## 4.1 Linear Functions

m = 4 − 3 0 − 2 = 1 − 2 = − 1 2 ; m = 4 − 3 0 − 2 = 1 − 2 = − 1 2 ; decreasing because m < 0. m < 0.

y = − 7 x + 3 y = − 7 x + 3

H ( x ) = 0.5 x + 12.5 H ( x ) = 0.5 x + 12.5

Possible answers include ( − 3 , 7 ) , ( − 3 , 7 ) , ( − 6 , 9 ) , ( − 6 , 9 ) , or ( − 9 , 11 ) . ( − 9 , 11 ) .

( 16 , 0 ) ( 16 , 0 )

- ⓐ f ( x ) = 2 x ; f ( x ) = 2 x ;
- ⓑ g ( x ) = − 1 2 x g ( x ) = − 1 2 x

y = – 1 3 x + 6 y = – 1 3 x + 6

## 4.2 Modeling with Linear Functions

ⓐ C ( x ) = 0.25 x + 25 , 000 C ( x ) = 0.25 x + 25 , 000 ⓑ The y -intercept is ( 0 , 25 , 000 ) ( 0 , 25 , 000 ) . If the company does not produce a single doughnut, they still incur a cost of $25,000.

ⓐ 41,100 ⓑ 2020

21.57 miles

## 4.3 Fitting Linear Models to Data

54 ° F 54 ° F

150.871 billion gallons; extrapolation

## 4.1 Section Exercises

Terry starts at an elevation of 3000 feet and descends 70 feet per second.

d ( t ) = 100 − 10 t d ( t ) = 100 − 10 t

The point of intersection is ( a , a ) . ( a , a ) . This is because for the horizontal line, all of the y y coordinates are a a and for the vertical line, all of the x x coordinates are a . a . The point of intersection is on both lines and therefore will have these two characteristics.

y = 3 5 x − 1 y = 3 5 x − 1

y = 3 x − 2 y = 3 x − 2

y = − 1 3 x + 11 3 y = − 1 3 x + 11 3

y = − 1.5 x − 3 y = − 1.5 x − 3

perpendicular

f ( 0 ) = − ( 0 ) + 2 f ( 0 ) = 2 y − int : ( 0 , 2 ) 0 = − x + 2 x − int : ( 2 , 0 ) f ( 0 ) = − ( 0 ) + 2 f ( 0 ) = 2 y − int : ( 0 , 2 ) 0 = − x + 2 x − int : ( 2 , 0 )

h ( 0 ) = 3 ( 0 ) − 5 h ( 0 ) = − 5 y − int : ( 0 , − 5 ) 0 = 3 x − 5 x − int : ( 5 3 , 0 ) h ( 0 ) = 3 ( 0 ) − 5 h ( 0 ) = − 5 y − int : ( 0 , − 5 ) 0 = 3 x − 5 x − int : ( 5 3 , 0 )

− 2 x + 5 y = 20 − 2 ( 0 ) + 5 y = 20 5 y = 20 y = 4 y − int : ( 0 , 4 ) − 2 x + 5 ( 0 ) = 20 x = − 10 x − int : ( − 10 , 0 ) − 2 x + 5 y = 20 − 2 ( 0 ) + 5 y = 20 5 y = 20 y = 4 y − int : ( 0 , 4 ) − 2 x + 5 ( 0 ) = 20 x = − 10 x − int : ( − 10 , 0 )

Line 1: m = –10 Line 2: m = –10 Parallel

Line 1: m = –2 Line 2: m = 1 Neither

Line 1 : m = – 2 Line 2 : m = – 2 Parallel Line 1 : m = – 2 Line 2 : m = – 2 Parallel

y = 3 x − 3 y = 3 x − 3

y = − 1 3 t + 2 y = − 1 3 t + 2

y = − 5 4 x + 5 y = − 5 4 x + 5

y = 3 x − 1 y = 3 x − 1

y = − 2.5 y = − 2.5

y = 3 y = 3

x = − 3 x = − 3

Linear, g ( x ) = − 3 x + 5 g ( x ) = − 3 x + 5

Linear, f ( x ) = 5 x − 5 f ( x ) = 5 x − 5

Linear, g ( x ) = − 25 2 x + 6 g ( x ) = − 25 2 x + 6

Linear, f ( x ) = 10 x − 24 f ( x ) = 10 x − 24

f ( x ) = − 58 x + 17.3 f ( x ) = − 58 x + 17.3

- ⓐ a = 11,900 , b = 1000.1 a = 11,900 , b = 1000.1
- ⓑ q ( p ) = 1000 p – 100 q ( p ) = 1000 p – 100

y = − 16 3 y = − 16 3

x = a x = a

y = d c – a x – a d c – a y = d c – a x – a d c – a

y = 100 x – 98 y = 100 x – 98

x < 1999 201 , x > 1999 201 x < 1999 201 , x > 1999 201

$45 per training session.

