Determine the value of r so that the line that passes through each pair of points has the given slope. (-1, -3), (7, r); m = ¾. #2.

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1 1 Algebra I Chapter 3 Test Review Standards/Goals: D.2.g.: I can recognize the concept of slope as a rate of change and can determine the slope when given a pair of coordinates. F.LE.1.b.: I can recognize situations where one quantity changes at a constant rate per unit in relation to another quantity. A.CED.2.: I can recognize a direct variation relationship. D.1.f.: I can identify, formulate, and obtain solutions to problems involving direct variation. D.1.e.: o o o I can write AND graph linear equations in slope intercept form when given two points. I can write AND graph linear equations in slope intercept form when given a point and the slope. I can write AND graph linear equations in slope intercept form when given the graph of an equation. F.IF.7a: I can graph linear equations using slope intercept form as a guide. D.1.e./ F.LE.2.: I can write and graph linear equations in point-slope form. D.2.h./ A.CED.2.: I can graph a linear equation using its x and y intercepts. D.1.e.: I can write linear equations in standard form. G.GPE.5.: I can understand the relationship between slope and its application to the idea of both parallel and perpendicular lines. D.2.g.: I can recognize the concept of slope as a rate of change and I can use it to describe relationships with parallel and perpendicular lines. #1. Slope D.2.g.: I can recognize the concept of slope as a rate of change and can determine the slope when given a pair of coordinates. Find the slope between the two given pairs of points: (9, 4), (6, 5) Determine the value of r so that the line that passes through each pair of points has the given slope. (-1, -3), (7, r); m = ¾ #2. Direct Variation A.CED.2.: I can recognize a direct variation relationship. D.1.f.: I can identify, formulate, and obtain solutions to problems involving direct variation. Which of the following equations show direct variation and for those that do, identify the constant of variation? #1. y = 4x #2. y = 5x 1 #3. y = ½ x Suppose that y varies directly with x. Write a direct variation equation that relates x and y. Then, find the value of y when x = 8. #1. y = 10, when x = 2. #2. y = 6, when x = 18. If y varies directly as the square of x and y = 64 when x = 4, what is the constant of variation?

2 2 #3. Slope Intercept Form /Point Slope Form/Standard Form D.1.e.: o I can write AND graph linear equations in slope intercept form when given two points. o I can write AND graph linear equations in slope intercept form when given a point and the slope. o I can write AND graph linear equations in slope intercept form when given the graph of an equation. F.IF.7a: I can graph linear equations using slope intercept form as a guide. D.1.e./ F.LE.2.: I can write and graph linear equations in point-slope form Write an equation in slope intercept form when the slope and y-intercept are given. #1. m = 4/5; b = -9 #2. m = - 2/3; b = 2 Write an equation in slope intercept form for a line that passes through the points (3, 5) and (0, 4) Write the point-slope form of an equation that has the given point and slope. #1. (4, 5); m = ½ #2. (4, -5); m = ½ #3. (-4, 5); m = ½ #4. (-4, -5); m = ½ Rewrite the following equations into standard form. #1. y = -5x + 9 #2. y = ½ x + 9 What is the equation, in standard form, of the line that passes through (-2, -7) and has a slope of 3?

3 3 Write an example of an equation that has: #1. No Slope #2. ZERO Slope. Based on the graphs show, write an equation in slope-intercept form that accurately portrays the graph. #1. #2. F.LE.1.b.: I can recognize situations where one quantity changes at a constant rate per unit in relation to another quantity. #1. Word Problem: The cost of a single topping large pizza is $8.00. Each extra topping on the pizza costs an additional $0.75. If x is the number of extra toppings, and y is the total cost of a pizza, write an equation that most accurately represents this situation? #2. Word Problem: The BETA club is selling #BJN hooded sweatshirts to raise money. The cost (represented by y) of the hooded sweatshirts is a linear function of the number of hoodies that are bought (represented by x). The BETA club can buy 50 hoodies for $800 and 150 hoodies for $2300. Write an equation in slope-intercept form that represents this situation. Show your work algebraically.

4 4 #3. Word Problem: The point (-7, -12) is on the graph of a linear equation. Another point on the graph of the same equation can be found by going 21 units up and 29 units to the right from (-7, -12). What is the slope of the line represented by the equation? Write the equation in slope-intercept form and then write it in standard form. #4. X & Y Intercepts D.2.h./ A.CED.2.: I can graph a linear equation using its x and y intercepts. Find the x and y intercepts for the given equations. Graph the equations, after finding the intercepts. #1. -4x 2y = -8 #2. 2x + 3y = -6 y y x x #5. Parallel and Perpendicular Lines: G.GPE.5.: I can understand the relationship between slope and its application to the idea of both parallel and perpendicular lines. D.2.g.: I can recognize the concept of slope as a rate of change and I can use it to describe relationships with parallel and perpendicular lines. #1. What would an equation of a line that is parallel to y = 5x + 1 possibly look like? #2. What would an equation of a line that is parallel to -4x + 9y = 14 possibly look like?

5 5 #3. What would an equation of a line that is perpendicular to y = - 2/3 x + 9 possibly look like? #4. What would an equation of a line that is perpendicular to y = 5x + 1 possibly look like? #5. What would an equation of a line that is parallel to y = -2/3 x + 9 possibly look like? Write what the slopes would be for lines with the given descriptions: #1. A line parallel to the x-axis. #2. A line perpendicular to the x-axis. #3. A line parallel to the y-axis. #4. A line perpendicular to the y-axis.

6 6 Algebra I Chapter 3 Flashback Review: Inequality Review: Solve, graph and write each in interval form: #1. -2x < 10 #2. 4(x + 1) 28 #3. ½ x < ¾ #4. 6 x < 10 #5. 4 x 8 28 #6. 2x > 10 or 2x 1< -17 # < 2x #8. 2 x + 19 > 10 #9. x + 9 = 82