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Grade 8 Module 4 Student Workbook

Module 4 focuses on linear equations, covering how to write equations using symbolic language and distinguishing between linear and nonlinear expressions. It includes examples and exercises for students to practice writing and solving equations. The module emphasizes understanding the properties of linear equations and the methods for solving them.

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0% found this document useful (0 votes)

5 views346 pages

Grade 8 Module 4 Student Workbook

Uploaded by

saadfarazkhan

We take content rights seriously. If you suspect this is your content, claim it here.

Available Formats

Download as PDF, TXT or read online on Scribd

Module 4: Linear Equations

Lesson 1 – Writing Equations Using Symbols

Essential Questions:

Discussion:

The number 1,157 is the

sum of the squares of
𝑥𝑥 2 +(𝑥𝑥+2)2
two consecutive odd 1,157=
(𝑥𝑥+2)−𝑥𝑥
integers divided by the
difference between the
two consecutive odd
integers.

Which do you prefer,

the word description or
the numerical
description? Why?

Example 1:

We want to express the following statement using symbolic language: A whole number has the
property that when the square of half the number is subtracted from five times the number, we
get the number itself.

Example 2:

We want to express the following statement using symbolic language:

1
Paulo has a certain amount of money. If he spends $6.00, then he has of the original amount left.
4

1
Module 4: Linear Equations

Example 3:

We want to write the following statement using symbolic language:

2
When a fraction of 57 is taken away from 57, what remains exceeds of 57 by 4.
3

Example 4:

We want to express the following statement using symbolic language:

The sum of three consecutive integers is 372.

Example 5:

We want to express the following statement using symbolic language:

The sum of three consecutive odd integers is 93.

2
Module 4: Linear Equations

On Your Own:

1. The sum of four

consecutive even integers
is −28.

2. A number is four times

larger than the square of
half the number.

3. Steven has some

money. If he spends
3
$9.00, then he will have
5
of the amount he started
with.

4. The sum of a number

squared and three less
than twice the number is
129.

5. Miriam read a book

with an unknown number
of pages. The first week,
1
she read five less than
3
of the pages. The second
week, she read 171 more
pages and finished the
book. Write an equation
that represents the total
number of pages in the
book.

3
Module 4: Linear Equations

Lesson 1 Summary:

Lesson 1 – Independent Practice

Write each of the following statements using symbolic language.

1. Bruce bought two books. One book costs $4.00 more than three times the other. Together, the
two books cost him $72.

2. Janet is three years older than her sister Julie. Janet’s brother is eight years younger than
their sister Julie. The sum of all of their ages is 55 years.

4
Module 4: Linear Equations

3. The sum of three consecutive integers is 1,623.

4. One number is six more than another number. The sum of their squares is 90.

1
5. When you add 18 to of a number, you get the number itself.
4

6. When a fraction of 12 is taken away from 17, what remains exceeds one-third of
seventeen by six.

5
Module 4: Linear Equations

7. The sum of two consecutive even integers divided by four is 189.5.

8. Subtract seven more than twice a number from the square of one-third of the
number to get zero.

9. The sum of three consecutive integers is 42. Let 𝑥𝑥 be the middle of the three integers.
Transcribe the statement accordingly.

6
Module 4: Linear Equations

Lesson 2 – Linear and Nonlinear Expressions in 𝑥𝑥

Essential Questions:

Discussion:

What is an expression?

What is an equation?

The following chart contains both linear and nonlinear expressions in 𝑥𝑥. Sort them into two groups
and be prepared to explain what is different about the two groups.

Identify which equations

you placed in each group.

Explain your reasoning

for grouping the
expressions.

7
Module 4: Linear Equations

How can we distinguish Linear:

between linear and
nonlinear equations?

Nonlinear:

Example 1:

A linear expression in x is an expression where each term is either a constant or a product of a

constant and x. For example, the expression (57-x) is a linear expression. However, the expression
2x2 + 9x + 5 is not a linear expression.

Why is 2x2 + 9x + 5 not

a linear expression in x?

Example 2:

Let’s examine the expression 4 + 3x5 more deeply. To begin, we want to identify the terms of the
expression.

Is 4 + 3x5 a linear or non

linear expression in x?

Why or why not?

Example 3:

How many terms does

the expression

7x + 9 + 6 +3x have?

What are they?

Is 10x + 15 a linear or
nonlinear expression in
x? Why or why not?

8
Module 4: Linear Equations

Example 4:

How many terms does

the expression

5 + 9𝑥𝑥 ⋅ 7 + 2𝑥𝑥 9 have?

What are they?

Is 5 + 9𝑥𝑥 ⋅ 7 + 2𝑥𝑥 9 a
linear or nonlinear
expression in 𝑥𝑥?

Why or why not?

Example 5:

Is 94 + 𝑥𝑥 + 4𝑥𝑥 −6 − 2 a
linear or nonlinear
expression in 𝑥𝑥?

Why or why not?

Example 6:

Is the expression
𝑥𝑥 1 + 9𝑥𝑥 − 4 a linear
expression in 𝑥𝑥 ?

What powers of 𝑥𝑥 are

acceptable in the
definition of a linear
expression in 𝑥𝑥?

9
Module 4: Linear Equations

On Your Own:

Write each of the following statements in Exercises 1–12 as a mathematical expression. State
whether or not the expression is linear or nonlinear. If it is nonlinear, then explain why.

1. The sum of a number and four

times the number.

2. The product of five and a

number

3. Multiply six and the reciprocal

of the quotient of a number and
seven.

4. Twice a number subtracted

from four times a number, added
to 15.

5. The square of the sum of six

and a number

6. The cube of a positive number

divided by the square of the
same positive number

7. The sum of four consecutive

numbers

10
Module 4: Linear Equations

8. Four subtracted from the

reciprocal of a number.

9. Half of the product of a

number multiplied by itself three
times.

10. The sum that shows how

many pages Maria read if she
read 45 pages of a book
2
yesterday and of the remaining
3
pages today.

11. An admission fee of $10 plus

an additional $2 per game.

12. Five more than four times a

number and then twice that
sum.

Lesson 2 Summary:

11
Module 4: Linear Equations

Lesson 2 – Independent Practice

Write each of the following statements as a mathematic expression. State whether the expression
is linear or nonlinear. If it is nonlinear, then explain why.

1. A number decreased by three squared.

2. The quotient of two and a number, subtracted from seventeen.

3. The sum of thirteen and twice a number.

4. 5.2 more than the product of seven and a number.

5. The sum that represents the number of tickets sold if 35 tickets were sold Monday, half of the
remaining tickets were sold on Tuesday, and 14 tickets were sold on Wednesday.

6. The product of 19 and a number, subtracted from the reciprocal of the number cubed.

12
Module 4: Linear Equations

7. The product of 15 and a number, and then the product multiplied by itself four times.

8. A number increased by five and then divided by two.

9. Eight times the result of subtracting three from a number.

10. The sum of twice a number and four times a number subtracted from the number squared.

11. One-third of the result of three times a number that is increased by 12.

12. Five times the sum of one-half and a number.

13. Three-fourths of a number multiplied by seven.

13
Module 4: Linear Equations

14. The sum of a number and negative three, multiplied by the number.

15. The square of the difference between a number and 10.

14
Module 4: Linear Equations

Lesson 3 – Linear Equations in x

Essential Questions:

Concept Development: We want to define a linear equation in x

Using what you know about the words

linear and equation to develop a
mathematical definition of a “linear
equation in x”

𝑥𝑥 + 11 = 15 5 + 3 = 8 1
− 𝑥𝑥 = 22
2

4 3 − (𝑥𝑥 + 2) = −12𝑥𝑥 3
15 − 4𝑥𝑥 = 𝑥𝑥 + 𝑥𝑥 + 6(𝑥𝑥 − 1) = 9(2 − 𝑥𝑥)
5 4

Consider the following equations. Which

are true, and how do you know?

4 + 1 = 5
6 + 5 = 16
21 − 6 = 15
6 − 2 = 1

Is 4 + 15𝑥𝑥 = 49 true?

How do you know?

15
Module 4: Linear Equations

Define linear equation in x:

What points can we make about

linear equations in x?

Example 1:

4 + 15𝑥𝑥 = 49

Is there a number 𝑥𝑥 that makes

the linear expression 4 + 15𝑥𝑥
equal to the linear expression 49?

Example 2:

8𝑥𝑥 − 19 = −4 − 7𝑥𝑥.

Is 5 a solution to the equation?

16
Module 4: Linear Equations

Example 3:

3(𝑥𝑥 + 9) = 4𝑥𝑥 − 7 + 7𝑥𝑥.

5
Is a solution to the equation?
4

Example 4:

−2𝑥𝑥 + 11 − 5𝑥𝑥 = 5 − 6𝑥𝑥.

Is 6 a solution to the equation?

On Your Own:

1. Is the equation a true statement

when 𝑥𝑥 = −3; in other words, is −3 a
solution to the equation

6𝑥𝑥 + 5 = 5𝑥𝑥 + 8 + 2𝑥𝑥?

Explain.

2. Does 𝑥𝑥 = 12 satisfy the equation

1 3
16 − 𝑥𝑥 = 𝑥𝑥 + 1?
2 4

Explain.

17
Module 4: Linear Equations

3. Chad solved the equation

24𝑥𝑥 + 4 + 2𝑥𝑥 = 3(10𝑥𝑥 − 1)

and is claiming that 𝑥𝑥 = 2 makes

the equation true.

Is Chad correct? Explain.

4. Lisa solved the equation 𝑥𝑥 + 6 =

8 + 7𝑥𝑥 and claimed that the
1
solution is 𝑥𝑥 = − .
3

Is she correct? Explain.

5. Angel transformed the following

equation from 6𝑥𝑥 + 4 − 𝑥𝑥 =
2(𝑥𝑥 + 1) 𝑡𝑡𝑡𝑡 10 = 2(𝑥𝑥 + 1). He
then stated that the solution to
the equation is 𝑥𝑥 = 4.

Is he correct? Explain.

18
Module 4: Linear Equations

6. Claire was able to verify that

𝑥𝑥 = 3 was a solution to her

teacher’s linear equation, but the
equation got erased from the
board. What might the equation
have been?

Identify as many equations as you

can with a solution of 𝑥𝑥 = 3.

7. Does an equation always have a

solution?

Could you come up with an equation

that does not have a solution?

Lesson 3 Summary:

19
Module 4: Linear Equations

Lesson 3 Independent Practice

1. Given that 2𝑥𝑥 + 7 = 27 and 3𝑥𝑥 + 1 = 28, does 2𝑥𝑥 + 7 = 3𝑥𝑥 + 1? Explain.

2. Is −5 a solution to the equation 6𝑥𝑥 + 5 = 5𝑥𝑥 + 8 + 2𝑥𝑥? Explain.

𝑥𝑥
3. Does 𝑥𝑥 = 1.6 satisfy the equation 6 − 4𝑥𝑥 = − ? Explain.
4

20
Module 4: Linear Equations

4. Use the linear equation 3(𝑥𝑥 + 1) = 3𝑥𝑥 + 3 to answer parts (a)–(d).

a. Does 𝑥𝑥 = 5 satisfy the equation above? Explain.

b. Is 𝑥𝑥 = −8 a solution of the equation above? Explain.

c. Is 𝑥𝑥 = ½ a solution of the equation above? Explain.

d. What interesting fact about the equation 3(𝑥𝑥 + 1) = 3𝑥𝑥 + 3 is illuminated by the answers
to parts (a), (b), and (c)? Why do you think this is true?

21
Module 4: Linear Equations

Lesson 4: Solving a Linear Equation

EQ:

Concept Development

What does it mean to

solve an equation?

In some cases, some

simple guess work can lead
us to a solution. For
example, consider the
following equation:

4𝑥𝑥 + 1 = 13

What number 𝑥𝑥 would

make this equation true?

3(4x - 9) + 10 = 15x + 2 + 7x

Can you guess a number for

𝑥𝑥 that would make this
equation true?

Is guessing an efficient
strategy for problem
solving?

22
Module 4: Linear Equations

4+1=7–2

Is this equation true?

Perform each of the following operations and state whether or not the equation is still true.

Add three to both sides

of the equal sign.

Add three to the left side

of the equal sign, and add
two to the right side of
the equal sign.

Subtract six from both

sides of the equal sign

Subtract three from one

side of the equal sign, and
subtract three from the
other side of the equal
sign.

Multiply both sides of the

equal sign by ten.

Multiply the left side of

the equation by ten and
the right side of the
equation by four.

23
Module 4: Linear Equations

Divide both sides of the

equation by two.

