Functions

2
Essential Questions
Unit Overview
In this unit, you will build linear models and use them to study How can you show
functions, domain, and range. Linear models are the foundation mathematical relationships?
for studying slope as a rate of change, intercepts, and direct
variation. You will learn to write linear equations given varied Why are linear functions
useful in real-world settings?
information and express these equations in different forms.

Key Terms
As you study this unit, add these and other terms to your math
notebook. Include in your notes your prior knowledge of each Embedded Assessments
word, as well as your experiences in using the word in different This unit has three embedded
mathematical examples. If needed, ask for help in pronouncing assessments, following Activities 8,
new words and add information on pronunciation to your math 11, and 13. They will give you an
notebook. It is important that you learn new terms and use them opportunity to demonstrate what
correctly in your class discussions and in your problem solutions. you have learned.
Embedded Assessment 1:
Academic Vocabulary
Representations of
• causation Functions p. 121
Math Terms Embedded Assessment 2:
© 2014 College Board. All rights reserved.

• relation • one-to-one Linear Functions

• function • arithmetic sequence and Equations p. 173
• vertical line test • explicit formula Embedded Assessment 3:
• independent variable • recursive formula
• dependent variable • slope-intercept form Linear Models and
• continuous • point-slope form Slope as Rate of Change p. 207
• discrete • standard form
• y-intercept • scatter plot
• relative maximum • trend line
• relative minimum • correlation
• extrema • line of best fit
• x-intercept • linear regression
• parent function • quadratic regression
• absolute value function • quadratic function
• direct variation • exponential regression
• constant of variation • exponential function
• indirect variation
• inverse function

  63
 UNIT 2

Getting Ready
Write your answers on notebook paper.
Show your work.

1. Copy and complete the table of values. 6. Which of the following equations represents
the data in the table?
−1 −1
2 5 x 1 3 5 7
5 11 y 2 8 14 20
8
A. y = 2x − 1 B. y = 3x − 1
11 23 C. y = x + 1 D. y = 2x + 1
29
7. If 2x + 6 = 2, what is the value of x?
2. List the integers that make this statement true. A. 4 B. 2 C. 0 D. −2
−3 ≤ x < 4 8. Which of the following are the coordinates of a
3. Evaluate for a = 3 and b = −2. point on this line?
a. 2a − 5 b. 3b + 4a y

4. Name the point for each ordered pair. 4

a. (−3, 0) b. (−1, 3) c. (2, −2) 3
y
2
4
R 1
3
x
−4 −3 −2 −1 1 2 3 4
2
−1
1
S −2
x
−4 −3 −2 −1 1 2 3 4 −3
−1
−4
T
−2

© 2014 College Board. All rights reserved.

−3 A. (−1, 3) B. (1, −3)
−4 C. (−1, −3) D. (1, 3)

5. Explain how you would plot (3, −4) on a

coordinate plane.

64 SpringBoard® Mathematics Algebra 1, Unit 2 • Functions

 Functions and Function Notation ACTIVITY 5
Vending Machines
Lesson 5-1 Relations and Functions
My Notes
Learning Targets:
• Represent relations and functions using tables, diagrams, and graphs.
• Identify relations that are functions.
SUGGESTED LEARNING STRATEGIES: Visualization, Create
Representations, Think-Pair-Share, Interactive Word Wall, Paraphrasing
Use this machine to answer the questions below.

DVD Vending Machine

1 2 3
Insert money
and push
A the buttons
below.

B
A1 A2 A3
B1 B2 B3
C C1 C2 C3

Remove Purchased
DVDs Here
© 2014 College Board. All rights reserved.

1. What DVD would you receive if you inserted your money and pressed:
a. A1?

b. C2?

c. B3?

2. Assuming the machine were filled properly, describe what would

happen if you pressed the same button twice.

Activity 5 • Functions and Function Notation 65

 ACTIVITY 5 Lesson 5-1
continued Relations and Functions

My Notes
Each time you press a button, an input, you may receive a DVD, an output.
3. In the DVD vending machine situation, does every input have an
output? Explain your response.

4. Each combination of input and output can be expressed as a mapping

MATH TERMS written input → output. For example, B2 → The Amazing Insectman.
A mapping is a visual- a. Write as mappings each of the possible combinations of buttons
representation of a relation in pushed and DVDs received in the vending machine.
which an arrow associates each
input with its output.

b. Create a table to illustrate how the inputs and outputs of the vending
machine are related.

© 2014 College Board. All rights reserved.

MATH TERMS
An ordered pair shows the
relationship between two elements,
written in a specific order using
parentheses notation and a comma
separating the two values.
Mappings that relate values from one set of numbers to another set of
numbers can be written as ordered pairs. A relation is a set of ordered pairs.
MATH TERMS Relations can have a variety of representations. Consider the relation {(1, 4),
A relation is information that can
be represented by a set of ordered
pairs.

66 SpringBoard® Mathematics Algebra 1, Unit 2 • Functions

 Lesson 5-1 ACTIVITY 5
Relations and Functions continued

My Notes
Relations can have a variety of representations. Consider the relation {(1, 4),
(2, 3), (6, 5)}, shown here as a set of ordered pairs. This relation can also be
represented in these ways.

Table Mapping Graph

y
x y
1 4 6
1 4
2 3
2 3 6 5
4
6 5

x
2 4 6

5. Write the following numerical mappings as ordered pairs.

Input Output Ordered Pairs
1 → −2 (1, −2)
2 → 1
3 → 4
4 → 7

Check Your Understanding

6. A vending machine at the Ocean, Road, and Air show creates souvenir
coins. You select a letter and a number and the machine creates a
souvenir coin with a particular vehicle imprinted on it. The graph
shows the vending machine letter/number combinations for the
© 2014 College Board. All rights reserved.

different coins.

a. Make a table showing each coin’s letter/number combination.

b. Write the letter/number combinations as a set of ordered pairs.
c. Write the letter/number combinations in a mapping diagram.

Activity 5 • Functions and Function Notation 67

 ACTIVITY 5 Lesson 5-1
continued Relations and Functions

My Notes
A function is a relation in which each input is paired with exactly one output.
7. Compare and contrast the DVD Vending Machine with a function.

8. Suppose when pressing button C1 on the vending machine both “The

Dependables” and “The Light Knight” come out. Describe how this
vending machine resembles or does not resemble a function.

9. Imagine a machine where you input an age and the machine gives you
the name of anyone who is that age. Compare and contrast this machine
with a function. Explain by using examples and create a representation
of the situation.

© 2014 College Board. All rights reserved.

10. Create an example of a situation (math or real-life) that behaves like a

function and another that does not behave like a function. Explain why
you chose each example to fit the category.
a. Behaves like a function:

b. Does not behave like a function:

68 SpringBoard® Mathematics Algebra 1, Unit 2 • Functions

 Lesson 5-1 ACTIVITY 5
Relations and Functions continued

My Notes
11. Determine whether the ordered pairs and equations represent functions.
Explain your answers.
a. {(5, 4), (6, 3), (7, 2)}

b. {(4, 5), (4, 3), (5, 2)}

c. {(5, 4), (6, 4), (7, 4)}

d. y = 3x − 5, where x represents input values and y represents

output values

e. y = −x + 4, where x represents input values and y represents

output values

12. Attend to precision. Using positive integers, write two relations as

lists of ordered pairs below, one that is a function and one that is not
a function.
Function:
Not a function:

Check Your Understanding

© 2014 College Board. All rights reserved.

13. Does the mapping shown represent a function? Explain.

2
6
3
9
4
7
5

14. Does the graph shown represent a function? Explain.

y 
7
6
5
4
3
2
1
x
1 2 3 4 5 6 7

Activity 5 • Functions and Function Notation 69

 ACTIVITY 5 Lesson 5-1
continued Relations and Functions

My Notes
LESSON 5-1 PRACTICE
For the Bingo card below, suppose that a combination of a column letter and
a row number, such as B1, represents an input and the number at that location,
such as 7, represents an output. Use this information for Items 15−17.

B I NG O
7 26 35 51 73
14 23 44 55 63
6 19 FREE 48 64
12 22 32 54 70
11 16 33 47 69
15. What output corresponds to I2?
16. What input corresponds to 54?
17. Does every input have a numerical output? Explain.
18. Construct viable arguments. Explain why each of the following is
not a function.
a. y b.
x y
4
12 −8
17 3
2
−4 9
17 −5
x
−2 2

© 2014 College Board. All rights reserved.

−2

c. y2 = x, where x represents input values and y represents output values.

70 SpringBoard® Mathematics Algebra 1, Unit 2 • Functions

 Lesson 5-2 ACTIVITY 5
Domain and Range continued

My Notes
Learning Targets:
• Describe the domain and range of a function.
• Find input-output pairs for a function.
SUGGESTED LEARNING STRATEGIES: Quickwrite, Create
Representations, Discussion Groups, Marking the Text, Sharing and
Responding
The set of all inputs for a function is known as the domain of
the function. The set of all outputs for a function is known as the range WRITING MATH
of the function. The domain and range of a
1. Consider a vending machine where inserting 25 cents dispenses one function can be written using set
notation.
pencil, inserting 50 cents dispenses 2 pencils, and so forth up to and
including all 10 pencils in the vending machine. For example, for the function {(1, 2),
a. Identify the domain in this situation. (3, 4), (5, 6)}, the domain is {1, 3, 5}
and the range is {2, 4, 6}.

b. Identify the range in this situation.

2. For each function below, identify the domain and range.

a. b.
input output
2 4
7 6
6
3 −2 8 −3
5 1

Domain: Domain:
Range: Range:
© 2014 College Board. All rights reserved.

c. y d. {(−7, 0), (9, −3), (−6, 2.5)}

6
Domain:
Range:
4

x
2 4 6

Domain:
Range:

Activity 5 • Functions and Function Notation 71

 ACTIVITY 5 Lesson 5-2
continued Domain and Range

My Notes
3. Consider a machine that exchanges quarters for dollar bills. Inserting
one dollar bill returns four quarters and you may insert up to five
one-dollar bills at a time.
a. Is 7 a possible input for the relation this change machine represents?
Justify your response.

b. Could 3.5 be included in the domain of this relation? Explain why or

why not.

c. Reason abstractly. What values are not in the domain? Justify

your reasoning.

d. Is 8 a possible output for the relation this change machine represents?

Justify your response.

© 2014 College Board. All rights reserved.

e. Could 3 be included in the range of this relation? Explain why or
why not.

f. What values are not in the range? Justify your reasoning.

72 SpringBoard® Mathematics Algebra 1, Unit 2 • Functions

 Lesson 5-2 ACTIVITY 5
Domain and Range continued

My Notes
4. Make sense of problems. Each of the functions that you have seen has
a finite number of ordered pairs. There are functions that have an infinite
number of ordered pairs. Describe any difficulties that may exist trying MATH TERMS
to represent a function with an infinite number of ordered pairs using A finite set has a fixed countable
the four representations of functions that have been described thus far. number of elements. An infinite
set has an unlimited number of
elements.

5. Sometimes, machine diagrams are used to represent functions. In the

function machine below, the inputs are labeled x and the outputs are
labeled y. The function is represented by the expression 2x + 5.

x 2x +5 y

a. What is the output if the input is x = 7? x = −2? x = 1 ?

2

b. Express regularity in repeated reasoning. Is there any limit

to the number of input values that can be used with this expression?
Explain.
© 2014 College Board. All rights reserved.

Consider the function machine below.

x x2 +2x +3 y

6. Use the diagram to find the (input, output) ordered pairs for the
following values.
3
a. x = −5 b. x = c. x = −10
5

Activity 5 • Functions and Function Notation 73

 ACTIVITY 5 Lesson 5-2
continued Domain and Range

My Notes
7. Make a function machine for the expression 10 − 5x. Use it to find
3
ordered pairs for x = 3, x = −6, x = 0.25, and x = .
4

Creating a function machine can be time consuming and awkward. The

function represented by the diagram in Item 5 can also be written algebraically
as the equation y = 2x + 5.
8. For each function, find ordered pairs for x = −2, x = 5,
2
x = , and x = 0.75. Create tables of values.
3
1
a. y = 9 − 4x b. y =
x

© 2014 College Board. All rights reserved.

Check Your Understanding

9. The set {(3, 5), (−1, 2), (2, 2), (0, −1)} represents a function. Identify
the domain and range of the function.
10. Identify the domain and range for each function.
a. y b.
x y
4
12 −8
2 17 3
−4 9
x
−2 2

−2

74 SpringBoard® Mathematics Algebra 1, Unit 2 • Functions

 Lesson 5-2 ACTIVITY 5
Domain and Range continued

My Notes
LESSON 5-2 PRACTICE
Identify the domain and range.
11. 12.
2 x y
2.3
5
15
7 1.5 4

−0.3 8
1 3
6

13. Model with mathematics. At an arcade, there is a machine that

accepts game tokens and returns tickets that can be redeemed for prizes.
Inserting 5 tokens returns 3 tickets and inserting 10 tokens returns
8 tickets. You must insert tokens in multiples of 5 or 10, and you have
a total of 20 tokens.
a. Identify the domain in this situation.
b. Identify the range in this situation.
14. For the function machine shown, copy and complete the table of values.

x x2 + x + 1 y

x y

−1
© 2014 College Board. All rights reserved.

1
2

1.2

15. For each function below, find ordered pairs for x = −1, x = 3, x = 1 ,
2
and x = 0.4. Write your results as a set of ordered pairs.
a. y = 4x b. y = 2 − x2

Activity 5 • Functions and Function Notation 75

 ACTIVITY 5 Lesson 5-3
continued Function Notation

My Notes
Learning Targets:
• Use and interpret function notation.
• Evaluate a function for specific values of the domain.
SUGGESTED LEARNING STRATEGIES: Create Representations,
Discussion Groups
When referring to the functions in Item 8 in Lesson 5-2, it can be confusing
MATH TIP to distinguish among them since each begins with “y =.” Function notation
can be used to help distinguish among different functions.
It is important to recognize that f(x)
does not mean f multiplied by x. For instance, the function y = 9 − 4x in Item 8a can be written:

This is read as “f of x” and

f (x) is equivalent to y.

MATH TIP

}
f (x) = 9 − 4x
Notice that f(x) = y. For a domain
value x, the associated range value
is f(x).

“f ” is the name x is the input

of the function. variable.

1. To distinguish among different functions, it is possible to use different

names. Use the name h to write the function from Item 8b using
function notation.

© 2014 College Board. All rights reserved.

Function notation is useful for evaluating functions for multiple input values.
To evaluate f(x) = 9 − 4x for x = 2, you substitute 2 for the variable x and
write f(2) = 9 − 4(2). Simplifying the expression yields f(2) = 1.
2. Use function notation to evaluate f(x) = 9 − 4x for x = 5, x = −3,
and x = 0.5.

76 SpringBoard® Mathematics Algebra 1, Unit 2 • Functions

 Lesson 5-3 ACTIVITY 5
Function Notation continued

My Notes
3. Use the values for x and f(x) from Item 2. Display the values using each
representation.
a. list of ordered pairs b. table of values

c. mapping d. graph

4. Given the function f(x) = 9 − 4x as shown above, what value of

x results in f(x) = 1?

4
5. Evaluate each function for x = −5 and x = .
3
a. f(x) = 2x − 7 b. g(x) = 6x − x2
© 2014 College Board. All rights reserved.

2
c. h( x )=
x2

6. Reason quantitatively. Recall the money-changing machine from

Item 3 in Lesson 5-2, in which customers can insert up to five one-
dollar bills at a time and receive an equivalent amount of quarters. The
function f(x) = 4x represents this situation. What does x represent?
What does f(x) represent?

Activity 5 • Functions and Function Notation 77

 ACTIVITY 5 Lesson 5-3
continued Function Notation

My Notes
A function whose domain is the set of positive consecutive integers forms a
sequence. The terms of the sequence are the range values of the function. For
the sequence 4, 7, 10, 13, …, f(1) = 4, f(2) = 7, f(3) = 10, and f(4) = 13.
7. Consider the sequence −4, −2, 0, 2, 4, 6, 8, ….
a. What is f(3)?

b. What is f(7)?

Check Your Understanding

8. Evaluate the functions for the domain values indicated.

a. p(x) = 3x + 14 for x = −5, 0, 4
b. h(t) = t2 − 5t for t = −2, 0, 5, 7
9. Consider the sequence −7, −3, 1, 5, 9, ….
a. What is f(2)?
b. What is f(5)?

LESSON 5-3 PRACTICE

Use the function y = x2 − 3x − 4 for Items 10−12.

10. Write the function in function notation.

11. Evaluate the function for x = −2. Express your answer in function

© 2014 College Board. All rights reserved.

notation.
12. Make use of structure. For what value of x does f(x) = −4?
13. Consider the sequence 1 , 1, 3 , 2, 5 , 3, …. What is f(4)?
2 2 2

78 SpringBoard® Mathematics Algebra 1, Unit 2 • Functions

 Functions and Function Notation ACTIVITY 5
Vending Machines continued

ACTIVITY 5 PRACTICE For Items 7−9, two relations are given. One relation is
Write your answers on notebook paper. a function and one is not. Identify each and explain.
Show your work. 7. {(5, −2), (−2, 5), (2, −5), (−5, 2)}
Lesson 5-1 {(5, −2), (−2, 5), (5, 2), (−5, 2)}
Use the Beverage Vending Machine to answer 8. y 
Items 1−6. 5
4
3
2
1
1 2
x
-5-4-3-2-1
-1 1 2 3 4 5
-2
-3
-4
-5

y 
5
1. List all of the possible inputs. 4
3
2. List all of the possible outputs. 2
1
3. Which output results from an input of 2C? -5-4-3-2-1
x
-1 1 2 3 4 5
A. Juice -2
B. Iced tea -3
-4
C. Latte
-5
D. Cocoa
4. Which number/letter combination would you 9.
5 6 1
input if you wanted the machine to output juice?
1 6 7
A. 2A 7 -9 3
B. 1B
C. 2B 10. What value(s) of x in the relation below would
D. 1D
© 2014 College Board. All rights reserved.

create a set of ordered pairs that is not a function?

5. In a mapping of the relation shown by the Justify your answer.
vending machine, what drink would 1D map to?
{(0, 5) (1, 5) (2, 6) (x, 7)}
6. In a table of the relation shown by the vending
machine, what number/letter combination would
correspond to cocoa?

Activity 5 • Functions and Function Notation 79

 ACTIVITY 5 Functions and Function Notation
continued Vending Machines

11. Does the graph shown represent a function? Lesson 5-3

Explain. Use the function machine for Items 15−17.
y 
6 x x2 - 5x + 8 y
5
4
3
2 15. How would you write the function shown in the
1 function machine in function notation?
x
1 2 3 4 5 6 16. What is the value of f(−2)?

Lesson 5-2 17. What value(s) of x results in f(x) = 8?

Use the graph for Items 12−14. 18. Given the function f(x) = −2x − 5, determine
the value of f(−3).
y 
8 The first seven numbers in the Fibonacci sequence
are: 0, 1, 1, 2, 3, 5, 8. Use this information for
6
Items 19 and 20.
4
19. What is f(2)?
2
20. What is f(6)?
x
–8 –6 –4 –2 2 4 6 8
–2 MATHEMATICAL PRACTICES
Construct Viable Arguments and Critique
–4 the Reasoning of Others
–6 21. Dora said that the mapping diagram below does
–8 not represent a function because each value in
the domain is paired with the same value in the
12. Identify the domain of the relation represented range. Explain the error in Dora’s reasoning.
in the graph.

© 2014 College Board. All rights reserved.

6
13. Identify the range of the relation represented in –1
3
the graph. 12
0.5
14. Does the relation shown in the graph represent a
function? Explain.

80 SpringBoard® Mathematics Algebra 1, Unit 2 • Functions

 Interpreting Graphs of Functions ACTIVITY 6
Shake, Rattle, and Roll
Lesson 6-1 Key Features of Graphs
My Notes
Learning Targets:
• Relate the domain and range of a function to its graph.
• Identify and interpret key features of graphs.
SUGGESTED LEARNING STRATEGIES: Marking the Text,
Visualization, Interactive Word Wall, Discussion Groups

Roller coasters can be scary but fun to ride. Below is the graph of the heights
reached by the cars of the Thunderball Roller Coaster over its first 1250 feet MATH TERMS
of track. The graph displays a function because each input value has one and The vertical line test is a visual
only one output value. You can see this visually using the vertical line test. check to see if a graph represents
Study this graph to determine the domain and range. a function. For a function, every
vertical line drawn in the coordinate
Thunderball Roller Coaster Graph
y plane will intersect the graph in at
110 most one point. This is equivalent
100 to having each domain element
Height Above Ground (feet)

90 associated with one and only one

80 range element.
70
60
50
40
30
20
10
x
250 500 750 1000 1250
Distance Along the Track (feet)

The domain gives all values of the independent variable: in this case, the
distance along the track in feet. The domain values are graphed along the MATH TERMS
horizontal or x-axis. The domain of the function above can be written in set An independent variable is the
notation as: variable for which input values are
© 2014 College Board. All rights reserved.

substituted in a function.
{all real values of x: 0 ≤ x ≤ 1250}
A dependent variable is the
Read this notation as: the set of all real values of x, between 0 and 1250, variable whose value is
inclusive. determined by the input or value
of the independent variable.
The range gives the values of the dependent variable: in this case, the height
of the roller coaster above the ground in feet. The range values are graphed
on the vertical or y-axis. The range of the function above can be written in
set notation as:
{all real values of y: 10 ≤ y ≤ 110}
Read this notation as: the set of all real values of y, between 10 and 110,
inclusive.

Activity 6 • Interpreting Graphs of Functions 81

 ACTIVITY 6 Lesson 6-1
continued Key Features of Graphs

My Notes
The graph above shows data that are continuous. The points in the graph are
connected, indicating that domain and range are sets of real numbers with
CONNECT TO AP no breaks in between. A graph of discrete data consists of individual points
The absolute maximum of a that are not connected by a line or curve.
function f(x) is the greatest value Many other useful pieces of information about a function can be determined
of f(x) for all values in the domain.
by looking at its graph.
The absolute minimum of a
function f(x) is the least value of f(x) • The y-intercept of a function is the point at which the graph of the
for all values in the domain. function intersects the y-axis. The y-intercept is the point at which x = 0.
Unlike relative maximums and
relative minimums, absolute
• A relative maximum of a function f(x) is the greatest value of f(x)
for values in a limited open domain interval.
maximums and absolute
minimums may correspond to the • A relative minimum of a function f(x) is the least value of f(x) for values
endpoints of graphs. in a limited open domain interval.
Because they must occur within open intervals of the domain, relative
maximums and relative minimums cannot correspond to the endpoints of
MATH TIP graphs.
An open interval is an interval Use the Thunderball Roller Coaster Graph on the previous page for Items 1–5.
whose endpoints are not included.
For example, 0 < x < 5 is an open 1. Reason abstractly. What is the y-intercept of the function shown in
interval, but 0 ≤ x ≤ 5 is not. the graph, and what does it represent?

2. Identify a relative maximum of the function represented by the graph.

© 2014 College Board. All rights reserved.

3. Identify the absolute maximum of the function represented by the
graph. Interpret its meaning in the context of the situation.

4. Identify a relative minimum of the function represented by the graph.

5. Identify the absolute minimum of the function represented by the

graph. Interpret its meaning in the context of the situation.

82 SpringBoard® Mathematics Algebra 1, Unit 2 • Functions

 Lesson 6-1 ACTIVITY 6
Key Features of Graphs continued

My Notes
Suppose you got on a roller coaster called Cougar Mountain that immediately
started climbing the track in a linear fashion, as shown in the graph.
y
250

Height Above Ground (feet)

200

150

100

50

x
50 100 150 200
Distance Along the Track (feet)

6. Identify the domain and range of the function.

7. Identify the y-intercept of the function.

8. Identify the absolute maximum and minimum of the function.

9. Does the function have any relative maximum or minimum values?

© 2014 College Board. All rights reserved.

