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Algebra 1

Ron Larson, Laurie Boswell, Timothy D. Kanold

Chapter 4

Graphing Linear Equations and Functions - all with Video Answers

Educators

CE

Section 1

Coordinates and Scatter Plots

00:21

Problem 1

In the ordered pair $(4,9),$ the $x$ -coordinate is ______ $

Amy Jiang
Amy Jiang
Numerade Educator
00:37

Problem 2

Decide whether the following statement is true or false. Each point in a coordinate plane corresponds to an ordered pair of real numbers.

Gus Steppen
Gus Steppen
Numerade Educator
00:59

Problem 3

Write the ordered pairs that correspond to the points labeled $A, B,$ and $C$ in the coordinate plane at the right.

Supriya Kulkarni
Supriya Kulkarni
Numerade Educator
00:48

Problem 4

Plot the ordered pairs in a coordinate plane.
(GRAPH CANNOT COPY)
$$A(4,-1), B(5,0)$$

Gus Steppen
Gus Steppen
Numerade Educator
00:48

Problem 5

Plot the ordered pairs in a coordinate plane.
(GRAPH CANNOT COPY)
$$A(-2,-3), B(-3,-2)$$

Gus Steppen
Gus Steppen
Numerade Educator
01:10

Problem 6

Plot the ordered pairs in a coordinate plane.
(GRAPH CANNOT COPY)
The point $(-2,5)$ lies in Quadrant $\underline{?}$.

Karen Burcham
Karen Burcham
Numerade Educator
03:05

Problem 7

Draw a scatter plot of the given data.
$$\begin{array}{|l|c|c|c|c|}\hline \text { Time } & 1: 00 & 3: 00 & 5: 00 & 7: 00 \\ \hline \text { Temp. } & 71^{\circ} & 74^{\circ} & 68^{\circ} & 63^{\circ} \\\hline\end{array}$$

Gus Steppen
Gus Steppen
Numerade Educator
03:31

Problem 8

Draw a scatter plot of the given data.
$$\begin{array}{|l|l|l|l|l|}\hline \text { TV size } & 19 \text { in. } & 27 \text { in. } & 32 \text { in. } & 36 \text { in. } \\\hline \text { Price } & \$ 179 & \$ 349 & \$ 499 & \$ 659 \\
\hline\end{array}$$

Gus Steppen
Gus Steppen
Numerade Educator
02:35

Problem 9

Use the scatter plot in Example $3 .$ If you were given the amounts spent on snowmobiles from 1990 through 1992 only, would your description of the pattern be different than the one given in the Example?

Ethan Dotson-Kelly
Ethan Dotson-Kelly
Numerade Educator
01:08

Problem 10

Write the ordered pairs that correspond to the points labeled $A, B, C,$ and $D$ in the coordinate plane.
(GRAPH CANNOT COPY)

Gus Steppen
Gus Steppen
Numerade Educator
01:08

Problem 11

Write the ordered pairs that correspond to the points labeled $A, B, C,$ and $D$ in the coordinate plane.
(GRAPH CANNOT COPY)

Gus Steppen
Gus Steppen
Numerade Educator
01:12

Problem 12

Write the ordered pairs that correspond to the points labeled $A, B, C,$ and $D$ in the coordinate plane.
(GRAPH CANNOT COPY)

Gus Steppen
Gus Steppen
Numerade Educator
00:19

Problem 13

Plot and label the ordered pairs in a coordinate plane.
$$A(0,3), B(-2,-1), C(2,0)$$

Lily An
Lily An
Numerade Educator
00:24

Problem 14

Plot and label the ordered pairs in a coordinate plane.
$$A(5,2), B(4,3), C(-2,-4)$$

Lily An
Lily An
Numerade Educator
00:39

Problem 15

Plot and label the ordered pairs in a coordinate plane.
$$A(4,1), B(0,-3), C(3,3)$$

Matt Gibson
Matt Gibson
Numerade Educator
00:26

Problem 16

Plot and label the ordered pairs in a coordinate plane.
$$A(0,0), B(2,-2), C(-2,0)$$

Lily An
Lily An
Numerade Educator
00:27

Problem 17

Plot and label the ordered pairs in a coordinate plane.
$$A(-4,1), B(-1,5), C(0,-4)$$

Lily An
Lily An
Numerade Educator
01:20

Problem 18

Plot and label the ordered pairs in a coordinate plane.
$$A(3,-5), B(1.5,3), C(-3,-1)$$

