NAME _____________________________________________ DATE ____________________________ PERIOD ____________

1-2 Study Guide and Intervention

Order of Operations
Evaluate Numerical Expressions Numerical expressions often contain more than one operation. To evaluate them, use
the rules for order of operations shown below.

Step 1 Evaluate expressions inside grouping symbols.

Order of Step 2 Evaluate all powers.
Operations
Step 3 Do all multiplication and/or division from left to right.
Step 4 Do all addition and/or subtraction from left to right.

Example 1: Evaluate each expression.

a. 𝟑𝟒 Example 2: Evaluate each expression.

34 = 3 • 3 • 3 • 3 Use 3 as a factor 4 times.
= 81 Multiply. a. 3[2 + (𝟏𝟐 ÷ 𝟑)𝟐 ]
3[2 + (12 ÷ 3)2 ] = 3(2 + 42) Divide 12 by 3.
b. 𝟔𝟑
63 = 6 • 6 • 6 Use 6 as a factor 3 times.
= 3(2 + 16) Find 4 squared.
= 216 Multiply. = 3(18) Add 2 and 16.
= 54 Multiply 3 and 18.
𝟑 + 𝟐𝟑
b. 𝟒𝟐 ∙ 𝟑
3 + 23 3+8
42 ∙ 3
= 42 ∙ 3 Evaluate power in numerator.
11
= Add 3 and 8 in the numerator.
42 ∙ 3
11
= Evaluate power in denominator.
16 ∙ 3
11
= 48
Multiply.
Exercises
Evaluate each expression.
1. 52 2. 33 3. 104
4. 122 5. 83 6. 28
7. (8 – 4) • 2 8. (12 + 4) • 6 9. 10 + 8 • 1
10. 15 – 12 ÷ 4 11. 12(20 – 17) – 3 • 6 12. 24 ÷ 3 • 2 – 32
4 + 32
13. 32 ÷ 3 + 22 • 7 – 20 ÷ 5 14. 12 + 1 15. 250 ÷ [5(3 • 7 + 4)]
2 • 42 – 8 ÷ 2 4(52 ) – 4 · 3 52 – 3
16. (5 + 2) • 2
17. 4(4 • 5 + 2)
18. 20(3) + 2(3)

Chapter 1 11 Glencoe Algebra 1

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1-2 Study Guide and Intervention (continued)

Order of Operations
Evaluate Algebraic Expressions Algebraic expressions may contain more than one operation. Algebraic expressions
can be evaluated if the values of the variables are known. First, replace the variables with their values. Then use the order
of operations to calculate the value of the resulting numerical expression.

Example: Evaluate 𝒙𝟑 + 5(y – 3) if x = 2 and y = 12.

𝑥 3 + 5(y – 3) = 23 + 5(12 – 3) Replace x with 2 and y with 12.
= 8 + 5(12 – 3) Evaluate 23 .
= 8 + 5(9) Subtract 3 from 12.
= 8 + 45 Multiply 5 and 9.
= 53 Add 8 and 45.
The solution is 53.

Exercises
𝟒 𝟑
Evaluate each expression if x = 2, y = 3, z = 4, a = 𝟓, and b = 𝟓.

1. x + 7 2. 3x – 5 3. x + 𝑦 2

4. 𝑥 3 + y + 𝑧 2 5. 6a + 8b 6. 23 – (a + b)

𝑦2
7. 8. 2xyz + 5 9. x(2y + 3z)
𝑧2

3𝑥𝑦 – 4
10. (10𝑥)2 + 100a 11. 7𝑥
12. 𝑎2 + 2b

𝑧2 – 𝑦2 (𝑧 – 𝑦)𝟐
13. 𝑥2
14. 6xz + 5xy 15. 𝑥

25𝑎𝑏 + 𝑦 5𝑎 2 𝑏
16. 𝑥𝑧
17. 𝑦
18. (𝑧 ÷ 𝑥)2 + ax

𝑥 2 𝑦 2 𝑥+𝑧 𝑧÷𝑥 𝑦÷𝑥

19. (𝑧 ) + ( 𝑧 ) 20. 𝑦 + 2𝑧
21. ( 𝒚
)+( 𝑧 )

Chapter 1 12 Glencoe Algebra 1

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1-7 Study Guide and Intervention

Functions
Identify Functions Relations in which each element of the domain is paired with exactly one element of the range are
called functions.

Example 1
Determine whether the relation {(6, –3), Example 2
(4, 1), (7, –2), (–3, 1)} is a function. Explain. Determine whether 3x – y = 6 is a function.
Since each element of the domain is paired with exactly Since the equation is in the form Ax + By = C, the graph
one element of the range, this relation is a function. of the equation will be a line, as shown.