Explain.

10. How are the extrema different on this linear graph versus the nonlinear
MATH TERMS
graph for the Thunderball Roller Coaster?
Extrema refers to all maximum
and minimum values.

Activity 6 • Interpreting Graphs of Functions 83

 ACTIVITY 6 Lesson 6-1
continued Key Features of Graphs

My Notes
Check Your Understanding

11. The graph below shows five points that make up the function h. Is the
function h continuous? Explain.
y
4
3
2
1
x
−3 −2 −1
−1 1 2 3 4 5 6
−2
−3
−4
−5

12. A function has three relative maximums: −2, 10.3, and 28. One of the
relative maximums is also the absolute maximum. What is the
absolute maximum?
Tell whether each statement is sometimes, always, or never true. Explain
your answers.
13. A relative minimum is also an absolute minimum.
14. An absolute minimum is also a relative minimum.

Tom hiked along a circular trail known as the Juniper Loop. The graph shows
his distance d from the starting point after t minutes.
d
9

© 2014 College Board. All rights reserved.

Distance from Start (km)

8
7
6
5
4
3
2
1
t
30 60 90 120 150
Time (minutes)

15. Identify the domain and range of the function shown in the graph.

16. Identify the absolute minimum of the function. What does it represent?

84 SpringBoard® Mathematics Algebra 1, Unit 2 • Functions

 Lesson 6-1 ACTIVITY 6
Key Features of Graphs continued

My Notes
17. In this function, the absolute minimum corresponds to two points on
the graph. What are the two points? What do they represent in this
context?

18. Identify the absolute maximum of the function. What does it represent?

19. What points on the graph correspond to the absolute maximum? What
does this mean in the context of Tom’s hike?

20. Identify any relative minimums for the function shown in the graph.

21. Identify any relative maximums for the function shown in the graph.
© 2014 College Board. All rights reserved.

Check Your Understanding

22. What are the independent and dependent variables for the function
representing Tom’s hike?
23. Explain how to determine the maximum and minimum values of a
function by examining its graph.
24. Is it possible for a function to have more than one absolute maximum
or absolute minimum value? Explain.

Activity 6 • Interpreting Graphs of Functions 85

 ACTIVITY 6 Lesson 6-1
continued Key Features of Graphs

My Notes
LESSON 6-1 PRACTICE
Model with mathematics. Use the graph below for Items 25–30.
Bath Water Depth
d
11
10
9
8

Depth of Bath Water (in.)

7
6
5
4
3
2
1
0 t
−1 1 2 3 4 5 6 7 8 9 10 11 12 13
−2
−3
Minutes Since Bath Began

25. What are the independent and dependent variables? Explain.

26. Use set notation to write the domain and range of the function.
27. Is the function discrete or continuous? Explain.
28. What is the y-intercept? Interpret the meaning of the y-intercept in
this context.
29. Identify any relative maximums or minimums of the function.
30. Identify the absolute maximum and absolute minimum values.
Interpret their meanings in this context.

© 2014 College Board. All rights reserved.

86 SpringBoard® Mathematics Algebra 1, Unit 2 • Functions

 Lesson 6-2 ACTIVITY 6
More Complex Graphs continued

My Notes
Learning Targets:
• Relate the domain and range of a function to its graph and to its
function rule.
• Identify and interpret key features of graphs.
SUGGESTED LEARNING STRATEGIES: Marking the Text, Levels
of Questions, Think Aloud, Create Representations, Summarizing

Examine the graph of the function f ( x ) = 1 , graphed below.

2
( x − 2)
y
8
7
6
5
4
3
2
1
x
−4 −3 −2−1 1 2 3 4 5 6 7
−1
−2

1. Describe how this graph is different from the graphs in Lesson 6-1.

Example A
© 2014 College Board. All rights reserved.

Give the domain and range of the function f ( x ) = 1 .

2
( x − 2)
Then find the y-intercept, the absolute maximum, and the absolute
minimum.
To find the domain and range: MATH TIP
Step 1: Study the graph.
Notice the result when x = 2 is
The sketch of this graph is a portion of the function represented substituted into f(x).
by the equation f ( x ) = 1 .
2
f(2) = 1 = 1
( 2)
x − 0
(2 − 2)2
Step 2: Look for values for which the domain causes the function to be Division by zero is undefined in
undefined. Look how the graph behaves near x = 2. mathematics.
Solution: The domain and range of f ( x ) = 1 can be written:
2
( 2)
x −
Domain: {all real values of x : x ≠ 2}
Range: {all real values of y : y > 0}

Activity 6 • Interpreting Graphs of Functions 87

 ACTIVITY 6 Lesson 6-2
continued More Complex Graphs

My Notes
To determine the y-intercept and identify any maximums or minimums:
Study the graph. We can see that the function intersects the y-axis at
(0, 0.25). The value of f(x) keeps getting larger as x approaches 2 from both
sides. The value of f(x) approaches, but never reaches, 0 as x gets further
from 2 on both sides.
Solution: The y-intercept is (0, 0.25). The function does not have an
absolute maximum or minimum.

Try These A
The function f(x) = 8 + 2x − x 2 is graphed below.
y
10
9
8
7
6
5
4
3
2
1
x
−5−4−3−2−1 1 2 3 4 5 6 7 8
−1
−2
−3

a. Identify the domain and range of the function.

Domain:

Range:

© 2014 College Board. All rights reserved.

b. Identify the y-intercept.

c. Identify any relative or absolute minimums of the function.

d. Identify any relative or absolute maximums of the function.

88 SpringBoard® Mathematics Algebra 1, Unit 2 • Functions

 Lesson 6-2 ACTIVITY 6
More Complex Graphs continued

My Notes
2. The equation y = 2x − 1 is graphed below.
y 
10

x
–10 –8 –6 –4 –2 2 4 6 8 10
–2

–4

–6

–8

–10

a. Identify the domain and range.

Domain:
Range:
b. What is the y-intercept of y = 2x − 1?

c. Identify any relative or absolute minimums of y = 2x − 1.

d. Identify any relative or absolute maximums of y = 2x − 1.

e. Construct viable arguments. Explain whether this equation

represents a function and how you determined this.
© 2014 College Board. All rights reserved.

3. The function y = 2x is graphed below.

y 
8

x
–4 –2 2 4

a. Identify the domain and range.

Domain:
Range:

b. What is the y-intercept of the function y = 2x?

Activity 6 • Interpreting Graphs of Functions 89

 ACTIVITY 6 Lesson 6-2
continued More Complex Graphs

My Notes
c. Identify any relative or absolute minimums of y = 2x.

d. Identify any relative or absolute maximums of y = 2x.

4. If you have access to a graphing calculator, work with a partner to graph

MATH TIP the equations listed in the table below. Each equation is a function.
The domain is restricted to avoid a. Using the graphs you create, determine the domain and range for
situations where division by zero or each function from the possibilities listed below the chart.
taking the square root of a negative b. Select the appropriate domain from choices 1–6 and record your
number would occur.
answer in the Domain column. Then select the appropriate range
from choices a–f and record the appropriate range in the Range
column.
c. When the chart is complete, compare your answers with those from
another group.

Function Domain Range

y = −3x + 4

y = x2 − 6x + 5
y = 9x − x2

y = |x + 1|

y = 3+ x

y= 4
x

© 2014 College Board. All rights reserved.

Possible Domains Possible Ranges
1) all real numbers a) all real numbers
2) all real x, such that x ≠ −2 b) all real y, such that y ≠ 0
3) all real x, such that x ≠ 0 c) all real y, such that y ≥ −4
4) all real x, such that x ≠ 2 d) all real y, such that y ≥ 0
5) all real x, such that x ≥ 0 e) all real y, such that y ≤ 20.25
6) all real x, such that x ≤ 0 f) all real y, such that y ≥ 3

90 SpringBoard® Mathematics Algebra 1, Unit 2 • Functions

 Lesson 6-2 ACTIVITY 6
More Complex Graphs continued

My Notes
Check Your Understanding

5. How can you determine from a function’s graph whether the function
has any maximum or minimum values?
6. How can you determine the domain of a function by examining its
graph? By examining its function rule?
7. Give an example of a function that has a restricted domain. Justify
your answer.

LESSON 6-2 PRACTICE

The function f(x) = 2x2 − 3 is graphed below.
y 
10

x
–10 –8 –6 –4 –2 2 4 6 8 10
–2

–4

8. Give the domain, range, and y-intercept.

9. Identify any relative or absolute minimums.
10. Identify any relative or absolute maximums.
© 2014 College Board. All rights reserved.

11. Attend to precision. Examine the graphs below. Explain why one
function has an absolute minimum and an absolute maximum and the
other function does not. Identify the absolute minimum and maximum
values of the function for which they exist.
y  y 
8 8

6 6

4 4

2 2

x x
–8 –6 –4 –2 2 4 6 8 –8 –6 –4 –2 2 4 6 8
–2 –2

–4 –4

–6 –6

–8 –8

Activity 6 • Interpreting Graphs of Functions 91

 ACTIVITY 6 Lesson 6-3
continued Graphs of Real-World Situations

My Notes
Learning Targets:
• Identify and interpret key features of graphs.
• Determine the reasonable domain and range for a real-world situation.
SUGGESTED LEARNING STRATEGIES: Visualization, Discussion
Groups, Look for a Pattern
The function f(x) = 3 + 2x is graphed below.
y 
8

x
–8 –6 –4 –2 2 4 6 8
–2

–4

–6

–8

1. What are the domain and range of the function?

Domain:
Range:
In many real-world situations, not all values make sense for the domain and/
or range. For example, distance cannot be negative; number of people cannot
be a decimal or a fraction. In such situations, the values that make sense for
the domain and range are called the reasonable domain and range.

© 2014 College Board. All rights reserved.

Example A
MATH TIP A taxi ride costs an initial rate of $3.00, which is charged as soon as you get in
the cab, plus $2 for each mile traveled. The cost of traveling x miles is given by
Graph a function by substituting the function f(x) = 3 + 2x. What are the reasonable domain and range?
several values for x and generating
ordered pairs. You can organize the Step 1: Sketch a graph of the function.
ordered pairs in a table. There are y 
infinitely many other solutions 8
because the graph has infinitely
many points. 6

4
x f(x) = 3 + 2x (x, y)
0 3 (0, 3) 2

1 5 (1, 5) x
–6 –4 –2 2 4 6
2 7 (2, 7)
–2

92 SpringBoard® Mathematics Algebra 1, Unit 2 • Functions

 Lesson 6-3 ACTIVITY 6
Graphs of Real-World Situations continued

My Notes
Step 2: Determine the reasonable domain. Think about what the
variable x represents. What values make sense?
The variable x represents the number of miles, so it does not
make sense for x to be negative.
The reasonable domain is {x: x ≥ 0}.
Step 3: Use the reasonable domain and the graph to determine the
reasonable range.
From the graph, all y-values corresponding to the reasonable domain
values are greater than or equal to 3. The reasonable range is {y: y ≥ 3}.

Solution: The reasonable domain is {x: x ≥ 0}. The reasonable range

is {y: y ≥ 3}.

Try These A
a. A banquet hall charges $15 per person plus a $100 setup fee. The cost
for x people is given by the function f(x) = 100 + 15x. What are the
reasonable domain and range?

b. Eight Ball Billiards charges $5 to rent a table plus $10 per hour of
game play, rounded to the nearest whole hour. The cost of playing
billiards for x hours is given by the function f(x) = 5 + 10x. What
are the reasonable domain and range?

2. Reason quantitatively. Are the domain and range of f(x) = 3 + 2x

© 2014 College Board. All rights reserved.

that you found in Item 1 the same as the reasonable domain and range
of f(x) = 3 + 2x found in Example A? Explain.

Activity 6 • Interpreting Graphs of Functions 93

 ACTIVITY 6 Lesson 6-3
continued Graphs of Real-World Situations

My Notes
3. The graph below represents a real-world situation.
y
10

x
2 4 6 8 10

a. Identify the domain and range.

b. Describe a real-world situation that matches the graph. Your answers

to Part (a) should be the reasonable domain and range for your
situation.

c. Identify the independent and dependent variables in your real-world

situation.

Check Your Understanding

4. For a function that models a real-world situation, the dependent variable

© 2014 College Board. All rights reserved.

y represents a person’s height. What is a reasonable range? Explain.
5. A tour company charges $25 to hire a tour director plus $75 per tour
member. The total cost for a group of x people is given by
f (x) = 25 + 75x. What is the reasonable domain? Explain.

LESSON 6-3 PRACTICE

Talk the Talk Cellular charges a base rate of $20 per month for unlimited
texts plus $0.15/minute of talk time. The monthly cost for x minutes is
given by f(x) = 20 + 0.15x.
6. Make sense of problems. What is the independent variable and
what is the dependent variable? Explain how you know.
7. What are the reasonable domain and range? Explain.

94 SpringBoard® Mathematics Algebra 1, Unit 2 • Functions

 Interpreting Graphs of Functions ACTIVITY 6
Shake, Rattle, and Roll continued

ACTIVITY 6 PRACTICE 6. a. Give the domain and range for the function
Write your answers on notebook paper. graphed below. Explain why this graph
Show your work. represents a function.
y
Lesson 6-1 5
4
Use the graph below for Items 1–5. 3
y 2
1
10
B H x
9 −2−1
−1 1 2 3 4 5 6 7 8 9 10 11
8 −2
7 −3
D J
6 −4
5
F
4
A E I K b. What is the y-intercept of the function shown
3 in the graph?
C
2
1
c. Identify any extrema of the function shown in
G
x the graph.
1 2 3 4 5 6 7 8 9 10
Jeff walks at an average rate of 125 yards per minute.
1. Which point corresponds to the absolute Mark’s house is located 2000 yards from Jeff ’s
maximum of the function? house. The graph below shows how far Jeff still
A. B needs to walk to reach Mark’s house. Use the graph
B. D for Items 7–10.
C. G y Jeff Walks to Mark’s House

D. H 2000

2. Which represents the range of the function 1750

shown in the graph? 1500

Yards Left to Walk

A. {0 ≤ x ≤ 10} 1250
B. {1 ≤ x ≤ 10} 1000
C. {0 ≤ y ≤ 10} 750
D. {1 ≤ y ≤ 10}
© 2014 College Board. All rights reserved.

500
3. Which point does not correspond to a relative 250
minimum? x
A. B −2 2 4 6 8 10 12 14 16
Minutes Walking
B. C
C. E 7. Identify the independent and dependent
D. I variables.
4. Is the function represented by the graph discrete 8. Identify the absolute minimum and absolute
or continuous? Explain. maximum values. What do these values
5. What is the y-intercept of the function shown in represent?
the graph? 9. Identify any relative maximums or minimums.
10. What is the y-intercept? What does it represent?

Activity 6 • Interpreting Graphs of Functions 95

 ACTIVITY 6 Interpreting Graphs of Functions
continued Shake, Rattle, and Roll

Lesson 6-2 Lesson 6-3

Use the graph for Items 11–13. A fundraising organization will donate $250 plus half
y  of the money it raises from a charity event. Use this
6 information for Items 17–20.
4 17. What is the independent variable?

2 18. What is the dependent variable?

x
19. What is the reasonable domain? Explain.
–6 –4 –2 2 4 6
–2
20. What is the reasonable range? Explain.
21. Describe a real-world situation that matches the
–4
graph shown.
–6
y 
11. What is the domain of the function shown in 6
the graph? 4
12. What is the range of the function shown in the 2
graph?
x
13. What is the y-intercept of the function shown –1 1 2 3 4 5
in the graph? –2

–4
Use the graph below for Items 14–16.
–6
y 
10
MATHEMATICAL PRACTICES
8
Look For and Make Use of Structure
6 22. The graph of a function is a horizontal line. What
4 is true about the absolute maximum and absolute
minimum values of this function? Explain.

© 2014 College Board. All rights reserved.

2

x
–10 –8 –6 –4 –2 2 4 6 8 10
–2

–4

–6

–8

–10

14. What is the y-intercept of the function shown in

the graph?
15. Identify any relative maximums.
16. Identify any relative minimums.

96 SpringBoard® Mathematics Algebra 1, Unit 2 • Functions

 Graphs of Functions ACTIVITY 7
Experiment Experiences
Lesson 7-1 The Spring Experiment
My Notes
Learning Targets:
• Graph a function given a table.
• Write an equation for a function given a table or graph.
SUGGESTED LEARNING STRATEGIES: Discussion Groups,
Look for a Pattern, Sharing and Responding, Think-Pair-Share, Create
Representations, Construct an Argument
For the following experiment, you will need a paper cup, a rubber band,
a paper clip, a measuring tape, and several washers.
A. Punch a small hole in the side of the paper cup, near the top rim.
B. Use the bent paper clip to attach the paper cup to the rubber band as
shown in the diagram in the My Notes section.
1. What is the length of the rubber band?

Drop washers one at a time into the cup. Each time you add a washer,
measure the length of the rubber band. Subtract the original length you
recorded in Item 1 to find the distance that the rubber band has stretched.
2. Make a table of your data.

Number of Length of Stretch from

Washers x Original Length y

3
© 2014 College Board. All rights reserved.

3. What patterns do you notice that might help you determine the
relationship between the number of washers in the cup and the length
of the rubber band stretch?

Activity 7 • Graphs of Functions 97

 ACTIVITY 7 Lesson 7-1
continued The Spring Experiment

My Notes
4. Use your table to make a graph. Be sure to label an appropriate scale and
the units on the y-axis.
y

CONNECT TO SCIENCE

Length of Stretch
What you have revealed with your
experiment is an example of
Hooke’s Law. Hooke’s Law states
that the distance d that a spring (in
this case the rubber band) is
stretched by a hanging object x
varies directly with the object’s 1 2 3 4 5 6 7 8 9
weight w. Number of Washers

5. Describe your graph.

6. Model with mathematics. Use your graph and any patterns you
described in Item 3 to write an equation that describes the relationship
between the number of washers and the length of the stretch.

7. Use your graph or your equation to predict the length of the stretch for
8 washers and for 10 washers.

A group of students performed a similar experiment with a spring and

various masses. The data they collected is shown in the table below.

Mass (g) Spring Stretch (cm)

2 6
4 12

© 2014 College Board. All rights reserved.

6 18
8 24
10 30
12 36

8. Make a graph of the data in the table.

y
42

36

30
Spring Stretch (cm)

24

18

12

x
2 4 6 8 10 12 14
Mass (g)
98 SpringBoard® Mathematics Algebra 1, Unit 2 • Functions
 Lesson 7-1 ACTIVITY 7
The Spring Experiment continued

My Notes
9. Reason quantitatively. How much does the spring stretch for each
additional gram of mass added? Explain how you found your answer.

10. Reason abstractly. Use the students’ data to write an equation that
gives the distance d that the spring will stretch in terms of the mass m.
Explain your equation.

11. Use the equation or the graph to determine the length of the stretch for
a mass of 1 gram. Graph the outcome on your graph.

12. Use the equation or the graph to determine the length of the stretch for
a mass of 7 grams. Graph the outcome on your graph.

13. Use the equation or the graph to determine the length of the stretch for
a mass of 13 grams. Graph the outcome on your graph.
© 2014 College Board. All rights reserved.

14. a. What do you notice about the points you graphed in Items 11–13?

b. How could you represent the set of all possible masses and
corresponding stretches?

15. What is the y-intercept of the graph? What does it represent?

16. What is the reasonable domain? Explain.

Activity 7 • Graphs of Functions 99

 ACTIVITY 7 Lesson 7-1
continued The Spring Experiment

My Notes
Mr. Hardiff ’s class conducts an experiment with a spring and a set of weights.
They record their data, but some of the information is missing.

Weight (oz) Spring Stretch (in.)

5 12.5
8 20
10 25
12
15
16

17. How much does the spring stretch for each additional ounce of weight?

18. Describe how to use your answer to Item 17 to write an equation for the
data in the table.

19. Use your equation from Item 18 to complete the table.

Check Your Understanding

20. A 4.5-pound weight stretches a spring 18 inches and a 7.5-pound weight

stretches the same spring 30 inches. How much does the spring stretch for
each additional pound of weight? Explain how you found your answer.

LESSON 7-1 PRACTICE

© 2014 College Board. All rights reserved.

Jeremy and his classmates conduct an experiment with a set of weights and a
spring. They record their results in the table. Use the table to answer Items 21–24.

Student Mass (lb) Spring Stretch (in.)

Jeremy 5 7.5
Adele 8 12
Roberto 14 21
Shanice 21 36
Guillaume 28 42
21. Make a graph of the data.
22. Critique the reasoning of others. Which student made a mistake
when taking their turn at the experiment? Explain how you know.
23. If the mistake in Item 22 were corrected, what would the correct data
point be?
24. Write an equation to describe the students’ data, using the corrected
data point you identified in Item 23.
100 SpringBoard® Mathematics Algebra 1, Unit 2 • Functions
 Lesson 7-2 ACTIVITY 7
The Falling Object Experiment continued

My Notes
Learning Target:
• Graph a function describing a real-world situation and identify and
interpret key features of the graph.
SUGGESTED LEARNING STRATEGIES: Discussion Groups, Look
for a Pattern, Construct an Argument, Think-Pair-Share, Summarizing,
Sharing and Responding
1. The Empire State Building in New York City is 1454 feet tall. How long
do you think it will take a penny dropped from the top of the Empire
State Building to hit the ground?

In 1589, the mathematician and scientist Galileo conducted an experiment to

answer a question much like the one in Item 1. Galileo dropped balls from
the top of the Leaning Tower of Pisa in Italy and determined the time it took
them to reach the ground. Galileo used several balls identical in shape but
differing in mass. Because the balls all reached the ground in the same
amount of time, he developed the theory that all objects fall at the same rate.
Galileo’s findings can be represented with the equation h(t) = 1600 − 16t2,
where h(t) represents the height in feet of an object t seconds after it has been
dropped from a height of 1600 feet.
2. Make a table of values for Galileo’s function h(t) = 1600 − 16t2.

t (seconds) h(t) (feet)

1
© 2014 College Board. All rights reserved.

10

Activity 7 • Graphs of Functions 101

 ACTIVITY 7 Lesson 7-2
continued The Falling Object Experiment

My Notes
3. Construct viable arguments. Why would negative domain values
not be appropriate in this context?

4. Using your table of values, graph Galileo’s function.

h

1500

Height (feet)
1000

500

t
2 4 6 8
Time (seconds)

5. What is the reasonable domain of the function represented in your

graph? What is the reasonable range?

6. What is the y-intercept?

7. What does the y-intercept represent?

© 2014 College Board. All rights reserved.

8. What is the x-intercept? What does the x-intercept represent?
MATH TERMS
The x-intercept is the point where
a graph crosses the x-axis. The 9. Identify any extrema of the function shown in the graph. What do the
y-coordinate of the x-intercept is 0.
extrema represent?

“Your homework assignment is to graph this function,” your math teacher

says. She then points to the following function on the board:
f(x) = x2 − 2x
In this case, the function is not limited by a real-world situation. Therefore,
it is important to use different types of domain values as you prepare
to graph.

102 SpringBoard® Mathematics Algebra 1, Unit 2 • Functions

 Lesson 7-2 ACTIVITY 7
The Falling Object Experiment continued

My Notes
10. Using various values for x, make a table of values for f(x) = x2 − 2x.

x f(x)

11. Using your table of values, graph the function.

y 
10

x
–10 –8 –6 –4 –2 2 4 6 8 10
–2

–4

–6

–8

–10
© 2014 College Board. All rights reserved.

12. Describe the differences between the domain of f(x) = x2 − 2x and the
domain of Galileo’s function.

13. State the range of f(x) = x2 − 2x.

14. Identify the y-intercept of f(x) = x2 − 2x.

15. What is the absolute maximum of f(x) = x2 − 2x? What is the absolute
minimum?

Activity 7 • Graphs of Functions 103

 ACTIVITY 7 Lesson 7-2
continued The Falling Object Experiment

My Notes
Check Your Understanding

16. Revisit your answer to Item 1 and revise it if necessary. About how
long do you think it will take a penny dropped from the top of the
Empire State Building to hit the ground? How can you use Galileo’s
equation to help you answer this question?