The rate of change is 0.1. For every additional minute talked, the monthly charge increases by $0.1 or 10 cents. The initial value is 24. When there are no minutes talked, initially the charge is $24.

The slope is –400. this means for every year between 1960 and 1989, the population dropped by 400 per year in the city.

## 4.2 Section Exercises

Determine the independent variable. This is the variable upon which the output depends.

To determine the initial value, find the output when the input is equal to zero.

6 square units

20.01 square units

P ( t ) = 75 , 000 + 2500 t P ( t ) = 75 , 000 + 2500 t

(–30, 0) Thirty years before the start of this model, the town had no citizens. (0, 75,000) Initially, the town had a population of 75,000.

Ten years after the model began

W ( t ) = 0.5 t + 7.5 W ( t ) = 0.5 t + 7.5

( − 15 , 0 ) ( − 15 , 0 ) : The x -intercept is not a plausible set of data for this model because it means the baby weighed 0 pounds 15 months prior to birth. ( 0 , 7 . 5 ) ( 0 , 7 . 5 ) : The baby weighed 7.5 pounds at birth.

At age 5.8 months

C ( t ) = 12 , 025 − 205 t C ( t ) = 12 , 025 − 205 t

( 58 . 7 , 0 ) : ( 58 . 7 , 0 ) : In roughly 59 years, the number of people inflicted with the common cold would be 0. ( 0 , 12 , 0 25 ) ( 0 , 12 , 0 25 ) Initially there were 12,025 people afflicted by the common cold.

y = − 2 t +180 y = − 2 t +180

In 2070, the company’s profit will be zero.

y = 3 0 t − 3 00 y = 3 0 t − 3 00

(10, 0) In the year 1990, the company’s profits were zero

During the year 1933

- ⓐ 696 people
- ⓒ 174 people per year
- ⓓ 305 people
- ⓔ P(t) = 305 + 174t
- ⓕ 2,219 people
- ⓐ C(x) = 0.15x + 10
- ⓑ The flat monthly fee is $10 and there is a $0.15 fee for each additional minute used

P(t) = 190t + 4,360

- ⓐ R ( t ) = − 2 . 1 t + 16 R ( t ) = − 2 . 1 t + 16
- ⓑ 5.5 billion cubic feet
- ⓒ During the year 2017

More than 133 minutes

More than $42,857.14 worth of jewelry

More than $66,666.67 in sales

## 4.3 Section Exercises

When our model no longer applies, after some value in the domain, the model itself doesn’t hold.

We predict a value outside the domain and range of the data.

The closer the number is to 1, the less scattered the data, the closer the number is to 0, the more scattered the data.

61.966 years

Interpolation. About 60 ° F . 60 ° F .

This value of r indicates a strong negative correlation or slope, so C This value of r indicates a strong negative correlation or slope, so C

This value of r indicates a weak negative correlation, so B This value of r indicates a weak negative correlation, so B

Yes, trend appears linear because r = 0. 985 r = 0. 985 and will exceed 12,000 near midyear, 2016, 24.6 years since 1992.

y = 1 . 64 0 x + 13 . 8 00 , y = 1 . 64 0 x + 13 . 8 00 , r = 0. 987 r = 0. 987

y = − 0.962 x + 26.86 , r = − 0.965 y = − 0.962 x + 26.86 , r = − 0.965

y = − 1 . 981 x + 6 0. 197; y = − 1 . 981 x + 6 0. 197; r = − 0. 998 r = − 0. 998

y = 0. 121 x − 38.841 , r = 0.998 y = 0. 121 x − 38.841 , r = 0.998

( −2 , −6 ) , ( 1 , −12 ) , ( 5 , −20 ) , ( 6 , −22 ) , ( 9 , −28 ) ; ( −2 , −6 ) , ( 1 , −12 ) , ( 5 , −20 ) , ( 6 , −22 ) , ( 9 , −28 ) ; Yes, the function is a good fit.

