1. Warm Up
Problem of the Day
Lesson Presentation
Lesson Quizzes

2. Math Journal (5 Min)
“What Do I Know About” – Each student will be given the title of the lesson that will be taught that day. They must then, at the beginning of class, write about what they know about the lesson before they have been taught the lesson, and at the end of class, write about what they now know about the lesson after they have been taught the lesson. Then, each student will discuss his/her answers within their group. Finally, to leave class, each student will have to give/write 1 sentence that they now know that pertained to the lesson.

3. Homework Review (5 Min)

4. Warm Up
Solve each equation for y.
1. 6y – 12x = 24
2. –2y – 4x = 20
3. 2y – 5x = 16
4. 3y + 6x = 18
y = 2x + 4
y = –2x – 10
y = x + 8 5 2
y = –2x + 6

5. Problem of the Day
The same photo book of Niagara Falls costs $5.95 in the United States and $8.25 in Canada. If the exchange rate is $1.49 in Canadian dollars for each U.S. dollar, in which country is the book a better deal?
Canada

6. Textbook Examples (I Do) (5 Min)

7. Learn to identify and graph linear equations.

8. Vocabulary
linear equation
rate of change

9. A linear equation is an equation whose solutions fall on a line on the coordinate plane. All solutions of a particular linear equation fall on the line, and all the points on the line are solutions of the equation.

10. If an equation is linear, a constant change in the x-value corresponds to a constant change in the y-value. The graph shows an example where each time the x-value increases by 3, the y-value increases by 2.

11. Additional Example 1A: Graphing Equations
Graph the equation and tell whether it is linear.
y = 3x – 1 +1 +1 +1
Make a table of ordered pairs. Find the differences between consecutive data points. x 1 2 3 y –1 5 8 +3 +3 +3

12. Additional Example 1A Continued
The equation y = 3x – 1 is a linear equation because it is the graph of a straight line and each time x increases by 1 unit, y increases by 3 units.

13. Caution!
Be careful when graphing each ordered pair. Double check each point you plot.

14. Additional Example 1B: Graphing Equations
Graph the equation and tell whether it is linear.
y = x3 +1 +1 +1 +1
Make a table of ordered pairs. Find the differences between consecutive data points. x –2 –1 1 2 y –8 8 +7 +1 +1 +7

15. Additional Example 1B Continued
The equation y = x3 is not a linear equation because its graph is not a straight line. Also notice that as x increases by a constant of 1 unit, the change in y is not constant.

16. Additional Example 1C: Graphing Equations
Graph the equation and tell whether it is linear.
y = 2
The equation y = 2 is a linear equation because it is the graph of the horizontal line where every y-coordinate is 2.

17. Check it Out: Example 1
Graph the equation and tell whether it is linear.
y = 2x + 1
Make a table of ordered pairs. Find the differences between consecutive data points. +1 +1 +1 +1 x –4 –2 2 4 y –7 –3 1 5 9 +4 +4 +4 +4

18. Check It Out: Example 1 Continued
The equation y = 2x + 1 is linear equation because it is the graph of a straight line and each time x increase by 1 unit, y increases by 2 units.

19. change in dependent variable change in independent variable
A rate of change is a ratio that compares the amount of change in a dependent variable to the amount of change in an independent variable.
change in dependent variable
rate of change =
change in independent variable
The rates for a set of data may vary, or they may be constant.

20. Additional Example 2A: Identifying Constant and Variable Rates of Change in Data
Determine whether the rates of change are constant or variable. +1 +2 +2 +3
Find the difference between consecutive data points. x 1 3 5 8 y 2 6 10 16 +2 +4 +4 +6
Find each ratio of change in y to change in x.
2 1
= 2
4 2
= 2
4 2
= 2
6 3
= 2
The rates of change are constant.

21. Additional Example 2B: Identifying Constant and Variable Rates of Change in Data
Determine whether the rates of change are constant or variable. +2 +1 +2 +3
Find the difference between consecutive data points. x 1 3 4 6 9 y 2 +2 +4 +0 +3
Find each ratio of change in y to change in x.
2 2
= 1
4 1
= 4
0 2
= 0
3 3
= 1
The rates of change are variable.

