STANDARDS OF LEARNING CONTENT REVIEW NOTES

ALGEBRA I
2 Nine Weeks, 2012-2013
nd

OVERVIEW
Algebra I Content Review Notes are designed by the High School Mathematics Steering Committee as a resource for students and parents. They have been revised this year as part of an internship process. Each nine weeks Standards of Learning (SOLs) have been identified and a detailed explanation of the specific SOL is provided. Specific notes have also been included in this document to assist students in understanding the concepts. Sample problems allow the students to see step-by-step models for solving various types of problems. A section has also been developed to provide students with the opportunity to solve similar problems and check their answers. The answers to the problems are found at the end of the document. The document is a compilation of information found in the Virginia Department of Education (VDOE) Curriculum Framework, Enhanced Scope and Sequence, and Released Test items. In addition to VDOE information, Prentice Hall textbook series and resources have been used. Finally, information from various websites is included. The websites are listed with the information as it appears in the document. Supplemental online information can be accessed by scanning QR codes throughout the document. These will take students to video tutorials and online resources. In addition, a self-assessment is available at the end of the document to allow students to check their readiness for the nine-weeks test. To access the database of online resources scan this QR code, or visit http://spsmath.weebly.com

The Algebra I Blueprint Summary Table is listed below as a snapshot of the reporting categories, the number of questions per reporting category, and the corresponding SOLs. Algebra I Blueprint Summary Table
Reporting Categories Expressions & Operations No. of Items 12 SOL A.1 A.2a c A.3 A.4a f A.5a d A.6a b A.7a f A.8 A.9 A.10 A.11 50 10 60

Equations & Inequalities

18

Functions & Statistics

20

Total Number of Operational Items Field-Test Items* Total Number of Items

* These field-test items will not be used to compute the students scores on the test.

It is the Mathematics Instructors desire that students and parents will use this document as a tool toward the students success on the end-of-year assessment.

Functions and Graphs A.6 The student will graph linear equations and linear inequalities in two variables
b) writing the equation of a line when given the graph of the line, two points on the line, or the slope and a point on the line.

The set of all solutions of an equation forms the graph of an equation. As an example if the equation is , you can probably think of lots of values that could satisfy x and y. Some examples are listed below in the t-chart. x 5 0 2 4 7 y 0 5 3 1 -2 We will now plot each of these points on the coordinate plane to reveal the graph of . We will find that this graph forms a straight line, because this is a linear equation. This line passes through all of the solutions to this linear equation, including the ones that we did not plot, such as (3, 2), (1, 4), (-1, 6) and (6, -1).

To graph an equation, you can simply create a table of values by choosing values to plug in for x, and solve for the resulting y-values. Once you have x and a y values you can plot the ordered pairs and connect them with a line or curve that best fits. Example 1: Graph

Example 2: Graph You could start by transforming the equation for y.

Choose x-values that will work out nicely with the fraction (i.e. even numbers in this case)

Scan this QR code to go to a video tutorial on graphing equations using a T-Chart.

Functions and Graphs 1. Graph 2. Complete the function table for the function x -1 0 1 y

3. Which of these is closest to the graph of

Slope A.6 The student will graph linear equations and linear inequalities in two variables
a) determining the slope of a line when given an equation of the line, the graph of the line, or two points on the line. Slope will be described as rate of change and will be positive, negative, zero, or undefined; and

The slope of a line is determined by the vertical change divided by the horizontal change (or rise over run). Slope can be positive, negative, zero, or undefined. Positive Negative Zero Undefined

You can determine slope by counting rise over run, or using the formula: Example 1: Find the slope of the line that passes through (-3, 9) and (2, 4).

Example 2: Determine the slope of the line graphed below. By counting rise over run, we can see that the graph goes up 5, and to the right 2.

Example 3: Find the slope of the line that passes through (-4, 3) and (-4, 0).

You may also be asked to find the missing coordinate of a point, given the slope and a different point on the line. To do this, plug in all of the given values into the slope formula, and solve for the missing value. Example 4: The slope of the line passing through and and is . Solve for .

Now you can cross multiply!

Example 5: The slope of the line passing through and

and

is . Solve for .

Now you can cross multiply! Scan this QR code to go to a video tutorial on slope.

Slope 1. 2. 3. 4. Find the slope of the line that passes through Find the slope of the line that passes through The slope of the line passing through and The slope of the line passing through and and . and is . Solve for . is 3. Solve for .

Direct and Inverse Variation A.8 The student, given a situation in a real-world context, will analyze a relation to
determine whether a direct or inverse variation exists, and represent a direct variation algebraically and graphically and an inverse variation algebraically.