Divide the left side of the

equation by two and the
right side of the equation
by five.

What do you notice? •

Describe any patterns you

see.

24
Module 4: Linear Equations

Example 1: List the properties that you use

Solve the linear equation.

2𝑥𝑥 − 3 = 4𝑥𝑥

Example 2: List the properties that you use

Solve the linear equation.

3
𝑥𝑥 − 21 = 15
5

25
Module 4: Linear Equations
Example 3:

What are other properties •

that make solving an equation
more efficient?

Solve the linear equation. Explain your work

1
𝑥𝑥 + 13 + 𝑥𝑥 = 1 − 9𝑥𝑥 + 22
5

26
Module 4: Linear Equations

On Your Own:

1. Solve the linear

equation
𝑥𝑥 + 𝑥𝑥 + 2 + 𝑥𝑥 + 4 + 𝑥𝑥 + 6 = −28

State the property

that justifies your
first step and why you
chose it.

2. Solve the linear

equation

2(3𝑥𝑥 + 2) == 2x - 1 + x

State the property

that justifies your
first step and why you
chose it.

27
Module 4: Linear Equations

3. Solve the linear

equation
3
𝑥𝑥 − 9 = 𝑥𝑥
5

State the property

that justifies your
first step and why
you chose it.

4. Solve the linear

equation

29 − 3𝑥𝑥 = 5𝑥𝑥 + 5.

State the property

that justifies your
first step and why you
chose it.

28
Module 4: Linear Equations

5. Solve the linear

equation
1
𝑥𝑥 − 5 + 171 = 𝑥𝑥.
3

State the property

that justifies your
first step and why you
chose it.

Lesson 4 Summary:

29
Module 4: Linear Equations

Lesson 4 Independent Practice

For each problem, show your work and check that your solution is correct.

1. Solve the linear equation 𝑥𝑥 + 4 + 3𝑥𝑥 = 72. State the property that justifies your first step and
why you chose it.

2. Solve the linear equation 𝑥𝑥 + 3 + 𝑥𝑥 − 8 + 𝑥𝑥 = 55. State the property that justifies your first
step and why you chose it.

1 1
3. Solve the linear equation 𝑥𝑥 + 10 = 𝑥𝑥 + 54. State the property that justifies your first step
2 4
and why you chose it.

30
Module 4: Linear Equations

1
4. Solve the linear equation 𝑥𝑥 + 18 = 𝑥𝑥. State the property that justifies your first step and why
4
you chose it.

1
5. Solve the linear equation17 − 𝑥𝑥 = ∙ 15 + 6. State the property that justifies your first step and
3
why you chose it.

𝑥𝑥+𝑥𝑥+2
6. Solve the linear equation = 189.5. State the property that justifies your first step and
4
why you chose it.

31
Module 4: Linear Equations

7. Alysha solved the linear equation 2𝑥𝑥 − 3 − 9𝑥𝑥 = 14 + 𝑥𝑥 − 1. Her work is shown below. When she
checked her answer, the left side of the equation did not equal the right side. Find and explain
Alysha’s error, and then solve the equation correctly.

2𝑥𝑥 − 3 − 9𝑥𝑥 = 14 + 𝑥𝑥 − 1
−6𝑥𝑥 − 3 = 13 + 2𝑥𝑥
−6𝑥𝑥 − 3 + 3 = 13 + 3 + 2𝑥𝑥
−6𝑥𝑥 = 16 + 2𝑥𝑥
−6𝑥𝑥 + 2𝑥𝑥 = 16
−4𝑥𝑥 = 16
−4 16
𝑥𝑥 =
−4 −4
𝑥𝑥 = −4

32
Module 4: Linear Equations

Lesson 5: Writing and Solving Linear Equations

Essential Questions:

Example 1

Solve:

One angle is five less than three times the size of another angle. Together they have a sum of 𝟏𝟏43°.
What is the measure each angle?

Using either method, solve

the equation. Verify that the
measures of the angles are
the same as before.

33
Module 4: Linear Equations

Example 2:

Given a right triangle, find the measure of the angles if one angle is ten more than four times the
other angle, and the third angle is the right angle.

Draw a triangle and solve:

Find another way to solve:

34
Module 4: Linear Equations

Example 3:

A pair of alternate interior angles are described as follows. One angle measure is fourteen more
than half a number. The other angle measure is six less than half that number. Are the angles
congruent?

On Your Own

For each of the following

problems, write an equation
and solve.

1. A pair of congruent angles

are described as follows:
The measure of one angle
is three more than twice a
number, and the other
angle’s measure is 54.5
less than three times the
number.

Determine the size of the

angles.

35
Module 4: Linear Equations

2. The measure of one angle is

described as twelve more
than four times a number.
Its supplement is twice as
large.

Find the measure of each

angle.

3. A triangle has angles

described as follows: The
measure of the first angle is
four more than seven times a
number, the measure of the
second angle is four less than
the first, and the measure of
the third angle is twice as
large as the first.

What is the measure of each

angle?

36
Module 4: Linear Equations

4. One angle measures nine

more than six times a number.
A sequence of rigid motions
maps the angle onto another
angle that is described as
being thirty less than nine
times the number.

What is the measure of the

angle?

5. A right triangle is
described as having an angle
of measure “six less than
negative two times a number,”
another angle measure that is
“three less than negative one-
fourth the number,” and a
right angle.

What are the measures of the

angles?

37
Module 4: Linear Equations

6. One angle is one less than

six times the measure of
another. The two angles are
complementary angles.

Find the measure of each

angle.

Lesson 5 Summary:

38
Module 4: Linear Equations

Lesson 5 Independent Practice

For each of the following problems, write an equation and solve.

1. The measure of one angle is thirteen less than five times the measure of another angle. The
sum of the measures of the two angles is 140°. Determine the measure of each angle.

2. An angle measures seventeen more than three times a number. Its supplement is three more
than seven times the number. What is the measure of each angle?

3. The angles of a triangle are described as follows: ∠𝐴𝐴 is the largest angle; its measure is twice
the measure of ∠𝐵𝐵. The measure of ∠𝐶𝐶 is 2 less than half the measure of ∠𝐵𝐵. Find the measures
of the three angles.

39
Module 4: Linear Equations

4. A pair of corresponding angles are described as follows: The measure of one angle is five less
than seven times a number, and the measure of the other angle is eight more than seven times
the number. Are the angles congruent? Why or why not?

5. The measure of one angle is eleven more than four times a number. Another angle is twice the
first angle’s measure. The sum of the measures of the angles is 195°. What is the measure of
each angle?

6. Three angles are described as follows: ∠𝐵𝐵 is half the size of ∠𝐴𝐴. The measure of ∠𝐶𝐶 is equal to
one less than two times the measure of ∠𝐵𝐵. The sum of ∠𝐴𝐴 and ∠𝐵𝐵 is 114°. Can the three angles
form a triangle? Why or why not?

40
Module 4: Linear Equations

Lesson 6: Solutions of a Linear Equation

Essential Questions:

Example 1:

What value of 𝑥𝑥 would make the

linear equation true?

4𝑥 + 3(4𝑥 + 7) =4(7𝑥𝑥 + 3) − 3

What are the steps to solve the List the properties that you use.
following equation:

4𝑥𝑥 + 3(4𝑥𝑥 + 7) = 4(7𝑥𝑥 + 3) − 3

41
Module 4: Linear Equations

Example 2:

What value of 𝑥𝑥 would make the following linear equation true:

20 − (3𝑥𝑥 − 9) − 2 = −(−11𝑥𝑥 + 1)?

20 − (3𝑥𝑥 − 9) − 2 = −(−11𝑥𝑥 + 1) Record the steps to solving the equation here:

42
Module 4: Linear Equations

Example 3:

What value of 𝑥𝑥 would make the

following linear equation true:
1
(4𝑥𝑥 + 6) − 2 = −(5𝑥𝑥 + 9)?
2

Solve.

Example 4:

Consider the following equation:

2(𝑥𝑥 + 1) = 2𝑥𝑥 − 3.

43
Module 4: Linear Equations

What value of 𝑥𝑥 would make the

following linear equation true:

9(4 − 2𝑥𝑥) − 3 = 4 − 6(3𝑥𝑥 − 5)?

Example 5:

Solve: 3𝑥𝑥 + 15 = −6.

44
Module 4: Linear Equations

On Your Own

Find the value of 𝑥𝑥 that makes the equation true.

1. 17 − 5(2𝑥𝑥 − 9) = −(−6𝑥𝑥 + 10) + 8

2. −( 𝑥𝑥 − 7) + 5 = 2(𝑥𝑥 + 9)

3. 4 + 4(𝑥𝑥 − 1) = 28 − (𝑥𝑥 − 7𝑥𝑥) + 1

4. 5(3𝑥𝑥 + 4) − 2𝑥𝑥 = 7𝑥𝑥 − 3(−2𝑥𝑥 + 11)

45
Module 4: Linear Equations

1
5. 7𝑥𝑥 − (3𝑥𝑥 + 5) − 8 = (8𝑥𝑥 + 20) − 7𝑥𝑥 + 5
2

6. Write at least three equations that have no solution.

Lesson 6 Summary:

46
Module 4: Linear Equations

Lesson 6 Independent Practice

Transform the equation if necessary, and then solve it to find the value of 𝑥𝑥 that makes the
equation true.
1
1. 𝑥𝑥 − (9𝑥𝑥 − 10) + 11 = 12𝑥𝑥 + 3 (−2𝑥𝑥 + )
3

1
2. 7𝑥𝑥 + 8 (𝑥𝑥 + ) = 3(6𝑥𝑥 − 9) − 8
4

3. – 4𝑥𝑥 − 2(8𝑥𝑥 + 1) = −(−2𝑥𝑥 − 10)

47
Module 4: Linear Equations

4. 11(𝑥𝑥 + 10) = 132

1 1
5. 37𝑥𝑥 + – (𝑥𝑥 + ) = 9(4𝑥𝑥 − 7) + 5
2 4

6. 3(2𝑥𝑥 − 14) + 𝑥𝑥 = 15 − (−9𝑥𝑥 − 5)

7. 8(2𝑥𝑥 + 9) = 56

48
Module 4: Linear Equations

Lesson 7: Classification of Solutions

Essential Questions:

On Your Own

Solve each of the following equations for x.

1. 7𝑥𝑥 − 3 = 5𝑥𝑥 + 5

2. 7𝑥𝑥 − 3 = 7𝑥𝑥 + 5

3. 7𝑥𝑥 − 3 = −3 + 7𝑥𝑥

49
Module 4: Linear Equations

Activity

Generalize what you know about each of each of these equations.

50
Module 4: Linear Equations

On Your Own

Give a brief explanation as to what kind of solution(s) you expect the following linear equations to
have. Transform the equation into a simpler form if necessary.

4. 11𝑥𝑥 − 2𝑥𝑥 + 15 = 8 + 7 + 9𝑥𝑥

5. 3(𝑥𝑥 − 14) + 1 = −4𝑥𝑥 + 5

6. −3𝑥𝑥 + 32 − 7𝑥𝑥 = −2(5𝑥𝑥 + 10)

51
Module 4: Linear Equations

1
7. (8𝑥𝑥 + 26) = 13 + 4𝑥𝑥
2

8. Write two equations that have no solutions.

9. Write two equations that have one unique solution each.

10. Write two equations that have infinitely many solutions.

52
Module 4: Linear Equations

Lesson 7 Summary:

Lesson 7 Independent Practice

1. Give a brief explanation as to what kind of solution(s) you expect for the linear equation
1
18𝑥𝑥 + = 6(3𝑥𝑥 + 25). Transform the equation into a simpler form if necessary.
2

2. Give a brief explanation as to what kind of solution(s) you expect for the linear equation

8 − 9𝑥𝑥 = 15𝑥𝑥 + 7 + 3𝑥𝑥. Transform the equation into a simpler form if necessary.

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Module 4: Linear Equations

3. Give a brief explanation as to what kind of solution(s) you expect for the linear equation

5(𝑥𝑥 + 9) = 5𝑥𝑥 + 45. Transform the equation into a simpler form if necessary.

4. Give three examples of equations where the solution will be unique, that is, only one solution is
possible.

5. Solve one of the equations you wrote in Problem 4, and explain why it is the only solution.

6. Give three examples of equations where there will be no solution.

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Module 4: Linear Equations

7. Attempt to solve one of the equations you wrote in Problem 6, and explain why it has no solution.

8. Give three examples of equations where there will be infinitely many solutions.

9. Attempt to solve one of the equations you wrote in Problem 8, and explain why it has infinitely
many solutions

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Module 4: Linear Equations

Lesson 8: Linear Equations in Disguise

Essential Questions:

Concept Development

Given:

𝒙𝒙 𝟔𝟔
=
𝟓𝟓 𝟏𝟏𝟏𝟏

What do we call this kind of

problem, and how do we
solve it?