LESSON 7-2 PRACTICE

The area of a rectangle with a perimeter of 20 units is given by f(w) = 10w − w2,
where w is the width of the rectangle. Assume that w is a whole number. Use
this function to answer Items 17–20.
17. Make a table of values and a graph of the function.
18. Attend to precision. Give a reasonable domain for the function in
this context. Explain your answers.
19. Identify the y-intercept of the function. What does the y-intercept
represent within this context?
20. What is the absolute maximum of the function? What is the absolute
minimum?

For Items 21–23, use the function f(x) = x2 − 9.

21. Make a table of values and a graph of the function.
22. What are the domain and range?
23. Identify the y-intercept, the absolute maximum, and the absolute
minimum.

© 2014 College Board. All rights reserved.

104 SpringBoard® Mathematics Algebra 1, Unit 2 • Functions

 Lesson 7-3 ACTIVITY 7
The Radioactive Decay Experiment continued

My Notes
Learning Targets:
• Given a verbal description of a function, make a table and a graph of
the function.
• Graph a function and identify and interpret key features of the graph.
SUGGESTED LEARNING STRATEGIES: Discussion Groups,
Look for a Pattern, Construct an Argument, Paraphrasing, Marking the
Text, Think-Pair-Share
In the late nineteenth century, the scientist Marie Curie performed
experiments that led to the discovery of radioactive substances.
A radioactive substance is a substance that gives off radiation as it decays.
Scientists describe the rate at which a radioactive substance decays as its CONNECT TO SCIENCE
half-life. The half-life of a substance is the amount of time it takes for
How much is half a life?
one-half of the substance to decay. The half-life of a radioactive
substance can be as little as 0.0018
1. Radium has a half-life of 1600 years. How much radium will be left seconds for Polonium-215 and as
from a 1000-gram sample after 1600 years? much as 4.5 billion years for
Uranium-238.

2. How much radium will be left after another 1600 years?

3. Suppose a radioactive substance has a half-life of 1 second and you

begin with a sample of 4 grams. Complete the table of values.

Time (seconds) Amount Remaining (grams)

© 2014 College Board. All rights reserved.

0 4

Activity 7 • Graphs of Functions 105

 ACTIVITY 7 Lesson 7-3
continued The Radioactive Decay Experiment

My Notes
4. Graph the data from the table on the grid below.
y
4

Amount Remaining (grams)

3

x
1 2 3 4 5
Time (seconds)

5. Make use of structure. Will the amount of the substance that

remains ever reach 0? Explain.

6. What are the reasonable domain and range of the function represented
in the graph? Explain.

© 2014 College Board. All rights reserved.

7. What is the y-intercept and what does it represent?

8. Identify the absolute maximum and minimum of the function

represented in the graph, and tell what they represent in the context.

106 SpringBoard® Mathematics Algebra 1, Unit 2 • Functions

 Lesson 7-3 ACTIVITY 7
The Radioactive Decay Experiment continued

x My Notes
()
The function that describes the substance’s decay is f (x ) = 4 1 . The graph
2
of this function when it does not model a real-world situation is shown below.
y 
15

10

x
–2 –1 1 2 3 4

9. What are the domain and range of the function?

10. How is this graph different from your graph in Item 4?

© 2014 College Board. All rights reserved.

11. How do the values of y change as the values of x increase?

12. How do the values of y change as the values of x decrease?

13. Identify the absolute maximum and absolute minimum of the function.

Activity 7 • Graphs of Functions 107

 ACTIVITY 7 Lesson 7-3
continued The Radioactive Decay Experiment

My Notes
Check Your Understanding

14. A scientist has g grams of a radioactive substance. Write an expression

that shows the amount of the substance that remains after one
half-life.
15. Critique the reasoning of others. Dylan looked at the function
x
()
f (x ) = 4 1 and said, “This function is always greater than 0, so 0 is
2
the absolute minimum.” Explain why Dylan is incorrect.

LESSON 7-3 PRACTICE

Suppose the value of your new car is reduced by half every year that you
own it. You paid $20,000 for your new car.
16. Describe how this situation is similar to the half-life of a radioactive
substance.
17. Copy and complete the table below.

Time (years) Value ($)

0 20,000
1
2
3
4
5

18. Make sense of problems. For insurance purposes, a vehicle is

© 2014 College Board. All rights reserved.

considered scrap when its value falls below $500. After how many years
will your new car be considered scrap?

108 SpringBoard® Mathematics Algebra 1, Unit 2 • Functions

 Graphs of Functions ACTIVITY 7
Experiment Experiences continued

ACTIVITY 7 PRACTICE Lesson 7-2

Write your answers on notebook paper. Suppose that the height of an object after x seconds is
Show your work. given by f ( x ) = 100 − 4 x 2, as shown in the graph
below.
Lesson 7-1 y
A weight of 15 ounces stretches a spring 10 inches. 100
A weight of 24 ounces stretches the same spring
16 inches. Use this information to answer Items 1–4. 80

1. How many inches does the spring stretch per 60

ounce of additional weight?
A. 2 inch 40
3
3
B. inches
2 20
C. 25 inches
x
D. 150 inches 1 2 3 4 5
2. Write an equation to describe the relationship Use the function or the graph for Items 8–14.
between the distance d that the spring stretches
and the weight w that is attached to it. 8. What is the reasonable domain of the function?
3. How much will the spring stretch for a weight of 9. What is the reasonable range of the function?
9 ounces? 10. Identify the y-intercept of the function.
4. The spring is stretched 14 inches. How many 11. What does the y-intercept represent?
ounces is the weight that is attached to it?
12. Identify the x-intercept of the function.
A spring stretches 2.5 inches for each ounce of weight.
13. What does the x-intercept represent?
Use this information for Items 5–7.
14. Loni says that because of the negative sign in
5. Determine a function that represents this
front of 4x2, the reasonable domain for this
situation.
function is only negative values. Is her reasoning
6. If you were to graph the function represented by correct? Explain.
© 2014 College Board. All rights reserved.

this situation, what would be the reasonable

domain? Explain.
7. Which of the following data points would not lie
on the graph representing this function?
A. (0, 0)
B. (1, 2.5)
C. (2.5, 1)
D. (10, 25)

Activity 7 • Graphs of Functions 109

 ACTIVITY 7 Graphs of Functions
continued Experiment Experiences

Lesson 7-3 19. Copy and complete the table below to show the
area of the remaining piece of paper after x cuts.
15. The half-life of a radioactive substance is 1 hour.
If you begin with 100 ounces of the substance, Number of Area of Remaining
how many hours does it take for 12.25 ounces to Cuts, x Piece, y
remain?
0 150
The graph below represents a radioactive decay 1
situation. Use this graph for Items 16–18.
2
y
3
8
Amount Remaining (grams)

7 4
6
5 20. Describe how this situation is similar to the
4 half-life of a radioactive substance.
3
21. If you were to graph the points from the table,
2
1 would you connect the points? Explain.
x 22. Describe how the reasonable domain in this
1 2 3 4 5 6 7 8
situation is different from the reasonable domain
Time (years)
in a radioactive decay situation.
16. What is the original amount of the radioactive 23. Identify the y-intercept. What does it represent?
substance? Explain how you know.
24. Identify the absolute maximum value. What does
17. What are the reasonable domain and range? it represent?
18. Identify the absolute maximum and absolute
minimum values of the function. What do these MATHEMATICAL PRACTICES
values represent? Construct Viable Arguments and Critique
Barry has a piece of paper whose area is 150 square the Reasoning of Others
inches. He cuts the paper in half and discards one of 25. Maude receives $100 for her birthday. “I am
the pieces. He repeats this procedure several times. going to spend half of my birthday money each
Use this information for Items 19–24.

© 2014 College Board. All rights reserved.

day until none is left,” she decides. Is it reasonable
for her to believe that she will eventually spend
all of the money? Justify your answer.

110 SpringBoard® Mathematics Algebra 1, Unit 2 • Functions

 Transformations of Functions ACTIVITY 8
Transformers
Lesson 8-1 Exploring f(x) + k
My Notes
Learning Targets:
• Identify the effect on the graph of replacing f(x) by f(x) + k.
• Identify the transformation used to produce one graph from another.
SUGGESTED LEARNING STRATEGIES: Look for a Pattern, Interactive
Word Wall, Think-Pair-Share, Create Representations, Discussion Groups
The equation and the graph of y = x or f(x) = x are referred to as the linear
parent function. The graph of f(x) = x is shown below. MATH TERMS
y  A parent function is the most
8 basic function of a particular
category or type.
6

x
–8 –6 –4 –2 2 4 6 8
–2

–4

–6

–8

1. Complete the table for g(x) = x + 5.

x f(x) = x g(x) = x + 5
−3 −3 2
−2 −2
−1 −1
© 2014 College Board. All rights reserved.

0 0
1 1
2 2
3 3

2. Make use of structure. How do the y-values for g(x) compare to the
y-values for f(x)? Make a conjecture about the graph of g(x). As you
share your ideas with your group, be sure to use mathematical terms
and academic vocabulary precisely. Make notes to help you remember
the meaning of new words and how they are used to describe
mathematical concepts.

Activity 8 • Transformations of Functions 111

 ACTIVITY 8 Lesson 8-1
continued Exploring f(x) + k

My Notes
3. Test your conjecture by using a graphing calculator to graph g(x) = x + 5.
Graph this on the grid in Item 1.
a. What is the y-intercept of the parent function?

b. What is the y-intercept of g(x)?

c. What is the x-intercept of the parent function? What is the zero of

MATH TIP the function f(x)?
The x-coordinate of the x-intercept
is called a zero of the function. You
d. What is the x-intercept of g(x)? What is the zero of the function?
will learn more about zeros of
functions when you study quadratic
functions later in this course. e. Revisit your original conjecture in Item 2 and revise it if necessary.
How does the graph of g(x) differ from the graph of the parent
function, f(x) = x?

The graph of f(x) = x3 is shown below.

y 
8

x
–8 –6 –4 –2 2 4 6 8
–2

© 2014 College Board. All rights reserved.

–4

–6

–8

4. Make a conjecture about the graph of g(x) = x3 − 4.

5. Graph both f(x) and g(x) on a graphing calculator. Sketch the graph
of g(x) on the grid above. Label a few points on each graph.

6. Revisit your original conjecture in Item 4 about the graph of g(x) and
revise it if necessary. How does the graph of g(x) differ from the graph
of f(x)?

7. Express regularity in repeated reasoning. How does the value of

k in the equation g(x) = f(x) + k change the graph of f(x)?

112 SpringBoard® Mathematics Algebra 1, Unit 2 • Functions

 Exploring f(x) + k ACTIVITY 8
continued

My Notes
A change in the position, size, or shape of a graph is a transformation. The
changes to the graphs in Items 1–6 are examples of a transformation called
a vertical translation. MATH TERMS
y 
8. In the figure, the graphs 8 A vertical translation of a graph
of g(x) and h(x) are vertical 6
shifts the graph up or down. A
translations of the graph vertical translation preserves the
4
of f(x) = 2x. g(x)
shape of the graph.
a. Write the equation for g(x). 2
f(x) = 2 x
x
–8 –6 –4 –2 2 4 6 8
–2

–4
b. Write the equation for h(x). h(x)
–6

–8

Check Your Understanding

9. Without graphing, describe the transformation from the graph of

f(x) = x2 to the graph of g(x) = x2 + 7.
10. Suppose f(x) = x − 2. Describe the transformation from the graph of
f(x) to the graph of g(x) = x + 3. Use a graphing calculator to check
your answer.

Ray’s Gym charges an initial sign-up fee of $25.00 and a monthly fee of $15.00.
11. Reason abstractly. Write a function that describes the gym’s total
membership fee for x months.
© 2014 College Board. All rights reserved.

12. Graph the function you wrote in Item 11 on the grid below. Label
several points on the graph.
120

100
Membership Fee ($)

80

60

40

20

2 4 6 8 10
Months
13. Identify the y-intercept. What does the y-intercept represent?

Activity 8 • Transformations of Functions 113

 ACTIVITY 8 Lesson 8-1
continued Exploring f(x) + k

My Notes
14. How would the function change if the initial sign-up fee were increased
by $5.00? How would the graph change?

Check Your Understanding

15. The membership fee at Gina’s Gym is given by the function

g(x) = 15x + 20, where x is the number of months.
a. How do the fees at Gina’s Gym compare to those at Ray’s Gym?
b. Without graphing, describe how the graph of g(x) compares to the
graph of f(x).
16. The y-intercept of a function f(x) is (0, b). What is the y-intercept of
f(x) + k?

LESSON 8-1 PRACTICE

Identify the transformation from the graph of f(x) = x2 to the graph of g(x).
Then graph f(x) and g(x) on the same coordinate plane.
17. g(x) = x2 − 7 18. g(x) = x2 + 10
Write the equation of the function described by each of the following
transformations of the graph of f(x) = x3.
19. Translated up 9 units 20. Translated down 5 units
Each graph shows a vertical translation of the graph of f(x) = x. Write an
equation to describe each graph.
y  y 
21. 22.
6 6

© 2014 College Board. All rights reserved.

4 4

2 2

x x
–8 –6 –4 –2 2 4 6 8 –8 –6 –4 –2 2 4 6 8
–2 –2

–4 –4

–6 –6

23. Model with mathematics. Orange Taxi charges $2.75 as soon as you
step into the taxi and $2.50 per mile. Magenta Taxi charges $3.25 as
soon as you step into the taxi and $2.50 per mile.
a. Write a function f(x) that describes the total cost of a ride of x miles
with Orange Taxi. Write a function g(x) that describes the total cost
of a ride of x miles with Magenta Taxi.
b. Without graphing, explain how the graph of g(x) compares to the
graph of f(x).
c. Check your answer to Part (b) by graphing the functions.

114 SpringBoard® Mathematics Algebra 1, Unit 2 • Functions

 Lesson 8-2 ACTIVITY 8
Exploring f(x + k) continued

My Notes
Learning Targets:
• Identify the effect on the graph of replacing f(x) by f(x + k).
• Identify the transformation used to produce one graph from another.
SUGGESTED LEARNING STRATEGIES: Predict and Confirm, Look
for a Pattern, Create Representations, Think-Pair-Share, Discussion Groups
The function f(x) = |x| is graphed below.
MATH TERMS
y 
10 An absolute value function is
written as f (x) = |x| and is defined by
8
− x if x < 0
6 f(x) = 
 x if x ≥ 0
4

x
–16 –14 –12 –10 –8 –6 –4 –2 2 4 6 8 10
–2
CONNECT TO AP
–4
The vertex of an absolute value
–6 function is an example of a cusp in
a graph. A graph has a cusp at a
–8
point where there is an abrupt
–10 change in direction.

1. Write a new function, g(x), by replacing x with x + 7.

2. Graph both f(x) = |x| and g(x) on a graphing calculator. Sketch the graph
© 2014 College Board. All rights reserved.

of g(x) on the grid above, labeling at least a few points on each graph.

3. What is the x-intercept of f(x) = |x|?

4. What is the x-intercept of g(x)?

5. Describe the transformation from the graph of f(x) = |x| to the graph
of g(x).

Note that the function g(x) can be written as f(x + 7). This means that x is
replaced with x + 7 in the function f(x).

Activity 8 • Transformations of Functions 115

 ACTIVITY 8 Lesson 8-2
continued Exploring f(x + k)

My Notes
The graph of f(x) = x3 is shown below.
y 
8

x
–8 –6 –4 –2 2 4 6 8
–2

–4

–6

–8

6. Make a conjecture about the graph of g(x) = (x − 3)3.

7. Graph both f(x) and g(x) on a graphing calculator. Sketch the graph of
g(x) on the grid above, labeling at least a few points on each graph.

8. Revisit your original conjecture in Item 6 about the graph of g(x) and
revise it if necessary. How does the graph of g(x) differ from the graph
of f(x)?

9. How does the value of k in the equation g(x) = f(x + k) change the
graph of the function f(x)?

© 2014 College Board. All rights reserved.

The changes to the graphs in Items 1–8 are examples of a transformation
MATH TERMS called a horizontal translation.
A horizontal translation of a graph 10. The figure shows the graph y 
12
shifts the graph left or right. Like a of the function f(x) = 2x. 10
vertical translation, a horizontal a. Without using a graphing 8
translation preserves the shape of calculator, sketch the graph 6
the graph. of g(x) = f(x + 8) = 2 x + 8 4
on the grid. 2

x
–12 –10 –8 –6 –4 –2 2 4 6 8 10 12
–2
b. Use a graphing calculator –4
to check your graph in –6
Part (a). Revise your graph –8
if necessary. –10

–12

116 SpringBoard® Mathematics Algebra 1, Unit 2 • Functions

 Lesson 8-2 ACTIVITY 8
Exploring f(x + k) continued

My Notes
Check Your Understanding

11. Without graphing, describe the transformation from the graph of

f(x) = x2 to the graph of g(x).
a. g(x) = (x + 4)2 b. g(x) = f(x − 7)
2
c. g(x) = (x − 2) + 5 d. g(x) = (x + 9)2 − 1
12. The function f(x) = x2 and another function, g(x), are graphed below.
Write the equation for g(x). Explain how you found your answer.
y 
4

2
g(x)
f(x) = x2
x
–4 –2 2 4 6 8 10
–2

–4

13. Make sense of problems. Julio went to a theme park in July. He

paid $15 to enter the park and $3.00 for each ride. He went on x rides.
a. Write a function that describes the total cost of Julio’s trip to the
theme park.

b. Julio went back to the theme park in September. The entrance fee
was the same and each ride still cost $3.00. However, this time Julio
went on 5 more rides. Use your function from Part (a) to describe
Julio’s second trip.
© 2014 College Board. All rights reserved.

c. How does the equation for Julio’s second trip to the park change the
graph of the first trip?

d. What kind of transformation describes the change from the first

graph to the second graph?

e. Julio went to the park again in October and went on 8 fewer rides
than he did in July. Use your function from Part (a) to describe Julio’s
third trip. How does this change the initial graph?

Activity 8 • Transformations of Functions 117

 ACTIVITY 8 Lesson 8-2
continued Exploring f(x + k)

My Notes
f. Julio goes to the park again in November. Now it is the off-season
and the entrance fee is $10 less than it was in July. He goes on the
same number of rides as he did in July. Write a function to describe
Julio’s fourth trip. How does the graph of the initial trip change with
this new situation?

Check Your Understanding

14. The x-intercept of the function f(x) is (a, 0). What is the x-intercept of
the function f(x + k)?
15. Without graphing, explain how the graph of y = (x − 4)3 is related to
the graph of y = (x + 4)3.

LESSON 8-2 PRACTICE

Identify the transformation from the graph of f(x) = x2 to the graph of g(x).
Then graph f(x) and g(x) on the same coordinate plane.
16. g(x) = (x − 1)2 17. g(x) = (x + 3)2

Write the equation of the function described by each of the following

transformations of the graph of f(x) = x3.
18. Translated 7 units to the left
19. Translated 8 units to the right
20. Each graph shows a horizontal translation of the graph of f(x) = x.
Write an equation to describe each graph.

© 2014 College Board. All rights reserved.

y 
a. 8
b. y 
8
6 6
4 4
2 2

x x
–8 –6 –4 –2 2 4 6 8 –8 –6 –4 –2 2 4 6 8
–2 –2
–4 –4
–6 –6
–8 –8

c. Critique the reasoning of others. Molly said that the graphs

above are also vertical translations of the graph of f(x) = x. Is Molly
correct? Explain.
21. How does the graph of h(x) = |x − 4| compare with the graph of
f(x) = |x|?

118 SpringBoard® Mathematics Algebra 1, Unit 2 • Functions

 Transformations of Functions ACTIVITY 8
Transformers continued

ACTIVITY 8 PRACTICE For Items 8 and 9, determine the equation of the

Write your answers on notebook paper. function described by each of the following
Show your work. transformations of the graph of f(x) = 3x.
Lesson 8-1 8. Translated 15 units down
In Items 1–4, identify the transformation from 9. Translated 2.1 units up
the graph of f(x) = x3 to the graph of g(x). 10. An air conditioner costs $450 plus $40 per
3 month to operate.
1. g(x) = x + 11
2. g(x) = x3 − 4 a. Write a function that describes the total
cost of buying and operating the air
3. g(x) = x3 + 0.1 conditioner for x months.
4. g(x) = −2 + x3 b. Use your calculator to graph the
5. The graph of f(x) = x2 is translated 9 units function.
down to create the graph of g(x). Which of c. What is the y-intercept? What does it
the following is the equation for g(x)? represent?
A. g(x) = x2 + 9 d. How would the function change if the
B. g(x) = x2 − 9 price of the air conditioner were reduced
C. g(x) = (x + 9)2 to $425? How would the graph change?
D. g(x) = (x − 9)2
Given that g(x) = f(x) + k, with k ≠ 0, determine
In Items 6 and 7, each graph shows a vertical translation whether each statement is always, sometimes, or
of the graph of f(x) = x. Write an equation to describe never true.
the graph. Identify the zeros of each function.
11. The graph of g(x) is a vertical translation of
6. y  the graph of f(x).
80
12. The graphs of f(x) and g(x) are both lines.
60
13. The graph of f(x) has the same y-intercept as
40
the graph of g(x).
20
14. Caitlin drew the graph of f(x) = x2. Then she
x translated the graph 6 units up to get the
© 2014 College Board. All rights reserved.

–80 –60 –40 –20 20 40 60 80

–20 graph of g(x). Next, she translated the graph
of g(x) 8 units down to get the graph of h(x).
–40
Which of these is an equation for h(x)?
–60 A. h(x) = x2 + 14
–80 B. h(x) = x2 + 2
C. h(x) = x2 − 2
7. y  D. h(x) = x2 − 14
80

60

40

20

x
–80 –60 –40 –20 20 40 60 80
–20

–40

–60

–80

Activity 8 • Transformations of Functions 119

 ACTIVITY 8 Transformations of Functions
continued Transformers

Lesson 8-2 Without graphing, describe the transformation from

the graph of f(x) = x2 to the graph of g(x).
In Items 15–18, identify the transformation from the
graph of f(x) = 2x to the graph of g(x). 26. g(x) = (x − 7)2 + 1
15. g(x) = 2x − 3 27. g(x) = f(x + 4)
16. g(x) = 2(x − 3) 28. g(x) = (x + 9)2 − 0.2
17. g(x) = 2x + 4 29. g(x) = f(x − 2) − 3
18. g(x) = 2 (x + 4) 30. The graph of f(x) is shown below. Which of the
following is a true statement about the graph of
19. The graph of which function is a translation of
g(x) = f(x + 3)?
the graph of f(x) = x2 five units to the right?
A. g(x) = x2 − 5 y 
4
B. g(x) = (x + 5)2
C. g(x) = (x − 5)2 2
D. g(x) = x2 + 5
x
–10 –8 –6 –4 –2 2 4 6 8 10
Write the equation of the function described by –2
each of the following transformations of the
–4
graph of f(x) = x3. f(x)
–6
20. Translated 7 units up
–8
21. Translated 4 units down
22. Translated 2 units right –10

23. Translated 5 units down

A. The x-intercept of g(x) is (3, 0).
24. Translated 3 units left B. The x-intercept of g(x) is (−3, 0).
25. The figure shows the graph of f(x) = x4 and C. The y-intercept of g(x) is (0, 3).
the graph of g(x). Write an equation for the D. The y-intercept of g(x) is (0, −3).
graph of g(x).
MATHEMATICAL PRACTICES

© 2014 College Board. All rights reserved.

y 
10 Model with Mathematics
8 31. In 2011, the ticket price for entrance to a state fair
f(x)
was $12. Each ride had an additional $4.00 fee. In
6
2012, the entrance ticket cost $15 and the rides
g(x) remained $4.00 each.
4
a. Write a function f(x) for the cost of visiting the
2
fair and riding x rides in 2011.
x b. Write a function g(x) for the cost of visiting
–10 –8 –6 –4 –2 2 4 6 8 10
–2
the fair and riding x rides in 2012.
c. What transformation could you use to obtain
–4 the graph of g(x) from the graph of f(x)?
–6 d. What transformation could you use to obtain
the graph of f(x) from the graph of g(x)?
–8

–10

120 SpringBoard® Mathematics Algebra 1, Unit 2 • Functions

 Representations of Functions Embedded Assessment 1
BRYCE CANYON HIKING Use after Activity 8

While on vacation, Jorge and Jackie traveled to Bryce Canyon National Park E(t)
in Utah. They were impressed by the differing elevations at the viewpoints
along the road. The graph describes the elevations for several viewpoints in 9000
terms of the time since they entered the park.
1. The graph represents a function E(t). Describe why the graph

Elevation (ft)
8000
represents a function. Identify the domain and range of the function.
2. Is this discrete or continuous data? Explain.
7000
3. What is the y-intercept? Interpret the meaning of the y-intercept in the
context of the problem.
4. Identify a relative maximum of the function represented by the graph. t
10 20 30
5. What is the absolute maximum of the function represented by the
Time After Entering the Park (min)
graph? What does it represent?
6. Identify a relative minimum of the function represented by the graph.
7. What is the absolute minimum of the function represented by the
graph? What does it represent?

