Nonproportional

Relationships
MODULE

4
?
LESSON 4.1
ESSENTIAL QUESTION
Representing Linear
How can you use non- Nonproportional
proportional relationships Relationships
COMMON
to solve real-world CORE 8.F.3
problems?
LESSON 4.2
Determining Slope
and y-intercept
COMMON
CORE [Link].6, 8.F.4

LESSON 4.3
Graphing Linear
Nonproportional
Relationships using
Slope and y-intercept
COMMON
CORE 8.F.3, 8.F.4

LESSON 4.4
Proportional and
Nonproportional
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Situations
COMMON
CORE 8.F.2, 8.F.3, 8.F.4

Real-World Video
The distance a car can travel on a tank of gas or a full
battery charge in an electric car depends on factors
such as fuel capacity and the car’s efficiency. This is
[Link] described by a nonproportional relationship.
Shutterstock

[Link] [Link] Math On the Spot Animated Math Personal Math Trainer
Go digital with your Scan with your smart Interactively explore Get immediate
write-in student phone to jump directly key concepts to see feedback and help as
edition, accessible on to the online edition, how math works. you work through
any device. video tutor, and more. practice sets.

91
 Are YOU Ready?
Complete these exercises to review skills you will need Personal
for this module. Math Trainer
Online
Assessment and
Integer Operations [Link] Intervention

EXAMPLE −7 −(−4) = −7 + 4 To subtract an integer, add its opposite.

| −7 | − | 4 | The signs are different, so find the difference
7 − 4, or 3 of the absolute values.
= −3 Use the sign of the number with the greater
absolute value.

Find each difference.

1. 3 − (−5) 2. −4 − 5 3. 6 − 10

4. −5 − (−3) 5. 8 − (−8) 6. 9 − 5

7. −3 − 9 8. 0 − (−6) 9. 12 - (-9)

10. -6 - (-4) 11. -7 - 10 12. 5 - 14

Graph Ordered Pairs (First Quadrant)

EXAMPLE To graph a point at (6, 2), start at the origin.
8
6
Move 6 units right.
4 Then move 2 units up.
A Graph point A(6, 2).
2

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2 4 6 8

Graph each point on the coordinate grid.

13. B (0, 5)
8

14. C (8, 0) 6
4
15. D (5, 7) 2

O 2 4 6 8
16. E (2, 3)

92 Unit 2
 Reading Start-Up Vocabulary
Review Words
Visualize Vocabulary ordered pair (par ordenado)
proportional relationship
Use the ✔ words to complete the diagram. You can put (relación proporcional)
more than one word in each box. ✔ rate of change (tasa de
cambio)
Reviewing Slope ✔ slope (pendiente)
Rise is the change in ✔ x-coordinate (coordenada x)
✔ y-coordinate (coordenada y)

rise
___
run is Preview Words
linear equation (ecuación
lineal)
slope-intercept form
Run is the change in of an equation (forma de
pendiente-intersección)
y-intercept (intersección
con el eje y)
Understand Vocabulary
Complete the sentences using the preview words.

1. The y-coordinate of the point where a graph of a line crosses the

y-axis is the .

2. A is an equation whose solutions form

a straight line on a coordinate plane.

3. A linear equation written in the form y = mx + b is the

© Houghton Mifflin Harcourt Publishing Company

Active Reading
Booklet Before beginning the module, create
a booklet to help you learn the concepts. Write
the main idea of each lesson on each page of
the booklet. As you study each lesson, write
important details that support the main idea, such
as vocabulary and formulas. Refer to your finished
booklet as you work on assignments and study for
tests.

Module 4 93
 MODULE 4

Unpacking the Standards

Understanding the standards and the vocabulary terms in the
standards will help you know exactly what you are expected to
learn in this module.

COMMON
CORE 8.F.3
Interpret the equation
What It Means to You
y = mx + b as defining a linear You will identify the slope and the y-intercept of a line by looking
function whose graph is a at its equation and use them to graph the line.
straight line.
UNPACKING EXAMPLE 8.F.3
Key Vocabulary Graph y = 3x - 2 using the slope and the y-intercept.
slope (pendiente)
A measure of the steepness y = mx + b
of a line on a graph; the rise 4
divided by the run. slope y-intercept
y-intercept (intersección 2
1
con el eje y) The slope m is 3, and the y-intercept
The y-coordinate of the point is -2. -4 -2 3 2 4
where the graph of a line
Plot the point (0, -2). Use the -2
crosses the y-axis.
slope 3 = _31 to find another point
-4
by moving up 3 and to the right 1.
Draw the line through the points.

COMMON
CORE 8.F.3
Give examples of functions that What It Means to You
are not linear. You will distinguish linear relationships from nonlinear
relationships by looking at graphs.
Key Vocabulary

© Houghton Mifflin Harcourt Publishing Company

function (función) UNPACKING EXAMPLE 8.F.3
An input-output relationship
Which relationship is linear and which is nonlinear?
that has exactly one output for
each input. P = 4s A = s2
linear function (función lineal) P A
A function whose graph is a 4 4
straight line.
2 2
s s
-4 -2 O 2 4 -4 -2 O 2 4
-2 -2
Visit [Link]
to see all the
Common Core
Standards P = 4s is linear because its A = s2 is not linear because its
unpacked. graph is a line. graph is not a line.
[Link]

94 Unit 2
 LESSON
Representing Linear
4.1
COMMON
CORE 8.F.3
Interpret the equation y =
mx + b as defining a linear
Nonproportional function, whose graph is a
straight line; …

Relationships
? ESSENTIAL QUESTION
How can you use tables, graphs, and equations to represent linear
nonproportional situations?