THEOREM. Given rational

numbers 𝐴𝐴, 𝐵𝐵, 𝐶𝐶, and 𝐷𝐷, so
that 𝐵𝐵 ≠ 0 and 𝐷𝐷 ≠ 0…

Solve.

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Module 4: Linear Equations

Example 1:
Given a linear equation in disguise, we will try to solve it. To do so, we must first assume that the
following equation is true for some number 𝑥𝑥.
𝟏𝟏
𝒙𝒙 − 𝟏𝟏 𝒙𝒙 + 𝟑𝟑
=
𝟐𝟐 𝟒𝟒

Solve for x.

Example 2: 𝟏𝟏
− 𝒙𝒙 𝟐𝟐𝟐𝟐 + 𝟗𝟗
Can we solve the following 𝟓𝟓 =
equation? Explain. 𝟕𝟕 𝟑𝟑

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Module 4: Linear Equations

Is this a linear equation?

How do you know?

Example 3:
Can this equation be solved?
6 + 𝑥𝑥 3 6 + 𝑥𝑥 3
= =
2
2
7𝑥𝑥 + 3 8 7𝑥𝑥 + 3 8

Example 4:
Can this equation be solved? 7 1
=
3𝑥𝑥 + 9 8
7 1
=
3𝑥𝑥 + 9 8

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Module 4: Linear Equations
Example 5:
In the diagram below, △ 𝐴𝐴BC ~ △ 𝐴𝐴′𝐵𝐵′𝐶𝐶′ . Using what we know about similar triangles, we can
determine the value of 𝑥𝑥.

Use x to determine the

length of AB and AC

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Module 4: Linear Equations

On Your Own

Solve the following equations of rational expressions, if possible.

2𝑥𝑥+1 1−𝑥𝑥
1. =
9 6

5+2𝑥𝑥 6
2. =
3𝑥𝑥−1 7

1
𝑥𝑥+9 −2𝑥𝑥−
3. = 2
12 3

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Module 4: Linear Equations

8 5
4. = 1
3−4𝑥𝑥 2𝑥𝑥+
4

Lesson 8 Summary:

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Module 4: Linear Equations

Lesson 8 Independent Practice

5 −1
1. =
6𝑥𝑥−2 𝑥𝑥+1

4−𝑥𝑥 7𝑥𝑥−1
2. =
8 3

3𝑥𝑥 5
3. =
𝑥𝑥+2 9

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Module 4: Linear Equations

1
𝑥𝑥+6 𝑥𝑥−3
4.
2
=
3 2

7−2𝑥𝑥 𝑥𝑥−5
5. =
6 1

2𝑥𝑥+5 3𝑥𝑥−2
6. =
2 6

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Module 4: Linear Equations

6𝑥𝑥+1 9−𝑥𝑥
7. =
3 7

1
𝑥𝑥−8 −2−𝑥𝑥
8. =
3
12 15

3−𝑥𝑥 3
9. =
1−𝑥𝑥 2

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Module 4: Linear Equations

10. In the diagram below, △ 𝐴𝐴BC ~ △ 𝐴𝐴′𝐵𝐵′𝐶𝐶. Determine the lengths of 𝐴𝐴C and BC.

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Module 4: Linear Equations

Lesson 9: An Application of Linear Equations

Essential Question:

Discussion

You sent a photo of you and your family on vacation to seven Facebook friends. If each of them
sends it to five of their friends, and each of those friends sends it to five of their friends, and
those friends send it to five more, how many people (not counting yourself) will see your photo?
Assume that no friend received the photo twice.

In Module 1, you were asked to express your answer in exponential notation. The solution is given
here:

(1) The number of friends you sent a photo to =

(2) The number of friends 7 people sent the photo to =

(3) The number of friends 7 ⋅ 5 people sent the photo to =

(4) The number of friends (7 ⋅ 5) ⋅ 5 people sent the photo 𝑡𝑡𝑡𝑡 =

Therefore, the total number of people who received the photo is

Since we are talking about 𝑆𝑆 1 = (1)

steps, we will refer to the sum
𝑆𝑆 2 = (2)
after step one as 𝑆𝑆 1 , the sum
after step two as 𝑆𝑆 2 , the sum 𝑆𝑆 3 = (3)
after step three as 𝑆𝑆 3 , and so
on. Thus: 𝑆𝑆 4 = (4)

What patterns do you notice

within each of the equation
(1)-(4)?

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Module 4: Linear Equations

Generalize with Equation 2:

Generalize with Equation 3:

Generalize with Equation 4:

What did we do next?

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Module 4: Linear Equations

On Your Own

1. Write the equation for the

10th step.

2. How many people would see

the photo after 10 steps? Use
a calculator if needed.

Exercises 3-11
3. Marvin paid an entrance fee
of $5 plus an additional $1.25
per game at a local arcade.
Altogether, he spent $26.25.
Write and solve an equation to
determine how many games
Marvin played.

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Module 4: Linear Equations
4. The sum of four
consecutive integers is −26.
What are the integers?

5. A book has 𝑥𝑥 pages. How

many pages are in the book if
Maria read 45 pages of a book
1
on Monday, the book on
2
Tuesday, and the remaining 72
pages on Wednesday?

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Module 4: Linear Equations

6. A number increased by 5
and divided by 2 is equal to
75.

What is the number?

7. The sum of thirteen and

twice a number is seven
less than six times a
number.
What is the number?

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Module 4: Linear Equations

8. The width of a rectangle is

7 less than twice the length.
If the perimeter of the
rectangle is 43.6 inches, what
is the area of the rectangle?

9. Two hundred and fifty

tickets are available for sale
for a school dance. On
Monday, 35 tickets were sold.
An equal number of tickets
were sold each day for the
next five days. How many
tickets were sold on one of
those days?

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Module 4: Linear Equations

10. Shonna skateboarded for

some number of minutes on
Monday. On Tuesday, she
skateboarded for twice as
many minutes as she did on
Monday, and on Wednesday,
she skateboarded for half the
sum of minutes from Monday
and Tuesday. Altogether, she
skateboarded for a total of
three hours. How many
minutes did she skateboard
each day?

11. In the diagram below, △ 𝐴𝐴𝐴𝐴𝐴𝐴 ~ △ 𝐴𝐴′𝐵𝐵′𝐶𝐶′ . Determine the length of 𝐴𝐴C and BC.

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Module 4: Linear Equations

Lesson 9 Summary:

Lesson 9 Independent Practice

1. You forward an e-card that you found online to three of your friends. They liked it so much that
they forwarded it on to four of their friends, who then forwarded it on to four of their
friends, and so on. The number of people who saw the e-card is shown below. Let 𝑆𝑆1 represent
the number of people who saw the e-card after one step, let 𝑆𝑆2 represent the number of people
who saw the e-card after two steps, and so on.

𝑆𝑆1 = 3

𝑆𝑆 2 = 3 + 3 ⋅ 4

𝑆𝑆 3 = 3 + 3 ⋅ 4 + 3 ⋅ 42

𝑆𝑆 4 = 3 + 3 ⋅ 4 + 3 ⋅ 42 + 3 ⋅ 43

a. Find the pattern in the equations.

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Module 4: Linear Equations

b. Assuming the trend continues, how many people will have seen the e-card after 10 steps?

c. How many people will have seen the e-card after 𝑛𝑛𝑛𝑛 steps?

For each of the following questions, write an equation and solve to find each answer.
3
2. Lisa has a certain amount of money. She spent $39 and has of the original amount left. How
4
much money did she have originally?

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Module 4: Linear Equations

3. The length of a rectangle is 4 more than 3 times the width. If the perimeter of the rectangle is
18.4 cm, what is the area of the rectangle?

4. Eight times the result of subtracting 3 from a number is equal to the number increased by 25.
What is the number?

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Module 4: Linear Equations

5. Three consecutive odd integers have a sum of 3. What are the numbers?

6. Each month, Liz pays $35 to her phone company just to use the phone. Each text she sends
costs her an additional $0.05. In March, her phone bill was $72.60. In April, her phone bill was
$65.85. How many texts did she send each month?

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Module 4: Linear Equations

7. Claudia is reading a book that has 360 pages. She read some of the book last week. She plans to
4
read 46 pages today. When she does, she will be of the way through the book. How many
5
pages did she read last week?

8. In the diagram below,△ 𝐴𝐴𝐴𝐴𝐴𝐴 ~ △ 𝐴𝐴′𝐵𝐵′𝐶𝐶′ . Determine the measure of ∠𝐴𝐴.

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Module 4: Linear Equations

9. In the diagram below, △ 𝐴𝐴𝐴𝐴𝐴𝐴 ~ △ 𝐴𝐴′𝐵𝐵′𝐶𝐶′ . Determine the measure of ∠𝐴𝐴.

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Module 4: Linear Equations

Lesson 10-A Critical Look at Proportional Relationships

Essential Questions:

Discussion:

Consider the word problem

below.

Paul walks 2 miles in 25 minutes.

How many miles can Paul walk in
137.5 minutes?

How many miles, y, can Paul walk

in x minutes?

Example 1:

Let’s look at another problem

where only a table is provided.

We want to know how many

miles, y, can be traveled in any
number of hours x.

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Module 4: Linear Equations

Example 2:

Alexxa walked from Grand

Central Station on 42nd Street
to Penn Station on 7th Avenue.
The total distance traveled was
1.1 miles. It took Alexxa 25
minutes to make the walk. How
many miles did she walk in the
first 10 minutes?

How can we calculate Alexxa’s

average speed?

If Alexxa walks y miles in x

minutes, then write and solve an
equation for minutes, then write
and solve an equation for y.

On your own:

Exercise 1:

Wesley walks at a constant speed from his house to school 1.5 miles away. It took him 25 minutes
to get to school.

a. What fraction represents his constant speed, C?

b. You want to know how many

miles he has walked after 15
minutes. Let y represent the
distance he traveled after 15
minutes of walking at the given
constant speed. Write a fraction
that represents the constant
speed, C, in terms of y.

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Module 4: Linear Equations

c. Write the fractions from parts

a. and b. as a proportion and solve
to find how many miles Wesley
walked after 15 minutes.

d. Let y be the distance in miles

that Wesley traveled after x
minutes. Write a linear equation in
two variables that represents how
many miles Wesley walked after x
minutes.

Exercise 2:

Stefanie drove at a constant speed from her apartment to her friend’s house 20 miles away. It
took her 45 minutes to reach her destination.

a. What fraction represents her

constant speed, C?

b. What fraction represents

constant speed, C, if it takes her x
number of minutes to get halfway
to her friend’s house?

c. Write a proportion using the

fractions from parts a. and b. to
determine how many minutes it
takes her to get to the halfway
point.

d. Write a two-variable equation to

represent how many miles Stefanie
can drive over any time interval.

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Module 4: Linear Equations

Discussion:

Consider the problem: Dave lives

15 miles from town A. He is driving
at a constant speed of 50 miles per
hour from his home away from the
city. How far away is Dave from
the town after x hours of driving?

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Module 4: Linear Equations

On Your Own:

3. The equation that

represents how many miles, y,
Dave travels after x hours is
𝑦𝑦 = 50𝑥𝑥 + 15. Us the equation
to complete the table below.

Summary:

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Module 4: Linear Equations

Lesson 10 – Independent Practice

1. Eman walks from the store to her friend’s house 2 miles away. It takes her 35 minutes.
a. What fraction represents her constant speed, C ?

b. Write the fraction that represents her constant speed, C, if she walks y miles in 10
minutes.

c. Write a proportion using the fractions from parts a. and b. to determine how many miles
she walks after 10 minutes. Round your answer to the hundredths place.

d. Write a two-variable equation to represent how many miles Eman can walk over any time
interval.

2. Erika drives from school to soccer practice 1.3 miles away. It takes her 7 minutes.
a. What fraction represents her constant speed, C?

b. What fraction represents her constant speed, C, if it takes her x minutes to drive
exactly 1 mile?

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Module 4: Linear Equations

c. Write a proportion using the fractions from parts a. and b. to determine how much time
it takes her to drive exactly 1 mile. Round your answer to the tenths place.

d. Write a two-variable equation to represent how many miles Erika can drive over any time
interval.

