# Minds On Unit 5: Analytic Geometry 1)Write an equation of a line that is steeper than this line and has the same y-intercept: y = 3x – 2 2)Find the slope.

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Minds On Unit 5: Analytic Geometry 1)Write an equation of a line that is steeper than this line and has the same y-intercept: y = 3x – 2 2)Find the slope of the line that passes through (-5, 2) and has an x-intercept of 3

Lesson 4: Interpreting Slope and Y-Intercept Unit 5: Analytic Geometry Learning Goal I can interpret the meaning of slope and y-intercept for a variety of word problems.

Lesson 4: Interpreting Slope and Y-Intercept Unit 5: Analytic Geometry The Easter Bunny left his burrow with his Easter basket to deliver chocolate eggs on Easter morning. This equation represents how many eggs the Easter Bunny has in his basket: y = 625 – 10x where y is the number of eggs in his basket and x is the number of houses he has delivered to. a)What is the slope? And what does it mean in the context of this question? b)What is the y-intercept and what does it mean in the context of this question? c)How many eggs will the Easter Bunny have in his basket after he has delivered to 14 houses?

Lesson 4: Interpreting Slope and Y-Intercept Unit 5: Analytic Geometry Rebecca has a pond in her backyard. The number of fish in the pond is represented by the equation f = 100 + 15t, where f equals the number of fish and t equals the number of years. What is the meaning of the y-intercept?

Lesson 4: Interpreting Slope and Y-Intercept Unit 5: Analytic Geometry Rebecca has a pond in her backyard. The number of fish in the pond is represented by the equation f = 100 +15t, where f equals the number of fish and t equals the number of years. What is the meaning of the slope?

Lesson 4: Interpreting Slope and Y-Intercept Unit 5: Analytic Geometry Rebecca has a pond in her backyard. The number of fish in the pond is represented by the equation f = 100 +15t, where f equals the number of fish and t equals the number of years. How many fish will be in the pond after 10 years?

Lesson 4: Interpreting Slope and Y-Intercept Unit 5: Analytic Geometry Rebecca has a pond in her backyard. The number of fish in the pond is represented by the equation f = 100 +15t, where f equals the number of fish and t equals the number of years. How many years will it take before there are 325 fish in the pond?

Lesson 4: Interpreting Slope and Y-Intercept Unit 5: Analytic Geometry Batman catches criminals every night, but since he started using gadgets, he’s been able to catch even more, as indicated by the equation C = 2g + 6, where C is the number of criminals caught per night, and g is the number of gadgets Batman has available. What is the meaning of the slope?

Lesson 4: Interpreting Slope and Y-Intercept Unit 5: Analytic Geometry Batman catches criminals every night, but since he started using gadgets, he’s been able to catch even more, as indicated by the equation C = 2g + 6, where C is the number of criminals caught per night, and g is the number of gadgets Batman has available. What is the meaning of the y-intercept?

Lesson 4: Interpreting Slope and Y-Intercept Unit 5: Analytic Geometry Batman catches criminals every night, but since he started using gadgets, he’s been able to catch even more, as indicated by the equation C = 2g + 6, where C is the number of criminals caught per night, and g is the number of gadgets Batman has available. How many criminals could Batman catch if he had 13 gadgets?

Lesson 4: Interpreting Slope and Y-Intercept Unit 5: Analytic Geometry Batman catches criminals every night, but since he started using gadgets, he’s been able to catch even more, as indicated by the equation C = 2g + 6, where C is the number of criminals caught per night, and g is the number of gadgets Batman has available. How many gadgets would Batman need in order to catch 50 criminals?

Lesson 4: Interpreting Slope and Y-Intercept Unit 5: Analytic Geometry With your partner come up with a word problem that can be represented by a linear equation (like the ones we just did). When you are finished, swap problems with someone and interpret the slope and y-intercept of their problem.

Lesson 4: Interpreting Slope and Y-Intercept Unit 5: Analytic Geometry Practice  Pg. 128 #8-11

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