If the ratio between two variables is a constant, then a direct variation exists. A direct variation can be written in the form , where is the constant of variation. If the product of two variables is a constant, then an inverse variation exists. An inverse variation can be written in the form . Example 1: Determine if each relation is a direct variation, inverse variation, or neither. x 1 2 3 x -1 0 1 x 3 1 -2 y 3 4 5 y 2 0 -2 y 4 12 -6 First check the ratios: Does the ratio ? NO! Therefore this is NOT a direct variation! Next check the products:
Does ? NO! Therefore this is NOT an inverse variation!

First check the ratios:

Does the ratio

? YES! Therefore this IS a direct variation!

Notice that we did not use the ordered pair to check the ratios. It is impossible to divide by zero, therefore we used the other point.

First check the ratios: Does the ratio ? NO! Therefore this is NOT a direct variation! Next check the products:
Does ? Does this also equal an inverse variation! ? YES! Therefore this IS

To write an equation of a direct variation, use the given point (other than plugged into , to solve for .

Example 2: Suppose varies directly with , and when . What direct variation equation relates and ? Start with . We are given a value for and , so plug those in and solve for .

This is the constant of variation! This is the direct variation equation!

Once you have a direct variation equation, you can use that equation to determine other values. Example 3: The distance that you jog , varies directly with the amount of time you jog . If you can jog 9 miles in 1.5 hours, how long will it take you to jog 4 miles? Jogging varies directly with time Now we need to solve for k in order to write a direct variation equation.

This is the constant of variation! This is the direct variation equation!

Now we can use this equation to solve for the time it takes to jog 4 miles. We are given that you jog 4 miles, this will be plugged in for j. Then solve for t.

Therefore, it would take you of an hour to jog 4 miles.

Scan this QR code to go to a video tutorial on direct and inverse variations.

Direct and Inverse Variation 1. Determine if the relation is a direct variation, an inverse variation, or neither. x y 2 4 0 0 1 8 2. Suppose varies directly with , and when . What direct variation equation relates and ? 3. Suppose varies directly with , and when . What will be when ? 4. The amount of money spent at the mall varies directly with the amount of time you spend shopping. If you spend $90 when you are in the mall for 2.5 hours, how much time did you spend in the mall when you spent $340? 5. Acceleration ( ) of a moving object is directly proportional to its velocity ( ). When , . What is the constant of variation?

Slope Intercept and Transformations A.7 The student will investigate and analyze function (linear and quadratic) families and
their characteristics both algebraically and graphically, including b) domain and range; c) zeros of a function; d) x- and y-intercepts; e) finding the values of a function for elements in its domain; and f) making connections between and among multiple representations of functions including concrete, verbal, numeric, graphic, and algebraic.

The intercept of a graph is where it crosses the axis. The x-intercept is where a graph crosses the x-axis, and the y-intercept is where a graph crosses the y-axis.
y-intercept

x-intercept

A special form of a linear equation is called slope intercept form: Where m is the slope of the line and b is the y-intercept (0, b). Example 1: What are the slope and y-intercept of ?

The slope is the coefficient of x, and the y-intercept is the constant. The slope of the line is and the y-intercept is 4. Example 2: What is the equation of the line with slope and y-intercept ?

It is often easier to graph an equation when it is written in slope intercept form. You can start by plotting a point on the y-axis for the y-intercept, and then count the slope as rise over run, from the y-intercept.
Scan this QR code to go to a video tutorial on graphing linear equations in slope intercept form.

Example 3: Graph the equation To graph the equation above, put a point on the y-axis at 2, and then count the slope by going down 1 and to the right 3. Put a second point there and draw a line through the two points.

Sometimes you will be asked to graph an equation that is not in slope intercept form. You can transform an equation into slope intercept form by solving for y.

Example 4: Put in slope intercept form, state the slope and the y-intercept, and graph.

The slope is 4, and the y-intercept is (0, -3). To graph the equation above, put a point on the y-axis at -3, and then count the slope by going up 4 and to the right 1. Put a second point there and draw a line through the two points.

You can find the equation of a line given two points on the line by first finding the slope. Once you have the slope and one point, you can plug this information into slope intercept form and solve for the y-intercept (b). Example 5: What is the equation of the line that passes through First find the slope: and ?

Now you can use the slope and either of the points to solve for b.

Now that you have

and

you can write an equation in slope intercept form.

