Test/Review .480Chapter 8 Quizzes 1 & 2.481Chapter 8 Quizzes 3 & 4.482Chapter 8 Mid-Chapter Test.483Chapter 8 Cumulative Review .484Chapter 8 Standardized Test Practice.485–486Unit 3 Test/Review (Ch 7–8) .487–488Lesson 8-6Study Guide and Intervention .442Skills Practice.443Practice .444Reading to Learn Mathematics .445Enrichment .446Standardized Test Practice StudentRecording Sheet .A1ANSWERS .A2–A37Lesson 8-7Study Guide and Intervention .447Skills Practice.448Practice .449Reading to Learn Mathematics .450Enrichment .451iii
Teacher’s Guide to Using theChapter 8 Resource MastersThe Fast File Chapter Resource system allows you to conveniently file the resources youuse most often. The Chapter 8 Resource Masters includes the core materials needed forChapter 8. These materials include worksheets, extensions, and assessment options. Theanswers for these pages appear at the back of this booklet.All of the materials found in this booklet are included for viewing and printing in thePre-Algebra TeacherWorks CD-ROM.Vocabulary BuilderPages vii-viiiinclude a student study tool that presentsup to twenty of the key vocabulary termsfrom the chapter. Students are to recorddefinitions and/or examples for each term.You may suggest that students highlightor star the terms with which they arenot familiar.When to Use Give these pages to studentsbefore beginning Lesson 8-1. Encourage themto add these pages to their Pre-Algebra StudyNotebook. Remind them to add definitionsand examples as they complete each lesson.Study Guide and InterventionEach lesson in Pre-Algebra addresses one ortwo objectives. There is one Study Guide andIntervention master for each lesson.When to Use Use these masters as reteaching activities for students who need additional reinforcement. These pages can alsobe used in conjunction with the StudentEdition as an instructional tool for studentswho have been absent.Skills Practice There is one master foreach lesson. These provide computationalpractice at a basic level.When to Use These masters can be usedwith students who have weaker mathematicsbackgrounds or need additional reinforcement.PracticeThere is one master for eachlesson. These problems more closely followthe structure of the Practice and Applysection of the Student Edition exercises.These exercises are of average difficulty.When to Use These provide additionalpractice options or may be used as homework for second day teaching of the lesson.Reading to Learn MathematicsOne master is included for each lesson. Thefirst section of each master asks questionsabout the opening paragraph of the lesson inthe Student Edition. Additional questionsask students to interpret the context of andrelationships among terms in the lesson.Finally, students are asked to summarizewhat they have learned using various representation techniques.When to Use This master can be used asa study tool when presenting the lesson oras an informal reading assessment afterpresenting the lesson. It is also a helpfultool for ELL (English Language Learner)students.EnrichmentThere is one extensionmaster for each lesson. These activitiesmay extend the concepts in the lesson, offeran historical or multicultural look at theconcepts, or widen students’ perspectiveson the mathematics they are learning.These are not written exclusively for honorsstudents, but are accessible for use with alllevels of students.When to Use These may be used as extracredit, short-term projects, or as activitiesfor days when class periods are shortened.iv
Assessment OptionsIntermediate Assessment Four free-response quizzes are includedto offer assessment at appropriate intervals in the chapter. A Mid-Chapter Test provides an optionto assess the first half of the chapter. It iscomposed of both multiple-choice andfree-response questions.The assessment masters in the Chapter 8Resource Masters offer a wide range ofassessment tools for intermediate and finalassessment. The following lists describe eachassessment master and its intended use.Chapter AssessmentContinuing AssessmentChapter Tests Form 1 contains multiple-choice questionsand is intended for use with basic levelstudents. Forms 2A and 2B contain multiple-choicequestions aimed at the average levelstudent. These tests are similar in formatto offer comparable testing situations. Forms 2C and 2D are composed of freeresponse questions aimed at the averagelevel student. These tests are similar informat to offer comparable testing situations. Grids with axes are provided forquestions assessing graphing skills. Form 3 is an advanced level test withfree-response questions. Grids withoutaxes are provided for questions assessinggraphing skills. The Cumulative Review providesstudents an opportunity to reinforce andretain skills as they proceed