If you draw a vertical line through each value of x, the

vertical line passes through just one point of the graph.
Thus, the line represents a function.

Exercises
Determine whether each relation is a function.

1. 2. 3.

4. 5. 6.

7. {(4, 2), (2, 3), (6, 1)} 8. {(–3, –3), (–3, 4), (–2, 4)} 9. {(–1, 0), (1, 0)}

10. –2x + 4y = 0 11. x2 + y2 = 8 12. x = –4

Chapter 1 42 Glencoe Algebra 1

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1-7 Study Guide and Intervention (continued)

Functions
Find Function Values Equations that are functions can be written in a form called function notation. For example,
y = 2x –1 can be written as f(x) = 2x – 1. In the function, x represents the elements of the domain, and f(x) represents the
elements of the range. Suppose you want to find the value in the range that corresponds to the element 2 in the domain.
This is written f(2) and is read “f of 2.” The value of f(2) is found by substituting 2 for x in the equation.

Example: If f(x) = 3x – 4, find each value.

a. f(3)
f(3) = 3(3) – 4 Replace x with 3.
=9–4 Multiply.
=5 Simplify.

b. f(–2)
f(–2) = 3(–2) – 4 Replace x with –2.
= –6 – 4 Multiply.
= –10 Simplify.

Exercises
If f(x) = 2x – 4 and g(x) = 𝒙 𝟐 – 4x, find each value.

1. f(4) 2. g(2) 3. f(–5)

4. g(–3) 5. f(0) 6. g(0)

1 1
7. f(3) – 1 8. f ( ) 9. g( )
4 4

10. f(𝑎2 ) 11. f(k + 1) 12. g(2n)

13. f(3x) 14. f(2) + 3 15. g(–4)

Chapter 1 43 Glencoe Algebra 1

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2-4 Study Guide and Intervention

Solving Equations with the Variable on Each Side
Variables on Each Side To solve an equation with the same variable on each side, first use the Addition or the
Subtraction Property of Equality to write an equivalent equation that has the variable on just one side of the equation.
Then solve the equation.

Example 1: Solve 5y – 8 = 3y + 12. Example 2: Solve –11 – 3y = 8y + 1.

5y – 8 = 3y + 12 –11 – 3y = 8y + 1
5y – 8 – 3y = 3y + 12 – 3y –11 – 3y + 3y = 8y + 1 + 3y
2y – 8 = 12 –11 = 11y + 1
2y – 8 + 8 = 12 + 8 –11 – 1 = 11y + 1 – 1
2y = 20 –12 = 11y
2𝑦 20 − 12 11𝑦
= =
2 2 11 11
1
y = 10 –111 = y
The solution is 10. 1
The solution is –1
11

Exercises
Solve each equation. Check your solution.
1. 6 – b = 5b + 30 2. 5y – 2y = 3y + 2 3. 5x + 2 = 2x – 10

4. 4n – 8 = 3n + 2 5. 1.2x + 4.3 = 2.1 – x 6. 4.6m + 8.2 = 8.8m – 2.3

1 1 3 1
7. 2 b + 4 = 8 b + 88 8. 4 k – 5 = 4 k – 1 9. 8 – 5p = 4p – 1

10. 4b – 8 = 10 – 2b 11. 0.2x – 8 = –2 – x 12. 3y – 1.8 = 3y – 1.8

13. –4 – 3x = 7x – 6 14. 8 + 4k = –10 + k 15. 20 – a = 10a – 2

2 1 2 3
16. 3 n + 8 = 2 n + 2 17. 5 y – 8 = 9 – 5 y 18. –4r + 5 = 5 – 4r

19. –4 – 3x = 6x – 6 20. 18 – 4k = –10 –4k 21. 12 + 2y = 10y – 12

Chapter 2 23 Glencoe Algebra 1

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2-4 Study Guide and Intervention (continued)

Solving Equations with the Variable on Each Side
Grouping Symbols When solving equations that contain grouping symbols, first use the Distributive Property to
eliminate grouping symbols. Then solve.

Example: Solve 4(2a – 1) = –10(a – 5).

4(2a – 1) = –10(a – 5) Original equation
8a – 4 = –10a + 50 Distributive Property
8a – 4 + 10a = –10a + 50 + 10a Add 10a to each side.
18a – 4 = 50 Simplify.
18a – 4 + 4 = 50 + 4 Add 4 to each side.
18a = 54 Simplify.
18𝑎 54
18
= 18 Divide each side by 18.

a=3 Simplify.
The solution is 3.