Representing Linear Relationships

Using Tables
You can use an equation to describe the relationship between two quantities in
a real-world situation. You can use a table to show some values that make the Math On the Spot
equation true. [Link]

EXAMPL 1
EXAMPLE COMMON
CORE Prep for 8.F.3

The equation y = 3x + 2 gives the total charge, y, for one person to rent
a pair of shoes and bowl x games at Baxter Bowling Lanes based on the
prices shown. Make a table of values for this situation.
STEP 1 Choose several values for x that make sense in context.

x (number of games) 1 2 3 4
y (total cost in dollars)

STEP 2 Use the equation y = 3x + 2 to find y for each value of x.

x (number of games) 1 2 3 4
y (total cost in dollars) 5 8 11 14
© Houghton Mifflin Harcourt Publishing Company

Substitute 1 for x:
y = 3(1) + 2 = 5.

YOUR TURN
1. Francisco makes $12 per hour doing part-time work on Saturdays. He
spends $4 on transportation to and from work. The equation y = 12x - 4
gives his earnings y, after transportation costs, for working x hours. Make
a table of values for this situation.
Personal
x (number of hours) Math Trainer
y (earnings in dollars) Online Assessment
and Intervention
[Link]

Lesson 4.1 95
 COMMON
8.F.3
EXPLORE ACTIVITY
CORE

Examining Linear Relationships

Recall that a proportional relationship is a relationship between two quantities
in which the ratio of one quantity to the other quantity is constant. The graph
of a proportional relationship is a line through the origin. Relationships can
have a constant rate of change but not be proportional.

The entrance fee for Mountain World theme park is $20. Visitors purchase
additional $2 tickets for rides, games, and food. The equation y = 2x + 20
gives the total cost, y, to visit the park, including purchasing x tickets.

STEP 1 Complete the table.

x (number of tickets) 0 2 4 6 8
y (total cost in dollars) 20

STEP 2 Plot the ordered pairs from the table. Describe the shape of Theme Park Costs
the graph. 40
32

Cost ($)
24
STEP 3 Find the rate of change between each point and the next.
16
Is the rate constant?
8

O 2 4 6 8 10
STEP 4 Calculate _​y​ for the values in the table. Explain why the
x
Number of tickets
relationship between number of tickets and total cost is not
proportional.

Reflect © Houghton Mifflin Harcourt Publishing Company

2. Analyze Relationships Would it make sense to add more points to the

graph from x = 0 to x = 10? Would it make sense to connect the points
with a line? Explain.

96 Unit 2
 Representing Linear Relationships
Using Graphs
A linear equation is an equation whose solutions are ordered pairs that form
a line when graphed on a coordinate plane. Linear equations can be written Math On the Spot
in the form y = mx + b. When b ≠ 0, the relationship between x and y is [Link]
nonproportional.

EXAMPL 2
EXAMPLE COMMON
CORE 8.F.3
My Notes
The diameter of a Douglas fir tree is currently 10 inches when measured at
chest height. Over the next 50 years, the diameter is expected to increase
by an average growth rate of _25 inch per year. The equation y = _2 x + 10
5
gives y, the diameter of the tree in inches, after x years. Draw a graph of
the equation. Describe the relationship.
STEP 1 Make a table. Choose several values for x that make sense in
context. To make calculations easier, choose multiples of 5.

x (years) 0 10 20 30 50
y (diameter in inches) 10 14 18 22 30

STEP 2 Plot the ordered pairs from the table. Then draw a line connecting
the points to represent all the possible solutions.
STEP 3 The relationship is linear but nonproportional. The graph is a line
but it does not go through the origin.
© Houghton Mifflin Harcourt Publishing Company • Image Credits: ©Don Mason/Corbis

Fir Tree Growth

40
Diameter (in.)

32
24
16
8

O 10 20 30 40 50
Time (yr)

y
YOUR TURN
4
3. Make a table and graph the
solutions of the equation 2
y = –2x + 1. x
-4 -2 O 2 4
x -1 0 1 2 Personal
-2 Math Trainer
y Online Assessment
-4 and Intervention
[Link]

Lesson 4.1 97
Guided Practice
Make a table of values for each equation. (Example 1)
1. y = 2x + 5 2. y = _38 x - 5

x -2 -1 0 1 2 x -8 0 8
y y

Explain why each relationship is not proportional. (Explore Activity)

y
3. 4.
x 0 2 4 6 8
4
y 3 7 11 15 19
2
y
First calculate _x for the values in the table. x
-4 -2 O 2 4
-2

-4

Complete the table for the equation. Then use the table to graph
the equation. (Example 2)
y
5. y = x - 1
4
x -2 -1 0 1 2
y 2
x
-4 -2 O 2 4