throughtheir study of Pre-Algebra. It can alsobe used as a test. This master includesfree-response questions. The Standardized Test Practice offerscontinuing review of pre-algebra conceptsin various formats, which may appear onthe standardized tests that they mayencounter. This practice includes multiplechoice, grid-in, and open-ended questions.Bubble-in and grid-in answer sections areprovided on the master.Answers Page A1 is an answer sheet for theStandardized Test Practice questionsthat appear in the Student Edition onpages 430–431. This improves students’familiarity with the answer formats theymay encounter in test taking. The answers for the lesson-by-lessonmasters are provided as reduced pageswith answers appearing in red. Full-size answer keys are provided for theassessment masters in this booklet.All of the above tests include a freeresponse Bonus question. The Open-Ended Assessment includesperformance assessment tasks that aresuitable for all students. A scoring rubric isincluded for evaluation guidelines. Sampleanswers are provided for assessment. A Vocabulary Test, suitable for all students, includes a list of the vocabularywords in the chapter and ten questionsassessing students’ knowledge of thoseterms. This can also be used in conjunction with one of the chapter tests or as areview worksheet.v
NAME DATE PERIOD8Reading to Learn MathematicsThis is an alphabetical list of key vocabulary terms you will learn in Chapter 8.As you study this chapter, complete each term’s definition or description.Remember to add the page number where you found the term. Add these pages toyour Pre-Algebra Study Notebook to review vocabulary at the end of the chapter.VocabularyTermFoundon PageDefinition/Description/Examplebest-fit lineboundaryconstant ofvariationVEHR-ee-AY-shuhndirect variationfunctionhalf planelinear equationLIHN-ee-uhrviiVocabulary BuilderVocabulary Builder
NAME DATE PERIOD8Reading to Learn MathematicsVocabulary BuilderVocabularyTermFoundon Page(continued)Definition/Description/Examplerate of changeslopeslope-intercept formIHNT-uhr-SEHPTsubstitutionsystem of equationsvertical line testx-intercepty-interceptviii
NAME DATE8-1PERIODStudy Guide and InterventionFunctionsFunctionA special relation in which each member of the domain is paired with exactly one memberin the range.Move a pencil or straightedge from left to right across the graph of a relation. If it passes through no more than one point on the graph, the graph representsa function. If it passes through more than one point on the graph, the graph does not representa function.Since functions are relations, they can be represented using ordered pairs, tables, or graphs.ExampleDetermine whether each relation is a function. Explain.a. {( 10, 34), (0, 22), (10, 9), (20, 3)}Domain (x)Range (y)21001020234222293b.xx 10 101020yy 34 22 93Domain (x)Range (y)2102342222931020Because each element in the domain ispaired with only one value in the range,this is a function.Because 10 in the domain is pairedwith 34 and 22 in the range, this isnot a function.ExercisesDetermine whether each relation is a function. Explain.1. {( 5, 2), (3, 3), (1, 7), (3, 0)}2. {(2, 7), ( 5, 20), ( 10, 20), ( 2, 10),(1, 20)}No; 3 in the domain is paired with 3 and 0 in the range.3.xx1 38 820yy266511Yes; each x value is paired withonly one y value.4.Yes; each x value is paired withonly one y value. Glencoe/McGraw-Hillxx81 51 10yy 237713No; 1 in the domain is pairedwith 3 and 7 in the range.417Glencoe Pre-AlgebraLesson 8-1VerticalLine Test
NAME DATE8-1PERIODSkills PracticeFunctionsDetermine whether each relation is a function. Explain.1. {(3, 8), (3, 2), (6, 1), (2, 2)}2. {(0, 1), ( 4, 3), ( 3, 6), (3, 6)}No; 3 in the domain is pairedwith 8 and 2 in the range.Yes; each x value is paired withonly one y value.3. {( 6, 3), (2, 2), (0, 8), (1, 1)}4. {(1, 8), ( 6, 21), ( 11, 21), ( 3, 11), (0, 21)}Yes; each x value is paired withonly one y value.5.xx1 38 820yy266511Yes; each x value is paired withonly one y value.6.Yes; each x value is paired withonly one y value.7.4118 13 4yy2 41220Yes; each x value is paired withonly one y value.xx 1.21.11.7 1.21.08. xx70 61 11yy2.82.3 2.42.32.6yy 148814No; 1.2 in the domain is pairedwith 2.8 and 2.3 in the range.9.yYes; each x value is paired withonly one y value.10.xO11.xNo; a vertical line passesthrough more than one point.Glencoe/McGraw-HillxNo; a vertical line passesthrough more than one point.12.yOyOYes; any vertical line passesthrough no more than one pointof the graph. xxyOxYes; any vertical line passes throughno more than one point of the graph.418Glencoe Pre-Algebra
