1. Written by Chris Jackson, Ed.D.
Algebra I EOC
10-Day REVIEW
Written by Chris Jackson, Ed.D.
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2. Algebra I EOC Review
All clipart and images used in this review are either created by Hedgehog Learning, found in public domain, or used with permission from iStockphoto, iClipart, Microsoft, or
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3. Algebra I EOC Review DAY 1
Functional Relationships
READINESS STANDARD – TEKS A.1D and A.1E
READINESS STANDARDS
A.1D – represent relationships among quantities using concrete models, tables, graphs, diagrams, verbal descriptions, equations, and inequalities
A.1E – interpret and make decisions, predictions, and critical judgments from functional relationships
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4. Relationships
On the Algebra I EOC, you will see relationships in the form of:
Tables
Graphs
Inequalities
Mapping Models
Equations
Verbal Descriptions
Diagrams
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5. Representing Relationships
Imagine the following scenario and apply several representations to it:
Steven wants to start collecting baseball cards. His dad bought him his first set which includes 350 cards. Every week, he takes a portion of his allowance and buys 25 more cards to add to his collection.
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6. Representing Relationships
Imagine the following scenario and apply several representations to it:
Steven wants to start collecting baseball cards. His dad bought him his first set which includes 350 cards. Every week, he takes a portion of his allowance and buys 25 more cards to add to his collection.
WRITE AN EQUATION TO REPRESENT THIS RELATIONSHIP.
x = number of weeks
y = total number of cards
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7. Representing Relationships
Imagine the following scenario and apply several representations to it:
Steven wants to start collecting baseball cards. His dad bought him his first set which includes 350 cards. Every week, he takes a portion of his allowance and buys 25 more cards to add to his collection.
Is this what you wrote?
y = 25x + 350
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8. Representing Relationships
Steven wants to start collecting baseball cards. His dad bought him his first set which includes 350 cards. Every week, he takes a portion of his allowance and buys 25 more cards to add to his collection.
EQUATION
y = 25x + 350
Total number of baseball cards in his collection.
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9. Representing Relationships
Steven wants to start collecting baseball cards. His dad bought him his first set which includes 350 cards. Every week, he takes a portion of his allowance and buys 25 more cards to add to his collection.
EQUATION
y = 25x + 350
Total number of baseball cards in his collection.
Number of weeks he adds to his collection.
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10. Representing Relationships
Steven wants to start collecting baseball cards. His dad bought him his first set which includes 350 cards. Every week, he takes a portion of his allowance and buys 25 more cards to add to his collection.
EQUATION
y = 25x + 350
Number of cards he adds to his collection each week
Total number of baseball cards in his collection.
Number of weeks he adds to his collection.
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11. Representing Relationships
Steven wants to start collecting baseball cards. His dad bought him his first set which includes 350 cards. Every week, he takes a portion of his allowance and buys 25 more cards to add to his collection.
EQUATION
y = 25x + 350
Number of cards he adds to his collection each week
Number of cards his dad gave him to start his collection
Total number of baseball cards in his collection.
Number of weeks he adds to his collection.
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12. Representing Relationships
Steven wants to start collecting baseball cards. His dad bought him his first set which includes 350 cards. Every week, he takes a portion of his allowance and buys 25 more cards to add to his collection.
TABLE
y = 25x + 350 x
Number of Weeks y
Total Number of Cards
Now create a data table for the total number of cards his has collected for every week.
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13. Representing Relationships
Steven wants to start collecting baseball cards. His dad bought him his first set which includes 350 cards. Every week, he takes a portion of his allowance and buys 25 more cards to add to his collection.
TABLE
y = 25x + 350 x
Number of Weeks y
Total Number of Cards 1
375
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14. Representing Relationships
Steven wants to start collecting baseball cards. His dad bought him his first set which includes 350 cards. Every week, he takes a portion of his allowance and buys 25 more cards to add to his collection.
TABLE
y = 25x + 350 x
Number of Weeks y
Total Number of Cards
350 1
375 2
400 3
425 5
475 10
600 20
850
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15. Representing Relationships
Steven wants to start collecting baseball cards. His dad bought him his first set which includes 350 cards. Every week, he takes a portion of his allowance and buys 25 more cards to add to his collection.
GRAPH
y = 25x + 350 x y 1
375 2
400 3
425 5
475 10
600 20
850
Now create a graph to represent the data in the equation and table.
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16. Representing Relationships
Steven wants to start collecting baseball cards. His dad bought him his first set which includes 350 cards. Every week, he takes a portion of his allowance and buys 25 more cards to add to his collection.
