1 the steepness of a linear equation is called its a

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1. The “steepness” of a linear equation is called its a) intercept b) slope c) formula d) run 2. Ax + By = C is what form of writing a linear equation? a) point-slope b) intercept c) rise d) standard 3. The lines with equations y = -2x + 7 and y = -2x – 6 are a) intersecting b) perpendicular c) vertical d) parallel 4. The equation y = - 1 3 x + 2 is said to be in a) standard form b) point-slope form c) slope-intercept form 5. True or False? The slope of an equation is calculated by the run divided by the rise. a) True b) False 6. What is the slope of the line passing through (2, -8) and (4, 1)? a) 9 2 b) - 6 7 c) 7 6 d) - 2 9
7. What is the equation written in standard form of a line passing through (0, -3) and has a slope of 2 5 ? a) -5x + 2y = 15 b) -5x – 2y = -15 c) 2x – 5y = 15 d) -2x + 5y = 1 8. Which equation has a slope of 0? a) x = -2 b) y = -2 c) x = 0 9. A point-slope equation of a line is y – 8 = -6(x – 3). It’s slope is ______, and it passes through the ordered pair ________. 10. What is the x-intercept of the equation 9x – y = 18? a) -2 b) 2 c) 9 d) 18 11. The equations of the lines are 2x + y = 7 and 8y = 9 + 4x. They are a) Parallel b) Perpendicular Why? ______________________ 12. The equation of a line in standard form that passes through (-1, 7) and (-4, 9) is a) 2x + 3y = 19 b) -3x + 2y = 17 c) -2x + 3y = 23
Algebra I Lesson Plans for Block Schedule Aligned to NCSCOS – 2003 Day 32 Math Smart – pg. 257. Evaluating Functions. (Reviews substitutions) Essential Question: What’s ahead and how will I do on my Chapter 6 test? Objective(s): same as previous day. “SAP”: The students will complete a graphic organizer that defines, with examples, the meaning of “less than”, “less than or equal to”, “greater than”, and “greater than or equal to”. Verbal expressions are translated into inequality expressions. The students will then solve several inequality expressions to show how multiplying and dividing by negative numbers requires the inequality sign to be reversed , and to show how inequalities have an infinite number of solutions. Lesson Anatomy : Check homework and warm-up. Introduce students to next chapter by talking about “inequalities”. Discuss how students would solve: c + 9 = 3; d – (-3) = 13; discuss how ONE answer is the solution. Lead discussion to the meaning of “inequalities”…what does that mean? Share that the solution will have an infinite number of answers. Distribute graphic organizer to each student with attached examples. Define: <, >, , ≤ ≥ What do they mean? Complete the table to define terms “verbally”. Students will then work through introductory examples to learn rules of solving inequalities. Discuss how they are similar and different to solving equations. Students will then take their Chapter 6 test. Good Luck! Summarizing Activity: Pass out large graph sheet to each student. Have students graph: y = x + 4, neatly and in color. File in notebooks until next day.
Homework: “Inequality-Solving” Practice What are Inequalities ?

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