Exercises
Solve each equation. Check your solution.
1. –3(x + 5) = 3(x – 1) 2. 2(7 + 3t) = –t 3. 3(a + 1) – 5 = 3a – 2

4. 75 – 9g = 5(–4 + 2g) 5. 5(f + 2) = 2(3 – f ) 6. 4(p + 3) = 36

7. 18 = 3(2t + 2) 8. 3(d – 8) = 3d 9. 5(p + 3) + 9 = 3(p – 2) + 6

3+𝑦 −𝑦
10. 4(b – 2) = 2(5 – b) 11. 1.2(x – 2) = 2 – x 12. =
4 8

𝑎−8 2𝑎 + 5
13. 12
= 3
14. 2(4 + 2k) + 10 = k 15. 2(w – 1) + 4 = 4(w + 1)

16. 6(n – 1) = 2(2n + 4) 17. 2[2 + 3(y – 1)] = 22 18. –4(r + 2) = 4(2 – 4r)

19. –3(x – 8) = 24 20. 4(4 – 4k) = –10 –16k 21. 6(2 – 2y) = 5(2y – 2)

Chapter 2 24 Glencoe Algebra 1

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2-5 Study Guide and Intervention

Solving Equations Involving Absolute Value
Absolute Value Expressions Expressions with absolute values define an upper and lower range in which a value must
lie. Expressions involving absolute value can be evaluated using the given value for the variable.

Example: Evaluate |t – 5| – 7 if t = 3.
|t – 5| – 7 = |3 – 5| – 7 Replace t with 3.
= |–2| – 7 3 – 5 = –2
=2–7 |–2| = 2
= –5 Simplify.

Exercises
Evaluate each expression if r = –2, n = –3, and t = 3.

1. |8 – t| + 3 2. |t – 3| – 7 3. 5 + |3 – n|

4. |r + n| – 7 5. |n – t| + 4 6. –|r + n + t|

Evaluate each expression if n = 2, q = –1.5, r = –3, v = –8, w = 4.5, and x = 4.

7. |2q + r| 8. 10 – |2n + v| 9. |3x – 2w| – q

10. v – |3n + x| 11. 1 + |5q – w| 12. 2|3r – v|

13. |–2x + 5n| + (n – x) 14. 4w – |2r + v| 15. 3|w – n| – 5|q – r|

Chapter 2 30 Glencoe Algebra 1

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2-5 Study Guide and Intervention (continued)

Solving Equations Involving Absolute Value
Absolute Value Equations When solving equations that involve absolute value, there are two cases to consider.
Case 1: The value inside the absolute value symbols is positive.
Case 2: The value inside the absolute value symbols is negative.

Example 1: Solve |𝒙 + 𝟒| = 1. Then graph the Example 2: Write an equation involving absolute
solution set. value for the graph.
Write |𝑥 + 4| = 1 as x + 4 = 1 or x + 4 = –1.
x+4=1 or x + 4 = –1 Find the point that is the same distance from –2 as it is
x+4–4=1–4 x + 4 – 4 = –1 – 4 from 4.
x = –3 x = –5
The solution set is {–5, –3}.
The graph is shown below. The distance from 1 to –2 is 3 units. The distance from
1 to 4 is 3 units.
So, |𝑥 − 1| = 3.

Exercises
Solve each equation. Then graph the solution set.
1. |𝑦| = 3 2. |𝑥 − 4| = 4 3. |𝑦 + 3| = 2

4. |𝑏 + 2| = 3 5. |𝑤 − 2| = 5 6. |𝑡 + 2| = 4

7. |2𝑥| = 8 8. |5𝑦 − 2| = 7 9. |𝑝 − 0.2| = 0.5

10. |𝑑 − 100| = 50 11. |2𝑥 − 1| = 11 1

12. |3𝑥 + | = 6
2

Write an equation involving absolute value for each graph.

13. 14. 15.

Chapter 2 31 Glencoe Algebra 1

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2-6 Study Guide and Intervention

Ratios and Proportions
Ratios and Proportions A ratio is a comparison of two numbers by division. The ratio of x to y can be expressed as
𝑥
x to y, x:y or 𝑦 . Ratios are usually expressed in simplest form. An equation stating that two ratios are equal is called a
proportion. To determine whether two ratios form a proportion, express both ratios in simplest form or check for equal
cross products.

𝟐𝟒 𝟏𝟐
Example 1: Determine whether the ratios 𝟑𝟔 and 𝟏𝟖 are Example 2: Use cross products to determine whether
𝟏𝟎 𝟐𝟓
equivalent ratios. Write yes or no. Justify your answer. 𝟏𝟖
and 𝟒𝟓 form a proportion.
24 2 10 25
36
= when expressed in simplest form.
3 ≟ Write the proportion.
18 45
12 2
= when expressed in simplest form. 10(45) ≟ 18(25) Cross products
18 3
24 12 450 = 450 Simplify.
The ratios 36 and 18 form a proportion because they are
10 25
equal when expressed in simplest form. The cross products are equal, so = .
18 45
Since the ratios are equal, they form a proportion.