GRAPH
y = 25x + 350 x y 1
375 2
400 3
425 5
475 10
600 20
850
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17. Representing Relationships
Steven wants to start collecting baseball cards. His dad bought him his first set which includes 350 cards. Every week, he takes a portion of his allowance and buys 25 more cards to add to his collection.
MAPPING
y = 25x + 350
Now create a mapping model of the relationship. x y
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18. Representing Relationships
Steven wants to start collecting baseball cards. His dad bought him his first set which includes 350 cards. Every week, he takes a portion of his allowance and buys 25 more cards to add to his collection.
MAPPING
y = 25x + 350
Now create a mapping model of the relationship. x y 1 2 3 4
350
375
400
425
450
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19. Representing Relationships
Five ways to represent this relationship: Verbal, Equation, Table, Mapping, and Graph.
Steven wants to start collecting baseball cards. His dad bought him his first set which includes 350 cards. Every week, he takes a portion of his allowance and buys 25 more cards to add to his collection.
y = 25x + 350
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20. Algebra I EOC Review DAY 2
Properties and Attributes of Functions
READINESS STANDARD – TEKS A.2B
READINESS STANDARD
2.B identify mathematical domains and ranges and determine reasonable domain and range values for given situations, both continuous and discrete
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21. Domain and Range Domain All possible x-values for a function Range
All possible y-values for a function
DOMAIN
x values
RANGE
y values
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22. Domain and Range
Maria tutors Algebra after school for $15 per hour. Her tutoring hours are from 4:00 – 6:00 PM, Monday – Friday. What are the domain and range values for a function representing her potential earnings this week?
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23. Domain and Range First, let’s set up a function for her earnings.
Maria tutors Algebra after school for $15 per hour. Her tutoring hours are from 4:00 – 6:00 PM, Monday – Friday. What are the domain and range values for a function representing her potential earnings this week?
Domain
All possible x-values for a function
Range
All possible y-values for a function
First, let’s set up a function for her earnings.
We will need to know:
Her earnings per hour ($15)
The number of hours she can tutor (x)
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24. Domain and Range f(x) = 15x
Maria tutors Algebra after school for $15 per hour. Her tutoring hours are from 4:00 – 6:00 PM, Monday – Friday. What are the domain and range values for a function representing her potential earnings this week?
Domain
All possible x-values for a function
Range
All possible y-values for a function
f(x) = 15x
What are all the possible values for x? (This is the domain.)
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25. Domain and Range f(x) = 15x
Maria tutors Algebra after school for $15 per hour. Her tutoring hours are from 4:00 – 6:00 PM, Monday – Friday. What are the domain and range values for a function representing her potential earnings this week?
Domain
All possible x-values for a function
Range
All possible y-values for a function
f(x) = 15x
What are all the possible values for x? (This is the domain.)
She can tutor 2 hours per day for 5 days during the week, so the maximum number of hours she can tutor is 10 hours.
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26. Domain and Range f(x) = 15x 0 ≤ x ≤ 10
Maria tutors Algebra after school for $15 per hour. Her tutoring hours are from 4:00 – 6:00 PM, Monday – Friday. What are the domain and range values for a function representing her potential earnings this week?
Domain
All possible x-values for a function
Range
All possible y-values for a function
f(x) = 15x
Therefore, the DOMAIN is:
0 ≤ x ≤ 10
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27. Domain and Range f(x) = 15x 15(0) ≤ f(x) ≤ 15(10)
Maria tutors Algebra after school for $15 per hour. Her tutoring hours are from 4:00 – 6:00 PM, Monday – Friday. What are the domain and range values for a function representing her potential earnings this week?
Domain
All possible x-values for a function
Range
All possible y-values for a function
f(x) = 15x
If the DOMAIN is 0 ≤ x ≤ 10, then what is the RANGE?
15(0) ≤ f(x) ≤ 15(10)
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28. Domain and Range f(x) = 15x 0 ≤ f(x) ≤ 150
Maria tutors Algebra after school for $15 per hour. Her tutoring hours are from 4:00 – 6:00 PM, Monday – Friday. What are the domain and range values for a function representing her potential earnings this week?
Domain
All possible x-values for a function
Range
All possible y-values for a function
f(x) = 15x
If the DOMAIN is 0 ≤ x ≤ 10, then what is the RANGE?
0 ≤ f(x) ≤ 150
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29. Domain and Range Domain 0 ≤ x ≤ 10 Range 0 ≤ f(x) ≤ 150 f(x) = 15x
Maria tutors Algebra after school for $15 per hour. Her tutoring hours are from 4:00 – 6:00 PM, Monday – Friday. What are the domain and range values for a function representing her potential earnings this week?
f(x) = 15x
Domain
All possible x-values for a function
0 ≤ x ≤ 10
Range
All possible y-values for a function
0 ≤ f(x) ≤ 150
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30. Domain and Range What is the domain and range of the graph below?