3. Darla drives at a constant speed of 45 miles per hour.

a. If she drives for your y miles and it takes her x hours, write the two-variable equation
to represent the number of miles Darla can drive in x hours.

b. Darla plans to drive to the market 14 miles from her house, then to the post office 3
miles from the market, and then return home, which is 15 miles from the post office.
Assuming she drives at a constant speed the entire time, how long will it take her to get
back home after running her errands? Round your answer to the hundredths place.

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Module 4: Linear Equations

4. Aaron walks from his sister’s house to his cousin’s house, a distance of 4 miles, in 80 minutes.
How far does he walk in 30 minutes?

5. Carlos walks 4 miles every night for exercise. It takes him exactly 63 minutes to finish his
walk.
a. Assuming he walks at a constant rate, write an equation that represents how many miles,
y, Carlos can walk in x minutes.

b. Use your equation from part a. to complete the table below. Use a calculator and round
all values to the hundredths place.

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Module 4: Linear Equations

Lesson 11-Constant Rate

Essential Questions:

Discussion:

Example 1:

Pauline mows a lawn at a constant rate. Suppose

she mows a 35 square foot lawn in 2.5 minutes.
What area, in square feet, can she mow in 10
minutes? 𝑡𝑡 minutes?

Write a two-variable linear equation that

represents the area of lawn, y, Pauline can mow
in ,x, minutes.

𝒕𝒕 (time in Linear Equation 𝒚𝒚 (area in

minutes) square feet)

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Module 4: Linear Equations

Vocabulary/Examples:

Average Rate:

Constant Rate:

What is the difference between

constant rate and average rate?

Example 2:

Water flows at a constant rate

out of a faucet. Suppose the
volume of water that comes out
in three minutes is 10.5 gallons.
How many gallons of water
comes out of the faucet in 𝑡𝑡
minutes?

𝒕𝒕 (time in Linear Equation V (in gallons)

minutes)

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Module 4: Linear Equations

On your own:
Example 1:
Juan types at a constant rate. He can type a full page of text in 3½ minutes. We want to know how
many pages, 𝑝𝑝, Juan can type after 𝑡𝑡 minutes.
a. Write the linear equation in two
variables that represents the number of
pages Juan types in any given time
interval.
b. Complete the table below. Use a calculator and round your answer to the tenths place.

c. Graph the data on a coordinate plane.

9
8
Pages typed, 𝑝𝑝

1
0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21
Time in minutes, 𝑡𝑡

d. About how long would it

take Juan to type a 5-
page paper? Explain.

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Module 4: Linear Equations

Example 2:

Emily paints at a constant rate. She can paint 32 square feet in 5 minutes. What area, A, in square
feet, can she paint in 𝑡𝑡 minutes?

a. Write the linear equation in two

variables that represents the number of
square feet Emily can paint in any given
time interval.
b. Complete the table below. Use a calculator and round your answer to the tenths place.

c. Graph the data on a coordinate plane.

22
Area painted in square feet, A

18
16

12
10

0 1 2 3 4 5 6 7 8 9 10
Time in minutes, 𝑡𝑡

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Module 4: Linear Equations

d. About how many square

feet can Emily paint in
2½ minutes? Explain.

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Module 4: Linear Equations

Example 3:

Joseph walks at a constant

speed. He walked to a store that
is one-half mile away in 6
minutes. How many miles, 𝑚𝑚, can
he walk in 𝑡𝑡 minutes?

b. Complete the table below. Use a calculator and round your answer to the tenths place.

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Module 4: Linear Equations

c. Graph the data on a coordinate plane.

14
Distance in miles, 𝑚𝑚

12
10

0 10 20 30 40 50 60 70 80 90 100 110 120 130 140

Time in minutes, 𝑡𝑡

d. Joseph’s friend lives 4

miles away from him.
About how long would it
take Joseph to walk to
his friend’s house?
Explain.

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Module 4: Linear Equations

Summary:

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Module 4: Linear Equations

Lesson 11 – Independent Practice

1. A train travels at a constant rate of 45 miles per hour.
a. What is the distance, 𝑑𝑑, in miles, that the train travels in 𝑡𝑡 hours?

b. How many miles will it travel in 2.5 hours?

1
2. Water is leaking from a faucet at a constant rate of gallons per minute.
3
a. What is the amount of water, 𝑤𝑤, in gallons per minute, that is leaked from the
faucet after 𝑡𝑡 minutes?

b. How much water is leaked after an hour?

3. A car can be assembled on an assembly line in 6 hours. Assume that the cars are assembled
at a constant rate.
a. How many cars,𝑦𝑦, can be assembled in 𝑡𝑡 hours?

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Module 4: Linear Equations

b. How many cars can be assembled in a week?

4. A copy machine makes copies at a constant rate. The machine can make 80 copies in 2 ½
minutes.
a. Write an equation to represent the number of copies, 𝑛𝑛, that can be made over an
time interval, 𝑡𝑡.

b. Complete the table below.

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Module 4: Linear Equations

Graph the data on a coordinate plane.

d. The copy machine runs for 20 seconds, then jams.

About how many copies were made before the jam
occurred? Explain.

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Module 4: Linear Equations

5. Connor runs at a constant rate. It takes him 34 minutes to run 4 miles.

a. Write the linear equation in two variables that represents the number of miles
Connor can run in any given time interval, 𝑡𝑡.

b. Complete the table below. Use a calculator and round answers to the tenths place.

c. Graph the data on a coordinate plane.

d. Connor ran for 40 minutes before tripping and spraining his ankle. About how many miles did he
run before he had to stop? Explain.

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Module 4: Linear Equations

Lesson 12-Linear Equations in Two Variables

Essential Questions:

Opening

Emily tells you that she scored 32

points in a basketball game with only
two- and three-point baskets (no
free throws). How many of each
type of basket did she score? Use
the table below to organize your
work.

Let 𝑥𝑥 be the number of two-

pointers and 𝑦𝑦 be the number of
three-pointers that Emily scored.
Write an equation to represent the
situation.

Vocabulary:

Linear equation in 2 variables

Standard Form

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Module 4: Linear Equations

Constants

Variables

What is a solution to a linear

equation in two variables?

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Module 4: Linear Equations

Exploratory Challenge

1. Find five solutions for the linear equation 𝑥𝑥 + 𝑦𝑦 = 3, and plot the solutions as points on a
coordinate plane.

x Linear Equation y

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Module 4: Linear Equations

2. Find five solutions for the linear equation 2𝑥𝑥 − 𝑦𝑦 = 10, and plot the solutions as points on a
coordinate plane.

x Linear Equation y

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Module 4: Linear Equations

3. Find five solutions for the linear equation 𝑥𝑥 + 5𝑦𝑦 = 21, and plot the solutions as points on a
coordinate plane.

Begin by fixing x and solving for y In this table, fix y and solve for x

3 – continued – plot the solutions on the coordinate plane:

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Module 4: Linear Equations

2
4. Consider the linear equation 𝑥𝑥 + 𝑦𝑦 = 11.
5

a. Will you choose to fix values for 𝑥𝑥 or 𝑦𝑦? Explain.

b. Are there specific numbers that would make your computational work easier? Explain.

2
c. Find five solutions to the linear equation 𝑥𝑥 + 𝑦𝑦 = 11, and plot the solutions as points on a
5
coordinate plane.

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Module 4: Linear Equations

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Module 4: Linear Equations

5. At the store, you see that you can buy a bag of candy for $2 and a drink for $1. Assume you have
a total of $35 to spend. You are feeling generous and want to buy some snacks for you and your
friends.

a. Write an equation in standard form to represent the number of bags of candy, 𝑥𝑥, and the number
of drinks, 𝑦𝑦, that you can buy with $35.

b. Find five solutions to the linear equation from part (a), and plot the solutions as points on a
coordinate plane.

x Linear Equations y

2x + y = 35

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Module 4: Linear Equations

Summary Lesson 12:

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Module 4: Linear Equations

Lesson 12 Independent Practice

3
1. Consider the linear equation 𝑥𝑥 − 𝑦𝑦 = −2.
2

a. Will you choose to fix values for 𝑥𝑥 or 𝑦𝑦? Explain.

b. Are there specific numbers that would make your computational work easier? Explain.

3
c. Find five solutions to the linear equation 𝑥𝑥 − 𝑦𝑦 = −2, and plot the solutions as points on a
2
coordinate plane.

X Linear Equation Y
3
𝑥𝑥 − 𝑦𝑦 = −2
2

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Module 4: Linear Equations

1
2. Find five solutions for the linear equation 𝑥𝑥 + 𝑦𝑦 = 12, and plot the solutions as points on a
3
coordinate plane.

X Linear Equation Y
1
𝑥𝑥 + 𝑦𝑦 = 12
3

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Module 4: Linear Equations

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Module 4: Linear Equations

3
3. Find five solutions for the linear equation −𝑥𝑥 + 𝑦𝑦 = −6, and plot the solutions as points on a
4
coordinate plane.

X Linear Equation y
3
-x + y = -6
4

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Module 4: Linear Equations

4. Find five solutions for the linear equation 2𝑥𝑥 + 𝑦𝑦 = 5, and plot the solutions as points on a
coordinate plane.

x Linear Equation: y

2x + y = 5

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Module 4: Linear Equations

5. Find five solutions for the linear equation 3𝑥𝑥 − 5𝑦𝑦 = 15, and plot the solutions as points on a
coordinate plane.

x Linear Equation: y
3x – 5y = 15

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Module 4: Linear Equations

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Module 4: Linear Equations

Lesson 13-The Graph of a Linear Equation in Two Variables

Essential Questions:

Discussion:

Do you think it’s possible to plot

ALL of the solutions of a linear
equation on a coordinate plane?

Find solutions for 𝑥𝑥 + 𝑦𝑦 = 6

x y

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Module 4: Linear Equations

On Your Own

1. Find at least ten solutions to the linear equation 3𝑥𝑥 + 𝑦𝑦 = −8, and plot the points on a
coordinate plane.
X Linear Equation: Y

3x + y = -8

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Module 4: Linear Equations

What shape is the graph of the linear equation taking?

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Module 4: Linear Equations

2. Find at least ten solutions to the linear equation 𝑥𝑥 − 5𝑦𝑦 = 11, and plot the points on a coordinate
plane.

x Linear Equation: y

𝑋𝑋 – 5𝑦𝑦 = 11

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Module 4: Linear Equations

What shape is the graph of the linear equation taking?

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Module 4: Linear Equations

3. Compare the solutions you found in Exercise 1 with a partner. Add their solutions to your graph.

Is the prediction you made about the shape of the graph still true? Explain.

4. Compare the solutions you found in Exercise 2 with a partner. Add their solutions to your graph.

Is the prediction you made about the shape of the graph still true? Explain.

5. Joey predicts that the graph of −𝑥𝑥 + 2𝑦𝑦 = 3 will look like the graph shown below. Do you agree?
Explain why or why not.

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6. We have looked at some equations that appear to be lines. Can you write an equation that has
solutions that do not form a line? Try to come up with one, and prove your assertion on the
coordinate plane.

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Summary Lesson 13:

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Lesson 13 Independent Practice

1
1. Find at least ten solutions to the linear equation 2𝑥𝑥 + 𝑦𝑦 = 5, and plot the points on a coordinate
plane. What shape is the graph of the linear equation taking?
X Linear Equation: y
1
𝑥𝑥 + 𝑦𝑦 = 5
2

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Module 4: Linear Equations

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2. Can the following points be on the graph of the equation 𝑥𝑥 − 𝑦𝑦 = 0? Explain.

3. Can the following points be on the graph of the equation 𝑥𝑥 + 2𝑦𝑦 = 2? Explain.

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4. Can the following points be on the graph of the equation 𝑥𝑥 − 𝑦𝑦 = 7? Explain.

5. Can the following points be on the graph of the equation 𝑥𝑥 + 𝑦𝑦 = 2? Explain.

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6. Can the following points be on the graph of the equation 2𝑥𝑥 − 𝑦𝑦 = 9? Explain.

7. Can the following points be on the graph of the equation 𝑥𝑥 − 𝑦𝑦 = 1? Explain.

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Lesson 14-Graph of a Linear Equation-Horizontal and Vertical Lines

Essential Questions:

On Your Own
Exercises:
1. Find at least four solutions to
graph the linear equation 1𝑥𝑥 + 2𝑦𝑦 = 5.

2. Find at least four solutions to

graph the linear equation
1𝑥𝑥 + 0𝑦𝑦 = 5.

3. What was different about the

equations in Exercises 1 and 2? What
effect did this change have on the
graph?