© Houghton Mifflin Harcourt Publishing Company

-2

-4

?
? ESSENTIAL QUESTION CHECK-IN

6. How can you choose values for x when making a table of values
representing a real world situation?

98 Unit 2
 Name Class Date

4.1 Independent Practice Personal

Math Trainer

COMMON
Online
CORE 8.F.3 Assessment and
[Link] Intervention

State whether the graph of each linear relationship is a solid line or

a set of unconnected points. Explain your reasoning.
7. The relationship between the number of 8. The relationship between time and
$4 lunches you buy with a $100 school the distance remaining on a 3-mile
lunch card and the money remaining on walk for someone walking at a steady
the card rate of 2 miles per hour

9. Analyze Relationships Simone paid $12 for an initial year’s subscription

to a magazine. The renewal rate is $8 per year. This situation can be
represented by the equation y = 8x + 12, where x represents the number
of years the subscription is renewed and y represents the total cost.
a. Make a table of values for this situation.

b. Draw a graph to represent the situation. Include a title

and axis labels.
© Houghton Mifflin Harcourt Publishing Company

c. Explain why this relationship is not proportional. 56

48
40
32
24
16
8
d. Does it make sense to connect the points on the graph O 2 4 6 8 10 12 14
with a solid line? Explain.

Lesson 4.1 99
10. Analyze Relationships A proportional relationship is a linear
relationship because the rate of change is constant (and equal to
the constant of proportionality). What is required of a proportional
relationship that is not required of a general linear relationship?

11. Communicate Mathematical Ideas Explain how you can identify

a linear non-proportional relationship from a table, a graph, and
an equation.

FOCUS ON HIGHER ORDER THINKING Work Area

12. Critique Reasoning George observes that for every increase of 1 in the
value of x, there is an increase of 60 in the corresponding value of y. He
claims that the relationship represented by the table is proportional.
Critique George’s reasoning.

x 1 2 3 4 5
y 90 150 210 270 330

13. Make a Conjecture Two parallel lines are graphed on a coordinate © Houghton Mifflin Harcourt Publishing Company
plane. How many of the lines could represent proportional relationships?
Explain.

100 Unit 2
 LESSON
Determining Slope
4.2
COMMON
CORE [Link].6
…; derive the equation

and y-intercept
y = mx for a line through the
origin and the equation
y = mx + b for a line
intercepting the vertical axis
at b. Also 8.F.4

? Essential Question
How can you determine the slope and the y-intercept of a line?

EXPLORE ACTIVITY 1
COMMON
CORE [Link].6

Investigating Slope and y -intercept

The graph of every nonvertical line crosses the y-axis. The y-intercept is
the y-coordinate of the point where the graph intersects the y-axis. The
x-coordinate of this point is always 0.

The graph represents the linear equation y = - ​ _23​ x + 4. y

8
STEP 1 Find the slope of the line using the points (0, 4)
(-3, 6)
and (-3, 6). 6

6- 4 (0, 4)

m = ​ _________ ​= ​ _____​= 2
-0
x
-4 -2 O 2 4 6 8
STEP 2 The line also contains the point (6, 0). What is -2
the slope using (0, 4) and (6, 0)? Using (-3, 6)
and (6, 0). What do you notice?

STEP 3 Compare your answers in Steps 1 and 2 with the equation of the
© Houghton Mifflin Harcourt Publishing Company

graphed line.

STEP 4 Find the value of y when x = 0 using the equation y = - ​ _23​x + 4.

Describe the point on the graph that corresponds to this solution.

STEP 5 Compare your answer in Step 4 with the equation of the line.

Lesson 4.2 101

 Determining Rate of Change
and Initial Value
Math On the Spot
The linear equation shown is written in the
slope-intercept form of an equation. Its
y = mx + b
[Link] graph is a line with slope m and y-intercept b. slope y-intercept
A linear relationship has a constant rate of change. You can find the rate of
change m and the initial value b for a linear situation from a table of values.

EXAMPLE 1 COMMON
CORE 8.F.4

A phone salesperson is paid a minimum weekly salary and a commission

for each phone sold, as shown in the table. Confirm that the relationship
is linear and give the constant rate of change and the initial value.
STEP 1 Confirm that the rate of change is constant.
change in income 630-480 ___ Number of Weekly Income
_________________
change in phones sold
= _______
20-10
= 150
10
= 15 Phones Sold ($)

10 $480
change in income 780-630 ___
_________________
change in phones sold
= _______
30-20
= 150
10
= 15 20 $630
30 $780
change in income 40 $930
930-780 ___
_________________
change in phones sold
= _______
40-30
= 150
10
= 15

Math Talk
The rate of change is a constant, 15.
Mathematical Practices
The salesperson receives a $15 commission
How do you use the
rate of change to work for each phone sold.
backward to find the
initial value? STEP 2 Find the initial value when the number of phones sold is 0.
-10 -10

Number of phones sold 0 10 20 Work backward from

x = 10 to x = 0 to

© Houghton Mifflin Harcourt Publishing Company

Weekly income ($) 330 480 630 find the initial value.

-150 -150
The initial value is $330. The salesperson receives a salary
of $330 each week before commissions.