Slope Intercept Form 1. What is the slope and y-intercept of 2. What is the equation of a line whose y-intercept is 3. What is the equation of the line that passes through 4. What is the y-intercept of the equation 5. Graph 6. Which of these equations has a slope of -2 ? A. B. C. D. ? and slope is ? ?

and whose slope is

7. What is the equation of the line that passes through (3, 4) and has a slope of -2 ? 8. What is the equation of the line that passes through (3, -2) and (9, -4)? 9. Graph 10. Graph

Systems of Equations A.4 The student will solve multistep linear and quadratic equations in two variables,
including
e) solving systems of two linear equations in two variables algebraically and graphically; and f) solving real-world problems involving equations and systems of equations.

A system of equations is two or more equations, whose solution is any point that each of the equations has in common. This can be seen on a graph as the intersection point of the lines. Systems of two linear equations can have no solutions, one solution, or infinitely many solutions. No Solutions One Solution Infinitely Many Solutions

Two lines that are the same Two lines that are parallel. These lines have the same slope, but different y-intercepts. They will never intersect, therefore there is no solution. Example 1: What is the solution to the system of equations pictured here? Two lines that intersect. These lines have different slopes which causes them to intersect in one place, therefore there is one solution. In this example the solution is (2, 3). These lines have the same slope and the same y-intercept. This means they are the same line and will share all points, therefore there are infinitely many solutions.

The graphs intersect at the point . Therefore the solution is

Systems of equations can also be solved algebraically by substitution or elimination. It is often easier to use substitution when one of the equations has a variable on the side by itself. If this is the case, you can substitute the value of that variable into the other equation. This will allow you to solve for one variable. Example 2: Solve the system of equations by substitution.

Since

, you can replace the

in the second equation with

Remember that the solution to a system of equations is an ordered pair! You have a y-value, use that to help you solve for x.

Remember that an ordered pair is always (x, y)!

Example 3: Solve the system of equations by substitution.

You can substitute the value of y from the first equation into the second equation.

Remember that the solution to a system of equations is an ordered pair! You have an x-value, use that to help you solve for y.

Another method of solving a system of equations is called elimination. This is often easier when both equations are written in standard form ( ). To use the elimination method, you will add or subtract the two equations, or some multiple of them, to get one of the variables to cancel out. Example 4: Solve this system of equations by elimination.
Notice that the y terms have equal and opposite coefficients! If you add these two equations together the y-term will cancel out!

Dont forget to solve for y! Plug the x-value back into one of the original equations.

You can always check your work when solving a system of equations by transforming both equations and graphing them in your calculator. The two lines should intersect at the ordered pair that you found. Below you will see the calculator check for Example 4.

The calculated intersection is Which is the same thing as

You can also check your work by plugging your values in for x and y to verify that both equations are true for those values.
Scan this QR code to go to a video tutorial on solving systems of equations.

Sometimes the system of equations will not have variables that immediately cancel out (like the y-term did in Example 4). When this happens you may have to multiply one or both of the equations by a constant to get two variables to have equal and opposite coefficients. Example 5: Solve this system of equations by elimination.
Notice that the x terms have opposite coefficient signs. What can you do to make the coefficients equal? Multiply the first equation by 2, then the x-terms will have equal and opposite coefficients.

Dont forget to solve for x! Plug the y-value back into one of the original equations.

Example 6: Solve this system of equations by elimination.

What can you do to make two of the coefficients equal? Multiply the first equation by 3, and the second equation by 2, then the y-terms will have equal coefficients.

_
Now you can subtract to get the ys to cancel!

Dont forget to solve for y! Plug the x-value back into one of the original equations.

Systems of equations are often presented as word problems. In these cases you will often not be given the equations, and you will be responsible for setting those up. Once you have two equations set up, you can solve the system of equations using any method that you prefer. Example 7: A class of 148 students went on a field trip. They took 10 vehicles, some cars and some buses. Find the number of cars and buses they took if each car holds 4 students and each bus holds 40 students.
We know total number of vehicles, and total number of students. We can set up two equations where those are our totals.

The number of cars plus the number of busses equals 10 total vehicles.

4 students per car plus 40 students per bus equals 148 total students.

Now we have two equations. We can solve this equation using any method that weve learned.

Multiply the first equation by , then the c-terms will have equal and opposite coefficients.

So now we know that they took 3 busses. We can plug this value into one of the other equations to solve for the number of cars!

They took 3 busses and 7 cars!

Dont forget that you can check your work by graphing! Just solve both equations for one of the variables.

Scan this QR code to go to a video tutorial on solving systems of equations word problems.

Example 8: Lauren is raising pot-bellied pigs and ostriches for fun. Among her animals, she has 17 heads and 56 legs in all. How many of each animal does she have?
We know total number of heads, and total number of legs. We can set up two equations where those are our totals. Each pig has one head plus each ostrich has one head equals 17 total heads. 4 legs per pig, plus 2 legs per ostrich equals 56 legs total.