Gus Steppen
Gus Steppen
Numerade Educator
00:17

Problem 19

Without plotting the point, tell whether it is in Quadrant I, Quadrant II, Quadrant III, or Quadrant IV.
$$(5,-3)$$

Lily An
Lily An
Numerade Educator
00:08

Problem 20

Without plotting the point, tell whether it is in Quadrant I, Quadrant II, Quadrant III, or Quadrant IV.
$$(-2,7)$$

Lily An
Lily An
Numerade Educator
00:10

Problem 21

Without plotting the point, tell whether it is in Quadrant I, Quadrant II, Quadrant III, or Quadrant IV.
$$(6,17)$$

Lily An
Lily An
Numerade Educator
00:13

Problem 22

Without plotting the point, tell whether it is in Quadrant I, Quadrant II, Quadrant III, or Quadrant IV.
$$(14,-5)$$

Lily An
Lily An
Numerade Educator
00:07

Problem 23

Without plotting the point, tell whether it is in Quadrant I, Quadrant II, Quadrant III, or Quadrant IV.
$$(-4,-2)$$

Lily An
Lily An
Numerade Educator
00:16

Problem 24

Without plotting the point, tell whether it is in Quadrant I, Quadrant II, Quadrant III, or Quadrant IV.
$$(3,9)$$

Lily An
Lily An
Numerade Educator
00:07

Problem 25

Without plotting the point, tell whether it is in Quadrant I, Quadrant II, Quadrant III, or Quadrant IV.
$$(-5,-2)$$

Lily An
Lily An
Numerade Educator
00:12

Problem 26

Without plotting the point, tell whether it is in Quadrant I, Quadrant II, Quadrant III, or Quadrant IV.
$$(-5,6)$$

Lily An
Lily An
Numerade Educator
00:38

Problem 27

Use the scatter plots.
(IMAGE CANNOT COPY)
In the Weight vs. Length graph, what are the units on the horizontal axis? What are the units on the vertical axis?

Gus Steppen
Gus Steppen
Numerade Educator
00:52

Problem 28

Use the scatter plots.
(IMAGE CANNOT COPY)
In the Weight vs. Length graph, estimate the coordinates of the point for a car that weighs about 4000 pounds.

Gus Steppen
Gus Steppen
Numerade Educator
01:06

Problem 29

Use the scatter plots.
(IMAGE CANNOT COPY)
Which of the following is true?
A. Length tends to decrease as weight increases.
B. Length is constant as weight increases.
C. Length tends to increase as weight increases.
D. Length is not related to weight.

Gus Steppen
Gus Steppen
Numerade Educator
01:10

Problem 30

Use the scatter plots.
(IMAGE CANNOT COPY)
In the Weight vs. Gas Mileage graph, what is the value of $w$ in the ordered pair $(2010,29) ?$ What is the value of $G ?$

Gus Steppen
Gus Steppen
Numerade Educator
01:02

Problem 31

INTERPRETING DATA In the Weight vs. Gas Mileage graph, how does gas mileage tend to change as weight increases?

Gus Steppen
Gus Steppen
Numerade Educator
01:14

Problem 32

CRITICAL THINKING How would you expect the length of a car to affect its gas mileage? Explain your reasoning.

Gus Steppen
Gus Steppen
Numerade Educator
01:07

Problem 33

GATHERING DATA Write a list of ten songs in alphabetical order. Put songs you like on the list and some you don't like. Make two copies. On one copy, rank the songs from 1 to 10 (1 for the most liked and 10 for the least liked). Then ask a friend to rank the songs without looking at your rankings.

Jerelyn Nevil
Jerelyn Nevil
Numerade Educator
00:32

Problem 34

INTERPRETING A GRAPH Make a scatter plot with your song ratings from Exercise 33 on the horizontal axis and your friend's ratings on the vertical axis. What conclusions (if any) can you draw from the scatter plot?

Patrick Burns
Patrick Burns
Numerade Educator
04:28

Problem 35

The table shows the wing length in millimeters and the wing-beat rate in beats per second.
(TABLE CANNOT COPY)
Make a scatter plot that shows the wing lengths and wing-beat rates for the six birds. Use the horizontal axis to represent the wing length.

Gus Steppen
Gus Steppen
Numerade Educator
01:40

Problem 36

The table shows the wing length in millimeters and the wing-beat rate in beats per second.
(TABLE CANNOT COPY)
What is the slowest wing-beat rate shown on the scatter plot? What is the fastest? Where are these located on your scatter plot?