YOUR TURN
Find the slope and y-intercept of the line represented by each table.
1. x 2 4 6 8 2. x 1 2 3 4
Personal
Math Trainer y 22 32 42 52 y 8 15 22 29
Online Assessment
and Intervention
[Link]

102 Unit 2
 COMMON
EXPLORE ACTIVITY 2 CORE [Link].6

Deriving the Slope-intercept

Form of an Equation
In the following Explore Activity, you will derive the slope-intercept form
of an equation.

STEP 1 Let L be a line with slope m and y-intercept b. Circle the point that
must be on the line. Justify your choice.

(b, 0) (0, b) (0, m) (m, 0)

STEP 2 Recall that slope is the ratio of change in y to

change in x. Complete the equation for the y-
m = _________
slope m of the line using the y-intercept (0, b) -0
and another point (x, y) on the line.

STEP 3 In an equation of a line, we often want y by itself on one

side of the equation. Solve the equation from Step 2 for y.
y-b
m = _____ Simplify the denominator.
x
y-b
m· = _____ · Multiply both sides of the equation by .
x

m =y-b

mx + =y-b+ Add to both sides of the equation.

© Houghton Mifflin Harcourt Publishing Company

mx + =y

y = mx + Write the equation with y on the left side.

Reflect
3. Critical Thinking Write the equation of a line with slope m that passes
through the origin. Explain your reasoning.

Lesson 4.2 103

Guided Practice
Find the slope and y-intercept of the line in each graph. (Explore Activity 1)

1. y 2. y

4 20

2 10
(0, 1) (3, 0)
x x
-4 -2 O 2 4 -4 -2 O 2 4
-2 -10
(2, -3) (0, -15)
-4 -20

slope m = y-intercept b = slope m = y-intercept b =

3. y 4. y
4 12

2 6
x x
-4 -2 O 2 4 -4 -2 O 2 4
-2 -6

-4 -12

slope m = y-intercept b = slope m = y-intercept b =

Find the slope and y-intercept of the line represented by each table. (Example 1)

5. 6.
x 0 2 4 6 8 x 0 5 10 15 20

© Houghton Mifflin Harcourt Publishing Company

y 1 7 13 19 25 y 140 120 100 80 60

slope m = y-intercept b = slope m = y-intercept b =

?
? ESSENTIAL QUESTION CHECK-IN

7. How can you determine the slope and the y-intercept of a line from
a graph?

104 Unit 2
 Name Class Date

4.2 Independent Practice Personal

Math Trainer

COMMON
Online
CORE [Link].6, 8.F.4 Assessment and
[Link] Intervention

8. Some carpet cleaning costs are shown in the table. Rooms cleaned 1 2 3 4
The relationship is linear. Find and interpret the
rate of change and the initial value for this situation. Cost ($) 125 175 225 275

9. Make Predictions The total cost to pay for parking at a state park
for the day and rent a paddleboat are shown.
a. Find the cost to park for a day and the hourly rate to rent a
paddleboat.
Number Cost
of Hours ($)
1 $17
b. What will Lin pay if she rents a paddleboat for 3.5 hours and 2 $29
splits the total cost with a friend? Explain. 3 $41
4 $53

10. Multi-Step Raymond’s parents will pay for him

Lessons 1 2 3 4
to take sailboard lessons during the summer.
He can take half-hour group lessons or half-hour Group ($) 55 85 115 145
private lessons. The relationship between cost
Private ($) 75 125 175 225
and number of lessons is linear.
© Houghton Mifflin Harcourt Publishing Company

a. Find the rate of change and the initial value for the group lessons.

b. Find the rate of change and the initial value for the private lessons.

c. Compare and contrast the rates of change and the initial values.

Lesson 4.2 105

Vocabulary Explain why each relationship is not linear.
11. x 1 2 3 4 12. x 3 5 7 9
y 4.5 6.5 8.5 11.5 y 140 126 110 92

13. Communicate Mathematical Ideas Describe the procedure you

performed to derive the slope-intercept form of a linear equation.

FOCUS ON HIGHER ORDER THINKING Work Area

14. Critique Reasoning Your teacher asked your class to describe a real-
world situation in which a y-intercept is 100 and the slope is 5. Your
partner gave the following description: My younger brother originally had
100 small building blocks, but he has lost 5 of them every month since.
a. What mistake did your partner make?

b. Describe a real-world situation that does match the situation.

© Houghton Mifflin Harcourt Publishing Company

15. Justify Reasoning John has Earnings
a job parking cars. He earns 750
Weekly earnings

a fixed weekly salary of $300 600

plus a fee of $5 for each car he 450
parks. His potential earnings 300
for a week are shown in the
150
graph. At what point does Cars
John begin to earn more from O 10 20 30 40 50 60 70 80 90
fees than his fixed salary? Cars parked
Justify your answer.

106 Unit 2
 LESSON Graphing Linear
4.3
COMMON
CORE 8.F.4
… Interpret the rate of
Nonproportional change and initial value of
a linear function in terms of
the situation it models, and
Relationships Using in terms of its graph… . Also
8.F.3
Slope and y-intercept
? ESSENTIAL QUESTION
How can you graph a line using the slope and y-intercept?