( 189 .8 , 0 ) ( 189 .8 , 0 ) If 18,980 units are sold, the company will have a profit of zero dollars.

y = 0.00587 x + 1985 .4 1 y = 0.00587 x + 1985 .4 1

y = 2 0. 25 x − 671 . 5 y = 2 0. 25 x − 671 . 5

y = − 1 0. 75 x + 742 . 5 0 y = − 1 0. 75 x + 742 . 5 0

## Review Exercises

y = − 3 x + 26 y = − 3 x + 26

y = 2 x − 2 y = 2 x − 2

Not linear.

( –9 , 0 ) ; ( 0 , –7 ) ( –9 , 0 ) ; ( 0 , –7 )

Line 1: m = − 2 ; m = − 2 ; Line 2: m = − 2 ; m = − 2 ; Parallel

y = − 0.2 x + 21 y = − 0.2 x + 21

More than 250

y = − 3 00 x + 11 , 5 00 y = − 3 00 x + 11 , 5 00

- ⓑ 100 students per year
- ⓒ P ( t ) = 1 00 t + 17 00 P ( t ) = 1 00 t + 17 00

Extrapolation

y = − 1.294 x + 49.412 ; r = − 0.974 y = − 1.294 x + 49.412 ; r = − 0.974

## Practice Test

y = −1.5x − 6

y = −2x − 1

Perpendicular

(−7, 0); (0, −2)

y = −0.25x + 12

Slope = −1 and y-intercept = 6

y = 875x + 10,625

- ⓑ dropped an average of 46.875, or about 47 people per year
- ⓒ y = −46.875t + 1250

In early 2018

y = 0.00455x + 1979.5

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Want to cite, share, or modify this book? This book uses the Creative Commons Attribution License and you must attribute OpenStax.

Access for free at https://openstax.org/books/college-algebra/pages/1-introduction-to-prerequisites

- Authors: Jay Abramson
- Publisher/website: OpenStax
- Book title: College Algebra
- Publication date: Feb 13, 2015
- Location: Houston, Texas
- Book URL: https://openstax.org/books/college-algebra/pages/1-introduction-to-prerequisites
- Section URL: https://openstax.org/books/college-algebra/pages/chapter-4

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All Things Algebra®

## Algebra 1 Unit 4: Linear Equations

This unit includes 73 pages of guided notes, homework assignments, three quizzes, a study guide, and a unit test that cover the topics listed in the description below.

- Description
- Additional Information
- What Educators Are Saying

## This unit contains the following topics:

• Slope from a Graph • Slope from Ordered Pairs (The Slope Formula) • Linear Equations: Slope Intercept Form vs. Standard Form • Graphing by Slope Intercept Form • Writing Linear Equations Given a Graph • Graphing by Intercepts • Vertical vs. Horizontal Lines • Writing Linear Equations given Point and Slope • Writing Linear Equations given Two Points • Linear Equation Word Problems • Parallel vs. Perpendicular Lines • Scatter Plots & Line of Best Fit • Linear Regression

## This unit does not contain activities.

This is the guided notes, homework assignments, quizzes, study guide, and unit test only. For suggested activities to go with this unit, check out the ATA Activity Alignment Guides .

## This resource is included in the following bundle(s):

Algebra 1 Curriculum Algebra 1 Curriculum (with Activities)

## License Terms:

This purchase includes a single non-transferable license, meaning it is for one teacher only for personal use in their classroom and can not be passed from one teacher to another. No part of this resource is to be shared with colleagues or used by an entire grade level, school, or district without purchasing the proper number of licenses. A t ransferable license is not available for this resource.

## Copyright Terms:

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Chapter 3: Graphing

## 3.4 Graphing Linear Equations

There are two common procedures that are used to draw the line represented by a linear equation. The first one is called the slope-intercept method and involves using the slope and intercept given in the equation.

If the equation is given in the form [latex]y = mx + b[/latex], then [latex]m[/latex] gives the rise over run value and the value [latex]b[/latex] gives the point where the line crosses the [latex]y[/latex]-axis, also known as the [latex]y[/latex]-intercept.

Example 3.4.1

Given the following equations, identify the slope and the [latex]y[/latex]-intercept.

- [latex]\begin{array}{lll} y = 2x - 3\hspace{0.14in} & \text{Slope }(m)=2\hspace{0.1in}&y\text{-intercept } (b)=-3 \end{array}[/latex]
- [latex]\begin{array}{lll} y = \dfrac{1}{2}x - 1\hspace{0.08in} & \text{Slope }(m)=\dfrac{1}{2}\hspace{0.1in}&y\text{-intercept } (b)=-1 \end{array}[/latex]
- [latex]\begin{array}{lll} y = -3x + 4 & \text{Slope }(m)=-3 &y\text{-intercept } (b)=4 \end{array}[/latex]
- [latex]\begin{array}{lll} y = \dfrac{2}{3}x\hspace{0.34in} & \text{Slope }(m)=\dfrac{2}{3}\hspace{0.1in} &y\text{-intercept } (b)=0 \end{array}[/latex]

When graphing a linear equation using the slope-intercept method, start by using the value given for the [latex]y[/latex]-intercept. After this point is marked, then identify other points using the slope.