Gus Steppen
Gus Steppen
Numerade Educator
01:08

Problem 37

The table shows the wing length in millimeters and the wing-beat rate in beats per second.
(TABLE CANNOT COPY)
INTERPRETING DATA Describe the relationship between the wing length and the wing-beat rate.

Gus Steppen
Gus Steppen
Numerade Educator
05:18

Problem 38

The table below shows the number of rolls of film developed for the United States media at the Winter Olympics.
$$\begin{array}{|l|c|c|c|c|c|}\hline \text { Mmilizuonzatisticolizing } & 4 & 8 & 12 & 14 & 18 \\\hline \text { Eallsolitimple } & 48,200 & 53,750 & 60,500 & 67,500 & 75,000 \\
\hline\end{array}$$
a. Construct a scatter plot of the data. Describe the pattern of the number of rolls of film developed for the Winter Olympics from 1984 to 1998 .
b. Writing Predict the number of rolls of film that will be developed for the Winter Olympics in the year $2002 .$ Explain how you made your prediction.

Gus Steppen
Gus Steppen
Numerade Educator
03:24

Problem 39

Music Sara thought that there might be a relationship between the number of songs and the number of minutes of music recorded on a CD. She collected the following data from five CDs she had on her desk.
$$\begin{array}{|l|c|c|c|c|c|}\hline \text { Matiescies } & 15 & 12 & 13 & 16 & 18 \\ \hline \text { Themineronmines } & 44.9 & 31.5 & 40.6 & 50.5 & 71.6 \\\hline\end{array}$$
Make a scatter plot of Sara's data. What relationship do the data suggest?

April Berlyoung
April Berlyoung
Numerade Educator
01:13

Problem 40

To check her findings, Sara collected data from five more CDs. Make a new scatter plot of these data. What relationship do the data suggest?
$$\begin{array}{|l|c|c|c|c|c|}\hline \text { Maturales } & 12 & 13 & 9 & 11 & 10 \\ \hline \text { Mmixtolummers } & 46.8 & 40.6 & 67.0 & 53.0 & 56.1 \\\hline\end{array}$$

Jon Southam
Jon Southam
Numerade Educator
01:50

Problem 41

CRITICAL THINKING Do you think there is a relationship between the number of songs and the number of minutes on a CD? Explain your reasoning. How could you test whether there is a relationship?

Brandon Cleary
Brandon Cleary
Numerade Educator
01:00

Problem 42

Evaluate the expression for the given value of the variable. (Review 1.3 and 2.5 for 4.2 )
$3 x+9$ when $x=2$

Gus Steppen
Gus Steppen
Numerade Educator
00:45

Problem 43

Evaluate the expression for the given value of the variable. (Review 1.3 and 2.5 for 4.2 )
$$13-(y+2) \text { when } y=4$$

Gus Steppen
Gus Steppen
Numerade Educator
01:19

Problem 44

Evaluate the expression for the given value of the variable. (Review 1.3 and 2.5 for 4.2 )
$$4.2 t+17.9 \text { when } t=3$$

Gus Steppen
Gus Steppen
Numerade Educator
01:05

Problem 45

Evaluate the expression for the given value of the variable. (Review 1.3 and 2.5 for 4.2 )
$$-3 x-9 y \text { when } x=-2 \text { and } y=-1$$

Gus Steppen
Gus Steppen
Numerade Educator
00:40

Problem 46

Find the value of $y$ so that the line passing $(2,-15),(5, y), m=\frac{4}{5}$

Gus Steppen
Gus Steppen
Numerade Educator
00:48

Problem 47

Evaluate the expression. $12+y^{3}$ when $y=3$

Gus Steppen
Gus Steppen
Numerade Educator
00:34

Problem 48

Evaluate the expression. (Review 2.1 )
$$|-2.6|$$

Gus Steppen
Gus Steppen
Numerade Educator
00:32

Problem 49

Evaluate the expression. (Review 2.1 )
$$|1.07|$$

Gus Steppen
Gus Steppen
Numerade Educator
00:24

Problem 50

Evaluate the expression. (Review 2.1 )
$$\left|\frac{9}{10}\right|$$

Gus Steppen
Gus Steppen
Numerade Educator
00:33

Problem 51

Evaluate the expression. (Review 2.1 )
$$\left|\frac{-2}{3}\right|$$

Gus Steppen
Gus Steppen
Numerade Educator
01:01

Problem 52

In a survey of 500 teens, 345 said they have a savings account. What is the experimental probability that a randomly chosen teen in the survey has a savings account? (Review 2.8)

Gus Steppen
Gus Steppen
Numerade Educator