Using Slope-intercept Form

to Graph a Line
Recall that y = mx + b is the slope-intercept form of the equation of a line. In
this form, it is easy to see the slope m and the y-intercept b. So you can use this Math On the Spot
form to quickly graph a line by plotting the point (0, b) and using the slope to [Link]
find a second point.

EXAMPL 1
EXAMPLE COMMON
CORE 8.F.3

A Graph y = _23 x - 1.
y
STEP 1 The y-intercept is b = -1. Animated
4
Plot the point that contains Math
the y-intercept: (0, -1). 2 [Link]
+3
STEP 2 The slope is m = _23. Use the +2 (3, 1) x

slope to find a second point. -4 -2 O 2 4

(0, -1)
From (0, -1), count up 2 -2
Math Talk
and right 3. The new point Mathematical Practices
-4
is (3, 1). Is a line with a positive
slope always steeper than
© Houghton Mifflin Harcourt Publishing Company

STEP 3 Draw a line through the points. a line with a negative

slope? Explain.

B Graph y = - _52 x + 3.
y
STEP 1 The y-intercept is b = 3. Plot
12
the point that contains the
y-intercept: (0, 3). -2
(-2, 8)

STEP 2 The slope is m = -_52 . Use the +5

4
(0, 3)
slope to find a second point.
x
From (0, 3), count down 5 and
-8 -4 -5 4 8
right 2, or up 5 and left 2. The +2 (2, -2)
new point is (2, -2) or (-2, 8). -4

STEP 3 Draw a line through the points. Note that the line passes
through all three points:
(-2, 8), (0, 3), and (2, -2).
Lesson 4.3 107
 Reflect
1. Draw Conclusions How can you use the slope of a line to predict the
way the line will be slanted? Explain.

YOUR TURN
Graph each equation.
Personal
Math Trainer 2. y = ​ _12​ x + 1 3. y = -3x + 4
Online Assessment y y
and Intervention
[Link] 4 4

2 2
x x
-4 -2 O 2 4 -4 -2 O 2 4
-2 -2

Analyzing a Graph
Many real-world situations can be represented by linear relationships. You can
use graphs of linear relationships to visualize situations and solve problems.

Math On the Spot

[Link] EXAMPLE 2 COMMON
CORE 8.F.4

Ken has a weekly goal of burning 2400 calories by taking brisk walks. The
equation y = -300x + 2400 represents the number of calories y Ken has
left to burn after x hours of walking which burns 300 calories per hour.

© Houghton Mifflin Harcourt Publishing Company

A Graph the equation y = -300x + 2400.
TIME

HOURS
12:30CALORIES
STEP 1 Write the slope as a fraction.
0:30 150 -300 _____
- 900
Using the slope as ​ _____
m = ​_____
1
​ = ​ -600
2
-900
​ = ​ _____
3
​  3
​helps in
drawing a more accurate graph.
STEP 2 Plot the point for the y-intercept:
(0, 2400).
y
Calories remaining

STEP 3 Use the slope to locate a second 3000

point. 2400
1800
From (0, 2400), count down 900
1200
and right 3.
600
The new point is (3, 1500). x
2 4 6 8
STEP 4 Draw a line through the two points. Time (h)

108 Unit 2
 B After how many hours of walking will Ken have 600 calories left to burn?
After how many hours will he reach his weekly goal?
STEP 1 Locate 600 calories on the y-axis. y

Calories remaining
Read across and down to the x-axis. 3000
2400
Ken will have 600 calories left to
1800
burn after 6 hours.
1200
STEP 2 Ken will reach his weekly goal when 600
the number of calories left to burn is x
0. Because every point on the x-axis 2 4 6 8
Time (h)
has a y-value of 0, find the point
where the line crosses the x-axis.

Ken will reach his goal after 8 hours of brisk walking.

Math Talk
Mathematical Practices
YOUR TURN
What do the slope
What If? Ken decides to modify his exercise plans from Example 2 by and the y-intercept of the
slowing the speed at which he walks. The equation for the modified line represent in this
situation?
plan is y = -200x + 2400.
4. Graph the equation. y
Calories remaining

3000
5. How does the graph of the new 2400
equation compare with the graph in 1800
Example 2?
1200
600
x
2 4 6 8 10 12 14
Time (h)

6. Will Ken have to exercise more or less to meet his goal? Explain.
© Houghton Mifflin Harcourt Publishing Company

7. Suppose that Ken decides that instead of walking, he will jog, and that
jogging burns 600 calories per hour. How do you think that this would
change the graph?

