Student:
Class:
Date:
Moving beyond slope-intercept
Student Activity Sheet 4; use with Exploring “Intercepts and standard form”
1. How much does it cost the Math Club to buy 20 cases of 24 candy bars each?
2. What does the y-intercept
represent in the graph of
projected cash flow from the
fundraiser, and why is it
negative?
3. What is the x-intercept for the graph of projected cash flow from the fundraiser, and
what does it represent in the problem situation?
4. What is the slope of the graph of projected cash flow from the fundraiser, and what does
it represent in the problem situation?
Copyright 2015 Agile Mind, Inc. ®
Content copyright 2015 Charles A. Dana
Center, The University of Texas at Austin
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Student:
Class:
Date:
Moving beyond slope-intercept
Student Activity Sheet 4; use with Exploring “Intercepts and standard form”
5. REINFORCE What function rule relates the club’s sales to profit?
6. What is the value of x when the graph intersects the
y-axis?
7. Explain why b is the y-intercept of a line in slopeintercept form.
8. Without graphing, what is the y-intercept of the line representing the function rule
F = 1.80C + 32? What does the y-intercept mean in this situation?
Copyright 2015 Agile Mind, Inc. ®
Content copyright 2015 Charles A. Dana
Center, The University of Texas at Austin
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Student:
Class:
Date:
Moving beyond slope-intercept
Student Activity Sheet 4; use with Exploring “Intercepts and standard form”
3
9. REINFORCE Without graphing, what is the y-intercept of the line y = x + 12 ?
2
10. The standard form of a linear equation is the form ______________.
11. Explain one way to find the x- and y-intercepts of an equation in standard form.
12. Identify the x- and y-intercepts of the line represented by 15x – 5y = 30.
Copyright 2015 Agile Mind, Inc. ®
Content copyright 2015 Charles A. Dana
Center, The University of Texas at Austin
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Student:
Class:
Date:
Moving beyond slope-intercept
Student Activity Sheet 4; use with Exploring “Intercepts and standard form”
13. Identify the x- and y-intercepts of the line represented by 3x – 2y = -6 and use the
intercepts to graph the line.
14. Find the slope of the line represented by 3x – 2y = -6 using its intercepts. How is the
slope represented in your graph?
Copyright 2015 Agile Mind, Inc. ®
Content copyright 2015 Charles A. Dana
Center, The University of Texas at Austin
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Student:
Class:
Date:
Moving beyond slope-intercept
Student Activity Sheet 4; use with Exploring “Intercepts and standard form”
15. Create graphs of lines that match each description.
a. A line with x-intercept 5 and y-intercept 10
b. A line with y-intercept 10 and no x-intercept
Copyright 2015 Agile Mind, Inc. ®
Content copyright 2015 Charles A. Dana
Center, The University of Texas at Austin
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Student:
Class:
Date:
Moving beyond slope-intercept
Student Activity Sheet 4; use with Exploring “Intercepts and standard form”
c. A line with x-intercept 5 and no y-intercept
16. Which of the graphs you created in question 15 represent functions? How do you know?
17. Next to each graph in question 15, write the equation of the line you graphed.
Copyright 2015 Agile Mind, Inc. ®
Content copyright 2015 Charles A. Dana
Center, The University of Texas at Austin
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Student:
Class:
Date:
Moving beyond slope-intercept
Student Activity Sheet 4; use with Exploring “Intercepts and standard form”
18. REINFORCE Graph each of the following lines.
a. x = 3
b. y = 4
c. x = -5
d. y = -2
Copyright 2015 Agile Mind, Inc. ®
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Center, The University of Texas at Austin
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Student:
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Moving beyond slope-intercept
Student Activity Sheet 4; use with Exploring “Intercepts and standard form”
e. x = 0
f. y = 0
19. Complete the table for each line you create. Be sure to create at least one vertical line
and at least one horizontal line.
Equation for line
Point on line
Copyright 2015 Agile Mind, Inc. ®
Content copyright 2015 Charles A. Dana
Center, The University of Texas at Austin
Point on line
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Slope
Student:
Class:
Date:
Moving beyond slope-intercept
Student Activity Sheet 4; use with Exploring “Intercepts and standard form”
20. Calculate the slope for each line.
a. y = 4
b. x = -4
21. REINFORCE Write the equation of a line that has a slope of 0. Graph your line.
22. REINFORCE Write the equation of a line that has no slope. In other words, write the
equation of a line for which the value of the slope is undefined. Graph your line.
Copyright 2015 Agile Mind, Inc. ®
Content copyright 2015 Charles A. Dana
Center, The University of Texas at Austin
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Student:
Class:
Date:
Moving beyond slope-intercept
Student Activity Sheet 4; use with Exploring “Intercepts and standard form”
23. REINFORCE Write an equation for each line represented by a graph or described in
words. Then, determine the slope of each line.
a.
b.
Equation:
Equation:
Slope:
Slope:
c. The line is parallel to the y-axis and
contains the point (5,7).
d.
The line is parallel to the x-axis and
contains the point (5,7).
Equation:
Equation:
Slope:
Slope:
Copyright 2015 Agile Mind, Inc. ®
Content copyright 2015 Charles A. Dana
Center, The University of Texas at Austin
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