While at Bryce Canyon National Park, Jorge and Jackie hiked at an average
speed of about 2 miles per hour.
8. Copy and complete the table below to show the distance hiked by a
person whose constant speed is 2 miles per hour.

Time (hours) Distance (miles)

0 0
1 2
2
© 2014 College Board. All rights reserved.

3
4
5

9. Write a function f(x) to describe the data in the table. What are the
reasonable domain and range?
10. Create a graph of the function.
11. How long will it take this person to hike 5 miles? Justify your answer.
12. On the same coordinate grid that you used in Item 9, create a graph of
another function by translating the graph 5 units up.
13. Write a function to describe the graph you created in Item 12. Explain
how you determined your answer.

Unit 2 • Functions 121

Embedded Assessment 1 Representations of Functions
Use after Activity 8 BRYCE CANYON HIKING

Scoring Exemplary Proficient Emerging Incomplete

Guide The solution demonstrates the following characteristics:
Mathematics • Clear and accurate • Correct identification of • Partially correct • Inaccurate or incomplete
Knowledge and identification of key most of the key features of identification of some of the identification of key
Thinking features of the function and the function and its graph, key features of the function features of the function and
(Items 1, 3–7) its graph, including domain, including domain, range, and its graph, including its graph, including domain,
range, y-intercept, y-intercept, maximums, and domain, range, y-intercept, range, y-intercept,
maximums, and minimums minimums maximums, and minimums maximums, and minimums
Problem Solving • Appropriate and efficient • Strategy that may include • Strategy that results in • No clear strategy when
(Item 11) strategy that results in a unnecessary steps but some incorrect answers solving problems
correct answer results in a correct answer
Mathematical • Effective understanding of • Largely correct • Partial understanding of • Inaccurate or incomplete
Modeling / how to complete a table of understanding of how to how to complete a table of understanding of how to
Representations real-world data, and how to complete a table of real-world data, and how to complete a table of
(Items 8–10, 12, 13) write, graph, and interpret real-world data, and how to write, graph, and interpret real-world data, and how to
the associated function write, graph, and interpret the associated function write, graph, and interpret
• Fluency in translating a the associated function • Some difficulty translating a the associated function
graph and writing the • Little difficulty translating a graph and writing the • Significant difficulty
associated function graph and writing the associated function translating a graph and
associated function writing the associated
function
Reasoning and • Precise use of appropriate • Adequate description of key • Confusing description of key • Incomplete or inaccurate
Communication math terms and language features of a graph features of a graph description of key features
(Items 1–3, 5, 7, 13) to describe key features of a • Reasonable interpretations • Partially correct of a graph
graph and to explain how a of the graph of a function interpretations of the graph • Incomplete or inaccurate
function rule was of a function interpretation of the graph
determined from a • Adequate explanation of
how a function rule was • Confusing explanation of of a function
translated graph
determined from a how a function was • Incomplete or inaccurate
• Clear and accurate translated graph determined from a explanation of how a
interpretations of the graph

© 2014 College Board. All rights reserved.

translated graph function was determined
of a function from a translated graph

122 SpringBoard® Mathematics Algebra 1

 Rates of Change ACTIVITY 9
Ramp it Up
Lesson 9-1 Slope
My Notes
Learning Targets:
• Determine the slope of a line from a graph.
• Develop and use the formula for slope.
SUGGESTED LEARNING STRATEGIES: Close Reading, Summarizing,
Sharing and Responding, Discussion Groups, Construct an Argument,
Identify a Subtask
Margo’s grandparents are moving in with her family. The family needs to
make it easier for her grandparents to get in and out of the house. Margo has
researched the specifications for building stairs and wheelchair ramps. She
found the government website that gives the Americans with Disabilities Act
(ADA) accessibility guidelines for wheelchair ramps and discovered the
following diagram:
SOCIAL
Level CONNECT TO
SCIENCE
Landing
Surface of Ramp The table gives information from
Level
Landing
the ADA website about the slope
of wheelchair ramps.
Rise

Maximum Maximum
Slope Rise Run
Horizontal Projection or Run
in. mm ft m
Then, Margo decided to look for the requirements for building stairs and 1 <m≤ 1
30 760 30 9
found the following diagram: 16 12
1 ≤m< 1
Total Run 20 16 30 760 40 12

Riser
© 2014 College Board. All rights reserved.

Total Rise

Tread

2 x 6 Stringer

Review with your group the background information that is given as you
solve the following items.
1. What do you think is meant by the terms rise and run in this context?

Activity 9 • Rates of Change 123

 ACTIVITY 9 Lesson 9-1
continued Slope

My Notes
Consider the line in the graph below:
y 
10 Horizontal
Change
8
D
6
C
4

2 B
Vertical
Change
x
−10 −8 −6 −4 −2 2 4 6 8 10
A
−2

−4

−6

−8

−10

Vertical change can be represented as a change in y, and horizontal change

can be represented by a change in x.
2. What is the vertical change between:
a. points A and B? b. points A and C? c. points C and D?

3. What is the horizontal change between:

a. points A and B? b. points A and C? c. points C and D?

The ratio of the vertical change to the horizontal change determines the

© 2014 College Board. All rights reserved.

MATH TERMS slope of the line.
Slope is a measure of the amount vertical change change in y  y
of decline or incline of a line. The slope = = =
horizontal change change in x x
variable m is often used to
represent slope.
4. Find the slope of the segment of the line connecting:
a. points A and B b. points A and C c. points C and D

5. What do you notice about the slope of the line in Items 4a, 4b, and 4c?

6. What does your answer to Item 5 indicate about points on a line?

124 SpringBoard® Mathematics Algebra 1, Unit 2 • Functions

 Lesson 9-1 ACTIVITY 9
Slope continued

My Notes
rise . Explain how the ratio rise relates
7. Slope is sometimes referred to as run run
to the ratios for finding slope mentioned above.

8. Reason quantitatively. Would the slope change if you counted the run
(horizontal change) before you counted the rise (vertical change)? WRITING MATH
Explain your reasoning. In mathematics the Greek letter ∆
(delta) represents a change or
difference between mathematical
values.

9. Determine the slope of the line graphed below.

MATH TIP
y 
10 Select two points on the line and
use them to compute the slope.
8

x
−10 −8 −6 −4 −2 2 4 6 8 10
−2
© 2014 College Board. All rights reserved.

−4

−6

−8

−10

Activity 9 • Rates of Change 125

 ACTIVITY 9 Lesson 9-1
continued Slope

My Notes
Although the slope of a line can be calculated by looking at a graph and
counting the vertical and horizontal change, it can also be calculated
numerically.
change in y
10. Recall that the slope of a line is the ratio .
change in x

a. Identify two points on the graph above and record the coordinates
of the two points that you selected.

x-coordinate y-coordinate

1st point

2nd point

b. Which coordinates relate to the vertical change on the graph?

c. Which coordinates relate to the horizontal change on a graph?

d. Determine the vertical change.

e. Determine the horizontal change.

f. Calculate the slope of the line. How does this slope compare to the
slope that you found in Item 9?

g. If other students in your class selected different points for this

problem, should they have found different values for the slope of this
line? Explain.

© 2014 College Board. All rights reserved.

11. It is customary to label the coordinates of the first point (x1, y1) and the
coordinates of the second point (x2, y2).
a. Write an expression to calculate the vertical change, y, of the line
through these two points.

b. Write an expression to calculate the horizontal change, x, of the

line through these two points.

c. Write an expression to calculate the slope of the line through these

two points.

126 SpringBoard® Mathematics Algebra 1, Unit 2 • Functions

 Lesson 9-1 ACTIVITY 9
Slope continued

My Notes
Check Your Understanding

12. Use the slope formula to determine the slope of a line that passes
through the points (4, 9) and (−8, −6).
13. Use the slope formula to determine the slope of the line that passes
through the points (−5, −3) and (9, −10).
14. Explain how to find the slope of a line from a graph.
15. Explain how to find the slope of a line when given two points on the line.

LESSON 9-1 PRACTICE

16. Find x and y for the points (7, −2) and (9, −7).
17. Critique the reasoning of others. Connor determines the slope
between (−2, 4) and (3, −3) by calculating 4 − (−3) . April determines
−2 − 3
the slope by calculating 3 − (−2) . Explain whose reasoning is correct.
−3 − 4
18. When given a table of ordered pairs, you can find the slope by choosing
any two ordered pairs from the table. Determine the slope represented
in the table below.

x 5 7 9 11
y 5 3 1 −1

19. Determine the slope of the given line.

y
5
© 2014 College Board. All rights reserved.

4
3
2
1
x
-5 -4 -3-2 -1
-1 1 2 3 4 5
-2
-3
-4
-5

Activity 9 • Rates of Change 127

 ACTIVITY 9 Lesson 9-2
continued Slope and Rate of Change

My Notes
Learning Targets:
• Calculate and interpret the rate of change for a function.
• Understand the connection between rate of change and slope.
SUGGESTED LEARNING STRATEGIES: Discussion Groups, Create
Representations, Look for a Pattern, Think-Pair-Share
The rate of change for a function is the ratio of the change in y, the
dependent variable, to the change in x, the independent variable.
1. Margo went to the lumberyard to buy supplies to build the wheelchair
ramp. She knows that she will need several pieces of wood. Each piece
of wood costs $3.
a. Model with mathematics. Write a function f(x) for the total cost of
the wood pieces if Margo buys x pieces of wood.

b. Make an input/output table of ordered pairs and then graph the

function.

Pieces of Total Total Cost of Wood

f (x)
Wood, x Cost, f(x)
21
18
15
(in dollars)
Total Cost

12
9
6
3
x

© 2014 College Board. All rights reserved.

−4−2 2 4 6 8 10
−3
Pieces of Wood

c. What is the slope of the line that you graphed?

d. By how much does the cost increase for each additional piece of
wood purchased?

128 SpringBoard® Mathematics Algebra 1, Unit 2 • Functions

 Lesson 9-2 ACTIVITY 9
Slope and Rate of Change continued

My Notes
e. How does the slope of this line relate to the situation with the pieces
of wood?

f. Is there a relationship between the slope of the line and the equation
of the line? If so, describe that relationship.

2. Margo is going to work with a local carpenter during the summer. Each
week she will earn $10.00 plus $2.00 per hour.
a. Write a function f(x) for Margo’s total earnings if she works x hours
in one week.

b. Make an input/output table of ordered pairs and then graph the

function. Label your axes.
© 2014 College Board. All rights reserved.

Hours, x Earnings, f (x)

f(x) (dollars) 20
18
16
14
12
10
8
6
4
2
x
-6 -4 -2-2 2 4 6 8 10
-4

Activity 9 • Rates of Change 129

 ACTIVITY 9 Lesson 9-2
continued Slope and Rate of Change

My Notes
c. How much will Margo’s earnings change if she works 6 hours instead
of 2? If she works 4 hours instead of 3? How much do Margo’s
earnings change for each additional hour worked?

d. Does the function have a constant rate of change? If so, what is it?

e. What is the slope of the line that you graphed?

f. Describe the meaning of the slope within the context of Margo’s job.

g. Describe the relationship between the slope of the line, the rate of
change, and the equation of the line.

h. How much will Margo earn if she works for 8 hours in one week?

© 2014 College Board. All rights reserved.

3. By the end of the summer, Margo has saved $375. Recall that each of the
small pieces of wood costs $3.
a. Write a function f(x) for the amount of money that Margo still has if
she buys x pieces of wood.

130 SpringBoard® Mathematics Algebra 1, Unit 2 • Functions

 Lesson 9-2 ACTIVITY 9
Slope and Rate of Change continued

My Notes
b. Make an input/output table of ordered pairs and then graph the
function.
Margo’s Savings
Pieces of Money
f (x)
Wood, x Remaining, 500
f(x) (dollars)
450

Money Remaining ( in dollars)

400
350
300
250
200
150
100
50
x
50 100 150 200
−50
Pieces of Wood

c. How much will the amount Margo has saved change if she buys 100
instead of 25 pieces of wood? If she buys 50 instead of 0 pieces of
wood? For each additional piece of wood? Explain.

d. Does the function have a constant rate of change? If so, what is it?
© 2014 College Board. All rights reserved.

e. What is the slope of the line that you graphed?

f. How are the rate of change of the function and the slope related?

g. Describe the meaning of the slope within the context of Margo’s

savings.

h. How does this slope differ from the other slopes that you have seen
in this activity?

Activity 9 • Rates of Change 131

 ACTIVITY 9 Lesson 9-2
continued Slope and Rate of Change

My Notes
Check Your Understanding

4. The constant rate of change of a function is −5. Describe the graph of

the function as you look at it from left to right.
5. Does the table represent data with a constant rate of change? Justify
your answer.

x y
2 −5
4 5
7 20
11 40

LESSON 9-2 PRACTICE

6. The art museum charges an initial membership fee of $50.00. For each
visit the museum charges $15.00.
a. Write a function f(x) for the total amount charged for x trips to the
museum.
b. Make a table of ordered pairs and then graph the function.
c. What is the rate of change? What is the slope of the line?
d. How does the slope of this line relate to the number of museum
visits?
7. Critique the reasoning of others. Simone claims that the slope of the
line through (−2, 7) and (3, 0) is the same as the slope of the line
through (2, 1) and (12, −13). Prove or disprove Simone’s claim.

© 2014 College Board. All rights reserved.

132 SpringBoard® Mathematics Algebra 1, Unit 2 • Functions

 Lesson 9-3 ACTIVITY 9
More About Slopes continued

My Notes
Learning Targets:
• Show that a linear function has a constant rate of change.
• Understand when the slope of a line is positive, negative, zero, or
undefined.
• Identify functions that do not have a constant rate of change and
understand that these functions are not linear.
SUGGESTED LEARNING STRATEGIES: Look for a Pattern, Think-
Pair-Share, Construct an Argument, Sharing and Responding, Summarizing
You have seen that for a linear function, the rate of change is constant and
equal to the slope of the line. This is because linear functions increase or
decrease by equal differences over equal intervals. Look at the graph below.
y
10
9
(10, 8)
8
(8, 7)
7
6
5
(4, 5)
4
(2, 4)
3
2
1
x
1 2 3 4 5 6 7 8 9 10

Equal Intervals Equal Intervals

1. Over the interval 2 to 4, by how much does the function increase?

Explain.
© 2014 College Board. All rights reserved.

2. Over the equal interval 8 to 10, by how much does the function
increase? Explain.

“Equal differences over equal intervals” is an equivalent way of referring to

constant slope. “Differences” refers to y, and “intervals” refers to x. “Equal
y
differences over equal intervals” means
x , which represents the slope, will
always be the same.

Activity 9 • Rates of Change 133

 ACTIVITY 9 Lesson 9-3
continued More About Slopes

My Notes
3. The table below represents a function.

x y
−8 62
−6 34
−1 −1
1 −1
5 23
7 47

a. Determine the rate of change between the points (−8, 62) and
(−6, 34).

b. Determine the rate of change between the points (−1, −1) and (1, −1).

c. Construct viable arguments. Is this a linear function? Justify your

answer.

4. a. Determine the slopes of the lines shown.

y  y  y 

4 4 4

2 2 2

© 2014 College Board. All rights reserved.

x x x
–4 –2 2 4 –4 –2 2 4 –4 –2 2 4
–2 –2 –2

–4 –4 –4

b. Express regularity in repeated reasoning. Describe the slope of any

line that rises as you view it from left to right.

134 SpringBoard® Mathematics Algebra 1, Unit 2 • Functions

 Lesson 9-3 ACTIVITY 9
More About Slopes continued

My Notes
5. a. Determine the slopes of the lines shown.
y  y  y 

4 4 4

2 2 2

x x x
–4 –2 2 4 –4 –2 2 4 –4 –2 2 4
–2 –2 –2

–4 –4 –4

b. Express regularity in repeated reasoning. Describe the slope of any

line that falls as you view it from left to right.

6. a. Determine the slopes of the lines below.

y  y  y 

4 4 4

2 2 2

x x x
–4 –2 2 4 –4 –2 2 4 –4 –2 2 4
–2 –2 –2

–4 –4 –4

b. What is the slope of a horizontal line?

© 2014 College Board. All rights reserved.

7. a. Determine the slopes of the lines shown.

y  y  y 

4 4 4

2 2 2

x x x
–4 –2 2 4 –4 –2 2 4 –4 –2 2 4
–2 –2 –2

–4 –4 –4

b. What is the slope of a vertical line?

Activity 9 • Rates of Change 135

 ACTIVITY 9 Lesson 9-3
continued More About Slopes

My Notes
8. Summarize your findings in Items 4−7. Tell whether the slopes of the
lines described in the table below are positive, negative, 0, or undefined.

Up from Down from Horizontal Vertical

left to right left to right

Check Your Understanding

9. Suppose you are given several points on the graph of a function.

Without graphing, how could you determine whether the function is
linear?
10. How can you tell from a graph if the slope of a line is positive or
negative?
11. Describe a line having an undefined slope. Why is the slope
undefined?

LESSON 9-3 PRACTICE

12. Make use of structure. Sketch a line for each description.
a. The line has a positive slope.
b. The line has a negative slope.
c. The line has a slope of 0.
13. Does the table represent a linear function? Justify your answer.

x y

© 2014 College Board. All rights reserved.

1 −1
4 9
7 19
11 29

14. Are the points (12, 11), (2, 7), (5, 9), and (1, 5) part of the same linear
function? Explain.

136 SpringBoard® Mathematics Algebra 1, Unit 2 • Functions

 Rates of Change ACTIVITY 9
Ramp it Up continued

ACTIVITY 9 PRACTICE For Item 10, determine the slope of the line that is
Write your answers on notebook paper. graphed.
Show your work. 10.
y 
10
Lesson 9-1 8

1. Find x and y for each of the following pairs 6

of points.
4
a. (2, 6), (−6, −8)
b. (0, 9), (4, −8) 2

c. (−3, −3), (7, 10) x

–10 –8 –6 –4 –2 2 4 6 8 10
–2
For Items 2 and 3, use the table to calculate the slope.
–4
2. x y –6
−5 −1 –8
0 2
–10
5 5
10 8 Lesson 9-2
11. Juan earns $7 per hour plus $20 per week making
3. x y picture frames.
20 a. Write a function g(x) for Juan᾽s total earnings
−4
if he works x hours in one week.
−3 14 b. Without graphing the function, determine the
0 −4 slope.
2 −16 c. Describe the meaning of the slope within the
context of Juan᾽s job.
4. Two points on a line are (−10, 1) and (5, −5). If 12. The graph shows the height of an airplane as it
the y-coordinate of another point on the line is descends to land.
−3, what is the x-coordinate?
© 2014 College Board. All rights reserved.

10000
For Items 5−7, determine the slope of the line that 9000
passes through each pair of points. 8000
7000
Altitude (ft)

5. (−4, 11) and (1, −9) 6000

5000
6. (−10, −3) and (−5, 1)
4000
7. (−2, −7) and (−8, −4) 3000
2000
8. Are the three points (2, 3), (5, 6), and (0, −2) on
1000
the same line? Explain.
9. Which of the following pairs of points lies on a 1 2 3 4 5
Time (min)
line with a slope of − 35 ?
A. (4, 0), (−2, 10) a. Does the function have a constant rate of
B. (4, 2), (10, 4) change? If so, what is it?
C. (−4, −10), (0, −2) b. What is the slope of the line?
D. (10, −2), (0, 4) c. How are the rate of change and the slope of
the line related?
d. Describe the meaning of the slope within the
context of the situation.

Activity 9 • Rates of Change 137

 ACTIVITY 9 Rates of Change
continued Ramp it Up

Lesson 9-3 17. Which of the following is not a linear function?

A. (4, −6), (7, −12), (8 −14), (10, −18), (2, −2)
For Items 13–15, tell whether the function is linear.
B. (−2, −6), (1, 0), (4, −30), (0, 2), (7, −96)
Justify your response.
C. (−4, 9), (0, 7), (2, 6), (6, 4), (8, 3)
13. x y D. (2, 18), (6, 50), (−3, −22), (0, 2), (3, 26)
−3 44
For Items 18 and 19, identify the slope of the line in
−1 4 each graph as positive, negative, 0, or undefined.
0 −1 18. y 
1 4 8

6
14. x y 4

−5 −7 2
0 −8 x
–8 –6 –4 –2 2 4 6 8
5 −9 –2
10 −10
–4

15. x y
–6

–8
4 −30
6 −46 19. y 
8
8 −62
9 6
−70
4
16. One point on the line described by y = −2x + 3 2
is shown below. Use your knowledge of slope to
give the coordinates of three more points on the x
–8 –6 –4 –2 2 4 6 8
line. –2

© 2014 College Board. All rights reserved.

y  –4
8
–6
6
–8
4
20. The slope of a line is 0. It passes through the
2 point (−3, 4). Identify two other points on the
line. Justify your answers.
x
–8 –6 –4 –2 2 4 6 8
–2
MATHEMATICAL PRACTICES
–4 Look For and Make Use of Structure
–6 21. Describe three different ways to determine the
slope of a line and the similarities and differences
–8
between the methods.

138 SpringBoard® Mathematics Algebra 1, Unit 2 • Functions

 Linear Models ACTIVITY 10
Stacking Boxes
Lesson 10-1 Direct Variation
My Notes
Learning Targets:
• Write and graph direct variation.
• Identify the constant of variation.
SUGGESTED LEARNING STRATEGIES: Create Representations,
Interactive Word Wall, Marking the Text, Sharing and Responding,
Discussion Groups
You work for a packaging and shipping company. As part of your job there,
you are part of a package design team deciding how to stack boxes for
packaging and shipping. Each box is 10 cm high.

10 cm

1. Complete the table and make a graph of the data points (number of
boxes, height of the stack).
Stacking Boxes
Number of Height of the y
Boxes Stack (cm) 100
90
0 0
80
1 10
70
Height of Stack

2 20 60
3 50
4 40
5 30
© 2014 College Board. All rights reserved.

6 20
10
7
x
1 2 3 4 5 6 7 8 9 10
Number of Boxes

2. Write a function to represent the data in the table and graph above. WRITING MATH
Either y or f(x) can be used to
represent the output of a function.

3. What is a reasonable and realistic domain for the function? Explain.

4. What is a reasonable and realistic range for the function? Explain.

Activity 10 • Linear Models 139

 ACTIVITY 10 Lesson 10-1
continued Direct Variation

My Notes
5. What do f(x), or y, and x represent in your equation from Item 2?