Personal
Math Trainer
Online Assessment
and Intervention
[Link]

Lesson 4.3 109

Guided Practice
Graph each equation using the slope and the y-intercept. (Example 1)

1. y = _12 x - 3 2. y = -3x + 2

slope = y-intercept = slope = y-intercept =

y y

4 4

2 2
x x
-4 -2 O 2 4 -4 -2 O 2 4
-2 -2

-4 -4

3. A friend gives you two baseball cards for your birthday. Afterward, you
begin collecting them. You buy the same number of cards once each
week. The equation y = 4x + 2 describes the number of cards, y, you
have after x weeks. (Example 2)
a. Find and interpret the slope and the y-intercept of the line that y
represents this situation. Graph y = 4x + 2. Include axis labels. 20
16
12
8
4
b. Discuss which points on the line do not make sense in this situation. x
Then plot three more points on the line that do make sense. 2 4 6 8

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?
? ESSENTIAL QUESTION CHECK-IN

4. Why might someone choose to use the y-intercept and the slope
to graph a line?

110 Unit 2
 Name Class Date

4.3 Independent Practice Personal

Math Trainer

COMMON
Online
CORE 8.F.3, 8.F.4 Assessment and
[Link] Intervention

5. Science A spring stretches in relation y

to the weight hanging from it according 4
to the equation y = 0.75x + 0.25 where
x is the weight in pounds and y is the 3
length of the spring in inches.
a. Graph the equation. Include axis labels. 2

b. Interpret the slope and the

1
y-intercept of the line.
x
1 2 3 4

c. How long will the spring be if a 2-pound weight is hung on it? Will the
length double if you double the weight? Explain
© Houghton Mifflin Harcourt Publishing Company • Image Credits: ©Steve Williams/

Look for a Pattern Identify the coordinates of four points on the line with
each given slope and y-intercept.
6. slope = 5, y-intercept = -1 7. slope = -1, y-intercept = 8

8. slope = 0.2, y-intercept = 0.3 9. slope = 1.5, y-intercept = -3

Houghton Mifflin Harcourt

10. slope = -_12, y-intercept = 4 11. slope = _23, y-intercept = -5

12. A music school charges a registration fee in addition to a fee per lesson.
Music lessons last 0.5 hour. The equation y = 40x + 30 represents the total
cost y of x lessons. Find and interpret the slope and y-intercept of the line
that represents this situation. Then find four points on the line.

Lesson 4.3 111

13. A public pool charges a membership fee and a fee for each visit.
The equation y = 3x + 50 represents the cost y for x visits.
a. After locating the y-intercept on the coordinate plane shown, y
can you move up three gridlines and right one gridline to find 250
a second point? Explain. 200
150
100
50
x
50 150 250

b. Graph the equation y = 3x + 50. Include axis labels. Then

interpret the slope and y-intercept.

c. How many visits to the pool can a member get for $200?

FOCUS ON HIGHER ORDER THINKING Work Area

14. Explain the Error A student says that the slope of the line for the equation
y = 20 - 15x is 20 and the y-intercept is 15. Find and correct the error.

15. Critical Thinking Suppose you know the slope of a linear relationship
and a point that its graph passes through. Can you graph the line even

© Houghton Mifflin Harcourt Publishing Company

if the point provided does not represent the y-intercept? Explain.

y
16. Make a Conjecture Graph the lines
4
y = 3x, y = 3x - 3, and y = 3x + 3. What
do you notice about the lines? Make a 2
conjecture based on your observation.
x
-4 -2 O 2 4
-2

-4

112 Unit 2
 LESSON
Proportional and
4.4
COMMON
CORE 8.F.2
Compare properties of two
functions each represented in
Nonproportional a different way (algebraically,
graphically, numerically
in tables, or by verbal
Situations descriptions). Also 8.F.3,
8.F.4

? ESSENTIAL QUESTION
How can you distinguish between proportional
and nonproportional situations?

Distinguish Between Proportional

and Nonproportional Situations
Using a Graph Math On the Spot
If a relationship is nonlinear, it is nonproportional. If it is linear, it may be either [Link]
proportional or nonproportional. When the graph of the linear relationship
contains the origin, the relationship is proportional.

EXAMPL 1
EXAMPLE COMMON
CORE 8.F.3

The graph shows the sales tax charged based y

on the amount spent at a video game store in 6.0
Sales tax ($)

a particular city. Does the graph show a linear 4.8

relationship? Is the relationship proportional 3.6
or nonproportional? 2.4

The graph shows a linear proportional 1.2

x
relationship because it is a line that contains O 20 40 60 80 100
the origin. Amount spent ($)

Math Talk
© Houghton Mifflin Harcourt Publishing Company

Mathematical Practices
YOUR TURN
What do the slope and
Determine if each of the following graphs represents the y-intercept of the
graph represent in this
a proportional or nonproportional relationship. situation?

1. y 2. y
10 20
8 16
6 12
4 8
2 4
x x
O 2 4 6 8 10 O 8 16 24 32 40
Personal
Math Trainer
Online Assessment
and Intervention
[Link]

Lesson 4.4 113

 Distinguish Between Proportional
and Nonproportional Situations
Math On the Spot
Using an Equation
[Link] If an equation is not a linear equation, it represents a nonproportional
relationship. A linear equation of the form y = mx + b may represent either
a proportional (b = 0) or nonproportional (b ≠ 0) relationship.

EXAMPLE 2 COMMON
CORE 8.F.4

The number of years since Keith graduated from middle school can be
represented by the equation y = a - 14, where y is the number of years
and a is his age. Is the relationship between the number of years since
Keith graduated and his age proportional or nonproportional?

y = a - 14

The equation is in the form y = mx + b, with a being used as the variable

instead of x. The value of m is 1, and the value of b is -14. Since b is not 0, the
relationship between the number of years since Keith graduated and his age is
nonproportional.