NAME DATE8-1PERIODPracticeFunctionsDetermine whether each relation is a function. Explain.2. {(5, 12), ( 1, 2), (8, 5), (4, 2), (3, 5)}Yes; each x value is paired withonly one y value.Yes; each x value is paired withonly one y value.3. {( 2, 3), (6, 8), (4, 2), (6, 5), (2, 5)}4. {(5, 2), ( 2, 15), ( 7, 15), (1, 5), (4, 15), ( 7, 2)}No; 7 in the domain is pairedwith 15 and 2 in the range.No; 6 in the domain is paired with 8 and 5 in the range.5. xx4 511 5236. xx71411 10 1yy 31106yy 3 9 4 315No; 5 in the domain is pairedwith 1 and 0 in the range.Yes; each x value is paired withonly one y value.7. xx 3.03.54.1 3.03.48. xx114 24 7yy4.23.7 3.83.74.0yy 7 2226No; 3.0 in the domain is pairedwith 4.2 and 3.7 in the range.No; 4 in the domain is paired with 2 and 2 in the range.EMPLOYMENT For Exercises 9–12, use thetable, which shows the percent of employedmen and women in the U.S. labor forceevery five years from 1980 to 2000.Employed Members of Labor Force9. Is the relation (year, percent of men) afunction? Explain. Yes; each year ispaired with only one value for thepercent of employed men.10. Describe how the percent of employedmen is related to the year. The numberof employed men varies each year,but is around 76 percent of themale population.YearMen(% of malepopulation)Women(% of 7.5199575.058.9200078.967.3Source: U.S. Census Bureau11. Is the relation (year, percent of women) a function? Explain. Yes; each year ispaired with only one value for the percent of employed women.12. Describe how the percent of employed women is related to the year. As the yearsprogress, the percent of employed women increases. Glencoe/McGraw-Hill419Glencoe Pre-AlgebraLesson 8-11. {(4, 5), (0, 9), (1, 0), (7, 0)}
NAME DATE8-1PERIODReading to Learn MathematicsFunctionsPre-ActivityHow can the relationship between actual temperatures andwindchill temperatures be a function?Do the activity at the top of page 369 in your textbook. Writeyour answers below.a. On grid paper, graph the temperatures asordered pairs (actual, windchill).5b. Describe the relationship between the twotemperature scales. Sample answer:5155101520253035As the actual temperature increases,the windchill temperature alsoincreases.yO515xc. When the actual temperature is 20 F, which is the best estimate forthe windchill: 46 F, 28 F, or 0 F? Explain. 46 F; when theactual temperature decreases, the windchill temperaturealso decreases.Reading the Lesson 1–2. See students’ work.Write a definition and give an example of each new vocabulary word or phrase.VocabularyDefinitionExample1. function2. vertical line test3. For a relation to be a function, each element in therangeonly one corresponding element in thedomainmust have.4. Explain what is meant by the phrase “distance is a function of time.” Sample answer:How far something travels depends on how much time elapses.Helping You Remember5. You have learned various ways to determine whether a relation is a function. Choosewhich method is the easiest for you to use, then write a few sentences explaining howthat method relates to the other methods. Sample answer: Placing the rangevalues in a table with their corresponding domain values makes it easyto see whether an element in the domain is paired with only one elementin the range. By graphing and connecting the points, the vertical line testcan be applied to arrive at the same answer. Glencoe/McGraw-Hill420Glencoe Pre-Algebra
NAME DATE8-1PERIODEnrichmentEmmy NoetherA linear equation is an example of a transformation, unless it is the equation for a verticalline. In a transformation, a given rule transforms each number in one set, the domain, intoone and only one number in another set, the range. In graphing linear equations, thedomain is usually the set of real numbers and the range is either the set of real numbers ora subset of the real numbers. Each value of x is transformed into some value of y.Transformation f is shown in the diagram below. The transformation takes each element ofthe domain {1, 2, 3} and adds 1 to produce the corresponding value in the range. Functionalnotation is used to show the rule f (x) x 1.f (x )xf122334f (x )x1Use functional notation to write the rule for each transformation.1.g (x )x2.h (x )xhg135253373h(x ) 5g(x) 2x 13. What do you think is anon-commutative algebra?54. Explain whether the diagram belowshows a transformation.a b b a for some a, b R42769No, the number 4 corresponds tomore than one value in the range. Glencoe/McGraw-Hill421Glencoe Pre-AlgebraLesson 8-1Emmy Noether (1882 1935) was a German mathematician and a leading figure in modernabstract algebra. Her contributions helped change the role of women in German universitiesand advanced the mathematical progress of the time. Noether fought and overcame rulesthat once prevented her from becoming a faculty member. Her most notable work pertainsto linear transformations of non-commutative algebras and their structures.