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Module 4: Linear Equations

Discussion: Case 1
𝑎𝑎𝑎𝑎 + 𝑏𝑏𝑏𝑏 = 𝑐𝑐
Where a, b, and c are constants and a = 1 and b=0

Graph the solutions on the

coordinate grid.

Theorem:

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Module 4: Linear Equations

On Your Own

4. Graph the linear equation

𝑥𝑥 = −2

5. Graph the linear equation

𝑥𝑥 = 3

6. What will the graph of 𝑥𝑥 = 0

look like?

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Module 4: Linear Equations

7. Find at least four solutions

to graph the linear equation
2𝑥𝑥 + 1𝑦𝑦 = 2.

8. Find at least four solutions

to graph the linear equation
0𝑥𝑥 + 1𝑦𝑦 = 2

9. What was different about

the equations in Exercises 7
and 8? What effect did this
change have on the graph?

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Module 4: Linear Equations

Discussion: Case 2
𝑎𝑎𝑎𝑎 + 𝑏𝑏𝑏𝑏 = 𝑐𝑐
Where a, b, and c are constants and a = 0 and b=1

Graph the solutions on the

coordinate plane

Theorem:

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Module 4: Linear Equations

On Your Own

10. Graph the linear equation

𝑦𝑦 = −2.

11. Graph the linear equation

𝑦𝑦 = 3

12. What will the graph of

𝑦𝑦 = 0 look like?

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Summary Lesson 14:

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Module 4: Linear Equations

Lesson 14 Independent Practice

1. Graph the two-variable linear equation 𝑎𝑎x + 𝑏𝑏y = 𝑐𝑐, where 𝑎𝑎 = 0, 𝑦𝑦 = 1, and 𝑐𝑐 = −4.

2. Graph the two-variable linear equation 𝑎𝑎x + 𝑏𝑏y = 𝑐𝑐, where 𝑎𝑎 = 1, 𝑦𝑦 = 0, and 𝑐𝑐 = 9.

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3. Graph the linear equation 𝑦𝑦 = 7.

4. Graph the linear equation 𝑥𝑥 = 1.

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5. Explain why the graph of a linear equation in the form of 𝑦𝑦 = 𝑐𝑐 is the horizontal line, parallel to
the 𝑥𝑥-axis passing through the point (0,c).

6. Explain why there is only one line with the equation 𝑦𝑦 = 𝑐𝑐 that passes through the point (0, 𝑐𝑐).

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from part (b) as ratios,
and then compare the
ratios. How does this
relate to which graph was
steeper in part (a)

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Module 4: Linear Equations

Example 1 – two other types of non-vertical lines

Left-to-right inclining

Left-to-right declining
Example 2 – finding the number that will be the slope of the line

Describe slope for left to

right inclining

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Module 4: Linear Equations

Example 3

Describe the slope for left to right

declining:

Example 4

How do you describe the slope if

the line does not go through the
origin?

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Module 4: Linear Equations

Exercises 1-6 – On your own

-4 -3 -2 -1 0 1 2 3 4 5

1. What is the slope of this non-vertical line?

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Module 4: Linear Equations

-3 -2 -1 0 1 2 3 4 5

2. What is the slope of this non-vertical line?

3. Which of the lines in Exercises 1 and 2 is steeper? Compare the slopes of each of the lines.
Is there a relationship between the steepness and slope?

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Module 4: Linear Equations

4. What is the slope of this non-vertical line?

-4 -3 -2 -1 0 1 2 3 4 5

-1

-2

-3

-4

5. What is the slope of this non-vertical line?

-3 -2 -1 0 1 2 3 4

-1

-2

-3

-4

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Module 4: Linear Equations

6. What is the slope of this non-vertical line?

Discussion:

What did you notice in

exercise 6?
In exercise 3, you were
asked to compare the
steepness of the graphs of
two lines and then compare
their slopes. What did you
notice?

Does the same relationship

exist for lines with negative
slopes?
Look at Exercises 4 and 5.

Generalize the idea of

steepness.

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Module 4: Linear Equations

Example 5
Look again at the proportional relationships that we graphed in lesson 11. Here is the problem and
the work that we did:
Pauline mows a lawn at a constant rate. Suppose she mowed a 35 [Link]. lawn in 2.5 minutes.

Now, if we plot the points on the coordinate place and the origin of the graph is point P, Then we
have the following graph:

What is the slope of this line?

Explain.

What is the rate of mowing the

lawn?

This is a proportional relationship.

What do you notice about the slope
and the rate of change?

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Module 4: Linear Equations

Summary:

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Module 4: Linear Equations

Independent Practice:

1. Does the graph of the line show a 2. Does the graph of the line shown below
positive or a negative slope? have a positive or negative slope? Explain.
Explain.

3. What is the slope of this non-vertical line? 4. What is the slope of this non-vertical
line?

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Module 4: Linear Equations

5. What is the slope of this non-vertical line? Use your transparency if needed.

6. What is the slope of this non-vertical line? Use your transparency if needed.

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Module 4: Linear Equations

7. What is the slope of this non-vertical line? Use your transparency if needed.

8. What is the slope of this non-vertical line? Use your transparency if needed.

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Module 4: Linear Equations

9. What is the slope of this non-vertical line? Use your transparency if needed.

10. What is the slope of this non-vertical line? Use your transparency if needed.

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Module 4: Linear Equations

11. What is the slope of this non-vertical line? Use your transparency if needed.

12. What is the slope of this non-vertical line? Use your transparency if needed.

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Module 4: Linear Equations

13. What is the slope of this non-vertical line? Use your transparency if needed.

14. What is the slope of this non-vertical line? Use your transparency if needed.

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Module 4: Linear Equations

15. In lesson 11, you did work below involving constant rate problems. Use the table and the graphs
provided to answer the questions that follow.

Suppose the volume of water that comes out in 3 minutes is 10.5 gallons.

a. How many gallons of water flow out of the faucet per minute? In other words, what is the
unit rate of water flow?

b. Assume that the graph of the situation is a line, as shown in the graph. What is the slope
of the line?

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Module 4: Linear Equations

16. Emily paints at a constant rate. She can paint 32 square feet in five minutes.

a. How many square feet can Emily paint in one minute? In other words, what is her unit rate
of painting?

b. Assume that the graph of the situation is a line, as shown in the graph. What is the slope of
the line?

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Module 4: Linear Equations

1
17. A copy machine makes copies at a constant rate. The machine can make 80 copies in 2 minutes.
2

a. How many copies can the machine make each minute? In other words, what is the unit rate
of the copy machine?

b. Assume that the graph of the situation is a line, as shown in the graph. What is the slope
of the line?

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Module 4: Linear Equations

Lesson 16: The Computation of the Slope of a Non-Vertical Line

Essential Questions:

Example 1:

Using what you learned in the

last session, determine the slope
of the line with the following
graph:

Example 2:

Using what you learned in the last

session, determine the slope of the
line with the following graph:

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Module 4: Linear Equations

Example 3:

What is different about this line

compared to the last two
examples?

Discussion:

Based on what we learned in the last

lesson, what do we know about unit
rate of a problem and the slope?

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Module 4: Linear Equations

Discussion:

Let’s take a closer look at example

Are there points on the line with

integer coordinates that we could
use to help us determine the slope
of the line?

What is the ratio of one of the

slope triangles?

Try a different slope triangle. What

is the ratio of the larger slope
triangle?

What do you notice about the ratio

of the smaller slope triangle and the
ratio of the larger slope triangle?

Are the slope triangles in this

diagram similar? How do you know?

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Module 4: Linear Equations

Let’s look again at Example 3:

What do you think the slope of the

line is? Explain.

Exercise 1

a. Select any two points on the

line to label as P and R.

b. Identify the coordinates of

point P and R.

c. Find the slope of the line using

as many different points as you
can. Identify the points and
show your work to the right.

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Module 4: Linear Equations

Discussion

Can the slope of the line be found

using any two points?
How do you know?

Let’s look at an example with

coordinates rather than variables:

What do you notice about the y-

coordinates of points P and Q?

What do you notice about the x-

coordinates of points R and Q?

By substitution we can show the

slope formula as:

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Module 4: Linear Equations

Translate the slope formula into

words.

Suppose we are given a horizontal

line. Based on our work in the last
lesson, what do we expect the slope
of this line to be?

Determine the slope of the line

using the slope formula

Now for the general case.

We want to show that we can
choose any two points P and R to
find the slope, not just a point like
R’ where we have fixed the
horizontal distance at 1.

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Module 4: Linear Equations

Lesson 16 Summary: Us the diagram below to help you summarize today’s lesson.

Independent Practice:
1. Calculate the slope of the line using two different pairs of points. Show your work.

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Module 4: Linear Equations

2. Calculate the slope using two different pairs of points. Show your work

3. Calculate the slope of the line using two different pairs of points. Show your work.

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Module 4: Linear Equations

4. Calculate the slope of the line using two different pairs of points. Show your work.

5. Calculate the slope of the line using two different pairs of points. Show your work

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Module 4: Linear Equations

6. Calculate the slope of the line using two different pairs of points.

a. Select any two points on the line to

compute the slope.

b. Select two different points on the line to

calculate the slope.

c. What do you notice about your answers in

parts (a) and (b)? Explain:

7. Calculate the slope of the line in the

graph below. Show your work.

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Module 4: Linear Equations

1
8. Your teacher tells you that a line goes through the points (-6, ) and (-4, 3).
2

a. Calculate the slope of this line.

b. Do you think the slope will be the same if the order of the points is reversed? Verify by
calculating the slope and explain your result.

9. Use the graph to complete parts A – C.

a. Select any two points on the line to
calculate the slope.

b. Compute the slope again, this time reversing

the order of the coordinates.

c. What do you notice about the slopes you

computed in parts A and B?

d. Why do you think you got the result you did

in part C?

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Module 4: Linear Equations

10. Each of the lines in the lesson was non-vertical. Consider the slope of a vertical line, x = 2.
Select any two points on the line to calculate the slope. Based on your answer, why do you think the
slope focuses only on non-vertical lines?

Challenge:

1
11. A certain line has a slope of . Name two points that may be on the line.
2

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Module 4: Linear Equations

Lesson 17: The Line Joining Two distinct Points of the Graph y=mx+ b has Slope m

Essential Questions:

Exercises 1-3: Work independently

Exercise 1

Find at least three solutions to the

equation y

y=2x,

and graph the solutions as points on

the coordinate plane.

Connect the points to make a line.

Find the slope of the line. x

Exercise 2

Find at least three solutions to the

equation y

y = 3x – 1,

and graph the solutions as points on

the coordinate plane.

Connect the points to make a line.

Find the slope of the line.

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Module 4: Linear Equations

Exercise 3

Find at least 3 solutions to the y

equation

Y = 3x + 1

And graph the solutions as points on

the coordinate plane.
x
Connect the points to make a line.

Find the slope of the line.

Discussion – proof of slope

Recall facts about slope from lesson
15.

Examine the diagram and think of

how we could prove that
𝑦𝑦 𝑥𝑥
=
𝑚𝑚 1

Do we have similar triangles?

Explain

What is the slope of the line?

Explain.

Write the ratio of the

corresponding sides. Then, solve
for y.

Therefore, the slope of the graph …

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Module 4: Linear Equations

How does the diagram to the right

compare to the graph of y=mx that
we just worked on?

Generalize the slope any two point

of the graph of
y = 3x-1

Our goal, ultimately, is to prove

that the graph of a linear equation
is a line

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Module 4: Linear Equations

Discussion
When an equation is in the form
y = mx + b
The slope is easily identifiable

If the equation is in the form

ax + by = c
what should we do?

Solve the following equation for y

8x + 2y = 6

Exercises 4-11 – work independently

4. The graph of the equation

y = 7x – 3

has what slope?

5. The graph of the equation

3
y=- x–3
4

has what slope?

6. You have $20 savings at the

bank. Each week you add $2 to your
savings. Let y represent the total
amount of money you have saved at
the end of x weeks. Write an
equation to represent this situation.
Identify the slope of the equation.
What does this number represent?

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Module 4: Linear Equations

7. A friend is training for the

marathon. She can run 4 miles in 28
minutes. Assume she runs at a
constant rate. Write an equation to
represent the total distance, y,
your friend can run in x minutes.
Identify the slope of the equation.
What does that number represent?

8. Four boxes of pencils cost $5.

Write an equation that represents
the total cost, y, for x boxes of
pencils. What is the slope of the
equation? What does that number
represent?