Reflect
3. Communicate Mathematical Ideas In a proportional relationship,
y
the ratio _​x​ is constant. Show that this ratio is not constant for the equation
y = a - 14.

4. What If? Suppose another equation represents Keith’s age in months y

given his age in years a. Is this relationship proportional? Explain.

© Houghton Mifflin Harcourt Publishing Company

YOUR TURN
Determine if each of the following equations represents a proportional or
nonproportional relationship.

5. d = 65t 6. p = 0.1s + 2000

Personal
Math Trainer 7. n = 450 - 3p 8. 36 = 12d
Online Assessment
and Intervention
[Link]

114 Unit 2
 Distinguish Between Proportional
and Nonproportional Situations
Using a Table Math On the Spot
If there is not a constant rate of change in the data displayed in a table, then [Link]
the table represents a nonlinear nonproportional relationship.

A linear relationship represented by a table is a proportional relationship

when the quotient of each pair of numbers is constant. Otherwise, the linear
relationship is nonproportional.

EXAMPL 3
EXAMPLE COMMON
CORE 8.F.4

The values in the table represent the numbers of U.S. dollars three tourists
traded for Mexican pesos. The relationship is linear. Is the relationship
proportional or nonproportional?

U.S. Dollars Mexican Pesos

Traded Received
130 1,690
255 3,315
505 6,565
1,690 ____ Math Talk
​   ​= ​ 169 ​= 13
_____ Mathematical Practices
130 13
How could you confirm
© Houghton Mifflin Harcourt Publishing Company • Image Credits: ©Jupiter Images/

3,315 221 that the values in the

 ​= 13
​ _____ ​= ​ ____ Simplify the ratios to table have a linear
255 17
compare the pesos received relationship?
6,565 1313 to the dollars traded.
​ _____ ​= ​ _____ ​= 13
505 101
The ratio of pesos received to dollars traded is constant at 13 Mexican pesos
per U.S. dollar. This is a proportional relationship.
Hemera Technologies/Getty Images

YOUR TURN
Determine if the linear relationship represented by each table is a
proportional or nonproportional relationship.

9. 10.
x y x y
2 30 5 1
8 90 40 8
14 150 65 13 Personal
Math Trainer
Online Assessment
and Intervention
[Link]

Lesson 4.4 115

 Comparing Proportional and
Nonproportional Situations
You can use what you have learned about proportional and nonproportional
Math On the Spot relationships to compare similar real-world situations that are given using
[Link] different representations.

EXAMPLE 4 COMMON
CORE 8.F.2

A A laser tag league has the choice of two arenas for a tournament.
In both cases, x is the number of hours and y is the total charge.
Math Talk Compare and contrast these two situations.
Mathematical Practices
How might graphing
Arena A Arena B
the equation for Arena A y = 225x y
help you to compare the 500
situations?

Total cost ($)

400
300
200
100
x
O 0.5 1.0 1.5 2.0
Hours
• Arena A’s equation has the form • Arena B’s graph is a line that does
y = mx + b, where b = 0. So, Arena not include the origin. So, Arena
A’s charges are a proportional B’s charges are a nonproportional
relationship. The hourly rate, $225, relationship. Arena B has a $50
is greater than Arena B’s, but there initial fee but its hourly rate, $200,
is no additional fee. is lower.

B Jessika is remodeling and has the choice of two painters. In both

cases, x is the number of hours and y is the total charge. Compare and
contrast these two situations.

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Painter A Painter B
y = $45x x 0 1 2 3
y 20 55 90 125

Painter A’s equation has the form Painter B’s table is a nonproportional
y = mx + b, where b = 0. So, relationship because the ratio of y to
Painter A’ s charges are proportional. x is not constant. Because the table
The hourly rate, $45, is greater contains the ordered pair (0, 20),
than Painter B’s, but there is no Painter B charges an initial fee of $20,
additional fee. but the hourly rate, $35, is less than
Painter A’s.

116 Unit 2
 YOUR TURN
11. Compare and contrast the following two situations.
Personal
Test-Prep Center A Test-Prep Center B Math Trainer
Online Assessment
The cost for Test-Prep Center A is Test-Prep Center B charges $25 and Intervention
given by c = 20h, where c is the per hour to attend, but you have a [Link]
cost in dollars and h is the number $100 coupon that you can use to
of hours you attend. reduce the cost.

Guided Practice
Determine if each relationship is a proportional or nonproportional
situation. Explain your reasoning. (Example 1, Example 2, Example 4)

1. y 2. y
50 30
40 24
30 18
20 12
10 6
x x
O 2 4 6 8 10 O 6 12 18 24 30

Look at the origin.

© Houghton Mifflin Harcourt Publishing Company

3. q = 2p + _12 1
4. v = __
10
u

Compare the equation with y = mx + b.

Lesson 4.4 117

The tables represent linear relationships. Determine if each relationship is a
proportional or nonproportional situation. (Example 3, Example 4)

5. 6.
x y x y
3 12 22 4
9 36 46 8
21 84 58 10

Find the quotient of y and x.