Exercises
Determine whether each pair of ratios are equivalent ratios. Write yes or no.
1 16 5 10 10 25
1. , 2. , 3. ,
2 32 8 15 20 49

25 15 12 3 4 12
4. , 5. , 6. ,
36 20 32 16 9 27

0.1 5 15 9 14 20
7. ,
2 100
8. 20, 12 9. 12, 30

2 20 5 25 72 9
10. , 11. , 12. ,
3 30 9 45 64 8

5 30 18 50 100 44
13. 5, 20 14. 24, 75 15. ,
75 33

0.05 1 1.5 6 0.1 0.45

16. ,
1 20
17. ,
2 8
18. 0.2, 0.9

Chapter 2 36 Glencoe Algebra 1

NAME _____________________________________________ DATE ____________________________ PERIOD _____________

2-6 Study Guide and Intervention (continued)

Ratios and Proportions
Solve Proportions If a proportion involves a variable, you can use cross products to solve the proportion. In the
𝑥 10
proportion 5 = 13, x and 13 are called extremes. They are the first and last terms of the proportion. 5 and 10 are called
means. They are the middle terms of the proportion. In a proportion, the product of the extremes is equal to the product of
the means.

𝑎 𝑐
Means-Extremes Property of Proportions If 𝑏 = 𝑑 and b, d ≠ 0 , then ad = bc.

𝒙 𝟏𝟎
Example: Solve 𝟓 = 𝟏𝟑.
𝑥 10
5
= 13 Original proportion

13(x) = 5(10) Cross products

13x = 50 Simplify.
13𝑥 50
= Divide each side by 13.
13 13
11
x= 3 Simplify.
13

Exercises
Solve each proportion. If necessary, round to the nearest hundredth.
−3 2 1 5 0.1 0.5
1. 𝑥
=8 2. 𝑡 = 3 3. 2
= 𝑥

𝑥+1 3 4 8 𝑥 3
4. 4
=4 5. 6 = 𝑥 6. 21 = 63

9 18 3 18 5 𝑝
7. 𝑦 + 1 = 54 8. 𝑑 = 3
9. 8 = 24

4 4 𝑥 12 3+𝑦 −𝑦
10. = 11. = 12. =
𝑏−2 12 1.5 𝑥 4 8

𝑎 − 18 15 12 𝑘 2+𝑤 12
13. 12
= 3
14. 𝑘
= 75 15. 6
= 9

Use a proportion to solve each problem.

16. MODELS To make a model of the Guadeloupe River bed, Hermie used 1 inch of clay for 5 miles of the river’s actual
length. His model river was 50 inches long. How long is the Guadeloupe River?

17. EDUCATION Josh finished 24 math problems in one hour. At that rate, how many hours will it take him to complete
72 problems?

Chapter 2 37 Glencoe Algebra 1

NAME _____________________________________________ DATE ____________________________ PERIOD _____________

3-1 Study Guide and Intervention

Graphing Linear Functions
Linear Equations and Intercepts A linear equation is an equation that can be written in the form
Ax + By = C. This is called the standard form of a linear equation.

Ax + By = C, where A ≥ 0, A and B are not both zero, and A, B, and C are integers
Standard Form of a Linear Equation
with a greatest common factor of 1.

Example 1: Determine whether y = 6 – 3x is a linear Example 2: Determine whether 3xy + y = 4 + 2x is a

equation. Write the equation in standard form. linear equation. Write the equation in standard form.
First rewrite the equation so both variables are on the Since the term 3xy has two variables, the equation
same side of the equation. cannot be written in the form Ax + By = C. Therefore,
y = 6 – 3x Original equation this is not a linear equation.
y + 3x = 6 – 3x + 3x Add 3x to each side.
3x + y = 6 Simplify.
The equation is now in standard form, with A = 3, B = 1
and C = 6. This is a linear equation.

Exercises
Determine whether each equation is a linear equation. Write yes or no. If yes, write the equation in standard form.
1. 2x = 4y 2. 6 + y = 8 3. 4x – 2y = –1

4. 3xy + 8 = 4y 5. 3x – 4 = 12 6. y = 𝑥 2 + 7

7. y – 4x = 9 8. x + 8 = 0 9. –2x + 3 = 4y

1 1
10. 2 + 2 x = y 11. 4 𝑦 = 12 – 4x 12. 3xy – y = 8

13. 6x + 4y – 3 = 0 14. yx – 2 = 8 15. 6x – 2y = 8 + y

1
16. 4x – 12y = 1 17. 3 + x + 𝑥 2 = 0 18. 𝑥 2 = 2xy

Chapter 3 5 Glencoe Algebra 1

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3-1 Study Guide and Intervention (continued)

Graphing Linear Functions
Graph Linear Equations The graph of a linear equations represents all the solutions of the equation. An x-coordinate
of the point at which a graph of an equation crosses the x-axis in an x-intercept. A y-coordinate of the point at which a
graph crosses the y-axis is called a y-intercept.