This is shown in the following example.

Example 3.4.2

Graph the equation [latex]y = 2x - 3[/latex].

First, place a dot on the [latex]y[/latex]-intercept, [latex]y = -3[/latex], which is placed on the coordinate [latex](0, -3).[/latex]

Now, place the next dot using the slope of 2.

A slope of 2 means that the line rises 2 for every 1 across.

Simply, [latex]m = 2[/latex] is the same as [latex]m = \dfrac{2}{1}[/latex], where [latex]\Delta y = 2[/latex] and [latex]\Delta x = 1[/latex].

Placing these points on the graph becomes a simple counting exercise, which is done as follows:

Once several dots have been drawn, draw a line through them, like so:

Note that dots can also be drawn in the reverse of what has been drawn here.

Slope is 2 when rise over run is [latex]\dfrac{2}{1}[/latex] or [latex]\dfrac{-2}{-1}[/latex], which would be drawn as follows:

Example 3.4.3

Graph the equation [latex]y = \dfrac{2}{3}x[/latex].

First, place a dot on the [latex]y[/latex]-intercept, [latex](0, 0)[/latex].

Now, place the dots according to the slope, [latex]\dfrac{2}{3}[/latex].

This will generate the following set of dots on the graph. All that remains is to draw a line through the dots.

The second method of drawing lines represented by linear equations and functions is to identify the two intercepts of the linear equation. Specifically, find [latex]x[/latex] when [latex]y = 0[/latex] and find [latex]y[/latex] when [latex]x = 0[/latex].

Example 3.4.4

Graph the equation [latex]2x + y = 6[/latex].

To find the first coordinate, choose [latex]x = 0[/latex].

This yields:

[latex]\begin{array}{lllll} 2(0)&+&y&=&6 \\ &&y&=&6 \end{array}[/latex]

Coordinate is [latex](0, 6)[/latex].

Now choose [latex]y = 0[/latex].

[latex]\begin{array}{llrll} 2x&+&0&=&6 \\ &&2x&=&6 \\ &&x&=&\frac{6}{2} \text{ or } 3 \end{array}[/latex]

Coordinate is [latex](3, 0)[/latex].

Draw these coordinates on the graph and draw a line through them.

Example 3.4.5

Graph the equation [latex]x + 2y = 4[/latex].

[latex]\begin{array}{llrll} (0)&+&2y&=&4 \\ &&y&=&\frac{4}{2} \text{ or } 2 \end{array}[/latex]

Coordinate is [latex](0, 2)[/latex].

[latex]\begin{array}{llrll} x&+&2(0)&=&4 \\ &&x&=&4 \end{array}[/latex]

Coordinate is [latex](4, 0)[/latex].

Example 3.4.6

Graph the equation [latex]2x + y = 0[/latex].

[latex]\begin{array}{llrll} 2(0)&+&y&=&0 \\ &&y&=&0 \end{array}[/latex]

Coordinate is [latex](0, 0)[/latex].

Since the intercept is [latex](0, 0)[/latex], finding the other intercept yields the same coordinate. In this case, choose any value of convenience.

Choose [latex]x = 2[/latex].

[latex]\begin{array}{rlrlr} 2(2)&+&y&=&0 \\ 4&+&y&=&0 \\ -4&&&&-4 \\ \hline &&y&=&-4 \end{array}[/latex]

Coordinate is [latex](2, -4)[/latex].

For questions 1 to 10, sketch each linear equation using the slope-intercept method.

- [latex]y = -\dfrac{1}{4}x - 3[/latex]
- [latex]y = \dfrac{3}{2}x - 1[/latex]
- [latex]y = -\dfrac{5}{4}x - 4[/latex]
- [latex]y = -\dfrac{3}{5}x + 1[/latex]
- [latex]y = -\dfrac{4}{3}x + 2[/latex]
- [latex]y = \dfrac{5}{3}x + 4[/latex]
- [latex]y = \dfrac{3}{2}x - 5[/latex]
- [latex]y = -\dfrac{2}{3}x - 2[/latex]
- [latex]y = -\dfrac{4}{5}x - 3[/latex]
- [latex]y = \dfrac{1}{2}x[/latex]

For questions 11 to 20, sketch each linear equation using the [latex]x\text{-}[/latex] and [latex]y[/latex]-intercepts.