7. The values in the table represent the numbers of households that

watched three TV shows and the ratings of the shows. The relationship
is linear. Describe the relationship in other ways. (Example 4)

Number of Households TV Show Rating

that Watched TV Show
15,000,000 12

20,000,000 16

25,000,000 20

© Houghton Mifflin Harcourt Publishing Company

?
? ESSENTIAL QUESTION CHECK-IN

8. How are using graphs, equations, and tables similar when distinguishing
between proportional and nonproportional linear relationships?

118 Unit 2
 Name Class Date

4.4 Independent Practice Personal

Math Trainer

COMMON
Online
CORE 8.F.2, 8.F.3, 8.F.4 Assessment and
[Link] Intervention

9. The graph shows the weight of a cross-country team’s beverage y

cooler based on how much sports drink it contains. 20

Weight (lb)
16
a. Is the relationship proportional or nonproportional? Explain.
12
8
4
x
O 4 8 12 16 20
b. Identify and interpret the slope and the y-intercept.
Sports drink (cups)

In 10–11, tell if the relationship between a rider’s height

above the first floor and the time since the rider
stepped on the elevator or escalator is proportional
or nonproportional. Explain your reasoning. height above
floor
10. The elevator paused for 10 seconds after you
stepped on before beginning to rise at a constant
rate of 8 feet per second.
height above
floor

11. Your height, h, in feet above the first floor on the escalator is given by
© Houghton Mifflin Harcourt Publishing Company

h = 0.75t, where t is the time in seconds.

12. Analyze Relationships Compare and contrast the two graphs.

Graph A y Graph B y
6 _ 6
y = _13 x y = √x
4 4
2 2
x x
-2 O 2 4 6 -2 O 2 4 6
-2 -2
-4 -4

Lesson 4.4 119

13. Represent Real-World Problems Describe a real-world situation where
the relationship is linear and nonproportional.

FOCUS ON HIGHER ORDER THINKING Work Area

14. Mathematical Reasoning Suppose you know the slope of a linear

relationship and one of the points that its graph passes through. How can
you determine if the relationship is proportional or nonproportional?

15. Multiple Representations An entrant at a science fair has included

information about temperature conversion in various forms, as shown.
The variables F, C, and K represent temperatures in degrees Fahrenheit,
degrees Celsius, and kelvin, respectively.
Table C
Equation A
Degrees
F = _95 C + 32 kelvin
Celsius
8 281.15
Equation B
15 288.15
K = C + 273.15 36 309.15

a. Is the relationship between kelvins and degrees Celsius proportional?

Justify your answer in two different ways.

© Houghton Mifflin Harcourt Publishing Company

b. Is the relationship between degrees Celsius and degrees Fahrenheit

proportional? Why or why not?

120 Unit 2
 MODULE QUIZ

Ready Personal
Math Trainer
4.1 Representing Linear Nonproportional Relationships Online Assessment
and Intervention
[Link]
1. Complete the table using x -1 0 1 2 3
the equation y = 3x + 2.
y
y
4.2 Determining Slope and y-intercept 5

2. Find the slope and y-intercept x

of the line in the graph. -5 O 5

y
4.3 Graphing Linear Nonproportional 5
Relationships
x
3. Graph the equation y = 2x - 3 -5 O 5
using slope and y-intercept.

4.4 Proportional and Nonproportional Situations

4. Does the table represent a x 1 2 3 4 5
proportional or a nonproportional
linear relationship? y 4 8 12 16 20

5. Does the graph in Exercise 2 represent a proportional

© Houghton Mifflin Harcourt Publishing Company

or a nonproportional linear relationship?

6. Does the graph in Exercise 3 represent a proportional

or a nonproportional relationship?

ESSENTIAL QUESTION

7. How can you identify a linear nonproportional relationship from a

table, a graph, and an equation?

Module 4 121
 MODULE 4 MIXED REVIEW Personal
Math Trainer
Assessment Online
Assessment and
Readiness [Link] Intervention

Selected Response 5. The table shows a proportional

relationship. What is the missing y-value?
1. The table below represents which equation?
x 4 10 12
x -1 0 1 2
y 6 15 ?
y -10 -6 -2 2
A 16 C 18
A y = -x - 10 C y = 4x - 6
B 20 D 24
B y = -6x D y = -4x + 2
6. What is 0.00000598 written in scientific
2. The graph of which equation is shown notation?
below?
y A 5.98 × 10-6 C 59.8 × 10-6
5 B 5.98 × 10-5 D 59.8 × 10-7

Mini-Task
x 7. The graph shows a linear relationship.
-5 O 5 y
5

-5

x
A y = -2x + 3 C y = 2x + 3 -5 O 5

B y = -2x + 1.5 D y = 2x + 1.5

© Houghton Mifflin Harcourt Publishing Company

3. The table below represents a linear
-5
relationship.

x 2 3 4 5 a. Is the relationship proportional or

y 4 7 10 13 nonproportional?

What is the y-intercept?

A -4 C 2 b. What is the slope of the line?

B -2 D 3

4. Which equation represents a c. What is the y-intercept of the line?

nonproportional relationship?
A y = 3x + 0 C y = 3x + 5
d. What is the equation of the line?
1
B y = -3x D y = _x
3

122 Unit 2