6. Describe any patterns that you notice in the table and graph
representing your function.

7. The number of boxes is directly proportional to the height of the stack.

MATH TERMS
Use a proportion to determine the height of a stack of 12 boxes.
A direct proportion is a
relationship in which the ratio of
one quantity to another remains
constant. When two values are directly proportional, there is a direct variation. In
terms of stacking boxes, the height of the stack varies directly as the number
of boxes.
8. Using variables x and y to represent the two values, you can say that y
varies directly as x. Use your answer to Item 6 to explain this statement.

9. Direct variation is defined as y = kx, where k ≠ 0 and the coefficient k is

the constant of variation.
a. Consider your answer to Item 2. What is the constant of variation in
your function?

© 2014 College Board. All rights reserved.

b. Why do you think the coefficient is called the constant of variation?

c. Reason quantitatively. Explain why the value of k cannot be

equal to 0.

d. Write an equation for finding the constant of variation by solving the

equation y = kx for k.

140 SpringBoard® Mathematics Algebra 1, Unit 2 • Functions

 Lesson 10-1 ACTIVITY 10
Direct Variation continued

My Notes
10. a. Interpret the meaning of the point (0, 0) in your table and graph.

b. True or False? Explain your answer. “The graphs of all direct

variations are lines that pass through the point (0, 0).”

c. Identify the slope and y-intercept in the graph of the stacking boxes.

d. Describe the relationship between the constant of variation and the

slope.

Direct variation can be used to answer questions about stacking and shipping
your boxes.
11. The height y of a different stack of boxes varies directly as the number
of boxes x. For this type of box, 25 boxes are 500 cm high.
a. Find the value of k. Explain how you found your answer.
© 2014 College Board. All rights reserved.

b. Write a direct variation equation that relates y, the height of the

stack, to x, the number of boxes in the stack.

c. How high is a stack of 20 boxes? Explain how you would use your
direct variation equation to find the height of the stack.

Activity 10 • Linear Models 141

ACTIVITY 10 Lesson 10-1
continued Direct Variation

My Notes
12. At the packaging and shipping company, you get paid each week. One
week you earned $48 for 8 hours of work. Another week you earned $30
for 5 hours of work.
a. Write a direct variation equation that relates your wages to the
number of hours you worked each week. Explain the meaning of
each variable and identify the constant of variation.

b. How much would you earn if you worked 3.5 hours in one week?

Check Your Understanding

13. Tell whether the tables, graphs, and equations below represent direct
variations. Justify your answers.
a. y b. y

14 14

12 12

10 10

8 8

6 6

© 2014 College Board. All rights reserved.

4 4

2 2

x x
1 2 3 4 5 6 7 1 2 3 4 5 6 7

c. x y d. x y
2 12 2 8
4 24 4 12
6 36 6 16

e. y = 20x f. y = 3x + 2

142 SpringBoard® Mathematics Algebra 1, Unit 2 • Functions

 Lesson 10-1 ACTIVITY 10
Direct Variation continued

My Notes
LESSON 10-1 PRACTICE
14. In the equation y = 15x, what is the constant of variation?
15. In the equation y = 8x, what is the constant of variation?
16. The value of y varies directly with x and the constant of variation is 7.
What is the value of x when y = 63?
17. The value of y varies directly with x and the constant of variation is 12.
What is the value of y when x = 5?
18. Model with mathematics. The height of a stack of boxes varies
directly with the number of boxes. A stack of 12 boxes is 15 feet high.
How tall is a stack of 16 boxes?
19. Jan’s pay is in direct variation to the hours she works. Jan earns $54 for
12 hours of work. How much will she earn for 18 hours work?
© 2014 College Board. All rights reserved.

Activity 10 • Linear Models 143

ACTIVITY 10 Lesson 10-2
continued Indirect Variation

My Notes
Learning Targets:
• Write and graph indirect variations.
• Distinguish between direct and indirect variation.
SUGGESTED LEARNING STRATEGIES: Create Representations,
Marking the Text, Sharing and Responding, Think-Pair-Share, Discussion
Groups
When packaging a different product, your team at the packaging and
shipping company determines that all boxes for this product will have a
volume of 400 cubic inches and a height of 10 inches. The lengths and the
widths will vary.

MATH TIP
The volume of a rectangular prism
is found by multiplying length, 10 in. 10 in.
width, and height: V = lwh.

1. To explore the relationship between length and width, complete the

table and make a graph of the points.
y Box Dimensions
Width (x) Length (y) 40
1 40 35
2 20 30
25
4 10
Length

20
5 15
8 10
10 5

© 2014 College Board. All rights reserved.

20 x
5 10 15 20 25 30 35 40
Width

2. How are the lengths and widths in Item 1 related? Write an equation
that shows this relationship.

3. Use the equation you wrote in Item 2 to write a function to represent the
data in the table and graph above.

4. Describe any patterns that you notice in the table and graph
representing your function.

144 SpringBoard® Mathematics Algebra 1, Unit 2 • Functions

 Lesson 10-2 ACTIVITY 10
Indirect Variation continued

My Notes
In terms of box dimensions, the length of the box varies indirectly as the
width of the box. Therefore, this function is called an indirect variation.
5. Recall that direct variation is defined as y = kx, where k ≠ 0 and the
coefficient k is the constant of variation. MATH TIP
a. How would you define indirect variation in terms of y, k, and x? Indirect variation is also known as
inverse variation.

b. Are there any limitations on these variables as there are on k in direct

variation? Explain.

c. Write an equation for finding the constant of variation by solving for

k in your answer to Part (a).

6. Reason abstractly. Compare and contrast the equations of direct

and indirect variation.

7. Compare and contrast the graphs of direct and indirect variation.

© 2014 College Board. All rights reserved.

8. Use your function in Item 3 to determine the following measurements

for your company.
a. Find the length of a box whose width is 80 inches.

b. Find the length of a box whose width is 0.4 inches.

Activity 10 • Linear Models 145

ACTIVITY 10 Lesson 10-2
continued Indirect Variation

My Notes
9. The time, y, needed to load the boxes on a truck for shipping varies
indirectly as the number of people, x, working. If 10 people work, the
job is completed in 20 hours.
a. Explain how to find the constant of variation. Then find it.

b. Write an indirect variation equation that relates the time to load the
boxes to the number of people working.

c. How long does it take 8 people to finish loading the boxes? Use your
equation to answer this question.

d. On the grid below, make a graph to show the time needed for 2, 4, 5,
8, 10, and 25 people to load the boxes on the truck.

110
100
90
80
Time Needed (h)

70
60
50
40
30
20
10

4 8 12 16 20 24
Number of People

© 2014 College Board. All rights reserved.

10. The cost for the company to ship the boxes varies indirectly with the
number of boxes being shipped. If 25 boxes are shipped at once, it will
cost $10 per box. If 50 boxes are shipped at once, the cost will be $5
per box.
a. Write an indirect variation equation that relates the cost per box to
the number of boxes being shipped.

b. How much would it cost to ship only 10 boxes?

11. Is an indirect variation function a linear function? Explain.

146 SpringBoard® Mathematics Algebra 1, Unit 2 • Functions

 Lesson 10-2 ACTIVITY 10
Indirect Variation continued

My Notes
Check Your Understanding

12. Identify the following graphs as direct variation, indirect variation,

neither, or both.
a. y  b. y 
5 10
4
3
8
2 6
1
x 4
–5 –4 –3 –2 –1 1 2 3 4 5
–1
2
–2
–3 x
–4 2 4 6 8 10
–5

c. y 
6

x
–6 –4 –2 2 4 6
–2

13. Which equations are examples of indirect variation? Justify your

answers.
A. y = 2x B. y = x
2
C. y = 2 D. xy = 2
x
14. In the equation y = 80 , what is the constant of variation?
x
© 2014 College Board. All rights reserved.

LESSON 10-2 PRACTICE

15. Graph each function. Identify whether the function is an indirect variation.
a.
x −4 −2 −1 1 2 4

y − 3 − 3 −3 3 3 3
4 2 2 4
b.
x −4 −2 −1 1 2 4
y 11 5 3 −4 −7 −13

16. Make sense of problems. For Parts (a) and (b) below, y varies
indirectly as x.
a. If y = 6 when x = 24, find y when x = 16.
b. If y = 8 when x = 20, find the value of k.

Activity 10 • Linear Models 147

 ACTIVITY 10 Lesson 10-3
continued Another Linear Model

My Notes
Learning Targets:
• Write, graph, and analyze a linear model for a real-world situation.
• Interpret aspects of a model in terms of the real-world situation.
SUGGESTED LEARNING STRATEGIES: Marking the Text, Discussion
Groups, Create Representations, Guess and Check, Use Manipulatives
Your design team at the packaging and shipping company has been asked to
design a cardboard box to use when packaging paper cups for sale. Your
supervisor has given you the following requirements.
• All lateral faces of the container must be rectangular.
CONNECT TO GEOMETRY • The base of the container must be a square, just large enough to
The carton will be a right accommodate one cup.
rectangular prism. A rectangular • The height of the container must be given as a function of the number of
prism is a closed, three-dimensional cups the container will hold.
figure with three pairs of opposite • All measurements must be in centimeters.
parallel faces that are congruent
rectangles. To help discover which features of the cup affect the height of the stack,
collect data on two types of cups found around the office.
1. Use appropriate tools strategically. Use two different types of
cups to complete the tables below.

CUP 1 CUP 2
Number Height Number Height
of Cups of Stack of Cups of Stack
1 1
2 2
3 3

© 2014 College Board. All rights reserved.

4 4
5 5
6 6

2. Express regularity in repeated reasoning. What patterns do you

notice that might help you figure out the relationship between the
height of the stack and the number of cups in that stack?

148 SpringBoard® Mathematics Algebra 1, Unit 2 • Functions

 Lesson 10-3 ACTIVITY 10
Another Linear Model continued

My Notes
Use your data for Cup 1 to complete Items 3–13.
3. Make a graph of the data you collected.

h Cup 1 Stack

20

18

16

14
Height (cm)

12

10

n
1 2 3 4 5 6 7 8 9 10
Number of Cups

4. Predict, without measuring, the height of a stack of 16 cups. Explain

how you arrived at your prediction.

5. Predict, without measuring, the height of a stack of 50 cups. Explain

© 2014 College Board. All rights reserved.

how you arrived at your prediction.

6. Write an equation that gives the height of a stack of cups, h, in terms of

n, the number of cups in the stack.

7. Use your equation from Item 6 to find h when n = 16 and when n = 50.
Do your answers to this question agree with your predictions in
Items 4 and 5?

Activity 10 • Linear Models 149

ACTIVITY 10 Lesson 10-3
continued Another Linear Model

My Notes
8. Sketch the graph of your equation from Item 6.

h Cup 1 Stack

20

18

16

14

Height (cm)
12

10

n
1 2 3 4 5 6 7 8 9 10
Number of Cups
9. How are the graphs you made in Items 3 and 8 the same? How are
they different?

10. Do the graphs in Items 3 and 8 represent direct variation, indirect

variation, or neither? Explain.

© 2014 College Board. All rights reserved.

11. Remember that you are designing a container with a square base. What
dimension(s), other than the height of the stack, do you need to design
your cup container? Use Cup 1 to find this/these dimension(s).

12. Find the dimensions of a container that will hold a stack of 25 cups.

150 SpringBoard® Mathematics Algebra 1, Unit 2 • Functions

 Lesson 10-3 ACTIVITY 10
Another Linear Model continued

My Notes
13. Your team has been asked to communicate its findings to your supervisor.
Write a report to her that summarizes your findings about the cup
container design. Include the following information in your report.
• The equation your team discovered to find the height of the stack of
Cup 1 style cups MATH TIP
• A description of how your team discovered the equation and the When writing your answer to
minimum number of cups needed to find it Item 13, you can use a RAFT.
• An explanation of how the numbers in the equation relate to the • Role—team leader
physical features of the cup
• Audience—your boss
• An equation that could be used to find the height of the stack of Cup 2 • Format—a letter
style cups
• Topic—stacks of cups

Check Your Understanding

14. A group of students performed the cup activity described in this

lesson. For their Cup 1, they found the equation h = 0.25n + 8.5,
where h is the height in inches of a stack of cups and n is the number
of cups.
a. What would be the height of 25 cups? Of 50 cups?
b. Graph this equation. Describe your graph.

LESSON 10-3 PRACTICE

15. Reason quantitatively. A group of students performed the cup
activity in this lesson using plastic drinking cups. Their data is
shown below.
© 2014 College Board. All rights reserved.

CUP 1 CUP 2
Number Height Number Height
of Cups of Stack of Cups of Stack
1 14.5 cm 1 10.5 cm
2 16 cm 2 11.75 cm
3 17.5 cm 3 13 cm
4 19 cm 4 14.25 cm
5 20.5 cm 5 15.5 cm

For each cup, write and graph an equation. Describe your graphs.
16. A consultant earns a flat fee of $75 plus $50 per hour for a contracted job.
The table shows the consultant’s earnings for the first four hours she works.

Hours 0 1 2 3 4
Earnings $75 $125 $175 $225 $275
The consultant has a 36-hour contract. How much will she earn?

Activity 10 • Linear Models 151

ACTIVITY 10 Lesson 10-4
continued Inverse Functions

My Notes
Learning Targets:
• Write the inverse function for a linear function.
• Determine the domain and range of an inverse function.
SUGGESTED LEARNING STRATEGIES: Visualization, Create
Representations, Think-Pair-Share, Discussion Groups, Construct an
Argument

After reading your report, your supervisor was able to determine the
equation for the height of the stack for the specific cup that the company will
manufacture. The company will use the function S(n) = 0.5n + 12.5.
1. What do S, n, and S(n) represent?

2. What do the numbers 0.5 and the 12.5 in the function S tell you about
the physical features of the cup?

3. Evaluate S(1) to find the height of a single cup.

4. How tall is a stack of 35 cups? Show your work using function notation.

5. If you add 2 cups to a stack, by how much does the height of the stack
increase?

© 2014 College Board. All rights reserved.

6. If you add 20 cups to a stack, by how much does the height of the stack
increase?

7. Critique the reasoning of others. A member of one of the teams

stated: “If you double the number of cups in a stack, then the height of
the stack is also doubled.” Is this statement correct? Explain.

152 SpringBoard® Mathematics Algebra 1, Unit 2 • Functions

 Lesson 10-4 ACTIVITY 10
Inverse Functions continued

My Notes
8. If you were to graph the function S(n) = 0.5n + 12.5, you would see
that the points lie on a line.
a. What is the slope of this line?

b. Interpret the slope of the line as a rate of change that relates a

change in height to a change in the number of cups.

Check Your Understanding

Use this table for Items 9 and 10.

x 1 2 3 4 5
y 1 5 9 13 17

9. Write an equation for y in terms of x.

10. Explain how the numbers in your equation relate to the numbers in
the table.
11. Evaluate the function you wrote in Item 9 for each of the following
values of x.
a. x = 8 b. x = 12 c. x = 15 d. x = 0

12. a. The supervisor wanted to increase the height of a container by 5 cm.

How many more cups would fit in the container?
© 2014 College Board. All rights reserved.

b. If the supervisor wanted to increase the height of a container by

6.4 cm, how many more cups would fit in the container?

c. How many cups fit in a container that is 36 cm tall?

d. How many cups fit in a container that is 50 cm tall?

Activity 10 • Linear Models 153

 ACTIVITY 10 Lesson 10-4
continued Inverse Functions

My Notes
13. The function S(n) = 0.5n + 12.5 describes the height S in terms of the
number of cups n.
a. Solve this equation for n to describe the number of cups n in terms of
the height S.

b. How many cups fit in a carton that is 85 cm tall? Compare your

method of answering this question to your method used in Items 12c
and 12d.

c. What is the slope of the line represented by your equation in Part (a)?
Interpret it as a rate of change and compare it to the rate of change
found in Item 8b.

An inverse function is a function that interchanges the independent and

READING MATH dependent variables of another function. In Item 13, you found the inverse
f −1(x) is read as “f inverse of x”. It function for S(n). In general, the inverse function for f(x) is f −1(x).
does not mean “f to the negative
one power.”
Example A
Use the table below to fill in the steps to find the inverse function for
f(x) = 2x + 3.

© 2014 College Board. All rights reserved.

Write the function,
replacing f(x) with y.

Switch x and y.

Solve for y in terms of x.

Replace y with f −1(x).

Try These A
Determine the inverses of each of the following of functions.

a. f (x) = −4x − 5 b. f (x ) = 2 x + 2 c. f (x ) = − 1 x + 4
3 2

154 SpringBoard® Mathematics Algebra 1, Unit 2 • Functions

 Lesson 10-4 ACTIVITY 10
Inverse Functions continued

My Notes
Only those functions that are one-to-one functions have an inverse function.
Functions that are not one-to-one must have their domain restricted for an
inverse function to exist. MATH TERMS
14. Is S(n) = 0.5n +12.5 a one-to-one function? Explain. For a function to be one-to-one
means that no two values of x are
paired with the same value of y.
15. Do the following graphs of functions show one-to-one functions? Justify
your answers.
a. y 
5

x
–5 –4 –3 –2 –1 1 2 3 4 5
–1

–2

–3

–4

–5

y 
b. 10

2
© 2014 College Board. All rights reserved.

x
–10 –8 –6 –4 –2 2 4 6 8 10
–2

–4

–6

–8

–10

A visual test for a one-to-one function is the horizontal line test. If you can
draw a horizontal line that intersects the graph of a function in more than
one place, that function is not one-to-one.
16. Construct viable arguments. Are linear functions one-to-one
functions? Justify your response.

Activity 10 • Linear Models 155

ACTIVITY 10 Lesson 10-4
continued Inverse Functions

My Notes
17. A function is defined by the ordered pairs {(−3, −1), (−1, 0), (1, 1),
(3, 2), (5, 3)}. What are the domain and range of the function?

Because inputs and outputs are switched when writing the inverse of a
function, the domain of a function is the range of its inverse function, and
the range of a function is the domain of its inverse function.
18. What are the domain and range of the inverse function for the function
in Item 17?

Check Your Understanding

The function f(x) = 2.5x + 3.5 gives the cost f(x) of a cab ride of x miles.
19. What is the cost of a 6-mile ride?
20. What are the reasonable domain and range of the function?
21. Write the inverse function, f −1(x). What are the domain and range
of f −1(x)?
22. What does x represent in the inverse function?
23. A cab ride costs $46. Show how to use the inverse function to find the
distance of the cab ride in miles.

LESSON 10-4 PRACTICE

Make use of structure. Find the inverse function, f −1(x), for the
functions in Items 24–26.

© 2014 College Board. All rights reserved.

24. f (x) = 3x −5
25. f (x) = −2x + 10
7x 1
26. f (x ) = 3 − 6
27. The yearly membership fee for the Art Museum is $75. After paying the
membership fee, the cost to enter each exhibit is $7.50.
a. Write a function for the total cost of a member for one year of
attending the art museum.
b. What is the total cost for a member who sees 12 exhibits?
c. What are the domain and range for the function?
d. What is f −1(x)? What are the domain and range for f −1(x)?
e. What does x represent in f −1(x)?
f. How many exhibits can a member see in a year for a total of $210,
including the membership fee?

156 SpringBoard® Mathematics Algebra 1, Unit 2 • Functions

 Linear Models ACTIVITY 10
Stacking Boxes continued

ACTIVITY 10 PRACTICE 3. Which equation does not represent a direct

Write your answers on notebook paper. variation?
Show your work. A. y = x
3
Lesson 10-1 B. y = 2 x
5
1. The value of y varies directly as x and y = 125
C. y = 3
when x = 25. What is the value of y when x = 2? x
2. Which is the graph of a direct variation? D. y = x5
2
A. y 
4. The value of y varies directly as x and y = 9 when
4 x = 6. What is the value of y when x = 15?

2 5. The tailor determines that the cost of material

varies directly with the amount of material. The
x cost is $42 for 14 yards of material. What is the
–4 –2 2 4
–2 cost for 70 yards of material?
–4 Lesson 10-2
6. The value of y varies indirectly as x and y = 4
B. y  when x = 20. What is the value of y when x = 40?
A. y = 2
4
B. y = 8
2 C. y = 50
x D. y = 80
–4 –2 2 4
–2
7. The temperature varies indirectly as the distance
from the city. The temperature equals 3°C when
–4 the distance from the city is 40 miles. What is the
temperature when the distance is 20 miles from
C. y  the city?
8. The amount of gas left in the gas tank of a car
© 2014 College Board. All rights reserved.

4
varies indirectly to the number of miles driven.
2
There are 9 gallons of gas left after 24 miles. How
x much gas is left after the car is driven 120 miles?
–4 –2 2 4
–2

–4

D. y 

x
–4 –2 2 4
–2

–4

Activity 10 • Linear Models 157

 ACTIVITY 10 Linear Models
continued Stacking Boxes

Lesson 10-3 Lesson 10-4

The Pete’s Pets chain of pet stores is growing. The table Write the inverse function for each of the following.
below shows the number of stores in business each 15. f(x) = −8x + 4
month. Use the table for Items 9–12.
(x ) = 1 xx −33
16. ff(x)
4
Month Stores 17. f(x) = 8x − 15
January 0
18. f(x) = x + 1
February 3
19. f(x) = −x + 1
March 6
April 9 The formula to convert degrees Celsius C to degrees
May 12 Fahrenheit F is F = 9 C + 32. Use this formula for
5
June 15 Items 20–23.
20. Use the formula to convert 100°C to degrees
9. According to the table, how many new stores Fahrenheit.
open per month? 21. What is the slope?
10. How many stores will be in business by December? 22. The temperature is 50°F. What is the temperature
11. Are the Pete’s Pets data an example of indirect in degrees Celsius?
variation, direct variation, or neither? Explain 23. Solve for C to derive the formula that converts
your reasoning. degrees Fahrenheit to degrees Celsius.
12. What is the slope of this function? Interpret the
meaning of the slope. MATHEMATICAL PRACTICES
Look for and Make Use of Structure
Jeremy collected the following data on stacking chairs.
Use the data for Items 13 and 14. 24. Describe the similarities and differences between
finding the inverse of a function and working
Number of Chairs Height (in.) backward to solve a problem.
1 30

© 2014 College Board. All rights reserved.

2 33
3 36
4 39
5 42
6 45

13. Write a linear function that models the data.

14. Chairs cannot be stacked higher than 5 feet.
What is the maximum number of chairs Jeremy
can stack? Justify your answer.

158 SpringBoard® Mathematics Algebra 1, Unit 2 • Functions

 Arithmetic Sequences ACTIVITY 11
Picky Patterns
Lesson 11-1 Identifying Arithmetic Sequences
My Notes
Learning Targets:
• Identify sequences that are arithmetic sequences.
• Use the common difference to determine a specified term of an
arithmetic sequence.
SUGGESTED LEARNING STRATEGIES: Look for a Pattern, Create
Representations, Discussion Groups, Marking the Text, Use Manipulatives

1. Use toothpicks to make the following models.

Stage 1 Stage 2 Stage 3

2. Continue to Stage 4 and Stage 5. Draw your models below.

Stage 4 Stage 5
© 2014 College Board. All rights reserved.

3. Complete the table for the number of toothpicks used for each stage of
the models up through Stage 5.

Stage Number of Toothpicks

1 8

Activity 11 • Arithmetic Sequences 159

ACTIVITY 11 Lesson 11-1
continued Identifying Arithmetic Sequences

My Notes
4. Model with mathematics. Use the following grid to make a graph of
the data in the table.
y 
35

Number of Toothpicks
30
25
20
15
10
5
x
1 2 3 4 5 6 7 8 9 10
Stage

a. Is your graph discrete or continuous? Explain your answer.

b. Is your graph the graph of a linear function? Explain your answer.

An ordered list of numbers is called a sequence. The numbers in a sequence

READING MATH are terms. To refer to the nth term in a sequence, you can use either function
Read an as “a sub n.” notation, f(n), or the indexed variable an.
The toothpick data form a sequence. The numbers of toothpicks at each stage
are the terms of the sequence.
5. What are the first four terms of the toothpick sequence?
a1 = a2 = a3 = a4 =
6. In a sequence, what is the distinction between a term and a term

© 2014 College Board. All rights reserved.

number?