Example 1: Graph 3x + 2y = 6 by using the x- and Example 2: Graph y – 2x = 1 by making a table.

y-intercepts. Solve the equation for y.
To find the x-intercept, let y = 0 and solve for x. The y – 2x = 1 Original equation
x- intercept is 2. The graph intersects the x-axis at (2, 0).
To find the y-intercept, let x = 0 and solve for y. y – 2x + 2x = 1 + 2x Add 2x to each side.

The y-intercept is 3. The graph intersects the y-axis at y = 2x + 1 Simplify.

(0, 3). Plot the points (2, 0) and (0, 3) and draw the line Select five values for the domain and make a table.
through them. Then graph the ordered pairs and draw a line through
the points.
x 2x + 1 y (x, y)
–2 2(–2) + 1 –3 (–2, –3)
–1 2(–1) + 1 –1 (–1, –1)
0 2(0) + 1 1 (0, 1)
1 2(1) + 1 3 (1, 3)
2 2(2) + 1 5 (2, 5)

Exercises
Graph each equation by using the x– and y-intercepts.
1. 2x + y = –2 2. 3x – 6y = –3 3. –2x + y = –2

Graph each equation by making a table.

4. y = 2x 5. x – y = –1 6. x + 2y = 4

Chapter 3 6 Glencoe Algebra 1

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3-3 Study Guide and Intervention

Rate of Change and Slope
Rate of Change The rate of change tells, on average, how a quantity is changing over time.

Example: POPULATION The graph shows the population growth in China.

a. Find the rates of change for 1950-1975 and for 2000-2025.

𝑐ℎ𝑎𝑛𝑔𝑒 𝑖𝑛 𝑝𝑜𝑝𝑢𝑙𝑎𝑡𝑖𝑜𝑛 0.93 – 0.55

1950-1975: 𝑐ℎ𝑎𝑛𝑔𝑒 𝑖𝑛 𝑡𝑖𝑚𝑒
= 1975 – 1950
0.38
= or 0.0152
25

𝑐ℎ𝑎𝑛𝑔𝑒 𝑖𝑛 𝑝𝑜𝑝𝑢𝑙𝑎𝑡𝑖𝑜𝑛 1.45 – 1.27

2000-2025: =
𝑐ℎ𝑎𝑛𝑔𝑒 𝑖𝑛 𝑡𝑖𝑚𝑒 2025 – 2000
0.18
= 25
or 0.0072
Source: United Nations Population Division

b. Explain the meaning of the rate of change in each case.

From 1950-1975, the growth was 0.0152 billion per year, or 15.2 million per year.
From 2000-2025, the growth is expected to be 0.0072 billion per year, or 7.2 million per year.

c. How are the different rates of change shown on the graph?

There is a greater vertical change for 1950-1975 than for 2000-2025.
Therefore, the section of the graph for 1950-1975 has a steeper slope.

Exercises

1. LONGEVITY The graph shows the predicted life expectancy

for men and women born in a given year.

a. Find the rates of change for women from 2000-2025 and

2025-2050.

b. Find the rates of change for men from 2000-2025 and

2025-2050.

c. Explain the meaning of your results in parts a and b.

d. What pattern do you see in the increase with each 25-year

period?

e. Make a prediction for the life expectancy for 2050-2075.

Explain how you arrived at your prediction.

Chapter 3 18 Glencoe Algebra 1

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3-3 Study Guide and Intervention (continued)

Rate of Change and Slope
Find Slope The slope of a line is the ratio of change in the y-coordinates (rise) to the change in the x-coordinates (run) as
you move in the positive direction.

𝑟𝑖𝑠𝑒 𝑦2 − 𝑦1
m= or m = , where (𝑥1 , 𝑦1 ) and (𝑥2 , 𝑦2 ) are the coordinates of any two points
Slope of a Line 𝑟𝑢𝑛 𝑥2 − 𝑥1
on a nonvertical line

Example 1: Find the slope of the line that passes Example 2: Find the value of r so that the line through
through (–3, 5) and (4, –2). 𝟐
(10, r) and (3, 4) has a slope of – .
𝟕
𝑦 −𝑦
Let (–3, 5) = (𝑥1 , 𝑦1 ) and (4, –2) = (𝑥2 , 𝑦2 ). m = 𝑥2 − 𝑥1 Slope formula
2 1
𝑦2 − 𝑦1
m= Slope formula 2 4−𝑟 2
𝑥2 − 𝑥1 − = m = − , 𝑦2 = 4, 𝑦1 = r, 𝑥2 = 3, 𝑥1 = 10
7 3 – 10 7
−2 − 5
= 4 − (−3) 𝑦2 = –2, 𝑦1 = 5, 𝑥2 = 4, 𝑥1 = –3 2 4−𝑟
−7 = –7
Simplify.
−7
= Simplify.
–2(–7) = 7(4 – r)
7 Cross multiply.
= –1 14 = 28 – 7r Distributive Property

–14 = –7r Subtract 28 from each side.