NAME DATE8-2PERIODStudy Guide and InterventionLinear Equations in Two VariablesA function can be represented with an equation. An equation such as y 1.50x is called a linearequation. A linear equation in two variables is an equation in which the variables appear in separateterms and neither variable contains an exponent other than 1.13Linear Equationsy x 1, y 2x, y xNonlinear Equationsy x 2 1, y 2x 3, y , xy 43xSolutions of a linear equation are ordered pairs that make the equation true. One way to find solutionsis to make a table.Example 1Example 2A linear equation canalso be represented by a graph. Thecoordinates of all points on a line aresolutions to the equation. Graphy 4x 10 by plotting ordered pairs.Complete the table.Use the results to write four solutionsof y 4x 10. Write the solution asordered pairs.xy 4x 10y(x, y) 1y 4( 1) 10 14( 1, 14)0y 4(0) 10 10(0, 10)1y 4(1) 10 6(1, 6)2y 4(2) 10 2(2, 2)Plot the points found in Example 1. Connectthe points using a straight line.2yO8 6 4 22 4 6 8x2(2, 2)46(1, 6)810 (0, 10)1214ExercisesFind four solutions of each equation. Write the solutions as ordered pairs.1–3. Sample answers are given.1. y 2x 42. y 3x 73. 4x y 5( 1, 2), (0, 4),( 1, 4), (0, 7),( 1, 9), (0, 5),(1, 6), (2, 8)(1, 10), (2, 13)(1, 1), (2, 3)Graph each equation by plotting ordered pairs.4. y 4x5. y x 6yyy64xO xGlencoe/McGraw-Hillx8 6 4 2864224686. 2x y 8yO2 4 6 8x422161284168481216yy 2x 8O4 8 12 16xGlencoe Pre-Algebra
NAME DATE8-2PERIODSkills PracticeLinear Equations in Two VariablesFind four solutions of each equation. Write the solutions as ordered pairs.1–9. Sample answers are given.1. y 8x 42. y x 12( 1, 12), (0, 4),(1, 4), (2, 12)4. x y 153. 4x 4y 24( 1, 7), (0, 6),(1, 5), (2, 4)( 1, 13), (0, 12),(1, 11), (2, 10)5. y 7x 66. y 3x 8( 1, 13), (0, 6),(1, 1), (2, 8)( 1, 14), (0, 15),(1, 16), (2, 17)7. y 128. 4x 2y 09. 4x y 4( 1, 2), (0, 0),(1, 2), (2, 4)( 1, 12), (0, 12),(1, 12), (2, 12)( 1, 11), (0, 8),(1, 5), (2, 2)( 1, 8), (0, 4),(1, 0), (2, 4)10. y 3x 2y321211. y x 312. y x yyyx 31x 322yxxOy3x213. y 2x 5y642xy2x516. y 5x5xO 8 6 4 215. y x 2yy2468y10Glencoe/McGraw-Hillx2x–23yO2 4 6 8x4x8y8y2x 6642O8 6 4 22 4 6 8x2468423xO17. y 2x 6yy2314. y 4x 8OOxO18. y 5x 1yyO5x 1xGlencoe Pre-AlgebraLesson 8-2Graph each equation by plotting ordered pairs.