Check Your Understanding

7. For the sequence 7, −5, −3, 1, 1, . . . , what is a4?

8. For the sequence 1, 5, 9, 13, 17, . . . , what is a5?

An arithmetic sequence is a sequence in which the difference between terms

READING MATH is constant. The difference between consecutive terms in an arithmetic
A common difference may also be sequence is called the common difference.
called a constant difference. 9. Explain why the toothpick sequence is an arithmetic sequence.

160 SpringBoard® Mathematics Algebra 1, Unit 2 • Functions

 Lesson 11-1 ACTIVITY 11
Identifying Arithmetic Sequences continued

My Notes
10. What is the rate of change for the toothpick data?

11. Look back at the graph in Item 4.

a. Determine the slope between any two points on the graph.

b. Describe the connections between the slope, the rate of change, and
the common difference.

Check Your Understanding

Tell whether each sequence is an arithmetic sequence. For each arithmetic

sequence, find the common difference.
12. 9, 16, 23, 30, 37, . . .
13. −24, −20, −14, −10, −4, 0, . . .
14. −2.8, −2.2, −1.6, −1.0, . . .
15. 3, 5, 8, 12, 17, . . .
16. 1 , 1 , 3 , 1, . . .
4 2 4
17. Reason abstractly. Can the common difference in an arithmetic
sequence be negative? If so, give an example. If not, explain why not.
© 2014 College Board. All rights reserved.

LESSON 11-1 PRACTICE

Tell whether each sequence is arithmetic. If the sequence is arithmetic,
identify the common difference and find the indicated term.
18. −9, −4, 1, 6, 11, . . . ; a7 = ?
19. 2, 4, 7, 11, 16, 22, . . . ; a9 = ?
20. −7, −1, 5, 11, 17, . . . ; a6 = ?
21. 1.2, 1.9, 2.6, 3.3, 4.0, . . . ; a8 = ?
22. 3, 5 , 3 , − 3 , . . . ; a7 = ?
2 2 2
23. Write an arithmetic sequence in which the last digit of each term is 4.
What is the common difference for your sequence?
24. Critique the reasoning of others. Jim said that the terms in an
arithmetic sequence must always increase, because you must add the
common difference to each term to get the next term. Is Jim correct?
Justify your reasoning.

Activity 11 • Arithmetic Sequences 161

ACTIVITY 11 Lesson 11-2
continued A Formula for Arithmetic Sequences

My Notes
Learning Targets:
• Develop an explicit formula for the nth term of an arithmetic sequence.
• Use an explicit formula to find any term of an arithmetic sequence.
• Write a formula for an arithmetic sequence given two terms or a graph.
SUGGESTED LEARNING STRATEGIES: Look for a Pattern,
Create Representations, Interactive Word Wall, Predict and Confirm,
Think-Pair-Share
1. Rewrite the terms of the toothpick sequence and identify the common
difference.

2. Find the next three terms in the sequence without building toothpick
models. Explain how you found your answers.

3. Why might it be difficult to find the 100th term of the toothpick

sequence using repeated addition of the common difference?

MATH TERMS
An explicit formula for a sequence allows you to compute any term in a
An explicit formula for an sequence without computing all of the terms before it.
arithmetic sequence describes any
4. Develop an explicit formula for the toothpick sequence using the first
term in the sequence using the first
term and the common difference. term and the common difference.

© 2014 College Board. All rights reserved.

The first term of the sequence is a1 = 8.
The second term is a2 = 8 + 6.
The third term is a3 = 8 + 6 + 6, or a3 = 8 + 2(6).
a. Write an expression for the fourth term using the value of a1 and the
common difference.
a4 =
b. Express regularity in repeated reasoning. Use the patterns
you have observed to determine the 15th term. Justify your
reasoning.
a15 =

c. Write an expression that can be used to find the nth term of the
toothpick sequence.
an =

162 SpringBoard® Mathematics Algebra 1, Unit 2 • Functions

 Lesson 11-2 ACTIVITY 11
A Formula for Arithmetic Sequences continued

My Notes
The formula you wrote in Item 4c is the explicit formula for the toothpick
sequence.
For any arithmetic sequence, a1 refers to the first term and d refers to the
common difference.
5. Write an explicit formula for finding the nth term of any arithmetic
sequence.

Example A
Write the explicit formula for the arithmetic sequence 3, −3, −9, −15,
−21, . . . . Then use the formula to find the value of a10.
Step 1: Find the common difference.
3 –3 –9 –15 –21
–6 –6 –6 –6

The common difference is −6.

Step 2: Write the explicit formula and simplify.
an = a1 + (n − 1)d
an = 3 + (n − 1)(−6) = 9 − 6n
Step 3: Use the formula to find a10 by substituting for n.
a10 = 9 − 6(10) = −51
Solution: The explicit formula is an = 9 − 6n and a10 = −51.

Try These A
For the following arithmetic sequences, find the explicit formula and the
value of the indicated term.
a. 2, 6, 10, 14, 18, . . . ; a21
© 2014 College Board. All rights reserved.

b. −0.6, −1.0, −1.4, −1.8, −2.2, . . . ; a15

c. 13 , 1, 53 , 73 , . . . ; a37

An arithmetic sequence can be graphed on a coordinate plane. In the

ordered pairs the term numbers (1, 2, 3, . . . ) are the x-values and the
terms of the sequence are the y-values.
6. Look back at the sequence in Example A. Make a prediction about its
graph.

Activity 11 • Arithmetic Sequences 163

ACTIVITY 11 Lesson 11-2
continued A Formula for Arithmetic Sequences

My Notes
7. On the grid below, create a graph of the arithmetic sequence in Example A.
Revise your prediction in Item 6 if necessary.
y 
4
2
x
–2 1 2 3 4 5
–4
–6
–8
–10
–12
–14
–16
–18
–20
–22

8. Determine the slope between any two points on your graph in Item 7.
How does the slope compare to the common difference of the sequence?

9. The first three terms of the arithmetic sequence 2, 5, 8, . . . are graphed

below. Determine the common difference. Then graph the next three terms.
y 
20
18
16
14
12
10
8
6
4
2
x
1 2 3 4 5 6 7 8 9 10

10. Determine the slope between any two points you graphed in Item 9.

© 2014 College Board. All rights reserved.

How does the slope compare to the common difference of the sequence?

11. Write the explicit formula for the sequence graphed in Item 9.

12. If you are given a graph of an arithmetic sequence, how do you find the
explicit formula?

The 11th term of an arithmetic sequence is 59 and the 14th term is 74.
a11 a12 a13 a14
59 ? ? 74
+d +d +d

13. Reason quantitatively. How could you determine the value of d?

What is the value of d?

164 SpringBoard® Mathematics Algebra 1, Unit 2 • Functions

 Lesson 11-2 ACTIVITY 11
A Formula for Arithmetic Sequences continued

My Notes
14. How could you determine the value of a1? What is this value?

15. Write the explicit formula for the nth term of the sequence.

16. Determine a30, the 30th term of the sequence.

Check Your Understanding

17. The explicit formula for the nth term of an arithmetic sequence is
an = a1 + (n − 1)d. What does each variable in the explicit formula
represent?
18. What is a50 of the arithmetic sequence 45, 40, 35, 30, . . . ?
19. The 8th term of an arithmetic sequence is 12.5 and the 13th term is 20.
What is a25?
20. Construct viable arguments. Could an arithmetic sequence also
be a direct variation? Justify your answer.
21. Why is the graph of an arithmetic sequence made up of discrete points?

LESSON 11-2 PRACTICE

For the following arithmetic sequences, find the explicit formula and the
value of the term indicated.
22. 2, 11, 20, 29, . . . ; a30
© 2014 College Board. All rights reserved.

23. 0.5, 0.75, 1, . . . ; a18

24. 1 , 0, − 1 , − 1 , . . . ; a42
6 6 3
25. The 3rd term of an arithmetic sequence is −1 and the 7th term is −13.
Find the explicit formula for this sequence. What is a22?
26. Make use of structure. Write the explicit formula for each arithmetic
sequence graphed below. Then find the 25th term.
y  y 
a. b. c. y 
20 20
18 18 10
16 16 9
14 14 8
12 12 7
10 10 6
8 8 5
6 6 4
4 4 3
2 2 2
x x 1
x
1 2 3 4 5 1 2 3 4 5
1 2 3 4 5

Activity 11 • Arithmetic Sequences 165

ACTIVITY 11 Lesson 11-3
continued Arithmetic Sequences as Functions

My Notes
Learning Targets:
• Use function notation to write a general formula for the nth term of an
arithmetic sequence.
• Find any term of an arithmetic sequence written as a function.
SUGGESTED LEARNING STRATEGIES: Look for a Pattern, Create
Representations, Discussion Groups, Sharing and Responding, Group
Presentation
An arithmetic sequence is a special case of a linear function. The terms of the
sequence are the functional values f(1), f(2), f(3), . . . , f(n) for some n.
1. Fill in the next three terms of the arithmetic sequence.
a1 = 7 = f(1)
a2 = 10 = f(2)
a3 = 13 = f(3)
a4 = = f(4)
a5 = = f(5)
a6 = = f(6)
2. What is the nth term of the sequence?

3. What function f could be used to describe the sequence?

4. What is the common difference of the sequence? How is the common

difference related to the function you wrote in Item 3?

© 2014 College Board. All rights reserved.

5. Attend to precision. Describe the domain of f using set notation.
(Hint: What values are used as inputs for f?)

6. What ordered pair represents the nth term of the sequence?

7. Describe the graph of f. How is the common difference related to the

graph?

166 SpringBoard® Mathematics Algebra 1, Unit 2 • Functions

 Lesson 11-3 ACTIVITY 11
Arithmetic Sequences as Functions continued

My Notes
Check Your Understanding

For Items 8–11, use the arithmetic sequence –5, 1, 7, 13, . . . .

8. What is f(1)?
9. What is f(4)?
10. Write a function to describe the sequence.
11. Use your function to find f(14).

LESSON 11-3 PRACTICE

Write a function to describe each arithmetic sequence.
12. 10, 14, 18, 22, …
13. 8.5, 10.3, 12.1, 13.9, …
14. 1 , 7 , 5 , 13 , …
3 12 6 12
15. −7, −4.5, −2, 0.5, …
16. y 
8
7
6
5
4
3
2
1
x
1 2 3 4 5
© 2014 College Board. All rights reserved.

–1
–2
–3
–4
–5
–6

The 1st term of an arithmetic sequence is 5, and the common difference is 1.5.
Use this information for Items 17–19.
17. What is f(3)?
18. Write a function to describe this arithmetic sequence.
19. Determine the 25th term of the sequence. Use function notation in your
answer.
20. Make sense of problems. The 3rd term of an arithmetic sequence
is −2, and the 8th term is −32. Write a function to describe this sequence.

Activity 11 • Arithmetic Sequences 167

 ACTIVITY 11 Lesson 11-4
continued Recursive Formulas

My Notes
Learning Targets:
• Write a recursive formula for a given arithmetic sequence.
• Use a recursive formula to find the terms of an arithmetic sequence.
SUGGESTED LEARNING STRATEGIES: Look for a Pattern, Create
Representations, Close Reading, Marking the Text, Discussion Groups
In a sequence, the term before f(n) = an is f(n − 1) = an–1.
MATH TIP
The first four terms of the toothpick sequence can be written as
In a sequence, f(n − 1) = an–1 refers a1 = 8 f(1) = 8
to the term before f(n) = an. Item 1 a2 = 14 = a1 + 6 f(2) = 14 = f(1) + 6
is asking “For any value of n, how a3 = 20 = a2 + 6 f(3) = 20 = f(2) + 6
can you find the term before
a4 = 26 = a3 + 6 f(4) = 26 = f(3) + 6
f(n) = an?”
1. For any value of n, how can you find the value of f(n − 1) = an−1?

A recursive formula can be used to represent an arithmetic sequence.

Recursion is the process of choosing a starting term and repeatedly applying
the same process to each term to arrive at the following term.
A recursive formula for an arithmetic sequence looks like this:
a1 = 1st term  f (1) = 1st term
a = a + d , or in function notation:  f (n) = f (n −1) + d
 n n−1 
2. The recursive formulas for the toothpick sequence are partially given
below. Complete them by writing the expressions for an and f(n).

{aa ==8
1
n
and  f (1) = 8
 f (n) =


© 2014 College Board. All rights reserved.

Check Your Understanding

Write the recursive formula for the following arithmetic sequences. Include
the recursive formula in function notation.
3. 2, 4, 6, 8, . . .
4. −2, −5, −8, −11, . . .
5. −3, − 3 , 0, 3 , . . .
2 2
6. Suppose that an−1 = −4.
a. Find the value of an for the arithmetic sequence with the recursive
a1 = 6
formula a = a + (−5) .
 n n−1

b. What term did you find? (In other words, what is n equal to?)

168 SpringBoard® Mathematics Algebra 1, Unit 2 • Functions

 Lesson 11-4 ACTIVITY 11
Recursive Formulas continued

My Notes
7. An arithmetic sequence has the recursive formula below.
 f (1) = 1
 2
 f (n) = f (n −1) + 2

a. Determine the first five terms of the sequence.

b. Write the explicit formula for the sequence using function notation.

8. An arithmetic sequence has the explicit formula an = 3n − 8.

a. What are the values of a1 and a2?

b. How can you use the values of a1 and a2 to find d? What is d?

c. Use your answers to Parts (a) and (b) to write the recursive formula
for the sequence.

In the 12th century, Leonardo of Pisa, also known as Fibonacci, first

described a sequence known as the Fibonacci sequence. The sequence can be
described by the recursive formula below.
a1 = 1

© 2014 College Board. All rights reserved.

a = 1
 2
an = an−1 + an−2 , for n > 2
Notice that the first two terms of the sequence are 1 and that the expression
describing an applies to those terms after the 2nd term.
9. Use the recursive formula to determine the first 10 terms of the
Fibonacci sequence.

10. Is the Fibonacci sequence an arithmetic sequence? Justify your response.

Activity 11 • Arithmetic Sequences 169

ACTIVITY 11 Lesson 11-4
continued Recursive Formulas

My Notes
Check Your Understanding

11. Attend to precision. Compare and contrast the explicit and recursive
formulas for an arithmetic sequence.
12. Explain how to find any term of the Fibonacci sequence.

LESSON 11-4 PRACTICE

Write the recursive formula for each arithmetic sequence. Include the
recursive formula in function notation.
13. 1, 6, 11, 16, . . .
14. 1, 4, 7, 10, 13, . . .
15. an = 11 − 3n
16. an = 1 + 3 n
4 20
17. y 
18
16
14
12
10
8
6
4
2
x
–2 1 2 3 4 5
–4

18. Given f(n − 1) = 1.2, use the recursive formula below to find f(n).

© 2014 College Board. All rights reserved.

 f (1) = − 0.6
 f (n) = f (n − 1) + 0.3

19. Reason quantitatively. Describe how each sequence is similar to the
Fibonacci sequence. Then find the next two terms.
a. 4, 4, 8, 12, 20, 32, . . . b. 2, 2, 4, 6, 10, 16, . . .

170 SpringBoard® Mathematics Algebra 1, Unit 2 • Functions

 Arithmetic Sequences ACTIVITY 11
Picky Patterns continued

ACTIVITY 11 PRACTICE 8. Write an arithmetic sequence in which some of

Write your answers on notebook paper. the terms are whole numbers and the common
Show your work. difference is 3 .
4
Lesson 11-1 Lesson 11-2
For Items 1–3, refer to the toothpick pattern For Items 9 and 10, determine the explicit formula for
shown below. each arithmetic sequence.
9. 3, −3, −9, −15, …
Stage 1 10. 1, 6, 11, 16, …
11. What is the 20th term of the arithmetic sequence:
7, 4, 1, … ?
Stage 2 12. The 9th and 10th terms of an arithmetic
sequence are −24 and −30, respectively. What is
the 30th term?
13. The 15th and 21st terms of an arithmetic
Stage 3 sequence are −67 and −97, respectively. What is
the 30th term?
1. Copy and complete the table below. 14. The 9th and 14th terms of an arithmetic sequence
are 23 and 33, respectively. What is the 1st term?
Number of
Stage 15. For the sequence graphed below, write the explicit
Toothpicks
formula. Then find the 57th term of the sequence.
1
y 
2 20
3 18
16
4 14
5 12
10
8
© 2014 College Board. All rights reserved.

2. Write the number of toothpicks as a sequence. 6

4
3. Is the sequence you wrote in Item 2 an arithmetic 2
sequence? If so, determine the common x
1 2 3 4 5
difference. If not, explain why not.
4. Which of the following is not an arithmetic Lesson 11-3
sequence? 16. Write a function to describe the arithmetic
A. 1 , 1, 3 , 2,...
… sequence graphed below. Then find the 5th term
2 2 of the sequence. Use function notation in your
B. 11, 14, 17, 20, …
answer.
C. 2, 4, 8, 16, … y 
D. 5, 2, −1, −4, … 10
9
For Items 5 and 6, find the common difference for 8
7
each arithmetic sequence. 6
5
5. −2.3, −1.1, 0.1, 1.3, … 4
3
6. −9, −13, −18, −23, … 2
1
x
7. What are the next three terms in the arithmetic 2 4 6 8 10 12 14 16
sequence −6, −10, −14, … ?
Activity 11 • Arithmetic Sequences 171
 ACTIVITY 11 Arithmetic Sequences
continued Picky Patterns

a1 = 4 and the
17. For an arithmetic sequence, f(1) 23. y 
5 1.0
common difference is −1. What is f(20)? 0.5
A. 18 15
x
–0.5 1 2 3 4 5 6 7 8 9 10
–1.0
B. − 15 –1.5
–2.0
C. −20 15 –2.5
–3.0
D. −18 15
–3.5
–4.0
–4.5
18. An arithmetic sequence is described by the –5.0
function f(n) = −3n + 7. Determine the first –5.5
five terms of this sequence.
MATHEMATICAL PRACTICES
Lesson 11-4 Make Sense of Problems and Persevere
19. What are the first five terms in the arithmetic in Solving Them
sequence with the recursive formula below? 24. The Lucas sequence is related to the Fibonacci

{aa == a5
1
n n−1 + 4
sequence. The first five terms of the Lucas
sequence are given below.
a1 = 1
20. What is the recursive formula for the arithmetic
a2 = 1 + 2 = 3
sequence described by the function below?
a3 = 1 + 3 = 4
f (n) = 1 n − 2
2
a4 = 2 + 5 = 7
21. What is the explicit formula for the arithmetic
sequence that has the recursive formula below? a5 = 3 + 8 = 11
 f (1) = −2.5 a. Beginning with a2, what do you observe about
 f (n) = f (n −1) − 4 the first addends in each sum? What do you

observe about the second addends?
For Items 22 and 23, write the recursive formula for
b. What are the next two terms of the Lucas
the arithmetic sequence that is graphed. Include the

© 2014 College Board. All rights reserved.

sequence? Explain how you determined your
recursive formula in function notation.
answer.
22. y 
32
30
28
26
24
22
20
18
16
14
12
10
8
6
4
2
x
1 2 3 4 5 6 7 8 9 10

172 SpringBoard® Mathematics Algebra 1, Unit 2 • Functions

 Linear Functions and Equations Embedded Assessment 2
TEXT MESSAGE PLANS Use after Activity 11

Pedro is planning to add a text messaging feature to his cell phone plan. He
has gathered information about the two different plans offered by his wireless
phone company.
Plan A: $4.00 per month plus 4 cents for each message
Plan B: 5 cents per message
1. Use the mathematics you have been studying in this unit to provide
Pedro with the following information for each plan.
a. Plan A
• a table of data
• a graph of the data
• the linear function that fits this plan
• the domain and range of the function
b. Plan B
• a table of data
• a graph of the data
• the linear function that fits this plan
• the domain and range of the function
2. If Pedro sends 360 messages on average each month, which plan would
you recommend that he choose? Support your recommendation using
mathematical evidence.
3. If Pedro knows that his average usage is going to increase to 500 text
messages per month, should he change to a different plan? Explain and
justify your reasoning.
4. Explain whether either of the plans represents a direct variation.
5. Pedro’s friend Chenetta is considering another text messaging plan that
advertises the following: “A one-time joining fee of $3.00 and $0.08 per
message.”
© 2014 College Board. All rights reserved.

a. Write an explicit formula for the text messaging plan.

b. Chenetta knows that she sends and receives about 1800 text messages
per month. Use an example and other mathematical evidence to let
Chenetta know if you think this plan would be a good deal for her.

Unit 2 • Functions 173

Embedded Assessment 2 Linear Functions and Equations
Use after Activity 11 TEXT MESSAGE PLANS

Scoring Exemplary Proficient Emerging Incomplete

Guide The solution demonstrates the following characteristics:
Mathematics • Clear and accurate • Largely correct • Partial understanding of • Inaccurate or incomplete
Knowledge and understanding of linear understanding of linear linear models, including understanding of linear
Thinking models, including direct models, including direct direct variation models, including direct
(Items 1, 4, 5a) variation variation • Some difficulty with variation
• Effective understanding of • Adequate understanding arithmetic sequences • Little or no understanding
arithmetic sequences of arithmetic sequences of arithmetic sequences
Problem Solving • Appropriate and efficient • Strategy that may include • Strategy that results in • No clear strategy when
(Items 2, 3, 5b) strategy that results in a unnecessary steps but some incorrect answers solving problems
correct answer results in a correct answer

Mathematical • Clear and accurate tables • Correct tables of real-world • Partially correct tables of • Inaccurate or incomplete
Modeling / of real-world data, graphs data, graphs of the data, real-world data, graphs of tables of real-world data,
Representations of the data, and linear and linear functions to the data, and linear graphs of the data, and
(Items 1, 5a) functions to model the model the data, including functions to model the linear functions to model the
data, including reasonable reasonable domain and data, including reasonable data, including reasonable
domain and range range domain and range domain and range
• Fluency in writing an • Little difficulty writing an • Some difficulty writing an • Significant difficulty writing
explicit formula to model a explicit formula to model a explicit formula to model a an explicit formula to model
real-world scenario real-world scenario real-world scenario a real-world scenario

Reasoning and • Precise use of appropriate • Appropriate • Misleading or confusing • Incomplete or inaccurate
Communication math terms and language recommendations with recommendations and/or recommendations and/or
(Items 2–4, 5b) to make and justify a adequate justifications justifications justifications
recommendation • Largely correct explanation • Partially correct • Incomplete or inaccurate
• Clear and accurate of whether one of the explanation of whether explanation of whether
explanation of whether plans represents a direct one of the plans represents one of the plans represents
one of the plans represents variation a direct variation a direct variation
a direct variation

© 2014 College Board. All rights reserved.

174 SpringBoard® Mathematics Algebra 1

 Forms of Linear Functions ACTIVITY 12
Under Pressure
Lesson 12-1 Slope-Intercept Form
My Notes
Learning Targets:
• Write the equation of a line in slope-intercept form.
• Use slope-intercept form to solve problems.
SUGGESTED LEARNING STRATEGIES: Create Representations,
Think-Pair-Share, Marking the Text, Discussion Groups
When a diver descends in a lake or ocean, pressure is produced by the weight
of the water on the diver. As a diver swims deeper into the water, the pressure CONNECT TO SCIENCE
on the diver’s body increases at a rate of about 1 atmosphere of pressure per 10 Pressure is force per unit area.
meters of depth. The table and graph below represent the total pressure, y, on Atmospheric pressure is defined
a diver given the depth, x, under water in meters. using the unit atmosphere. 1 atm
y
is 14.6956 pounds per square inch.
x y 10
0 1
8
1 1.1
Pressure (atm)

2 1.2 6
3 1.3
4
4 1.4
5 1.5 2

6 1.6
x
2 4 6 8 10
Depth Under Water (meters)

1. Write an equation describing the relationship between the pressure

exerted on a diver and the diver’s depth under water.