9. Solve the following equation for

y, and then identify the slope of the
line:

9x – 3y = 15

10. Solve the following equation for

y, and then identify the slope of the
line:

5x + 9y = 8

11. Solve the following equation for

y, and then identify the slope of the
line:

ax + by = c

Lesson 17 Summary

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Module 4: Linear Equations

Independent work – Lesson 17

1. Solve the following equation for y: -4x + 8y = 24 (put the equation into y = mx + b format). Then
answer the questions that follow.

a. Based on the transformed equation, what is the slope of the linear equation?

b. Complete the table to find solutions to the linear equation:

x Transformed linear equation y

c. Graph the points on the coordinate plane.

-2

d. Find the slope between any two points.

e. The slope you found in part (d) should be equal to the slope you noted in part (a). If so, connect the
points to make the line that is the graph of the equation.

f. Note the location (ordered pair) that describes where the line intersects the y-axis.

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Module 4: Linear Equations

2. Solve the following equation for y: 9x + 3y = 21 (put the equation into y = mx + b format). Then
answer the questions that follow.

a. Based on the transformed equation, what is the slope of the linear equation?

b. Complete the table to find solutions to the linear equation:

x Transformed linear equation y

c. Graph the points on the coordinate plane.

-1

d. Find the slope between any two points.

e. The slope you found in part (d) should be equal to the slope you noted in part (a). If so, connect the
points to make the line that is the graph of the equation.

f. Note the location (ordered pair) that describes where the line intersects the y-axis.

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Module 4: Linear Equations

3. Solve the following equation for y: 2x + 3y = 6. Then answer the questions that follow.

a. Based on your transformed equation, what is the slope of the equation>

b. Complete the table to find solutions to the linear equation.

x Transformed linear equation y

c. Graph the points on the coordinate plane.

-6

-3

d. Find the slope between any two points.

e. The slope you found in part (d) should be equal to the slope you noted in part (a). If so, connect the
points to make the line that is the graph of the equation.

f. Note the location (ordered pair) that describes where the line intersects the y-axis.

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Module 4: Linear Equations

4. Solve the following equation for y: 5x – y = 4. Then, answer the questions that follow.

a. Based on your transformed equation, what is the slope?

b. Complete the table to find solutions to the linear equation.

x Transformed linear equation y

c. Graph the points on the coordinate plane.

d. Find the slope between any two points.

e. The slope you found in part (d) should be equal to the slope you noted in part (a). If so, connect the
points to make the line that is the graph of the equation.

f. Note the location (ordered pair) that describes where the line intersects the y-axis.

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Module 4: Linear Equations

Lesson 18: There Is Only One Line Passing Through a Given Point with a Given Slope

Esential Questions:

Opening Exercise

Examine each of the graphs and their equations below. Identify the coordinates of the point where
the line intersects the y-axis.
Describe the relationship between the point and the equation y = m x + b.

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Module 4: Linear Equations

What do you
notice about the
value of b in
relation to the
point where the
graph of the
equation
intersected the y-
axis?

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Module 4: Linear Equations

When a linear
equation is in the
form
y = mx + b
it is said to be in
slope intercept
form. Why do you
think it is called
slope intercept
form?
Example 1

Graph the
equation

2
y= x+1
3

Name the slope

and y-intercept.

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Module 4: Linear Equations

Example 2

Graph the
equation

3
y=- x–2
4

Name the slope

and y-intercept.

Example 3

Graph the
equation

y = 4x – 7

Name the slope

and y-intercept.

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Module 4: Linear Equations

Exercises 1-4

1. Graph the equation

5
y= x–4
2

a. Name the slope and y-

intercept

b. Graph the known point

and then use the slope to
find a second point before
drawing the line.

2. Graph the equation

y = -3x + 6

a. Name the slope and y

intercept

b. Graph the known point

and then use the slope to
find a second point before
drawing the line.

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Module 4: Linear Equations

3. The equation
y = 1x + 0
can be simplified to y = x.

Graph the equation

y=x

a. Name the slope and

y-intercept

b. Graph the known point

and then use the slope to
find a second point before
drawing the line.

4. Graph the point (0, 2)

a. Find another point on

the graph using the slope,
2
m= .
7

b. Connect the points to

make the line.

c. Draw a different line

that goes through the
point (0,2) with the slope
2
m = . What do you notice?
7

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Module 4: Linear Equations

Discussion

How can we show that two

straight lines that have the
same slope and pass through
the same point are the same
line?

Exercise 5-6 Complete Independently

5. A bank put $10 into a
saving account when you
opened the account. Eight
weeks later, you have a total
of $24. Assume you saved
the same amount every week.

a. If y is the total amount of

money in the savings account
and x represents the number
of weeks, write an equation in
the form y=mx+b that
describes the situation.

b. Identify the slope and y-

intercept. What do these
numbers represent>

c. Graph the equation on the

coordinate plane.

d. Could any other line

represent this situation? For
example, could a line through
7
point (0, 10) with slope
5
represent the amount of
money you save each week?
Explain.

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Module 4: Linear Equations

6. A group of friends are on a

road trip. So far, they have
driven 120 miles. They
continue their trip and drive
at a constant rate of 50
miles per hour.

a. Let y represent the total

distance traveled in x hours.
Write an equation to
represent the total number
of miles driven in x hours.

b. Identify the slope and y

intercept. What do these
numbers represent?

c. Graph the equation on a

coordinate plane.

d. Could any other line

represent this situation? For
example could a line through
point (0, 120) with slope 75
represent the total distance
the friends drive? Explain.

Summary Lesson 18

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Module 4: Linear Equations

Lesson 18 – Independent Practice

Graph each equation on a separate pair of x and y axes.

y
4
1. Graph the equation y = x – 5.
5

a. Name the slope and y-intercept.

b. Graph the known point, and then use the slope to

find a second point before drawing the line.

y
2. Graph the equation y =x + 3.

a. Name the slope and y-intercept. x

b. Graph the known point, and then use the slope to

find a second point before drawing the line.

y
4
3. Graph the equation y = - x +4.
3

a. Name the slope and y-intercept.

b. Graph the known point, and then use the slope x

to find a second point before drawing the line.

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Module 4: Linear Equations

5
4. Graph the equation y = x.
2
y
a. Name the slope and y-intercept.

b. Graph the known point, and then use the slope x

to find a second point before drawing the line.

y
5. Graph the equation y =2 x – 6.

a. Name the slope and y-intercept.

b. Graph the known point, and then use the slope

x
to find a second point before drawing the line.

6. Graph the equation y = -5 x +9.

a. Name the slope and y-intercept.

b. Graph the known point, and then use the slope

to find a second point before drawing the line.

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Module 4: Linear Equations

1
7. Graph the equation y = x + 1. y
3

a. Name the slope and y-intercept.

x
b. Graph the known point, and then use the slope

to find a second point before drawing the line.

8. Graph the equation 5x + 4y = 8.

(hint: Transform the equation so that it is of the form y = mx+b)

a. Name the slope and y-intercept. y

x
b. Graph the known point, and then use the slope

to find a second point before drawing the line.

y
9. Graph the equation -2x + 5y = 30.

a. Name the slope and y-intercept.

b. Graph the known point, and then use the slope

to find a second point before drawing the line.

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Module 4: Linear Equations

10. Let l and l’ be two lines with the same slope m passing through the same point P. Show that
there is only one line with a slope m, where m<0, passing through the given point P. Draw a diagram
if needed.

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Module 4: Linear Equations

Lesson 19: The Graph of a Linear Equation in Two Variables is a Line

Essential Questions:

Exercise 1
Theorem: The graph of a linear equation y = mx +b is a non-vertical line with slope m and passing
through (0,b), where b is a constant

1. Prove the theorem by

completing parts (a)-(c).
Given two distinct points, P
and Q, on the graph of
y=mx+b and let l be the line
passing through P and Q. You
must show the following:

(1) Any point of the graph of

y=mx+b is on line l and

(2) Any point on the line l is

on the graph y=mx+b

a. Proof of (1): Let R be any

point on the graph of y=mx+b.
Show that R is on l. Begin by
assuming it is not. Assume
the graph looks like the
diagram below where R is on
l’.

What is the slope of line l?

What is the slope of line l’?

What can you conclude about

line l and l’? Explain.

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Module 4: Linear Equations

b. Proof of (2): Let S be any

point on line l, as shown.

Show that S is a solution to

y=mx+b. Hint: Use point (0,b)

c. Now that you have shown

that any point on the graph
of y=mx+b is on line in part
(a), and any point on line l is
on the graph of y=mx+b in
part (b), what can you
conclude about the graphs of
linear equations?

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Module 4: Linear Equations

Exercise 2-8

2. Use x=4 and x= -4 to find

two solutions to the equation
x + 2y = 6. Plot the solutions
as points on the coordinate
plane.

a. Identify two other points

on the line with integer
coordinates. Verify that
they are solutions to the
equation x + 2y = 6

b. When x = 1, what is the

value of y? Does this solution
appear to be a point on the
line?

c. When x = -3, what is the

value of y? Does this solution
appear to be on the line?

d. is the point (3, 2) on the

line?

e. Is the point (3, 2) a

solution to the linear equation
x + 2y = 6.

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Module 4: Linear Equations

3. Use x = 4 and x = 1 to find

two solutions to the equation
3x – y = 9. Plot the solutions
as points on the coordinate
plane, and connect the points
to make a line.

a. Identify two other points

on the line with integer
coordinates. Verify that
they are solutions to the
equation 3x – y = 9.

b. When x = 4.5, what is the

value of y? Does this solution
appear to be a point on the
line?

1
c. When x = , what is the
2
value of y? Does this solution
appear to be a point on the
line?

d. Is the point (2, 4) on the

line?

e. Is the point (2, 4) a

solution to the linear equation
3x – y = 9.

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Module 4: Linear Equations

4. Use x = 3 and x = -3 to
find two solutions to the
equation 2x + 3y = 12. Plot
the solutions as points on the
coordinate plane, and connect
the points to make a line.

a. Identify two other points

on the line with integer
coordinates. Verify that
they are solutions to the
equation 2x + 3y = 12

b. When x = 2, what is the

value of y? Does this solution
appear to be a point on the
line?

c. When x = -2, what is the

value of y? Does this solution
appear to be a point on the
line?

d. Is the point (8,-3) on the

line?

e. Is the point (8, -3) a

solution to the linear equation
2x + 3y = 12?

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5. Use x = 4 and x = -4 to
find two solutions to the
equation x – 2y = 8. Plot the
solutions as points on the
coordinate plane and connect
the points to make a line.

a. Identify two other points

on the line with integer
coordinates. Verify that
they are solutions to the
equation x – 2y = 8.

b. When x = 7, what is the

value of y? Does this solution
appear to be a point on the
line?

c. When x = -3, what is the

value of y? Does this solution
appear to be appoint on the
line?

d. Is the point ( -2, -3) on the

line?

e. Is the point ( -2, -3) a

solution to the linear equation
x – 2y = 8.

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6. Based on your work in

Exercises 2-5, what
conclusions can you draw
about the points on a line and
solutions to a linear equation?
7. Based on your work in
Exercises 2-5, will a point
that is not a solution to a
linear equation be a point on
the graph of a linear
equation? Explain.
8. Based on your work in
Exercises 2-5, what
conclusions can you draw
about the graph of a linear
equation?
Example 1

Graph the equation

2x + 3y = 9

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Module 4: Linear Equations

Exercises 9-11

9. Graph the equation

-3x + 8y = 24 using
intercepts.

10. Graph the equation

x – 6y = 15 using intercepts.

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11. Graph the equation

4x + 3y = 21 using intercepts.

Lesson 19 summary:

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Module 4: Linear Equations

Independent Work
1. Graph the equation: y = - 6x + 12

2. Graph the equation: 9x + 3y = 18

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3. Graph the equation: y = 4x + 2

5
4. Graph the equation: y = - x + 4
7

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3
5. Graph the equation: x + y = 8
4

6. Graph the equation: 2x – 4y = 12

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7. Graph the equation: y = 3. What is the slope of the graph of this line?

8. Graph the equation: x = -4. What is the slope of the graph of this line?

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3
9. Is the graph of 4x + 5y = a linear equation? Explain.
7

10. Is the graph of 6x2 – 2y = 7 a linear equation? Explain.

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Lesson 20: Every Line is a Graph of a Linear Equation

Essential Questions:

Opening Exercise
We know that the graph of every linear equation is a line, can we say that every line is the graph of
a linear equation?

Figure 1:

What equation does the line represent?

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Module 4: Linear Equations

Figure 2:

What is the equation for the line in figure 2?

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Module 4: Linear Equations

Example 1
Given a line we want to be able to write the equation that represents it.

Which form of a linear equation do you think will be most valuable for this task, the standard form
ax + by = c or slope-intercept form y = mx + b?