NAME DATE8-2PERIODPracticeLinear Equations in Two VariablesFind four solutions of each equation. Write the solutions as ordered pairs.1–6. Sample answers are given.1. y x 52. y 7( 1, 6), (0, 5),(1, 4), (2, 3)4. x y 63. y 3x 1( 1, 7), (0, 7),(1, 7), (2, 7)5. y 2x 4( 1, 7), (0, 6),(1, 5), (2, 4)( 1, 4), (0, 1),(1, 2), (2, 5)6. 7x y 14( 1, 2), (0, 4),(1, 6), (2, 8)( 1, 21), (0, 14),(1, 7), (2, 0)Graph each equation by plotting ordered pairs.7. y 2x 18. y 6x 2yxO2x – 1y10. y 7y6 y6x 242O8 6 4 22 4 6 8x246810246yy64272 4 6 8xx 4xO12. y x 6y8642O8 6 4 2Oyy1211. y 3x 91086428 6 4 29. y x 42468102 4 6 8x8 6 4 2y3x – 92468yxO2 4 6 8y1x–62COOKING For Exercises 13–15, use the following information.Kirsten is making gingerbread cookies using her grandmother’s recipe and needs to convertgrams to ounces. The equation y 0.04x describes the approximatenumber of ounces y in x grams.13. Find three ordered pairs of values that satisfy this equation.14. Draw the graph that contains these points.15. Do negative values of x make sense in this case? Explain.No; a recipe cannot contain a negative numberof grams of an ingredient.OuncesSample answer: (100, 4), (200, 8), (300, 12)87654321Oy100200300400xGrams Glencoe/McGraw-Hill424Glencoe Pre-Algebra
NAME DATE8-2PERIODReading to Learn MathematicsLinear Equations in Two VariablesPre-ActivityHow can linear equations represent a function?Do the activity at the top of page 375 in your textbook. Writeyour answers below.a. Complete the table to find the costof 2, 3, and 4 cans of peaches.Number ofCans (x)1.50xCost 0b. On grid paper, graph theordered pairs (number,cost). Then draw a linethrough the points.Cost ( )yNumber of Cansxc. Write an equation representing the relationship between number ofcans x and cost y. y 1.5x or 1.50xReading the LessonWrite a definition and give an example of the new vocabulary See students’ work.2. Determine whether each equation below is linear or nonlinear and explain why.a. y x 1 Linear; the variables appear in separate terms, and neithervariable contains an exponent other than 1.b. y x2 1 Nonlinear; the variable x has an exponent of 2.c. xy 4 Nonlinear; the variables appear in the same term.3. Solutions of a linear equation areordered pairsthat make the equation true.Helping You Remember4. Work with one of your classmates translating linear equations into English. First, eachof you should write a linear equation. Then trade equations and take turns reading theequations in everyday words. Second, each of you should describe a line in terms of itsx and y values. Trade sentences and translate them into linear equations. Sampleanswer: x y 10; The value of y subtracted from the value of x is 10. Glencoe/McGraw-Hill425Glencoe Pre-AlgebraLesson 8-20
NAME DATE8-2PERIODEnrichmentEquations with Two VariablesComplete the table for each equation.1. y 7 xx2. y 2x 4yxyxy 436163 6 254125 4 81 120 9x44. y 3x 2x5. y y24 1 5377. y 9 2x6. y 6x 1xyxy821 51642 11 6 213 24x 5x8. y 3 xyx334174110. y x2 3. y x 99. y 2 5yxy3897468 8 1101011. y x2 312. y 1 2xxyxyx2436 1311522 374160 3 511Glencoe/McGraw-Hilly426Glencoe Pre-Algebra