2. What is the slope of the line? What are the units of the slope? MATH TERMS
© 2014 College Board. All rights reserved.

A linear equation is an equation

that can be written in standard
3. What is the y-intercept? Explain its meaning in this context. form Ax + By = C where A, B, and C
are constants and A and B cannot
both be zero.

Slope-Intercept Form of a Linear Equation

y = mx + b
MATH TIP
where m is the slope of the line and (0, b) is the y-intercept.
Linear equations can be written
in several forms.
4. Identify the slope and y-intercept of the line described by the equation
y = −2x + 9.

Activity 12 • Forms of Linear Functions 175

ACTIVITY 12 Lesson 12-1
continued Slope-Intercept Form

My Notes
5. Create a table of values for the equation y = −2x + 9. Then plot the
points and graph the line.
y 
x y 14

12
−2
10

0 8

6
2
4

4 2

x
-8 -6 -4 -2 2 4 6 8
5 -2

6. Explain how to find the value of the slope from the table. What is the
value of the slope of the line?

7. Explain how to find the y-intercept from the table. What is the
y-intercept?

© 2014 College Board. All rights reserved.

8. Explain how to find the value of the slope from the graph. What is the
value of the slope?

9. Explain how to find the y-intercept from the graph. What is the
y-intercept?

176 SpringBoard® Mathematics Algebra 1, Unit 2 • Functions

 Lesson 12-1 ACTIVITY 12
Slope-Intercept Form continued

My Notes
Check Your Understanding

10. What are the slope and y-intercept of the line described by the
equation y = − 4 x −10?
5
y
11. Write the equation in slope-intercept form of the line that is
represented by the data in the table. 6
4
x −2 −1 0 1 2 3
y 9 7 5 3 1 −1 2
x
12. Write the equation, in slope-intercept form, of the line with a slope of -2 2 4 6
-2
4 and a y-intercept of (0, 5).
-4
13. Write an equation of the line graphed in the My Notes section of
this page. -6

Monica gets on an elevator in a skyscraper. The elevator starts to move at a

rate of −20 ft/s. After 6 seconds on the elevator, Monica is 350 feet from
the ground floor of the building.
14. The rate of the elevator is negative. What does this mean in the
situation? What value in the slope-intercept form of an equation does
this rate represent?

15. a. How many feet was Monica above the ground when she got on the
elevator? Show how you determined your answer.
© 2014 College Board. All rights reserved.

b. What value in the slope-intercept form does your answer to Part (a)
represent?

16. Model with mathematics. Write an equation in slope-intercept form

for the motion of the elevator since it started to move. What do x and y
represent?

a. What does the y-intercept represent?

b. Use the equation you wrote to determine, at this rate, how long it will
take after Monica enters the elevator for her to exit the elevator on
the ground floor. Explain how you found your answer.

Activity 12 • Forms of Linear Functions 177

ACTIVITY 12 Lesson 12-1
continued Slope-Intercept Form

My Notes
Check Your Understanding

17. Write the equation 3x − 2y = 16 in slope-intercept form. Explain

your steps.
18. A flowering plant stands 6.5 inches tall when it is placed under a
growing light. Its growth is 0.25 inches per day. Today the plant is
11.25 inches tall.
a. Write an equation in slope-intercept form for the height of the
plant since it was placed under the growing light.
b. In your equation, what do x and y represent?
c. Use the equation to determine how many days ago the plant was
placed under the light.

LESSON 12-1 PRACTICE

19. What are the slope, m, and y-intercept, (0, b), of the line described by
the equation 3x + 6y = 12?
20. Write an equation in slope-intercept form for the line that has a slope
of 2 and y-intercept of (0, −5).
3
21. Write an equation in slope-intercept form for the line that passes
through the points (6, −3) and (0, 2).
22. Matt sells used books on the Used Book Internet Business
10.5
Internet. He has a weekly fee 9
he has to pay for his website. 7.5
He has graphed his possible 6
Earnings for the Week ($)

4.5
weekly earnings, as shown.
3

© 2014 College Board. All rights reserved.

a. What is the weekly fee that 1.5
Matt pays for his website?
1 2 3 4 5 6 7 8 9 10 11 12
How do you know? −1.5

b. How much does Matt −3

−4.5
make for each book sold? −6
How do you know? −7.5

c. Write the equation in −9

Number of Books Sold
slope-intercept form for the
line in Matt’s graph.
d. How many books does Matt have to sell to make $30 for the week?
Explain.
23. Make use of structure. Without graphing, describe the graph of
each equation below. Tell whether the line is ascending or descending
from left to right and where the line crosses the y-axis.
a. y = 3x b. y = 5x + 2 c. y = −2x − 5 d. y = −6x + 4

178 SpringBoard® Mathematics Algebra 1, Unit 2 • Functions

 Lesson 12-2 ACTIVITY 12
Point-Slope Form continued

My Notes
Learning Targets:
• Write the equation of a line in point-slope form.
• Use point-slope form to solve problems.
SUGGESTED LEARNING STRATEGIES: Create Representations,
Marking the Text, Note Taking, Think-Pair-Share, Critique Reasoning,
Sharing and Responding
Another form of the equation of a line is the point-slope form. The point-
y − y1
slope form of the equation is found by solving the slope formula m =
x − x1
for y − y1, by multiplying both sides by x − x1. You may use this form when
you know a point on the line and the slope.

Point-Slope Form of a Linear Equation CONNECT TO AP

y − y1 = m(x − x1)
In calculus, the point-slope form of
where m is the slope of the line and (x1 , y1) is a point on the line. a line is used to write the equation
of the line tangent to a curve at a
given point.

Example A
1
Write an equation of the line with a slope of 2 that passes through the point
(2, 5). Graph the line.
Step 1: Substitute the given values into point-slope form.
MATH TIP
y − y1 = m(x − x1)
1 If you needed to express the
y − 5 = 2 (x − 2) solution to Example A in slope-
1
Step 2: Graph y − 5 = 2 (x − 2). Plot the point (2, 5) and use the slope intercept form, you could apply
to find another point. the Distributive Property and
combine like terms.
y 
© 2014 College Board. All rights reserved.

10

x
–10 –8 –6 –4 –2 2 4 6 8 10
–2

–4

–6

–8

–10

Activity 12 • Forms of Linear Functions 179

ACTIVITY 12 Lesson 12-2
continued Point-Slope Form

My Notes
Try These A
Find an equation of the line given a point and the slope.
a. (−2, 7), m = 2 b. (6, −1), m = − 5
3 4

Determine the slope and a point on the line for each equation.
c. y + 4 = 3 (x − 3) d. y − 6 = − 5 (x + 3)
8 2

The town of San Simon charges its residents for trash pickup and water usage
on the same bill. Each month the city charges a flat fee for trash pickup and a
fee of $0.25 per gallon for water used. In January, one resident used 44
gallons of water, and received a bill for $16.
1. If x is the number of gallons of water used during a month, and y
represents the bill amount in dollars, write a point (x1, y1).

2. What does $0.25 per gallon represent?

3. Reason abstractly. Use point-slope form to write an equation that

represents the bill cost y in terms of the number of gallons of water x
used in a month.

© 2014 College Board. All rights reserved.

4. Write the equation in Item 3 in slope-intercept form. What does the
y-intercept represent?

Check Your Understanding

5. Determine the equation of the line given the point (86, 125) and the
slope m = −18.
6. Violet has an Internet business selling paint sets. After an initial
website fee each week, she makes a profit of $0.75 on each set she sells.
If she sells 8 sets, she makes $2.25. Write an equation representing her
weekly possible earnings.

180 SpringBoard® Mathematics Algebra 1, Unit 2 • Functions

 Lesson 12-2 ACTIVITY 12
Point-Slope Form continued

My Notes
7. Critique the reasoning of others. Jamilla and Ryan were asked to
write the equation of the line through the points (6, 4) and (3, 5). Both
Jamilla and Ryan determined that the slope was − 1 . Jamilla wrote the
3
equation of the line as y − 4 = − 1 (x − 6). Ryan wrote the equation
3
of the line as y − 5 = − 1 (x − 3).
3
a. Rewrite each student’s equation in slope-intercept form and compare
the results.

b. Whose equation was correct? Justify your response.

8. Find the equation in point-slope y

form of the line shown in the graph. 10
9
8
7
© 2014 College Board. All rights reserved.

6
5
9. Write the equation of the line
in slope-intercept form. 4
3
2
1
x
1 2 3 4 5

Check Your Understanding

10. Explain the process you would use to write an equation of a line
in point-slope form when given two points on the line.
11. Describe the similarities and differences between point-slope
form and slope-intercept form.

Activity 12 • Forms of Linear Functions 181

ACTIVITY 12 Lesson 12-2
continued Point-Slope Form

My Notes
LESSON 12-2 PRACTICE
12. Write an equation of the line with a slope of 0.25 that passes through
the point (−1, −8).
13. Find the slope and a point on the line for the lines with the following
equations.
a. y − 9 = − 3 (x − 4)
4
2
b. y = 3 − (x + 4)
3
14. Write the equation of the line through the points (−3, 3) and (7, 5) in
slope-intercept form. What is the y-intercept?
15. Jay pays a flat fee each month for basic cable service. He also pays $3.50
for each movie he orders during the month. Last month, he ordered
5 movies and his total bill came to $54.
a. Write an equation in point-slope form that represents the total bill,
y, in terms of the number of movies, x.
b. Write the equation in slope-intercept form.
c. What is the monthly fee for basic cable service? How do you know?
d. Next month, Jay plans to order 7 movies. What will be his total bill
for the month?
e. This month, Jay’s total bill is $78.50. How many movies did he order
this month?
16. Attend to precision. The equation y − 160 = 40(x − 1) represents
the height in feet, y, of a hot-air balloon x minutes after the pilot started
her stopwatch.
a. Is the hot-air balloon rising or descending? Justify your answer.
b. At what rate is the hot-air balloon rising or descending? Be sure to
use appropriate units.
c. What was the height of the balloon when the pilot started her

© 2014 College Board. All rights reserved.

stopwatch?

182 SpringBoard® Mathematics Algebra 1, Unit 2 • Functions

 Lesson 12-3 ACTIVITY 12
Standard Form continued

My Notes
Learning Targets:
• Write the equation of a line in standard form.
• Use the standard form of a linear equation to solve problems.
SUGGESTED LEARNING STRATEGIES: Create Representations,
Note Taking, Discussion Groups, Think-Pair-Share, Identify a Subtask
A linear equation can be written in the form Ax + By = C where A, B, and
C are constants and A and B are not both zero.
MATH TERMS
Standard Form of a Linear Equation The greatest common factor of
Ax + By = C two or more integers is the
where A ≥ 0, A and B are not both zero, and A, B, and C are greatest integer that is a divisor
integers whose greatest common factor is 1. of all the integers.

1. Reason abstractly. You can use the coefficients of this form of an

equation to find the x-intercept, y-intercept, and slope.
a. Determine the x-intercept.

b. Determine the y-intercept.

c. Write Ax + By = C in slope-intercept form to find the slope.

The definition of standard form states that both A and B are not 0. However,
one of A or B may be equal to 0.
© 2014 College Board. All rights reserved.

2. Write the standard form if A = 0.

a. Suppose A = 0, B = −1, and C = 3. Write the equation of the line y 

10
in standard form.
8

6
b. Graph the line on the grid in the My Notes section. Describe the 4
graph. What is the slope?
2

x
–10 –8 –6 –4 –2 2 4 6 8 10
3. Write the standard form if B = 0. –2

–4
a. Suppose A = 1, B = 0, and C = −6. Write the equation of the line
–6
in standard form.
–8

–10

b. Graph the equation on the grid in the My Notes section. Describe

the graph. What is the slope?

Activity 12 • Forms of Linear Functions 183

ACTIVITY 12 Lesson 12-3
continued Standard Form

My Notes
4. Write 3x + 2y = 8 in slope-intercept form.

5. Write the equation y − 7 = 2(x + 1) in standard form.

Check Your Understanding

6. Write the equation 2x + 3y = 18 in slope-intercept form.

7. Write the equation y = − 6 x − 4 in standard form.
5
8. Describe the graph of any line whose equation, when written in
standard form, has A = 0.

9. Susheila is making a large batch of granola to sell at a school fundraiser.

She needs to buy walnuts and almonds to make the granola. Walnuts
cost $3 per pound and almonds cost $2 per pound. She has $30 to spend
on these ingredients.
a. Write an equation that represents the different amounts of walnuts, x,
and almonds, y, that Susheila can buy.

b. Graph the x- and y-intercepts on the coordinate plane below.

Use these to help you graph the line.
y
20
18

© 2014 College Board. All rights reserved.

16
Pounds of Almonds

14
12
10
8
6
4
2
x
2 4 6 8 10 12 14 16 18 20
Pounds of Walnuts

c. If Susheila buys 4 pounds of walnuts, how many pounds of almonds

can she buy?

184 SpringBoard® Mathematics Algebra 1, Unit 2 • Functions

 Lesson 12-3 ACTIVITY 12
Standard Form continued

My Notes
10. Refer to the graph you made in Item 9b. What is the x-intercept?
What does it represent?

11. Write an equation in standard form for the line shown.

y 
10

x
–10 –8 –6 –4 –2 2 4 6 8 10
–2

–4

–6

–8

–10

12. Make use of structure. The equation 2x − 5y = 20, the table below,
and the graph below represent three different linear functions.
y

6
x y 5
© 2014 College Board. All rights reserved.

4
−3 1 3
−2 4 2
1
−1 7 x
-6 -5 -4 -3 -2 -1 1 2 3 4 5 6
-1
0 10 -2
1 13 -3
-4
2 16 -5
-6
3 19

Which function represents the line with the greatest slope? Explain your
reasoning.

Activity 12 • Forms of Linear Functions 185

ACTIVITY 12 Lesson 12-3
continued Standard Form

My Notes
Check Your Understanding

13. Write an equation in standard form for the line that is represented by
the data in the table.

x −2 −1 0 1 2 3
y 9 7 5 3 1 −1

14. Write an equation in standard form for the line with a slope of 7 that
passes through the point (1, 2).

LESSON 12-3 PRACTICE

15. Determine the x-intercept, y-intercept, and slope of the line described
by −3x + 7y = −21.
16. Write each equation in standard form.
a. 8x = 26 + 14y b. y = − 6 x + 12
7
17. Write an equation in standard form for each line below.
a. y  b. y 
10 10
8 8
6 6
4 4
2 2
x x
–10 –8 –6 –4 –2 2 4 6 8 10 –10 –8 –6 –4 –2 2 4 6 8 10
–2 –2
–4 –4
–6 –6

© 2014 College Board. All rights reserved.

–8 –8
–10 –10

18. Pedro walks at a rate of 4 miles per hour and runs at a rate of 8 miles
per hour. Each week, his exercise program requires him to cover a total
distance of 20 miles with some combination of walking and/or running.
a. Write an equation that represents the different amounts of time
Pedro can walk, x, and run, y, each week.
b. Graph the equation.
c. What is the y-intercept? What does this tell you?
19. Make sense of problems. Keisha bought a discount pass at a movie
theater. It entitles her to a special discounted admission price for every
movie she sees. Keisha wrote an equation that gives the total cost y of
seeing x movies. In standard form, the equation is 7x − 2y = −31.
a. What was the cost of the pass?
b. What is the discounted admission price for each movie?

186 SpringBoard® Mathematics Algebra 1, Unit 2 • Functions

 Lesson 12-4 ACTIVITY 12
Slopes of Parallel and Perpendicular Lines continued

My Notes
Learning Targets:
• Describe the relationship among the slopes of parallel lines and
perpendicular lines.
• Write an equation of a line that contains a given point and is parallel or
perpendicular to a given line.
SUGGESTED LEARNING STRATEGIES: Think-Pair-Share, Predict
and Confirm, Create Representations, Look for a Pattern, Discussion Groups
Parallel lines and perpendicular lines are pairs of lines that have special
relationships.
Parallel lines in a plane are equidistant from each other at all points.
y 
5
1
4
3
3
4 2
2

x
–5 –4 –3 –2 –1 1 2 3 4 5
–1

–2

–3

–4

–5

1. Consider lines l1, l2, l3, and l4 on the graph above. Determine the slope
© 2014 College Board. All rights reserved.

of each line.

2. Reason quantitatively. In the graph above, l1 is parallel to l2 and l3

is parallel to l4. Write a conjecture about the slopes of parallel lines.

3. Determine the slope of a line that is parallel to the line whose equation
is y = −3x + 4.

4. Write the equation of a line that is parallel to the line y = 3 x −1 and has
4
a y-intercept of (0, 5).

Activity 12 • Forms of Linear Functions 187

 ACTIVITY 12 Lesson 12-4
continued Slopes of Parallel and Perpendicular Lines

My Notes
5. Horizontal lines are described by equations of the form y = number.
For example, the equation of the x-axis is y = 0, because all points on
the x-axis have y-coordinate 0. Explain why any two horizontal lines
are parallel.

6. Vertical lines are described by equations of the form x = number.

For example, the equation of the y-axis is x = 0, because all points on
the y-axis have x-coordinate 0. Do you think that any two vertical lines
are parallel? Explain why or why not.

7. Use the information in Items 5 and 6 to write the equation of a line

that is
a. parallel to the x-axis.

b. parallel to the y-axis.

8. A line is parallel to y = 3x + 2 and passes through the point (1, 4).

a. What is the slope of the line? Explain how you know.

b. Write an equation of the line.

MATH TIP
Perpendicular lines intersect to
form right angles. 9. Graph and label each line described below on the grid in the

© 2014 College Board. All rights reserved.

My Notes section. Which lines appear to be perpendicular?
• l5 has slope − 4 and contains the point (0, 2).
3
y  • l6 has slope − 3 and contains the point (0, 0).
5 4
4
3
• l7 has slope and contains the point (−2, −1).
4
3

1
10. Write a conjecture about the slopes of perpendicular lines.
x
–5 –4 –3 –2 –1 1 2 3 4 5
–1

–2

–3

–4

–5

188 SpringBoard® Mathematics Algebra 1, Unit 2 • Functions

 Lesson 12-4 ACTIVITY 12
Slopes of Parallel and Perpendicular Lines continued

My Notes
11. Use your prediction from Item 10 to write the equations of two lines
that are perpendicular. On the grid in the My Notes section on the
previous page, graph both lines and confirm that they are
perpendicular.

12. In the coordinate plane, what is true about a line that is perpendicular
to a horizontal line?

13. Line l1 contains the points (0, −1) and (3, 1). It is perpendicular to line
l2 that contains the point (−1, 2).
a. What is the slope of each line? Explain how you know.

b. Write the equation of each line.

© 2014 College Board. All rights reserved.

Check Your Understanding

14. Determine whether the lines with the given slopes are parallel,
perpendicular, or neither.
a. m1 = −4, m2 = 1 b. m1 = −3, m2 = 3
4
c. m1 = 10 , m2 = −1 1 d. m1 = 1 , m2 = 1
12 5 2 2
15. The equation of line l1 is y = 1 x − 2.
3
a. Write the equation of a line parallel to l1. Explain.
b. Write the equation of a line perpendicular to l1. Explain.
16. Write the equation of a line that is parallel to the line 3x + 4y = 4 and
contains the point (8, 1).
17. Write an equation of a line that is perpendicular to the line
y = 5x + 1 and contains the point (−10, 2).

Activity 12 • Forms of Linear Functions 189

ACTIVITY 12 Lesson 12-4
continued Slopes of Parallel and Perpendicular Lines

My Notes
LESSON 12-4 PRACTICE
18. Determine whether the lines with the given slopes are parallel,
perpendicular, or neither.
a. m1 = 5, m2 = 1
5
b. m1 = −6, m2 = 1
6
c. m1 = − 2 , m2 = − 2
3 3
19. The slopes of three lines are given below.
m1 = − 1 m2 = 3 m3 = 0
2
a. Determine the slope of a line that is parallel to a line with each given
slope.
b. Determine the slope of a line that is perpendicular to a line with each
given slope.
20. Determine the slope of any line that is parallel to the line described
by y = − 1 x + 5.
2
21. Write the equation of a line that is parallel to the line described by
x − 4y = 8. Explain how you know the lines are parallel.
22. Determine the slope of any line that is perpendicular to the line
described by y = 3 x − 9.
4
23. Write an equation of the line that is perpendicular to the line
2x + 5y = −15 and contains the point (−8, 3).
24. Determine the equation of a line perpendicular to the x-axis that passes
through the point (4, −1).
25. Construct viable arguments. A line a passes through points with
coordinates (−3, 5) and (0, 0) and a line b passes through points with
coordinates (3, 5) and (0, 0). Are lines a and b parallel, perpendicular,

© 2014 College Board. All rights reserved.

or neither? Explain your answer.

190 SpringBoard® Mathematics Algebra 1, Unit 2 • Functions

 Forms of Linear Functions ACTIVITY 12
Under Pressure continued

ACTIVITY 12 PRACTICE After paying an initial fee each week, Mike can sell
Write your answers on notebook paper. Show packs of baseball cards in a sports shop. He displays
your work. his possible earnings for one week on the following
graph. Use the graph for Items 5–9.
Lesson 12-1
Baseball Card Sales
1. Write the equation of a line in slope-intercept 15
form that has a slope of −8 and a y-intercept 12.5
of (0, 3). 10
2. Write the equation of a line in slope-intercept 7.5

Weekly Earnings ($)

form that passes through the point (0, −7) 5

and has a slope of 3 .

2.5
4
3. Find the slope and the y-intercept of the line 1 2 3 4 5 6 7 8 9 10
−2.5
whose equation is −5x + 3y − 8 = 0. −5
4. Which of the following is the slope-intercept −7.5
form of the equation of the line in the graph? −10
−12.5
y 
6 −15
Number of Packs Sold
4
5. What is the initial fee Mike pays each week?
2
6. How many packs does Mike have to sell to
x break even?
–6 –4 –2 2 4 6
–2 7. What is the price of one pack of cards?
–4 8. What is the equation in slope-intercept form for
–6
the line shown in graph?
9. How many packs of cards must Mike sell to make
A. y = −5 x +3 $40? Explain.
3
Lesson 12-2
© 2014 College Board. All rights reserved.

B. y = −3 x +5
5
3 10. What is the equation in point-slope form of the
C. y = − x +3 line that passes through (−9, 12) with a
5
D. y = −5 x +5 slope of 5 ?
3 6
11. What is the equation in slope-intercept form
of the line that has a slope of 0.25 and passes
through the point (6, −8)?
12. What is the equation in point-slope form of the
line that passes through the points (2, −3) and
(−5, 8)?

Activity 12 • Forms of Linear Functions 191

ACTIVITY 12 Forms of Linear Functions
continued Under Pressure

13. Write an equation in slope-intercept form of 19. Which is a true statement about the line
the line that passes through the points (4, 2) x − 4y = 8?
and (1, −7). A. The x-intercept of the line is (2, 0).
14. What is the equation in slope-intercept form of B. The y-intercept of the line is (0, 2).
the line that passes through the points (2, 7) and C. The slope of the line is 1 .
4
(6, 7)? Describe the line. D. The line passes through the origin.
15. What is the point-slope form of the line in the 20. Write the equation of a line in standard form
graph? that has an x-intercept of (3, 0) and a
y  y-intercept of (0, 5).
5
4 Lesson 12-4
3
2 21. What is the slope of a line parallel to a line whose
1 equation is 3x + 5y = 12?
x
–5 –4 –3 –2 –1 1 2 3 4 5 22. What is the slope of a line perpendicular to a line
–2
–3
whose equation is −4x − 2y + 18 = 0?
–4 23. Which is the slope of a line that is perpendicular
–5
to the line whose equation is 5x − 3y = −10?
3 3
Lesson 12-3 A. 5 B. − 5
16. Write the equation of the line in the graph from 5 5
C. 3 D. − 3
Item 15 in standard form.
24. What is the equation of the line that is
17. David is ordering tea from an online store. Black perpendicular to 2x + 4y = 1 and that passes
tea costs $0.80 per ounce and green tea costs through the point (6, 8)?
$1.20 per ounce. He plans to spend a total of $12
on the two types of tea. 25. What is the slope of any line that is perpendicular
a. Write an equation that represents the different to the line that contains the points (8, 8) and
amounts of black tea, x, and green tea, y, that (12, 12)?
David can buy.