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Module 4: Linear Equations

Example 2

Example 2 - work
What is the y-
intercept of the
line?

What is the slope

of the line?

Write the equation

for the line
(example 2).

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Module 4: Linear Equations

Example 3

Example 3-work

What is the y-
intercept of the
line?

What is the slope

of the line?

What are the

steps to finding
slope?

What is the line of

the graph?

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Module 4: Linear Equations

Exercises 1-6 Complete independently

1. Write the equation that represents the line shown.

Use the properties of equality to change the equation from slope-intercept form, 𝑦𝑦=mx +𝑏𝑏, to
standard form, 𝑎𝑎x+𝑏𝑏y=𝑐𝑐, where 𝑎𝑎, 𝑏𝑏, and 𝑐𝑐 are integers, and 𝑎𝑎 is not negative.

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Module 4: Linear Equations

2. Write the equation that represents the line shown.

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Module 4: Linear Equations

3. Write the equation that represents the line shown.

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Module 4: Linear Equations

4. Write the equation that represents the line shown.

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Module 4: Linear Equations

5. Write the equation that represents the line shown.

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Module 4: Linear Equations

6. Write the equation that represents the line shown.

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Module 4: Linear Equations

Summary:

Example:

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Module 4: Linear Equations

Independent Practice
1. Write the equation that represents the line shown.

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Module 4: Linear Equations

2. Write the equation that represents the line shown.

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Module 4: Linear Equations

3. Write the equation that represents the line shown.

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Module 4: Linear Equations

4. Write the equation that represents the line shown.

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Module 4: Linear Equations

5. Write the equation that represents the line shown.

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Module 4: Linear Equations

6. Write the equation that represents the line shown.

Use the properties of equality to change the equation from slope-intercept form, 𝑦𝑦 = 𝑚𝑚𝑚𝑚 + 𝑏𝑏, to
standard form, 𝑎𝑎𝑎𝑎 + 𝑏𝑏𝑏𝑏 = 𝑐𝑐, where 𝑎𝑎, 𝑏𝑏, and 𝑐𝑐 are integers, and 𝑎𝑎 is not negative.

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Lesson 21: Some Facts about Graphs of Linear Equations in Two Variables

Essential Questions:

Example 1

l l
Let line be given in the coordinate plane. What linear equation is the graph of line ?

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Module 4: Linear Equations

Example 2
l
Let be given in the coordinate plane.

Write the equation of the line.

Transform the equation so that it is

written in standard form.

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Module 4: Linear Equations

Example 3
l
Let a line be given in the coordinate plane.

What is the equation of the line?

l
Write the equation of line in
standard form.

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Module 4: Linear Equations

Example 4

Let l be given in the coordinate

plane. What linear equation is
the graph of line l?

Write the equation of the line.

Concept development - discussion

What equation can we use to

find the slope of a line if we
have two sets of integer
coordinates?

What is point-slope form of a

linear equation?

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Module 4: Linear Equations

What is slope-intercept form of

a line?

What information must you

have to write the equation of a
line?

Exercises 1-7 – complete independently

1. Write the equation for line l shown in the figure.

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Module 4: Linear Equations

2. Write the equation for line l shown in the figure.

3. Determine the equation of the line that goes through points (-4, 5) and (2, 3).

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Module 4: Linear Equations

4. Write the equation for line l shown in the figure.

5. A line goes through the point (8, 3) and has slope m = 4. Write the equation of the line.

Summary

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Module 4: Linear Equations

Independent practice
1. Write the equation for the line l shown in the figure.

2. Write the equation for the line l shown in the figure.

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Module 4: Linear Equations

3. Write the equation for the line l shown in the figure.

4. Triangle ABC is made up of line segments formed from the intersection of lines LAB, LBC, and LAC. Write the
equations that represent the lines that make up the triangle.

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Module 4: Linear Equations

5. Write the equation for the line that goes through point (-10, 8) with slope m = 6.

6. Write the equation for the line that goes through point (12, 15) with slope m = -2.

7. Write the equation for the line that goes through point (1, 1) with slope m = -9

8. Determine the equation of the line that goes through points (1, 1) and (3, 7)

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Module 4: Linear Equations

Lesson 22: Constant Rates Revisited

Essential Questions:

Example 1

What is our definition of constant

rate?

Erika set her stopwatch to zero and

switched it on at the beginning of x y
her walk. She walks at a constant
speed of 3 miles per hour. Express
this as an equation, table of values,
and a graph.

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Module 4: Linear Equations

Example 2

A faucet leaks at a constant rate of

7 gallons per hour. Suppose y gallons
leak in x hours from 6:00 a.m.

Express the situation as a linear

equation in two variables.

Another faucet leaks at a constant

rate and the table below shows the
number of gallons, y, that leak in x
hour for four selected hours.

x y
2 13
4 26
7 45.5
10 65

How can we determine the rate at

which this faucet leaks?

Which faucet has a worse leak?

That is, which faucet leaks more
water over a given time interval?

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Module 4: Linear Equations

Example 3
The graph below represents the constant rate at which train A travels.

What is the constant rate of travel

for Train A?

Train B travels at a constant rate.

The train travels at an average rate
of 95 miles every one and a half
hours. Write an equation that
represents the constant rate of
Train B.

Which train is traveling at a greater

speed?

Explain.

Why do you think the strategy of

comparing each rate of change allows
us to determine which train is
traveling at a greater speed?

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Module 4: Linear Equations

Example 4
The graph below represents the constant rate at which Kristina can paint.

Kristina’s sister, Tracee paints at an

average rate of 45 square feet in 12
minutes. Assuming Tracee paints at
a constant rate, determine which
sister paints faster.

How does the slope provide the

information we need to answer the
question about which sister paints
faster?

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Module 4: Linear Equations

Example 5
The graph below represents the constant rate of watts of energy produced from a single solar
panel produced by Company A

Company B offers a solar panel that

produces energy at an average rate
of 325 watts in 2.6 hours.

Assuming solar panels produce

energy at a constant rate, determine
which company produces more
efficient solar panels (solar panels
that produce more energy per hour).

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Module 4: Linear Equations

Exercises 1-5 (work in pairs or small groups to complete)

1. Peter paints a wall at a constant rate of 2 square feet per minute. Assume he paints an area 𝑦𝑦, in
square feet, after 𝑥𝑥 minutes.

a. Express this situation as a linear equation in two variables.

b. Sketch the graph of the linear equation.

1
c. Using the graph or the equation, determine the total area he paints after 8 minutes, 1 hours,
2
and 2 hours. Note that the units are in minutes and hours.

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Module 4: Linear Equations

2. The figure below represents Nathan’s constant rate of walking.

a. Nicole just finished a 5 mile walkathon. It took her 1.4 hours. Assume she walks at a constant
rate. Let 𝑦𝑦 represent the distance Nicole walks in 𝑥𝑥 hours. Describe Nicole’s walking at a constant
rate as a linear equation in two variables.

b. Who walks at a greater speed? Explain.

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Module 4: Linear Equations

3.
a. Susan can type 4 pages of text in 10 minutes. Assuming the types at a constant rate, write the
linear equation that represents the situation.

b. The table of values below represents the number of pages that Anne can type, y, in a few
selected x minutes. Assume she types at a constant rate.

x y
3 2

5 10
3

8 16
3

10 20
3

Who types faster? Explain.

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Module 4: Linear Equations

4.
a. Phil can build 3 birdhouses in 5 days. Assuming he builds birdhouses at a constant rate, write
the linear equation that represents the situation.

b. The figure represents Karl’s

constant rate of building the same
kind of birdhouses.

Who builds birdhouses faster?

Explain

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Module 4: Linear Equations

5. Explain your general strategy for comparing proportional relationships.

Summary Lesson 22

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Module 4: Linear Equations

Independent practice
1.
a. Train A can travel a distance of 500 miles in 8 hours. Assuming the train travels at
a constant rate, write the linear equation that represents the situation.

b. The figure represents the constant

rate of travel for train B.

Which train is faster? Explain.

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Module 4: Linear Equations

a. Natalie can paint 40 square feet in 9 minutes. Assuming she paints at a constant rate, write the
linear equation that represents the situation.

b. The table of values represents the area

painted by Steven for a few selected time
intervals.

Assume Steven is painting at a constant

rate.

Who paints faster? Explain.

3 a. Bianca can run 5 miles in 41 minutes. Assuming she runs at a constant rate, write a linear
equation that represents the situation.

b. The figure below represents Cynthia’s constant rate of running.

Who runs faster? Explain.

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Module 4: Linear Equations

4 a. Geoff can mow an entire lawn of 450 square feet in 30 minutes. Assuming he mows at a
constant rate, write the linear equation that represents the situation.

b. The figure represents Mark’s

constant rate of mowing a lawn.

Who mows faster? Explain.

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Module 4: Linear Equations

5 a. Juan can walk to school, a distance of 0.75 miles, in 8 minutes. Assuming he walks at a
constant rate, write the linear equation that represents the situation.

b. The figure represents Mark’s constant rate of walking.

Who mows faster? Explain.

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Module 4: Linear Equations

Lesson 23: The Defining Equation of a Line

Essential Questions:

Exploratory Challenge
1. Sketch the graph of the equation 9x + 3y = 18 using intercepts. Then answer parts (a) – (f) that
follow.

a. Sketch the graph of the equation y = -3x + 6 on the same coordinate plane.

b. What do you notice about the graphs of 9x + 3y = 18 and y = -3x + 6? Why do you think this is
so?

c. Rewrite y = -3x + 6 in standard form.

d. Identify the constants a, b, and c of the equation in standard form from part (c).

e. Identify the constants of the equation 9x + 3y = 18. Note them as a’, b’ and c’.

𝑎𝑎′ 𝑏𝑏′ 𝑐𝑐′

f. What do you notice about , , and ?
𝑎𝑎 𝑏𝑏 𝑐𝑐

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Module 4: Linear Equations

1
2. Sketch the graph of the equation 𝑦𝑦 = 𝑥𝑥 + 3 using the y-intercept and slope. Then answer
2
parts (a) – (f)

a. Sketch the graph of the equation 4𝑥𝑥 − 8𝑦𝑦 = −24 using intercepts on the same coordinate plane.

1
b. What do you notice about the graphs of 𝑦𝑦 = 𝑥𝑥 + 3 and 4𝑥𝑥 − 8𝑦𝑦 = −24? Why do you think this is
2
so?

1
c. Rewrite 𝑦𝑦 = 𝑥𝑥 + 3 in standard form.
2

d. Identify the constants of the equation 4𝑥𝑥 − 8𝑦𝑦 = −24. Note them as a’, b’ and c’.

𝑎𝑎′ 𝑏𝑏′ 𝑐𝑐′

f. What do you notice about , , and ?
𝑎𝑎 𝑏𝑏 𝑐𝑐

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Module 4: Linear Equations

2
3. The graphs of the equations 𝑦𝑦 = 𝑥𝑥 − 4 and 6𝑥𝑥 − 9𝑦𝑦 = 36 are the same line.
3

2
a. rewrite 𝑦𝑦 = 𝑥𝑥 − 4 in standard form.
3

b. Identify the constants a, b, and c of the equation in the standard form from part (a).

c. Identify the constants of the equation 6𝑥𝑥 − 9𝑦𝑦 = 36. Note them as a’, b’ and c’.

𝑎𝑎′ 𝑏𝑏′ 𝑐𝑐′

d. What do you notice about , , and ?
𝑎𝑎 𝑏𝑏 𝑐𝑐

e. You should have noticed that each fraction was equal to the same constant. Multiply that
constant by the standard form of the equation from part (a). What do you notice?

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Module 4: Linear Equations

Discussion

What did you notice about the

equations you graphed in each of the
Exercises 1-3?

How can we summarize the

observations?

We want to show that (1) is true.

We need to show that the graphs of
the equations 𝑎𝑎𝑎𝑎 + 𝑏𝑏𝑏𝑏 = 𝑐𝑐 and
𝑎𝑎′ 𝑥𝑥 + 𝑏𝑏 ′ 𝑦𝑦 = 𝑐𝑐′ are the same. What
information are we given that will be
useful in showing that the two
equations are the same?

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Module 4: Linear Equations

To prove (2), we will assume that

𝑎𝑎 ≠ 0 and 𝑏𝑏 ≠ 0, that is, we are not
dealing with horizontal or vertical
lines.

Exercises 4-8

4. Write three equations whose

graphs are the same line as the
equation 3𝑥𝑥 + 2𝑦𝑦 = 7.