- [latex]x + 4y = -4[/latex]
- [latex]2x - y = 2[/latex]
- [latex]2x + y = 4[/latex]
- [latex]3x + 4y = 12[/latex]
- [latex]4x + 3y = -12[/latex]
- [latex]x + y = -5[/latex]
- [latex]3x + 2y = 6[/latex]
- [latex]x - y = -2[/latex]
- [latex]4x - y = -4[/latex]

For questions 21 to 28, sketch each linear equation using any method.

- [latex]y = -\dfrac{1}{2}x + 3[/latex]
- [latex]y = 2x - 1[/latex]
- [latex]y = -\dfrac{5}{4}x[/latex]
- [latex]y = -3x + 2[/latex]
- [latex]y = -\dfrac{3}{2}x + 1[/latex]
- [latex]y = \dfrac{1}{3}x - 3[/latex]
- [latex]y = \dfrac{3}{2}x + 2[/latex]
- [latex]y = 2x - 2[/latex]

For questions 29 to 40, reduce and sketch each linear equation using any method.

- [latex]y + 3 = -\dfrac{4}{5}x + 3[/latex]
- [latex]y - 4 = \dfrac{1}{2}x[/latex]
- [latex]x + 5y = -3 + 2y[/latex]
- [latex]3x - y = 4 + x - 2y[/latex]
- [latex]4x + 3y = 5 (x + y)[/latex]
- [latex]3x + 4y = 12 - 2y[/latex]
- [latex]2x - y = 2 - y \text{ (tricky)}[/latex]
- [latex]7x + 3y = 2(2x + 2y) + 6[/latex]
- [latex]x + y = -2x + 3[/latex]
- [latex]3x + 4y = 3y + 6[/latex]
- [latex]2(x + y) = -3(x + y) + 5[/latex]
- [latex]9x - y = 4x + 5[/latex]

Answer Key 3.4

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Table of data 2 printable math worksheet

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Table of data 3 printable math worksheet

## What is Gina Wilson All Things Algebra?

Gina Wilson All Things Algebra is an educational platform developed by Gina Wilson, an experienced mathematics educator. It offers a wide range of resources, including curriculum materials, lesson plans, activities, and assessments, designed to promote a deeper understanding of algebraic concepts. The platform caters to both teachers and students, providing them with the necessary tools to excel in algebraic reasoning and problem-solving.

## Benefits of Using Gina Wilson All Things Algebra

- Comprehensive Content: Gina Wilson All Things Algebra covers a vast array of algebraic topics, ensuring that learners have access to a rich collection of materials that encompass various levels of difficulty.
- Clear Explanations: The resources provided by Gina Wilson are known for their clarity and concise explanations. Students can easily grasp complex concepts and apply them to solve mathematical problems.
- Engaging Activities: The platform incorporates interactive activities that foster student engagement and promote active learning. These activities make the learning process enjoyable and encourage students to develop a deeper interest in algebra.
- Differentiated Instruction: Gina Wilson All Things Algebra offers materials that cater to learners with different abilities. This ensures that each student can progress at their own pace and receive the appropriate level of support.
- Aligned with Standards: The resources provided by Gina Wilson are aligned with common core standards and state-specific curriculum frameworks, making them a reliable choice for educators seeking to meet educational requirements.

## How to Access the Answer Key

To access the answer key on Gina Wilson All Things Algebra, users need to have an account on the platform. Once logged in, they can navigate to the desired resource or worksheet and locate the answer key section. The answer key provides step-by-step solutions to the exercises, allowing students to verify their work and gain a better understanding of the mathematical concepts involved.

## Exploring the Answer Key Features

The answer key on Gina Wilson All Things Algebra offers various features that enhance the learning experience. Some notable features include:

- Detailed Solutions: The answer key provides comprehensive and detailed solutions to the exercises, enabling students to identify any errors and learn from them.
- Multiple Approaches: In many cases, the answer key offers alternative approaches to solving problems, encouraging students to think critically and explore different problem-solving strategies.
- Common Mistakes: The answer key highlights common mistakes made by students, helping them identify potential pitfalls and misconceptions.
- Additional Notes: Alongside the solutions, the answer key may include additional notes or explanations to clarify key concepts and provide extra guidance.