22. x 1 2 3 4 y 5 7 11 Check It Out! Example 2A
Determine whether the rates of change are constant or variable. +1 +1 +1 +1
Find the difference between consecutive data points. x 1 2 3 4 y 5 7 11 +2 +2 +2 +4
Find each ratio of change in y to change in x.
2 1
= 2
2 1
= 2
2 1
= 2
4 1
= 4
The rates of change are variable.

23. x 1 4 6 9 y 2 8 12 18 Check It Out! Example 2B
Determine whether the rates of change are constant or variable. +1 +3 +2 +3
Find the difference between consecutive data points. x 1 4 6 9 y 2 8 12 18 +2 +6 +4 +6
Find each ratio of change in y to change in x.
2 1
= 2
6 3
= 2
4 2
= 2
6 3
= 2
The rates of change are constant.

24. Additional Example 3: Sports Application
A lift on a ski slope rises according to the equation a = 130t , where a is the altitude in feet and t is the number of minutes that a skier has been on the lift. Five friends are on the lift. What is the altitude of each person if they have been on the ski lift for the times listed in the table? Draw a graph that represents the relationship between the time on the lift and the altitude.

25. Additional Example 3 Continued

26. Additional Example 3 Continued

27. Additional Example 3 Continued
The altitudes are: Anna, 6770 feet; Tracy, 6640 feet; Kwani, 6510 feet; Tony, 6445 feet; George, 6380 feet. This is a linear equation because when t increases by 1 unit, a increases by 130 units. Note that a skier with 0 time on the lift implies that the bottom of the lift is at an altitude of 6250 feet.

28. Check It Out: Example 3
In an amusement park ride, a car travels according to the equation D = 1250t where t is time in minutes and D is the distance in feet the car travels. Below is a chart of the time that three people have been in the cars. Graph the relationship between time and distance. How far has each person traveled?
Rider
Time
Ryan
1 min
Greg
2 min
Colette
3 min

29. Check It Out: Example 2 Continued
D =1250t D
(t, D) 1
1250(1)
1250
(1, 1250) 2
1250(2)
2500
(2, 2500) 3
1250(3)
3750
(3, 3750)
The distances are: Ryan, 1250 ft; Greg, 2500 ft; and Collette, 3750 ft.

30. Check It Out: Example 2 Continuedy
5000
3750
Distance (ft)
2500
1250 x 1 2 3 4
Time (min)
This is a linear equation because when t increases by 1 unit, D increases by 1250 units.

31. Class work Problems (We Do) (10 Min)
Pg (1-6)

39. Small Group CW(Yall Do) (10 Min)
Pg (8-32 EOE)

59. Homework (You Do) (10 Min)
Pg (7, 13, 15, 17, 19 odd)

60. Math Journal (5 Min)
“What Do I Know About” – Each student will be given the title of the lesson that will be taught that day. They must then, at the beginning of class, write about what they know about the lesson before they have been taught the lesson, and at the end of class, write about what they now know about the lesson after they have been taught the lesson. Then, each student will discuss his/her answers within their group. Finally, to leave class, each student will have to give/write 1 sentence that they now know that pertained to the lesson.

61. Lesson Quiz for Student Response Systems
Lesson Quizzes
Standard Lesson Quiz
Lesson Quiz for Student Response Systems 61 61

62. Lesson Quiz
Graph each equation and tell whether it is linear.
1. y = 3x – 1
2. y = x
3. y = x2 – 3
yes 14
yes no

63. Lesson Quiz for Student Response Systems
1. Identify the graph of the equation y = 4x – 1 and tell whether it is linear.
A. yes B. yes 63 63

64. Lesson Quiz for Student Response Systems
2. Identify the graph of the equation and tell whether it is linear.
A. yes B. yes 64 64

65. Lesson Quiz for Student Response Systems
3. Identify the graph of the equation y = x2 – 9 and tell whether it is linear.
A. no B. no 65 65