© 2014 College Board. All rights reserved.

b. Graph the equation. MATHEMATICAL PRACTICES
c. What is the x-intercept? What does it Construct Viable Arguments and Critique
represent? the Reasoning of Others
d. Suppose David decides to buy 10 ounces of 26. Aidan stated that for any value of b, the line
black tea. How many ounces of green tea will y = 2x + b is parallel to the line that passes
he buy? through (2, 5) and (−1, −1). Do you agree with
18. Is the equation 6x − 15y = −12 in standard Aidan? Explain why or why not.
form? Why or why not?

192 SpringBoard® Mathematics Algebra 1, Unit 2 • Functions

 Equations From Data ACTIVITY 13
Pass the Book
Lesson 13-1 Scatter Plots and Trend Lines
My Notes
Learning Targets:
• Use collected data to make a scatter plot.
• Determine the equation of a trend line.
SUGGESTED LEARNING STRATEGIES: Predict and Confirm,
Sharing and Responding, Create Representations, Look for a Pattern,
Interactive Word Wall
How fast can you and your classmates pass a textbook from one person to the
next until the book has been relayed through each person in class?

1. Suppose your entire class lined up in a row. Estimate the length of time
you think it would take to pass a book from the first student in the row
to the last. Assume that the book starts on a table and the last person
must place the book on another table at the end of the row.
Estimated time to pass the book:
2. As a class, experiment with the actual time it takes to pass the book
using small groups of students in your class. Use the table below to
record the times.

Number of students passing

3 6 9 11 13 15
the book
© 2014 College Board. All rights reserved.

Time to pass the book

(nearest tenth of a second)
3. Reason quantitatively. Based on the data you recorded in the table
above, would you revise your estimated time from Item 1? Explain the
reasoning behind your answer.

Activity 13 • Equations From Data 193

 ACTIVITY 13 Lesson 13-1
continued Scatter Plots and Trend Lines

My Notes
4. Graph the data in your table from Item 2 as a scatter plot on the
coordinate grid.
MATH TERMS
Passing the Book
A scatter plot displays the y
relationship between two sets of 10
numerical data. It can reveal trends 9
in data. 8
7

Time (seconds)
6
5
4
3
2
1
x
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20
Number of Students

5. Are the data that you collected linear data?

a. Explain your answer using the scatter plot.

b. Explain your answer using the table of data.

6. Describe how the time to pass the book changes as the number of
students increases.

© 2014 College Board. All rights reserved.

7. Work as a group to predict the number of seconds it will take to pass the
book through the whole class.
a. Place a trend line on the scatter plot in Item 4 in a position that your
MATH TERMS group feels best models the data. Then, mark two points on the line.
A trend line is a line drawn on a
scatter plot to show the
correlation, or association, b. In the spaces provided below, enter the coordinates of the two points
between two sets of data. identified in Part (a).

Point 1: ( , ) Point 2: ( , )
c. Why does your group think that this line gives the best position for
modeling the scatter plot data?

194 SpringBoard® Mathematics Algebra 1, Unit 2 • Functions

 Lesson 13-1 ACTIVITY 13
Scatter Plots and Trend Lines continued

My Notes
8. Use the coordinate pairs you recorded in Item 7b to write the equation
for your trend line (or linear model) of the scatter plot.

9. Explain what the variables in the equation of your linear model

represent.

10. Reason abstractly. Interpret the meaning of the slope in your linear
model.

11. Use your model to predict how long it would take to pass the book
through all the students in your class.

Predicted time to pass the book:

12. Using all of the students in your class, find the actual time it takes to
pass the book.
Actual time to pass the book:

13. How do your estimate from Item 1 and your predicted time from Item
11 compare to the actual time that it took to pass the book through the
© 2014 College Board. All rights reserved.

entire class?

14. Attend to precision. Suppose that another class took 1 minute and
47 seconds to pass the book through all of the students in the class. Use
your linear model to estimate the number of students in the class.

Activity 13 • Equations From Data 195

ACTIVITY 13 Lesson 13-1
continued Scatter Plots and Trend Lines

My Notes
Check Your Understanding

The table shows the number of days absent and the grades for several
students in Ms. Reynoso’s Algebra 1 class.
Days Absent 0 3 6 1 2 2 4
Grade (percent) 98 88 69 89 90 86 77
15. Create a scatter plot of the data using Days Absent as the independent
variable.
16. Are the data linear? Explain using the scatter plot and the table of data.
17. Based on the data, how do grades change as the number of days absent
increases?
18. Draw a trend line on your scatter plot. Identify two points on the trend
line and write an equation for the line containing those two points.
19. What is the meaning of the x and y variables in the equation you
wrote?
20. Interpret the meaning of the slope and the y-intercept of your
trend line.
21. Use your equation to predict the grade of a student who is absent for
5 days.

LESSON 13-1 PRACTICE

Model with mathematics. The scatter plot shows the day of the month
and total rainfall for January.

© 2014 College Board. All rights reserved.

8
7
Total Rainfall (inches)

6
5
4
3
2
1

2 4 6 8 10 12 14 16 18 20
Day in January

22. Copy the scatter plot and draw a trend line on the scatter plot. Identify
two points on the trend line and write a linear equation to model the
data containing those two points.
23. Explain the meaning of x and y in your equation.
24. Interpret the meaning of the slope and the y-intercept of your trend line.

196 SpringBoard® Mathematics Algebra 1, Unit 2 • Functions

 Lesson 13-2 ACTIVITY 13
Linear Regression continued

My Notes
Learning Targets:
• Use a linear model to make predictions.
• Use technology to perform a linear regression.
SUGGESTED LEARNING STRATEGIES: Marking the Text, Interactive
Word Wall, Look for a Pattern, Think-Pair-Share, Quickwrite
There is a correlation between two variables if they share some kind of
relationship.
1. Is there a correlation between the variables of your linear model in Item MATH TERMS
4 in Lesson 13-1? Explain.
A scatter plot will show a positive
correlation if y tends to increase
as x increases. Other data may
have a negative correlation,
where y tends to decrease as x
increases, or no correlation. A
Examples of data with two variables that illustrate a positive correlation, a correlation is sometimes called an
negative correlation, and no correlation are shown below. The more closely association.
the data resemble a line, the stronger the linear correlation.
Linear, Positive Correlation Linear, Negative Correlation Linear, Weak Correlation No Correlation
10 10 10 10
9 9 9 9
8 8 8 8
7 7 7 7
6 6 6 6
5 5 5 5
4 4 4 4
3 3 3 3
2 2 2 2
1 1 1 1

1 2 3 4 5 6 7 8 9 10 1 2 3 4 5 6 7 8 9 10 1 2 3 4 5 6 7 8 9 10 1 2 3 4 5 6 7 8 9 10

2. Look back at your linear model in Item 4 in Lesson 13-1. Does your
© 2014 College Board. All rights reserved.

linear model represent a positive correlation, a negative correlation, or

no correlation? Explain.

There is causation between two variables if a change in one variable causes

the other variable to change. For example, doing more exercise causes a ACADEMIC VOCABULARY
greater number of calories to be burned. The idea of causation is important
3. Does there seem to be causation between the variables of your linear in physics. For example, a cause
can be represented by a force
model in Item 4 in Lesson 13-1? Explain.
acting on an object.

Activity 13 • Equations From Data 197

ACTIVITY 13 Lesson 13-2
continued Linear Regression

My Notes
Correlation does not imply causation. Just because there is a correlation
between two variables does not mean that there is causation between them;
there may be other factors affecting the situation.

Check Your Understanding

4. Consider the following two variables: your shoe size each year since
you were born and the average price of a movie ticket each year since
you were born.
a. Is there a correlation between the variables? Explain.
b. Is there causation between the variables? Explain.
5. Give an example of two variables for which there is both correlation
and causation.

A scatter plot and a line of best fit, the most accurate trend line, can be
created using a graphing calculator, a spreadsheet program, or other
Computer Algebra Systems (CAS).
Linear regression is a method used to find the line of best fit. A line found
using linear regression is more accurate than a trend line that has been
visually estimated. You can perform linear regression using a graphing
calculator.
6. Use appropriate tools strategically. Enter the book-passing data
you collected in Item 2 in Lesson 13-1 into your graphing calculator.
Enter the numbers of students as x-values and the corresponding times
to pass the book as y-values.

© 2014 College Board. All rights reserved.

a. To find the equation of the line of best fit, use the linear regression
feature of your calculator.

The calculator should return values for a and b. Write these values
below.

a=

b=

b. The value of a is the slope of the line of best fit, and (0, b) is the
y-intercept. Round a and b to the nearest hundredth and write the
equation of the line of best fit in the form y = ax + b. Describe how
this equation is different from or similar to your equation in Item 8
in Lesson 13-1.

198 SpringBoard® Mathematics Algebra 1, Unit 2 • Functions

 Lesson 13-2 ACTIVITY 13
Linear Regression continued

My Notes
Check Your Understanding

7. Enter the following data into your graphing calculator. Make sure that
any previous data have been cleared.
(6, 1), (9, 0), (12, −3), (3, 3), (0, 5), (−3, 7), (−5, 9), (−7, 13)

a. Find the equation of the line of best fit. Round values to the nearest
hundredth.
b. Use the equation of the line of best fit to predict the value of y when
x = 20.
8. Compare using a graphing calculator to using paper and pencil when
plotting data and finding a trend line.

LESSON 13-2 PRACTICE

The owner of a café kept records on the daily high temperature and the
number of hot apple ciders sold on that day. Some of the owner’s data are
shown below.

Daily High Temperature (°F) 32 75 80 48 15

Number of Hot Apple Ciders Sold 51 22 12 40 70

9. Create a scatter plot of the data.

10. Is there a correlation between the variables? If so, what type?
11. Determine the equation of the line of best fit. Round values to the
nearest hundredth.
© 2014 College Board. All rights reserved.

12. What is the slope? What does the slope represent?

13. Identify the y-intercept. What does the y-intercept represent?
14. Model with mathematics. Use your model to predict the number of
hot apple ciders the café would sell on a day when the high temperature
is 92°F. Explain.

Activity 13 • Equations From Data 199

ACTIVITY 13 Lesson 13-3
continued Quadratic and Exponential Regressions

My Notes
Learning Targets:
• Use technology to perform quadratic and exponential regressions, and
then make predictions.
• Compare and contrast linear, quadratic, and exponential regressions.
SUGGESTED LEARNING STRATEGIES: Look for a Pattern, Create
Representations, Quickwrite, Think-Pair-Share, Discussion Groups
Online shopping has experienced tremendous growth since the year 2000.
One way to measure the growth is to track the average number of daily hits at
the websites of online stores. The tables show the average number of daily
hits for three different online stores in various years since the year 2000.

Nile River Retail

Years Since 2000 0 2 4 6 8
Daily Hits (thousands) 52.1 56.2 60.0 64.1 68.0

eBuy
Years Since 2000 0 2 4 6 8
Daily Hits (thousands) 1.0 4.9 17.2 37.2 64.9

Spendco
Years Since 2000 0 2 4 6 8
Daily Hits (thousands) 2.0 6.6 20.9 68.1 220.4

1. Make sense of problems. Compare and contrast the growth of the

three online stores based on the data in the tables.

© 2014 College Board. All rights reserved.

200 SpringBoard® Mathematics Algebra 1, Unit 2 • Functions

 Lesson 13-3 ACTIVITY 13
Quadratic and Exponential Regressions continued

My Notes
2. Plot the data for the three online stores on the graphs below.

y Nile River Retail

250
225
Daily Hits (thousands) 200
175
150
125
100
75
50
25
x
1 2 3 4 5 6 7 8 9 10
Years Since 2000

y eBuy
250
225
200
Daily Hits (thousands)

175
150
125
100
75
50
25
x
1 2 3 4 5 6 7 8 9 10
Years Since 2000

Spendco
© 2014 College Board. All rights reserved.

y
250
225
200
Daily Hits (thousands)

175
150
125
100
75
50
25
x
1 2 3 4 5 6 7 8 9 10
Years Since 2000

Activity 13 • Equations From Data 201

ACTIVITY 13 Lesson 13-3
continued Quadratic and Exponential Regressions

My Notes
3. Which online store’s growth could best be modeled by a linear
function? Explain.

4. For the online store you identified in Item 3, determine the equation of
the line of best fit. Round values to the nearest hundredth.

5. Predict the number of daily hits for this online store in 2015.

When a line does not appear to be a good fit for a set of data, you may want
to model the data using a nonlinear model.
Quadratic regression is a method used to find a quadratic function that
MATH TERMS
models a set of data. You can perform quadratic regression using a graphing
A quadratic function is a calculator.
nonlinear function that can
6. Enter the data for eBuy into your graphing calculator. Enter the years
be written in the form
y = ax2 + bx + c, where a ≠ 0. since 2000 as the x-values and the corresponding daily hits in thousands
You will study quadratic as the y-values.
functions in more detail a. To find the quadratic equation that models the data, use the
later in this book. quadratic regression feature of your calculator.
The calculator should return values for a, b, and c. Write these values
below, rounding to the nearest hundredth.
a=

© 2014 College Board. All rights reserved.

b=

c=

b. Write the quadratic equation in the form y = ax2 + bx + c.

c. Use the quadratic equation to predict the number of daily hits for
eBuy in 2015.

202 SpringBoard® Mathematics Algebra 1, Unit 2 • Functions

 Lesson 13-3 ACTIVITY 13
Quadratic and Exponential Regressions continued

My Notes
When a set of data shows very rapid growth or decay, an exponential model
may be the best choice for modeling the data.
Exponential regression is a method used to find an exponential function
that models a set of data. You can perform exponential regression using a MATH TERMS
graphing calculator. An exponential function is a
7. Enter the data for Spendco into your graphing calculator. Enter the nonlinear function that can be
written in the form y = abx.
years since 2000 as the x-values and the corresponding daily hits in
You will study exponential
thousands as the y-values. functions in more detail later
a. To find the exponential equation that models the data, use the in this book.
exponential regression feature of your calculator.
The calculator should return values for a and b. Write these values
below, rounding to the nearest hundredth.
a=

b=

b. Write the exponential equation in the form y = abx.

c. Use the exponential equation to predict the number of daily hits for
Spendco in 2015.

8. Construct viable arguments. Based on your predictions for the

number of daily hits for each online store in 2015, which type of
© 2014 College Board. All rights reserved.

function has the fastest growth: linear, quadratic, or exponential?

Explain.

Activity 13 • Equations From Data 203

ACTIVITY 13 Lesson 13-3
continued Quadratic and Exponential Regressions

My Notes
Check Your Understanding

9. How are quadratic regression and exponential regression similar to

and different from linear regression?
10. Do you think the exponential model would be appropriate for
predicting the number of daily hits for Spendco in any future year?
Explain your reasoning.

LESSON 13-3 PRACTICE

The population of Williston, North Dakota, has grown rapidly over the past
decade due to an oil boom. The table gives the population of the town in
2007, 2009, and 2011.

Years Since 2000 7 9 11

Population (thousands) 12.4 13.0 16.0

11. Use your calculator to find the equation of the line of best fit for
the data.
12. Reason quantitatively. What is the slope of the line? What does it
tell you about the population growth of the town?
13. Use your calculator to find a quadratic equation that models the growth
of the town.
14. Use your quadratic equation to predict the population of Williston
in 2020.
15. Use your calculator to find an exponential equation that models the

© 2014 College Board. All rights reserved.

growth of the town.
16. Use your exponential equation to predict the population of Williston
in 2020.
17. According to the exponential model, in what year will the town have a
population greater than 40,000 for the first time? (Hint: Use the table
feature of your calculator.) What assumptions do you make when you
use the exponential model to answer this question?

204 SpringBoard® Mathematics Algebra 1, Unit 2 • Functions

 Equations From Data ACTIVITY 13
Pass the Book continued

ACTIVITY 13 PRACTICE 8. The manager of a local history museum

Write your answers on notebook paper. Show experiments with different prices for admission
your work. to the museum. For each price, the manager
notes the number of visitors who enter the
Lesson 13-1 museum on that day. The table shows the data.
The scatter plot shows the relationship between the
day of the month and a frozen yogurt stand’s daily Price $2.75 $3.50 $4.25 $5.75
profit during the month of the July. Number of
112 88 66 63
Daily Visitors
y Frozen Yogurt
1000 Which is a true statement about the data?
900 A. A trend line on the scatter plot has a positive
800
slope.
700
Daily Profit ($)

600
B. The y-intercept of the trend line is above
500 the x-axis.
400 C. The trend line predicts at least 70 visitors
300 when the admission price is $6.25.
200 D. The trend line fits the data perfectly because
100 the data is linear.
x
1 2 3 4 5 6 7 8 9 10 Lesson 13-2
Day in July Use your calculator to perform a linear regression for
the following data. Use your linear regression for
1. Are the data linear? Explain. Items 9−12.
2. Draw a trend line on the scatter plot and name (−6, −3), (−8, −4), (−2, 1), (1, 4), (3, 6), (5, 8), (7, 13)
two points that your trend line passes through. 9. What is the equation of the line of best fit?
3. Write the equation of the trend line you drew in 10. What is the value of the slope? What does this tell
Item 2. you about the relationship between x and y?
4. What do the variables in your equation 11. According to your model, what is the value of y
© 2014 College Board. All rights reserved.

represent? when x = −19?

5. What is the slope of the trend line? What does 12. According to your model, for what value of x is
this tell you? y = 100?
6. Use your trend line to predict the yogurt stand’s
daily profit on July 20.
7. The owner of a competing frozen yogurt stand
finds that her daily profit each day in July is
exactly $100 more than that of the stand in the
scatter plot. Write the equation of a trend line for
the competing stand.

Activity 13 • Equations From Data 205

ACTIVITY 13 Equations From Data
continued Pass the Book

13. Look at the scatter plot on the previous page 18. Use your calculator to find a quadratic equation
showing the daily profits of a frozen yogurt stand. that models the growth of the company.
What type of correlation, if any, does the scatter 19. Use the quadratic model to predict the number of
plot show? employees in the year 2015.
14. Which of the following pairs of variables are 20. Use your calculator to find an exponential
likely to show a negative correlation? equation that models the growth of the company.
A. the length of a shoe; the size of the shoe
B. the number of miles on a car’s odometer; the 21. Use the exponential model to predict the number
age of the car of employees in the year 2015.
C. the weight of a watermelon; the price of the 22. How do the predictions given by the two models
watermelon in Items 19 and 21 compare?
D. the number of minutes you have waited for a
23. Use your calculator to compare the quadratic and
bus; the number of minutes remaining until
exponential models. Enter the equation from
the bus arrives
Item 19 as Y1 and the equation from Item 21 as
15. At several times during the school year, Emilio Y2. View the graphs in a window that allows you
collected data on the height of a plant in the to compare their growth. What do you notice?
classroom and the total number of quizzes he had
The table shows the total number of bacteria in a
taken so far in his science class. The data are
sample over five hours.
shown below.
Hour Number of
Height of Bacteria
16 19 22 26
Plant (cm)
1 12
Total Number
4 6 7 9 2 144
of Quizzes
3 1728
a. Is there a correlation between the variables? 4 20,736
Explain. 5 248,832
b. Is there causation between the variables?
Explain. 24. Use your calculator to find an exponential

© 2014 College Board. All rights reserved.

Lesson 13-3 equation that models the bacteria data.
The table shows the number of employees at a 25. If this trend continues, how many bacteria will be
software company in various years. growing in the sample after 9 hours?

Years Since MATHEMATICAL PRACTICES

4 6 8 10
2000 Look for and Make Use of Structure
Number of 26. Is it possible to tell from the equation of a line of
32 40 75 124
Employees best fit whether there is a positive or negative
correlation between two variables? If so, explain
16. Make a scatter plot of the data. how. If not, explain why not.
17. Do you think a linear equation would be a good
model for the data? Justify your answer.

206 SpringBoard® Mathematics Algebra 1, Unit 2 • Functions

 Linear Models and Slope as Embedded Assessment 3
Rate of Change Use after Activity 13
A 10K RUN

CONNECT TO METRIC
MEASUREMENT

A “10K Run” means that the length

of the course for the foot race is
10 kilometers, or 10,000 meters.
10K = 10 km × 1000 m = 10,000 m
1 km

Jim was serving as a finish-line judge for the Striders 10K Run. He was
interested in finding out how three of his friends were doing out on the
course. He was able to get the following data from racing officials.

Runner: J. Matuba
Time (min) 4 5 7 12 20
Distance (m) 1090 1380 2040 3640 6300

Runner: E. Rodriguez
Time (min) 1 6 10 18 25
Distance (m) 500 2000 3280 5510 7700

Runner: T. Donovan
Time (min) 2 4 9 15 20
Distance (m) 620 1250 2900 4690 6250
© 2014 College Board. All rights reserved.

Answer Items 1–3 below, based on the information Jim received about his
three running friends. Use x as the number of minutes elapsed since the race
began and y as the number of meters completed.
1. Make a scatter plot showing the data for each runner.
2. Perform a linear regression to find the equation of the line of best fit for
each runner. Round values in the equations to the nearest tenth.
3. Explain the order in which the runners will finish the race based on the
models you formed using the data.

Answer the following questions for the linear models you formed. Explain
your answers.
4. What is the standard form of the linear model for Matuba?
5. What is the domain of the linear model for Rodriguez?
6. What is the slope of the linear model for Donovan? What is its
significance in the context of the problem situation?

Unit 2 • Functions 207

Embedded Assessment 3 Linear Models and Slope as
Use after Activity 13 Rate of Change
A 10K RUN

Scoring Exemplary Proficient Emerging Incomplete

Guide The solution demonstrates the following characteristics:
Mathematics • Clear and accurate • Largely correct • Partial understanding of • Inaccurate or incomplete
Knowledge and understanding of scatter understanding of scatter scatter plots, linear understanding of scatter
Thinking plots, linear regression, plots, linear regression, regression, standard form of plots, linear regression,
(Items 1, 2, 4–6) standard form of a linear standard form of a linear a linear model, domain, and standard form of a linear
model, domain, and slope model, domain, and slope slope model, domain, and slope

Problem Solving • Appropriate and efficient • Strategy that may include • Strategy that results in a • No clear strategy when
(Item 3) strategy that results in a unnecessary steps but partially incorrect answer solving problems
correct answer results in a correct answer

Mathematical • Clear and accurate scatter • Largely correct scatter plot • Partially correct scatter plot • Inaccurate or incomplete
Modeling / plot • Adequate understanding of • Partial understanding of scatter plot
Representations • Fluency in fitting a linear how to fit a linear model to how to fit a linear model to • Little or no understanding
(Items 1, 2, 4, 6) model to real-world data, real-world data, including real-world data, including of how to fit a linear model
including how to interpret how to interpret and draw how to interpret and draw to real-world data,
and draw accurate accurate conclusions from accurate conclusions from including how to interpret
conclusions from the model the model the model and draw accurate
conclusions from the model

Reasoning and • Precise use of appropriate • Adequate explanation and • Misleading or confusing • Incomplete or inaccurate
Communication math terms and language justification of the order explanation and explanation and
(Items 3–6) to explain the order in in which the runners will justification of the order in justification of the order in
which the runners will finish which the runners will which the runners will
finish, including justification • Largely correct description finish finish
based on the model of how to find the standard • Partially correct description • Incorrect or incomplete
• Clear and accurate form, identify a reasonable of how to find the standard description of how to find
descriptions of how to find domain, and identify and form, identify a reasonable the standard form, identify
the standard form, identify interpret the slope of a domain, and identify and a reasonable domain, and
a reasonable domain, and linear model interpret the slope of a identify and interpret the
identify and interpret the linear model slope of a linear model

© 2014 College Board. All rights reserved.

slope of a linear model

208 SpringBoard® Mathematics Algebra 1