2=r Divide each side by –7.

Exercises
Find the slope of the line that passes through each pair of points.
1. (4, 9), (1, 6) 2. (–4, –1), (–2, –5) 3. (–4, –1), (–4, –5)

4. (2, 1), (8, 9) 5. (14, –8), (7, –6) 6. (4, –3), (8, –3)

7. (1, –2), (6, 2) 8. (2, 5), (6, 2) 9. (4, 3.5), (–4, 3.5)

Find the value of r so the line that passes through each pair of points has the given slope.
3
10. (6, 8), (r, –2), m = 1 11. (–1, –3), (7, r), m = 4 12. (2, 8), (r, –4) m = –3

3
13. (7, –5), (6, r), m = 0 14. (r, 4), (7, 1), m = 15. (7, 5), (r, 9), m = 6
4

Chapter 3 19 Glencoe Algebra 1

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3-4 Study Guide and Intervention

Slope-Intercept Form
Slope-Intercept Form
Slope-Intercept Form y = mx + b, where m is the slope and b is the y-intercept

Example 1: Write an equation in slope-intercept form for the line with a slope of –4 and a y-intercept of 3.
y = mx + b Slope-intercept form
y = –4x + 3 Replace m with –4 and b with 3.

Example 2: Graph 3x – 4y = 8.
3x – 4y = 8 Original equation
–4y = –3x + 8 Subtract 3x from each side.
−4𝑦 −3𝑥 + 8
= Divide each side by –4.
−4 −4
3
y= x–2 Simplify.
4

3 3
The y-intercept of y = 4x – 2 is –2 and the slope is 4. So graph the point (0, –2). From this point, move up 3 units and right
4 units. Draw a line passing through both points.

Exercises
Write an equation of a line in slope-intercept form with the given slope and y-intercept.

1. slope: 8, y-intercept –3 2. slope: –2, y-intercept –1 3. slope: –1, y-intercept –7

Write an equation in slope-intercept form for each graph shown.

4. 5. 6.

Graph each equation.

7. y = 2x + 1 8. y = –3x + 2 9. y = –x – 1

Chapter 3 24 Glencoe Algebra 1

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3-4 Study Guide and Intervention (continued)

Slope-Intercept Form
Modeling Real-World Data
Example: MEDIA Since 1999, the number of music cassettes sold has decreased by an average rate of 27 million
per year. There were 124 million music cassettes sold in 1999.

a. Write a linear equation to find the average number of music cassettes sold in any year after 1999.
The rate of change is –27 million per year. In the first year, the number of music cassettes sold was 124 million. Let N =
the number of millions of music cassettes sold. Let x = the number of years since 1999. An equation is N = –27x + 124.

b. Graph the equation.

The graph of N = –27x + 124 is a line that passes through the point
at (0, 124) and has a slope of –27.

c. Find the approximate number of music cassettes sold in 2003.

N = –27x + 124 Original equation

N = –27(4) + 124 Replace x with 4.

N = 16 Simplify.

There were about 16 million music cassettes sold in 2003.

Full-length Cassette Sales
Exercises
1. MUSIC In 2001, full-length cassettes represented 3.4% of total music sales.
Between 2001 and 2006, the percent decreased by about 0.5% per year.

a. Write an equation to find the percent P of recorded music sold as full-

length cassettes for any year x between 2001 and 2006.

b. Graph the equation on the grid at the right.

c. Find the percent of recorded music sold as full-length cassettes in 2004.

Projected United
States Population
2. POPULATION The population of the United States reached approximately
300 million by the year 2010. From 2010 to 2050, the population is
expected to increase by about 2.5 million per year.

a. Write an equation to find the population P (in millions) for any year x
from 2010 to 2050.

b. Graph the equation on the grid at the right.

c. Find the population in 2050.