5. Write three equations whose

graphs are the same line as the
3
equation 𝑥𝑥 + 9𝑦𝑦 = .
4

6. Write three equations whose

graphs are the same line as the
equation −9𝑥𝑥 + 5𝑦𝑦 = −4.

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Module 4: Linear Equations

7. Write at least two equations in the form 𝑎𝑎𝑎𝑎 + 𝑏𝑏𝑏𝑏 = 𝑐𝑐 whose graphs are the line shown below.

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Module 4: Linear Equations

8. Write at least two equations in the form 𝑎𝑎𝑎𝑎 + 𝑏𝑏𝑏𝑏 = 𝑐𝑐 whose graphs are the line shown below.

Summary

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Module 4: Linear Equations

Independent Practice
1. Do the equations 𝑥𝑥 + 𝑦𝑦 = −2 and 3𝑥𝑥 + 3𝑦𝑦 = −6 define the same line? Explain.

5
2. Do the equations 𝑦𝑦 = − 𝑥𝑥 + 2 and 10𝑥𝑥 + 8𝑦𝑦 = 16 define the same line? Explain.
4

3. Write an equation that would define the same line as 7𝑥𝑥 − 2𝑦𝑦 = 5.

4. Challenge: Show that if the two lines given are 𝑎𝑎𝑎𝑎 + 𝑏𝑏𝑏𝑏 = 𝑐𝑐 and 𝑎𝑎′ 𝑥𝑥 + 𝑏𝑏 ′ 𝑥𝑥 = 𝑐𝑐′ are the same when
b = 0 (vertical lines), then there exists a non-zero number s, so that a’ = sa, b’ = sb and c’ = sc

5. Challenge: Show that if the two lines given are 𝑎𝑎𝑎𝑎 + 𝑏𝑏𝑏𝑏 = 𝑐𝑐 and 𝑎𝑎′ 𝑥𝑥 + 𝑏𝑏 ′ 𝑥𝑥 = 𝑐𝑐′ are the same when
a = 0 (horizontal lines), then there exists a non-zero number s, so that a’ = sa, b’ = sb and c’ = sc

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Lesson 24 –Introduction to Simultaneous Equations

Essential Questions:

On Your Own 1-3:

1. Derek scored 30 points in

the basketball game he Number of Two- Number of Three-
played, and not once did he Pointers Pointers
go to the free throw line.
That means that Derek
scored two-point shots and
three-point shots. List as
many combinations of two-
and three-pointers as you
can that would total 30
points. Number of Two-
Pointers Number of Three-
Pointers Write an equation
to describe the data.

Write an equation to
describe the data.

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Module 4: Linear Equations

2. Derek tells you that the number of two-point Number of Two- Number of Three-
shots that he made is five more than the Pointers Pointers
number of three-point shots. How many
combinations can you come up with that fit this
scenario? (Don’t worry about the total number
of points.) N

Write an equation to describe the data.

3. Which pair of numbers from your table in

Exercise 2 would show Derek’s Actual score of
30 points?

Discussion:

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Module 4: Linear Equations

Example 1: Number of Minutes Pages Typed (y)

Pia types at a constant rate of 3 pages every 15 (x)
minutes. Suppose she types 𝑦𝑦 pages in 𝑥𝑥 0 0
minutes. Pia’s constant rate can be expressed 5 1
1
as the linear equation 𝑦𝑦 = 𝑥𝑥. 10 2
5
15 3
20 4
25 5
1
The following is the graph of𝑦𝑦 = 𝑥𝑥.
5

Pia typically begins work at 8: 00 a.m. every day. On our graph, her start time is reflected as the
origin of the graph (0, 0), that is, zero minutes worked and zero pages typed. For some reason, she
started working 5 minutes earlier today.

How can we reflect the extra 5 minutes she worked on our graph?

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Module 4: Linear Equations

1
If we translate the graph of 𝑦𝑦 = 𝑥𝑥 to the right 5 units to reflect the additional 5 minutes of work,
5
then we have the following graph. Does a translation of 5 units to the right reflect her working an
additional 5 minutes?

Let’s see what happens when we translate 5 units to the left. Does a translation of 5 units to the
left reflect her working an additional 5 minutes?

If Pia started work 20 minutes

early, what equation would
represent the number of pages
she could type in 𝑚𝑚 minutes?

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Example 2
Sandy and Charlie walk at constant
speeds. Sandy walks from their school
to the train station in 15 minutes, and
Charlie walks the same distance in 10
minutes. Charlie starts 4 minutes
after Sandy left the school. Can
Charlie catch up to Sandy? The
distance between the school and the
station is 2 miles.

What is Sandy’s average speed in

15 minutes? Explain.

What is Charlie’s average speed in

10 minutes? Explain.

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Module 4: Linear Equations

Let’s put some information about Charlie’s walk Number of Minutes Miles Walked (y)
in a table: (x)
0
5
10
15
20
25
At 𝑥𝑥 minutes, Sandy has walked 4 minutes longer than Charlie. Then the distance that Sandy walked
in 𝑥𝑥 + 4 minutes is 𝑦𝑦 miles. Then the linear equation that represents Sandy’s motion is

Let’s put some information about Sandy’s walk in a table:

Number of Minutes Miles Walked (y)

(x)
0

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Module 4: Linear Equations

Now let’s sketch the graphs of each linear equation on a coordinate plane.

Recall the original question that was

asked: Can Charlie catch up to Sandy?
(Keep in mind that the train station is
2 miles from the school.)

At approximately what point do the

graphs of the lines intersect?

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Module 4: Linear Equations

Example 3: Randi’s average:

Randi and Craig ride their
bikes at constant speeds. It
takes Randi 25 minutes to bike
4 miles. Craig can bike 4 miles
in 32 minutes. If Randi gives
Craig a 20 minute head start,
about how long will it take
Randi to catch up to Craig?
Craig’s average:

Now we can sketch the graph of the system of equations on a coordinate plane.

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Module 4: Linear Equations

Now, answer the question: About

how long will it take Randi to catch
up to Craig? We can give two
answers: one in terms of time and
the other in terms of distance.
What are those answers?

At approximately what point do

the graphs of the lines
intersect?

On your own

Exercise 4
Efrain and Fernie are on a road trip. Each of them drives at a constant speed. Efrain is a safe
driver and travels 45 miles per hour for the entire trip. Fernie is not such a safe driver. He drives
70 miles per hour throughout the trip. Fernie and Efrain left from the same location, but Efrain
left at 8: 00 a.m., and Fernie left at 11: 00 a.m. Assuming they take the same route, will Fernie ever
catch up to Efrain? If so, approximately when?

a. Write the linear equation that

represents Efrain’s constant speed.
Make sure to include in your
equation the extra time that Efrain
was able to travel.

b. Write the linear equation that

represents Fernie’s constant
speed.

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Module 4: Linear Equations

c. Write the system of linear

equations that represents this
situation.

d. Sketch the graphs of the two

linear equations.

e. Will Fernie ever catch up to

Efrain? If so, approximately when?

f. At approximately what point do

the graphs of the lines intersect?

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Module 4: Linear Equations

Exercise 5
Jessica and Karl run at constant speeds. Jessica can run 3 miles in 15 minutes. Karl can run 2 miles
in 8 minutes. They decide to race each other. As soon as the race begins, Karl realizes that he did
not tie his shoes properly and takes 1 minute to fix them.

a. Write the linear equation that

represents Jessica’s constant
speed. Make sure to include in
your equation the extra time that
Jessica was able to run.

b. Write the linear equation

that represents Karl’s constant
speed.

c. Write the system of linear

equations that represents this
situation.

d. Sketch the graphs of the two linear equations.

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Module 4: Linear Equations

e. Use the graph to answer the

questions below. If Jessica and
Karl raced for 2 miles, who would
win? Explain.

f. If the winner of the race was

the person who got to a distance
of ½ mile first, who would the
winner be? Explain.

g. At approximately what point

would Jessica and Karl be tied?
Explain.

Lesson 24 Summary:

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Module 4: Linear Equations

Lesson 24 – Independent Practice

1. Jeremy and Gerardo run at constant speeds. Jeremy can run 1 mile in 8 minutes and Gerardo can
run 3 miles in 33 minutes. Jeremy started running 10 minutes after Gerardo. Assuming they run the
same path, when will Jeremy catch up to Gerardo?

a. Write the linear equation that represents Jeremy’s constant speed.

b. Write the linear equation that represents Gerardo’s constant speed. Make sure to include in your
equation the extra time that Gerardo was able to run.

c. Write the system of linear equations that represents this situation.

d. Sketch the graphs of the two equations.

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Module 4: Linear Equations

e. Will Jeremy ever catch up to Gerardo? If so, approximately when?

f. At approximately what point do the graphs of the lines intersect?

2. Two cars drive from town A to town B at constant speeds. The blue car travels 25 miles per hour
and the red car travels 60 miles per hour. The blue car leaves at 9: 30 a.m., and the red car leaves
at noon. The distance between the two towns is 150 miles.

a. Who will get there first? Write and graph the system of linear equations that represents this
situation.

b. At approximately what point do the graphs of the lines intersect?

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Module 4: Linear Equations

Lesson 25 – Geometric Interpretation of the Solutions of a

Linear System
Essential Questions:

On Your Own:

1. Sketch the graph of the linear

system on a coordinate plane:
2𝑦𝑦 + 𝑥𝑥 = 12
� 5 .
𝑦𝑦 = 𝑥𝑥 − 2
6

a. Name the ordered pair

where the graphs of the two
linear equations intersect.

b. Verify that the ordered

pair named in part (a) is a
solution to 2𝑦𝑦 + 𝑥𝑥 = 12.

c. Verify that the ordered pair

named in part (a) is a solution
5
to 𝑦𝑦 = 𝑥𝑥 − 2
6

d. Could the point (4, 4) be a

solution to the system of linear
equations? That is, would (4, 4)
make both equations true?
Why or why not?

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Module 4: Linear Equations

𝑥𝑥 + 𝑦𝑦 = −2
2. Sketch the graph of the linear system on a coordinate plane:�
𝑦𝑦 = 4𝑥𝑥 + 3

a. Name the ordered pair where

the graphs of the two linear
equations intersect.

b. Verify that the ordered pair

named in part (a) is a solution to
x + 𝑦𝑦 = −2.

c. Verify that the ordered pair

named in part (a) is a solution to
𝑦𝑦 = 4𝑚𝑚 + 3

d. Could the point (−4, 2) be a

solution to the system of linear
equations? That is, would (−4, 2)
make both equations true? Why or
why not?

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Module 4: Linear Equations

3𝑥𝑥 + 𝑦𝑦 = −3
3. Sketch the graph of the linear system on a coordinate plane:�
−2𝑥𝑥 + 𝑦𝑦 = 2

a. Name the ordered pair where

the graphs of the two linear
equations intersect.

b. Verify that the ordered pair

named in part (a) is a solution
to 3x + 𝑦𝑦 = −3.

c. Verify that the ordered pair

named in part (a) is a solution to
−2𝑥𝑥 + 𝑦𝑦 = 2.

d. Could the point (1, 4) be a

solution to the system of linear
equations? That is, would (1, 4)
make both equations true? Why or
why not?

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Module 4: Linear Equations

2𝑥𝑥 − 3𝑦𝑦 = 18
4. Sketch the graph of the linear system on a coordinate plane: �
2𝑥𝑥 + 𝑦𝑦 = 2

a. Name the ordered pair

where the graphs of the two
linear equations intersect.

b. Verify that the ordered pair

named in part (a) is a solution
to 2𝑥𝑥 − 3𝑦𝑦 = 18.

c. Verify that the ordered pair

named in part (a) is a solution
to 2𝑥𝑥 + 𝑦𝑦 = 2.

d. Could the point (3, −1) be a

solution to the system of linear
equations? That is, would (3,−1)
make both equations true?Why
or why not?

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Module 4: Linear Equations

𝑦𝑦 − 𝑥𝑥 = 3
5. Sketch the graph of the linear system on a coordinate plane:�
𝑦𝑦 = −4𝑥𝑥 − 2

a. Name the ordered pair where the

graphs of the two linear equations
intersect.

b. Verify that the ordered pair named

in part (a) is a solution
to 𝑦𝑦 − 𝑚𝑚 = 3.

c. Verify that the ordered pair named

in part (a) is a solution to
𝑦𝑦 = −4𝑚𝑚 − 2.

d. Could the point (−2, 6) be a solution

to the system of linear equations? That
is, would (−2, 6) make both equations
true? Why or why not?

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Module 4: Linear Equations

Example 6
6. Write two different systems of equations
with (1, −2) as the solution.

Lesson 25 Summary:

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Module 4: Linear Equations