## How to Make the Most of Gina Wilson All Things Algebra

To maximize the benefits of Gina Wilson All Things Algebra, here are some tips to consider:

- Regular Practice: Consistent practice using the resources available on the platform will reinforce mathematical skills and boost confidence.
- Collaborative Learning: Encourage students to work in groups or pairs, discussing and solving problems together. This fosters collaborative learning and the exchange of ideas.
- Utilize Feedback: When using the answer key, pay attention to the feedback provided. Understand the mistakes made and use them as learning opportunities to improve problem-solving skills.
- Seek Clarification: If any concepts or solutions remain unclear, reach out to teachers or fellow students for clarification. Effective communication is key to resolving doubts and gaining a deeper understanding of algebra.

## Frequently Asked Questions (FAQs)

- The cost varies depending on the subscription plan chosen. It is best to visit the official website for detailed pricing information.
- Absolutely! The platform caters to both classroom use and self-study, providing learners with the flexibility to learn at their own pace.
- Yes, most resources on the platform have accompanying answer keys to facilitate self-assessment and understanding.
- Yes, the platform is accessible on various devices, including smartphones and tablets, ensuring convenience and flexibility.
- Yes, Gina Wilson All Things Algebra provides technical support to address any issues or concerns users may encounter. Reach out to their support team for prompt assistance.

Gina Wilson All Things Algebra is a valuable resource that empowers both educators and learners in the realm of algebra. The answer key, with its comprehensive solutions and additional features, serves as a powerful tool to validate understanding and promote mathematical growth. By utilizing the platform effectively, students can enhance their problem-solving skills, deepen their conceptual knowledge, and unlock the path to mathematical success.

## The Birth of All Things Algebra 2015

All Things Algebra 2015 was born out of Gina Wilson's desire to provide teachers with a comprehensive and easy-to-use curriculum that would help them engage their students and promote deep understanding of mathematical concepts. Recognizing the need for high-quality resources, Gina Wilson set out to create a platform that would serve as a one-stop-shop for educators seeking effective teaching materials.

## Key Features of All Things Algebra 2015

1. comprehensive curriculum.

All Things Algebra 2015 offers a comprehensive curriculum that covers a wide range of topics in mathematics. From basic algebra to advanced calculus, Gina Wilson's resources cater to various grade levels and learning objectives. The curriculum is carefully designed to ensure a logical progression of concepts, allowing students to build a solid foundation in mathematics.

## 2. Engaging Activities and Worksheets

One of the standout features of All Things Algebra 2015 is its collection of engaging activities and worksheets. Gina Wilson understands the importance of hands-on learning and provides educators with a wealth of interactive resources that make math come alive in the classroom. These activities and worksheets not only reinforce concepts but also promote critical thinking and problem-solving skills.

## 3. Differentiated Instruction

Recognizing that students have different learning styles and abilities, Gina Wilson has integrated differentiated instruction into All Things Algebra 2015. Teachers can easily adapt the resources to meet the diverse needs of their students, ensuring that everyone has the opportunity to succeed. Whether it's through tiered assignments or alternative assessments, Gina Wilson's approach to differentiation empowers teachers to create inclusive learning environments.

## 4. Online Support and Community

All Things Algebra 2015 goes beyond just providing resources. Gina Wilson has fostered a strong online community where educators can connect, collaborate, and seek support. Through forums, discussion boards, and social media groups, teachers can share ideas, ask questions, and gain valuable insights from their peers. This sense of community enhances the overall teaching experience and encourages professional growth.

## 5. Continuous Updates and Improvements

To stay at the forefront of mathematics education, Gina Wilson continuously updates and improves All Things Algebra 2015. She actively seeks feedback from teachers and students, incorporating their suggestions into future releases. This commitment to ongoing development ensures that the resources remain relevant, aligned with current standards, and reflect the evolving needs of educators.

## Success Stories and Testimonials

All Things Algebra 2015 has garnered praise from educators and students worldwide. Teachers have reported increased student engagement, improved test scores, and a deeper understanding of mathematical concepts. Students have expressed appreciation for the clarity of the resources and the opportunity to learn at their own pace. These success stories and testimonials serve as a testament to the impact of Gina Wilson's work.

In conclusion, Gina Wilson and her creation, All Things Algebra 2015, have revolutionized mathematics education. Through a comprehensive curriculum, engaging activities, differentiated instruction, online support, and continuous updates, Gina Wilson has provided teachers with the tools they need to inspire and empower their students. The impact of All Things Algebra 2015 extends beyond the classroom, shaping the way mathematics is taught and learned.