Be careful using as a variable! Dont confuse it with 0. Now we have two equations. We can solve this equation using any method that weve learned.

Multiply the first equation by , then the -terms will have equal and opposite coefficients.

So now we know that she has 11 pigs. We can plug this value into one of the other equations to solve for the number of ostriches!

She has 11 pigs and 6 ostriches!

Systems of Equations Solve each system using whatever method you prefer. 1. 2. 3. 4. The admission fee at a small fair is $1.75 for children and $3.00 for adults. On a certain day, 1700 people enter the fair and $3375 is collected. How many children and how many adults attended? 5. Kris spent $144 on shirts. Dress shirts cost $19 and t-shirts cost $7. If he bought a total of 12, then how many of each kind did he buy?

Systems of Inequalities A.5 The student will solve multistep linear inequalities in two variables, including
a) solving multistep linear inequalities algebraically and graphically; c) solving real-world problems involving inequalities; and d) solving systems of inequalities.

A linear inequality can be formed by replacing the equal sign in any linear equation with an inequality symbol. The solutions for a linear inequality are any ordered pairs that make it a true statement. Example 1: Identify which ordered pairs are a solution of

This is true, therefore is a solution.

This is false, therefore is NOT a solution.

This is true, therefore is a solution.

As you can see from the last example, linear inequalities will have more than one solution. In fact, they will have infinitely many solutions. The graph of a linear inequality will indicate all of the solutions, and it is called a half-plane, and is bounded by a boundary line. All of the points on one side of this boundary are solutions, while all of the points on the other side of the boundary are not solutions. You graph a linear inequality the same way that you graph a linear equation. The line that you graph will either be dashed or solid depending on the inequality symbol. Dashed lines are used for < and >. This indicates that the points on the line are not part of the solution set. Solid lines are used for the solution set. and . This indicates that the points on the line are part of

To determine which half-plane to shade in, you can select one point that is not on the graph and determine if it is a solution or not. If it is a solution, shade that side of the boundary. If it is not a solution, shade the other side. The point (0, 0) is often an easy point to check with.

Example 2: Graph First determine if you will be using a dashed or solid line (dashed in this case because you have < ) Then graph the equation of the line by plotting the y-intercept and counting the slope as rise over run. Once you have a couple of points graphed, connect them with a dashed line. Finally, figure out which half-plane to color in. Select a point to see if it works.

This is false, therefore

is NOT a solution. So, we will shade the other side.

All of the points on the shaded side will satisfy the inequality.

Scan this QR code to go to a video tutorial on graphing linear inequalities.

Example 3: Graph First determine if you will be using a dashed or solid line (solid in this case because you have ) Before we graph this equation, we should put it in slope intercept form! Remember that if you multiply or divide by a negative number you will have to switch the inequality symbols direction.

You divided by here! Dont forget to switch the sign!

Now we can put a point at the y-intercept, and count the slope as rise over run. Finally, figure out which half-plane to color in. Select a point to see if it works. You can plug this point into the original equation, or the transformed equation.

This is true, therefore

is a solution. So, we will shade that side.

All of the points on the shaded side will satisfy the inequality.

To solve a system of linear inequalities, you will graph both inequalities on the same coordinate plane. The solution is any area that is shaded for both inequalities. Example 4: Solve the system of inequalities by graphing.

First graph the first equation with a solid line and determine which half-plane you should shade by choosing a point and verifying.
Does the point (0, 0) work? No, therefore shade the other side!

Now graph the second equation on the same graph, and determine which side to shade.
Does the point (0, 0) work? No, therefore shade the other side!

The solutions to the system of inequalities are all of the points that are shaded from both inequalities.

Scan this QR code to go to a video tutorial on systems of inequalities.

Systems of Inequalities 1. Is a solution to the inequality ? 2. Is a solution to the inequality ? 3. Is (2, 2) a solution to this system of inequalities?

4. Graph . 5. Graph . 6. Write the inequality that is graphed here

7. Solve the system of inequalities by graphing.

Are you ready for the 9 weeks test? Take the online practice test that is linked to this QR code to find out!

Answers to the Functions and Graphs 1.

problems: Slope Intercept and Transformations 1. 2. 3. 4. 5.

2. x -1 0 1 3. B Slope 1. 2. 3. 4. Direct and Inverse Variation 1. 2. 3. 4. 5. y -0.5 0 1 6. B 7. 8. 9.

10.

Systems of Equations Systems of Inequalities 1. 2. 3. 4. 1380 Children 320 Adults 5. 5 dress shirts 7 t-shirts Systems of Inequalities 1. No 2. Yes 3. Yes 4. 5.

6. 7.