Chapter 3 25 Glencoe Algebra 1

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3-6 Study Guide and Intervention

Arithmetic Sequences as Linear Functions
Recognize Arithmetic Sequences A sequence is a set of numbers in a specific order. If the difference between
successive terms is constant, then the sequence is called an arithmetic sequence.

a numerical pattern that increases or decreases at a constant rate or value called

Arithmetic Sequence
the common difference
If a1 is the first term of an arithmetic sequence with common difference d, then the
Terms of an Arithmetic Sequence
sequence is 𝑎1 , 𝑎1 + d, 𝑎1 + 2d, 𝑎1 + 3d, ... .
nth Term of an Arithmetic Sequence 𝑎𝑛 = 𝑎1 + (n – 1)d

Example 1: Determine whether the sequence Example 2: Write an equation for the nth term of
1, 3, 5, 7, 9, 11, ... is an arithmetic sequence. the sequence 12, 15, 18, 21, ... .
Justify your answer.
In this sequence, a1 is 12. Find the common difference.
If possible, find the common difference between the
terms. Since 3 – 1 = 2, 5 – 3 = 2, and so on, the common
difference is 2.

Since the difference between the terms of 1, 3, 5, 7, 9, The common difference is 3.

11, ... is constant, this is an arithmetic sequence.
Use the formula for the nth term to write an equation.
𝑎𝑛 = 𝑎1 + (n – 1)d Formula for the nth term

𝑎𝑛 = 12 + (n – 1)3 𝑎1 = 12, d = 3

𝑎𝑛 = 12 + 3n – 3 Distributive Property

𝑎𝑛 = 3n + 9 Simplify.

The equation for the nth term is 𝑎𝑛 = 3n + 9.

Exercises
Determine whether each sequence is an arithmetic sequence. Write yes or no. Explain.

1. 1, 5, 9, 13, 17, ... 2. 8, 4, 0, –4, –8, ... 3. 1, 3, 9, 27, 81, ...

Find the next three terms of each arithmetic sequence.

4. 9, 13, 17, 21, 25, ... 5. 4, 0, –4, –8, –12, ... 6. 29, 35, 41, 47, ...

Write an equation for the nth term of each arithmetic sequence.

7. 1, 3, 5, 7, ... 8. –1, –4, –7, –10, ... 9. –4, –9, –14, –19, ...

Chapter 3 36 Glencoe Algebra 1

NAME _____________________________________________ DATE ____________________________ PERIOD _____________

3-6 Study Guide and Intervention (continued)

Arithmetic Sequences as Linear Functions
Arithmetic Sequences and Functions An arithmetic sequence is a linear function in which n is the independent
variable, 𝑎𝑛 is the dependent variable, and the common difference d is the slope. The formula can be rewritten as the
function 𝑎𝑛 = 𝑎1 + (n – 1)d, where n is a counting number.

Example: SEATING There are 20 seats in the first row of the balcony of the auditorium. There are 22 seats in the
second row, and 24 seats in the third row.

a. Write a function to represent this sequence. b. Graph the function.

The first term 𝑎1 is 20. Find the common difference. The rate of change is 2. Make a table and plot points.

n 𝑎𝑛
1 20
The common difference is 2. 2 22
3 24
𝑎𝑛 = 𝑎1 + (n – 1)d Formula for the nth term
4 26
= 20 + (n – 1)2 𝑎1 = 20 and d = 2

= 20 + 2n – 2 Distributive Property

= 18 + 2n Simplify.

The function is 𝑎𝑛 = 18 + 2n.

Exercises

1. KNITTING Sarah learns to knit from her grandmother. Two days ago, she measured the length of the scarf she is
knitting to be 13 inches. Yesterday, she measured the length of the scarf to be 15.5 inches. Today it measures 18 inches.
Write a function to represent the arithmetic sequence.

2. REFRESHMENTS You agree to pour water into the cups for the Booster Club at a football game. The pitcher
contains 64 ounces of water when you begin. After you have filled 8 cups, the pitcher is empty and must be refilled.

a. Write a function to represent the arithmetic sequence.

b. Graph the function.

Chapter 3 37 Glencoe Algebra 1

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3-7 Study Guide and Intervention

Piecewise and Step Functions
Step Functions The graph of a step function is a series of disjointed line segments. Because each part of a step function
is linear, this type of function is called a piecewise-linear function.
One example of a step function is the greatest integer function, written as f(x) = ⟦𝑥⟧, where f(x) is the greatest integer not
greater than x.

Example: Graph f(x) = ⟦𝒙 + 𝟑⟧. State the domain and range.

Make a table of values using integer and noninteger values. On the graph, dots represent included points, and circles
represent points that are excluded.

x x+3 ⟦𝒙 + 𝟑⟧

–5 –2 –2
–3.5 –0.5 –1
–2 1 1
–0.5 2.5 2
1 4 4
2.5 5.5 5

Because the dots and circles overlap, the domain is all real numbers. The range is all integers.