1. Can All Things Algebra 2015 be used in homeschooling?

Absolutely! All Things Algebra 2015 is a versatile resource that can be used in various educational settings, including homeschooling. Its comprehensive curriculum and engaging activities make it an ideal choice for homeschooling parents.

2. Are the resources in All Things Algebra 2015 aligned with curriculum standards?

Yes, all resources in All Things Algebra 2015 are meticulously aligned with curriculum standards. Gina Wilson ensures that the content remains up-to-date and meets the requirements of various educational frameworks.

3. Is there a free trial available for All Things Algebra 2015?

Unfortunately, there is no free trial available for All Things Algebra 2015. However, you can access a wide range of sample resources on the website to get a sense of the quality and effectiveness of the materials.

4. Can I customize the resources in All Things Algebra 2015 to suit my students' needs?

Yes, you can easily customize the resources in All Things Algebra 2015 to meet the specific needs of your students. The differentiated instruction approach allows for flexibility and adaptation.

5. How often are new resources added to All Things Algebra 2015?

Gina Wilson is dedicated to continuous improvement and regularly adds new resources to All Things Algebra 2015. Updates are released periodically to enhance the curriculum and address emerging educational trends.

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## N-Gen Math Algebra I

The full experience and value of eMATHinstruction courses are achieved when units and lessons are followed in order. Students learn skills in earlier units that they will then build upon later in the course. Lessons can be used in isolation but are most effective when used in conjunction with the other lessons in this course. All Lesson/Homework files, Spanish translations of those files, and videos are available for free. Other resources, such as answer keys and more, are accessible with a paid membership .

Each month August through May we release new resources for this course that are accessible with a Teacher Plus membership. We release new resources in unit order throughout the school year. You can see a list of our new releases by visiting our blog and selecting the most recent newsletter.

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- Table of Contents for N-Gen Math Algebra I and Standards Alignment
- Unit 1 - The Building Blocks of Algebra
- Unit 2 - Linear Equations and Inequalities
- Unit 3 - Functions
- Unit 4 - Linear Functions
- Unit 5 - Linear Systems
- Unit 6 - Exponential Algebra and Functions
- Unit 7 - Polynomials
- Unit 8 - Quadratic Functions
- Unit 9 - Roots and Irrational Numbers
- Unit 10 - Functions and Their Transformations
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Unit 4a - Linear Equations (Updated October 2017)HomeworkKEY. Name: Date: Unit 4: Linear Equations Homework 8: Writing Linear Equations REVIEW Direcüons: Write the linear equation in slope-intercept form given the following: 1. slope = Z; y-intercept = O 5. 35 2. slope = 1; y-intercept = -4 10. (2, -4); slope = -3 2) 12.

Homework Answer Keys Final Exam Materials Calculator TIps Answer keys are listed ... Unit 1: Solving Equations Review KEY: File Size: 794 kb: File Type: pdf: Download File. ... UNIT 5: SOLVING SYSTEMS OF LINEAR EQUATIONS. Homework 1: File Size: 1055 kb: File Type: pdf: Download File. Homework 2:

Introduction to Systems of Equations and Inequalities; 7.1 Systems of Linear Equations: Two Variables; 7.2 Systems of Linear Equations: Three Variables; 7.3 Systems of Nonlinear Equations and Inequalities: Two Variables; 7.4 Partial Fractions; 7.5 Matrices and Matrix Operations; 7.6 Solving Systems with Gaussian Elimination; 7.7 Solving Systems with Inverses; 7.8 Solving Systems with Cramer's Rule

Unit 4. 8.4 Linear Equations and Linear Systems. Puzzle Problems. Lesson 1 Number Puzzles; Linear Equations in One Variable. Lesson 2 Keeping the Equation Balanced; Lesson 3 Balanced Moves; Lesson 4 More Balanced Moves; Lesson 5 Solving Any Linear Equation; Lesson 6 Strategic Solving; Lesson 7

If you're seeing this message, it means we're having trouble loading external resources on our website. If you're behind a web filter, please make sure that the domains *.kastatic.org and *.kasandbox.org are unblocked.

Select a Unit. Unit 1 Rigid Transformations And Congruence; Unit 2 Dilations, Similarity, And Introducing Slope; Unit 3 Linear Relationships; Unit 4 Linear Equations And Linear Systems; Unit 5 Functions And Volume; Unit 6 Associations In Data; Unit 7 Exponents And Scientific Notation; Unit 8 Pythagorean Theorem And Irrational Numbers; Unit 9 ...

