1 the steepness of a linear equation is called its a
This preview shows page 139 - 143 out of 367 pages.
1.The “steepness” of a linear equation is called itsa) interceptb) slopec) formulad) run2.Ax + By = C is what form of writing a linear equation?a) point-slopeb) interceptc) rise d) standard3.The lines with equations y = -2x + 7 and y = -2x – 6 area) intersectingb) perpendicularc) verticald) parallel4.The equation y = -13x + 2 is said to be ina) standard form b) point-slope form c) slope-intercept form5.True or False? The slope of an equation is calculated by the run dividedby the rise.a) Trueb) False6.What is the slope of the line passing through (2, -8) and (4, 1)?a) 92b) -67c) 76d) -29
7.What is the equation written in standard form of a line passing through(0, -3) and has a slope of 25?a) -5x + 2y = 15b) -5x – 2y = -15 c) 2x – 5y = 15 d) -2x + 5y = 18.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 slopeis ______, 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) 1811. The equations of the lines are 2x + y = 7 and 8y = 9 + 4x. They area) Parallel b) Perpendicular Why? ______________________12. The equation of a line in standard form that passes through (-1, 7) and(-4, 9) isa) 2x + 3y = 19 b) -3x + 2y = 17 c) -2x + 3y = 23
Algebra I Lesson Plans for Block ScheduleAligned to NCSCOS – 2003Day 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 inequalityexpressions. The students will then solve several inequality expressions to show how multiplying and dividingby negativenumbers requires the inequality sign to be reversed, and to show how inequalities have an infinitenumber 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 infinitenumber 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 similarand differentto 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” PracticeWhat are Inequalities?