NAME DATE8-3PERIODStudy Guide and InterventionGraphing Linear Equations Using InterceptsFinding InterceptsThe x-intercept is the x-coordinate of a point where a graphcrosses the x-axis. The y-coordinate of this point is 0.To find the x-intercept, let y 0 in theequation and solve for x.The y-intercept is the y-coordinate of a point where a graphcrosses the y-axis. The x-coordinate of this point is 0.To find the y-intercept, let x 0 in theequation and solve for y.Example 1Example 2Find the x-interceptand the y-intercept for the graph of2x 5y 10.y(0, 2) 2xTo find the x-intercept, let y 0.2x 5y 102x 5(0) 10x 5Graph 2x 5y 10.5y10(5, 0)Write the equation.OxReplace y with 0.Simplify.To find the y-intercept, let x 0.2x 5y 102(0) 5y 10y 2Write the equation.Replace x with 0.Lesson 8-3Simplify.ExercisesFind the x-intercept and the y-intercept for the graph of each equation.1. y x 52. y 1 05; 53. 3x 2y 124; 6none; 1Graph each equation using the x- and y-intercepts.4. y 3x 35. y x 5y( 1, 0)xO(0, 3) Glencoe/McGraw-Hilly12()9 0, 963(9, 0)O12 9 6 33 6 9 12x369124276. y x 9y(0, 5)( 5, 0)OxGlencoe Pre-Algebra
NAME DATE8-3PERIODSkills PracticeGraphing Linear Equations Using InterceptsState the x-intercept and the y-intercept of each line.1.2.y3.yy1086OxOxO 3; 28 6 42 4 6 8x246 2; 6none; 4Find the x-intercept and the y-intercept for the graph of each equation.4. y 2x 65. 3x 5y 309; 1810; 67. y 7x 148. y 12x 66. y 4x 82; 89. y 7122; 14 ; 6none; 7Graph each equation using the x- and y-intercepts.10. y 2x 611. y 2y8 (0, 6)6y2x 642O (3, 0)8 6 4 22 4 6 8x24682513. y x 212. y 4x 2yyxOO2214. x 415. y x 3yyyyx(5, 0)y 2x5Glencoe/McGraw-Hill–x3(0, 3)4(4, 0)xO(0, 2)x( 1 , 0)(0, 2)y4x 2y(0, 2)xOO(3, 0)x2428Glencoe Pre-Algebra
NAME DATE8-3PERIODPracticeGraphing Linear Equations Using InterceptsFind the x-intercept and the y-intercept for the graph of each equation.1. y 2x 22. y 4 01, 23. y 3x 9none, 44. 6x 12y 24 3, 95. 5x 3y 156. x 7 03, 54, 2 7, noneGraph each equation using the x- and y-intercepts.8. y x 51710. y x 18642y( 7, 0)O8 6 4 22 4 6 8x2(0, 1)4 y – 1x – 17688(0, 5) 6428 6 4 22468yyyOx 511. 5x 2y 10The y-intercept 1000 shows how much moneywas in the savings account before Rashid madeany deposits.Glencoe/McGraw-Hill429xO2x – 4y(0, 4)12. x 2y8y – 5x 52(0, 5) 642O (2, 0)8 6 4 22 4 6 8x246813. SAVINGS Rashid’s grandparents started a savingsaccount for him, contributing 1000. He deposits 430each month into the account. The equation y 430x 1000 represents how much money is in the savingsaccount after x number of months. Graph the equationand explain what the y-intercept means. (2, 0)(5, 0)2 4 6 8xyLesson 8-3y864 y x 72O (7, 0)8 6 4 22 4 6 8x246(0, 7)89. y 2x 42x(2, 0)xO (thousand)7. y x 718161412108642Oyy5430x100010 15Months20xGlencoe Pre-Algebra
NAME DATE8-3PERIODReading to Learn MathematicsGraphing Linear Equations Using InterceptsPre-ActivityHow can intercepts be used to represent real-life information?Do the activity at the top of page 381 in your textbook. Writeyour answers below.a. Write the ordered pair for the point where the graph intersects they-axis. What does this point represent? (0, 32); a temperature of0 C equals 32 F.b. Write the ordered pair for the point where the graph intersects thex-axis. What does this point represent? ( 18, 0); a temperatureof approximately 18 C equals 0 F.Reading the Lesson 1–2. See students’ work.Write a definition and give an example of each new vocabulary word.VocabularyDefinitionExample1. x-intercept2. y-intercept3. They-coordinateof the x-intercept is 0.Thex-coordinateof the y-intercept is 0.4. Draw a model o
Dec 01, 2001 · iv Teacher’s Guide to Using the Chapter 8 Resource Masters The Fast FileChapter Resource system allows you to conveniently file the resources you use most often. The Chapter 8 Resource Mastersincludes the core materials needed for Chapter 8. These material