Find step-by-step solutions and answers to College Algebra - 9780321639394, as well as thousands of textbooks so you can move forward with confidence. ... Section 1-5: Linear Equations, Functions, Zeros, and Applications. Section 1-6: Solving Linear Inequalities. Page 150: Review Exercises. Page 154: Chapter Test. ... Section 5-4: Properties of ...

Lesson 4. Working with Linear Functions in Table Form. LESSON/HOMEWORK. LECCIÓN/TAREA. LESSON VIDEO. ANSWER KEY. EDITABLE LESSON. EDITABLE KEY. SMART NOTEBOOK.

Unit 4: Writing Linear Equations Day Lesson Topic Textbook Section Homework 1 U4: L1 (Notes) Writing Linear Equations in Slope-Intercept Form 5.1 Pg 276-277 # 1-25 ODDS, 28 , 30 2 U4: L1b (Notes) Writing Linear Inequalities Given a Graph in ... (Practice Quiz and Key Online!) n/a "Lab Prep" - 4.1 & 4.2 6 U4: L3 (Notes) Writing Linear ...

Study with Quizlet and memorize flashcards containing terms like Slope = -8 and y intercept = 5, Slope = 4/3, y intercept = 3, Slope = 0, y intercept = 4 and more. ... Unit 4 Review - Writing Linear Equations. Flashcards; Learn; Test; Match; Q-Chat; Flashcards; Learn; Test; Match; ... RAISE Unit 8 SPN Vocabulary . Teacher 17 terms. k12618 ...

This unit includes 73 pages of guided notes, homework assignments, three quizzes, a study guide, and a unit test that cover the topics listed in the description below. View more like this: Algebra 1, Algebra 1 Units. Description.

Example 3.4.3. Graph the equation y = 2 3x y = 2 3 x. First, place a dot on the y y -intercept, (0,0) (0, 0). Now, place the dots according to the slope, 2 3 2 3. This will generate the following set of dots on the graph. All that remains is to draw a line through the dots.

y = x − 1. y = 2. y = − x + 3. y = − 2x + 5. This page titled 2.4: Graphing Linear Equations- Answers to the Homework Exercises is shared under a CC BY-NC-SA 4.0 license and was authored, remixed, and/or curated by Darlene Diaz (ASCCC Open Educational Resources Initiative) via source content that was edited to the style and standards of ...

Unit 4 Linear Equations Homework 2 Answer Key. a linear equation is a type of polynomial function which has a degree of 1.i had looked into unit 4 linear equations homework 3 graphing linear equations day 1 answer key many tutoring services, but they weren't affordable and did not understand my custom-written needs.homework 2: file size: 411 kb

This page titled 1.5: Linear Equations- Answers to the Homework Exercises is shared under a CC BY-NC-SA 4.0 license and was authored, remixed, and/or curated by Darlene Diaz (ASCCC Open Educational Resources Initiative) via source content that was edited to the style and standards of the LibreTexts platform.

Unit 4 - Linear Functions and Arithmetic Sequences. This unit is all about understanding linear functions and using them to model real world scenarios. Fluency in interpreting the parameters of linear functions is emphasized as well as setting up linear functions to model a variety of situations. Linear inequalities are also taught.

Algebra questions and answers; Name: Date: Unit 4: Linear Equations Homework 4: r- and y-Intercepts Bell: ** This is a 2-page document! ** Directions: Find the x-intercept and y-intercept of each equation algebraically. 1.

The answer key on Gina Wilson All Things Algebra offers various features that enhance the learning experience. Some notable features include: Detailed Solutions: The answer key provides comprehensive and detailed solutions to the exercises, enabling students to identify any errors and learn from them. Multiple Approaches: In many cases, the ...

Description. This Linear Equations Unit Bundle contains guided notes, homework assignments, three quizzes, study guide and a unit test that cover the following topics: • Slope from a Graph. • Slope from Ordered Pairs (The Slope Formula) • Linear Equations: Slope Intercept Form vs. Standard Form. • Graphing by Slope Intercept Form.

Unit 5 - Systems of Equations & Inequalities (Updated October 2016) copy. Name: Date: Unit 5: Systems of Equations & Inequalities Homework 1: Solving Systems by Graphing ** This is a 2-page document! ** Solve each system of equations by graphing. Clearly identify your solution. -16 — 6y = 30 9x + = 12 +4 v = —12 O Gina Wilson (All Things ...

N-Gen Math Algebra I. The full experience and value of eMATHinstruction courses are achieved when units and lessons are followed in order. Students learn skills in earlier units that they will then build upon later in the course. Lessons can be used in isolation but are most effective when used in conjunction with the other lessons in this course.