Exercises
Graph each function. State the domain and range.

1. f(x) = ⟦𝑥 + 1⟧ 2. f(x) = –⟦𝑥⟧ 3. f(x) = ⟦𝑥 – 1⟧

4. f(x) = ⟦𝑥⟧ + 4 5. f(x) = ⟦𝑥⟧ – 3 6. f(x) = ⟦2𝑥⟧

Chapter 3 42 Glencoe Algebra 1

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3-7 Study Guide and Intervention (continued)

Piecewise and Step Functions
Piecewise-Defined Functions Another type of piecewise-linear function is the piecewise-defined function.
The rule for a piecewise-defined function includes two or more expressions. Each expression in the rule for a piecewise-
defined function applies to a different interval of the function’s domain.

Example: Graph f(x) = {𝒙 + 𝟏 𝐢𝐟 𝒙 ≥ 𝟐. State the domain and range.

𝒙 − 𝟑 𝐢𝐟 𝒙 < 𝟐

Graph the first expression. Make a table of values for f(x) = x + 1 using
values of x ≥ 2. Since x is greater than or equal to 2, place a closed circle
at (2, 3).
Graph the second expression. Make a table of values for f(x) = x – 3
using values of x < 2. Since x is less than 2, place an open circle at (2, –1).

x x+1 x x–3

2 3 2 –1
3 4 1 –2
4 5 0 –3
–1 –4
–2 –5

The domain is all real numbers. The range is {f(x) | f(x) < –1 or f(x) ≥ 3}.

Exercises
Graph each function. State the domain and range.
1
𝑥 + 3 if 𝑥 < −1 𝑥 + 1 if 𝑥 ≥ −2 − 𝑥 + 4 if 𝑥 ≤ 1
1. f(x) = { 2. f(x) = { 21 3. f(x) = {
𝑥 + 2 if 𝑥 ≥ 0 − 𝑥 + 3 if 𝑥 < −2 𝑥 − 2 if 𝑥 > 1
4

Chapter 3 43 Glencoe Algebra 1

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3-8 Study Guide and Intervention

Absolute Value Functions
Translations Another type of piecewise-linear function is the absolute value function. Recall that the absolute value
of a number is always nonnegative. So, in the absolute value function, written as f (x) = |𝑥|, all of the values of the range
are nonnegative.
The graphs of absolute value functions can be translated vertically and horizontally.

Example 1: Graph f(x) = |𝒙| + 𝟑. State the domain Example 2: Graph f(x) = |𝒙 + 𝟑|. State the domain
and range, and describe how the graph is related to and range, and describe how the graph is related to
the graph of g(x) = |𝒙|. the graph of g(x) = |𝒙|.
Make a table of values. Then graph. Make a table of values. Then graph.

x f(x) x f(x)

–2 5 –5 2
–1 4 –4 1
0 3 –3 0
1 4 –2 1
2 5 –1 2

The domain is all real numbers. The range is f(x) ≥ 3. The domain is all real numbers. The range is f(x) ≥ 0.
The graph of f(x) is the graph of g(x) translated The graph of f(x) is the graph of g(x) translated
3 units up. 3 units left.

Exercises
Graph each function. State the domain and range, and describe how the graph is related to the graph of g(x) = |𝒙|.
1. f(x) = |𝑥 − 1| 2. f(x) = |−𝑥 + 2 | 3. f(x) = |𝑥| − 4

Chapter 3 48 Glencoe Algebra 1

NAME _____________________________________________ DATE ____________________________ PERIOD _____________

3-8 Study Guide and Intervention (continued)

Absolute Value Functions
Reflections and Dilations The graphs of absolute value functions can also be reflected and dilated.

Example 1: Graph f(x) = −|𝒙|. State the domain and Example 2: Graph f(x) = 𝟐|𝒙|. State the domain and
range, and describe how the graph is related to the range, and describe how the graph is related to the
graph of g(x) = |𝒙|. graph of g(x) = |𝒙|.
Make a table of values. Then graph. Make a table of values. Then graph.

x f(x) x f(x)

–2 –2 –2 4
–1 –1 –1 2
0 0 0 0
1 –1 1 2
2 –2 2 4

The domain is all real numbers. The range is f(x) ≤ 0. The domain is all real numbers. The range is f(x) ≥ 0.
The graph of f(x) is the graph of g(x) reflected over The graph of f(x) is the graph of g(x) vertically stretched
the x-axis. by a factor of 2.

Exercises
Graph each function. State the domain and range, and describe how the graph is related to the graph of g(x) = |𝒙|.
1. f(x) = −3|𝑥| 2. f(x) = 0.25|𝑥| 3. f(x) = −0.5|𝑥|

Chapter 3 49 Glencoe Algebra 1