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31. Domain and Range What is the domain and range of the graph below?
-7 ≤ x ≤ 6
DOMAIN
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32. Domain and Range What is the domain and range of the graph below?
-7 ≤ x ≤ 6
RANGE
2 ≤ y ≤ 7
RANGE
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33. Domain and Range
What is the domain and range shown below? x y -4 3 5 8 -2 1 9
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34. Domain and Range
What is the domain and range shown below? x y -4 3 5 8 -2 1 9
DOMAIN
values
RANGE
values
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35. Domain and Range
What is the domain and range shown below? x y
DOMAIN
{-4, 0, 3, 5, 8}
RANGE
{-2, 1, 9} -4 3 5 8 -2 1 9
DOMAIN
values
RANGE
values
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36. Algebra I EOC Review DAY 3
Properties and Attributes of Functions
READINESS STANDARD – TEKS A.2D
READINESS STANDARD
2.D collect and organize data, make and interpret scatterplots (including recognizing positive, negative, or no correlation for data approximating linear situations), and model, predict, and make decisions and critical judgments in problem situations
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37. Scatterplots
SCATTERPLOTS are data points plotted on a graph. Usually these data points represent real data collected through an investigation or experiment. Mathematicians will identify if the scatterplot demonstrates a type of relationship.
The graph is real data representing the age of married couples. Is there a relationship?
(No pun intended!)
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38. Scatterplots
Let’s look at real-life scatterplots and determine if the relationship is:
No relationship
Positive correlation
Negative correlation
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39. Scatterplots
Source:
Boston Globe
No relationship, positive correlation, or negative correlation?
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40. Scatterplots POSITIVE CORRELATION Source: Boston Globe
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41. Scatterplots
Source:
Texas Hurricane
No relationship, positive correlation, or negative correlation?
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42. Scatterplots NO RELATIONSHIP Source: Texas Hurricane
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43. Scatterplots
Source:
Math Captian
No relationship, positive correlation, or negative correlation?
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44. Scatterplots NEGATIVE CORRELATION Source: Math Captain
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45. Algebra I EOC Review DAY 4
Properties and Attributes of Functions
READINESS STANDARD – TEKS A.4A
READINESS STANDARD
4.A find specific function values, simplify polynomial expressions, transform and solve equations, and factor as necessary in problem situations
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46. Finding a Function Value
On the Algebra I EOC, you will likely be given a scenario where you must find the function to solve problem.
A classic example of this is finding the side of a rectangle, x, given the perimeter. 3x
What is the value of x? x
Perimeter = 32 inches
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47. Finding a Function Value3x
What is the value of x? x
Perimeter = 32 inches
Setup the function:
2(width) + 2(length) = Perimeter
2(x) + 2(3x) = 32
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48. Finding a Function Value3x
What is the value of x? x
Perimeter = 32 inches
Setup the function:
2(x) + 2(3x) = 32
2x + 6x = 32
8x = 32
x = 4
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49. Finding a Function Value3x x
4 inches
Perimeter = 32 inches
12 inches
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50. Simplifying Polynomials
Simply the following polynomial:
4x2 + 3(x – 2) – 2x(x + 1)
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51. Simplifying Polynomials
Simply the following polynomial:
4x2 + 3(x – 2) – 2x(x + 1)
Step 1: Multiply the coefficients on the parenthesis.
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52. Simplifying Polynomials
Simply the following polynomial:
4x2 + 3(x – 2) – 2x(x + 1)
4x2 + 3x – 6 – 2x2 – 2x
Step 2: Group like terms and combine.
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53. Simplifying Polynomials
Simply the following polynomial:
4x2 + 3(x – 2) – 2x(x + 1)
4x2 + 3x – 6 – 2x2 – 2x
2x2 + x – 6
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54. Algebra I EOC Review DAY 5
Linear Functions
READINESS STANDARD – TEKS A.5C
READINESS STANDARD
5.C use, translate, and make connections among algebraic, tabular, graphical, or verbal descriptions of linear functions
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55. Making Connections with Linear Functions
Consider this situation:
Eric is selling cookies for a bake sale for his youth group. There is a $2 donation for every purchase, and the price of each cookie is $ After expenses, Eric’s youth group makes 75% profit of the total sales.
Write a linear function to calculate the total profit from the cookie sale.
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56. Making Connections with Linear Functions
Consider this situation:
Eric is selling cookies for a bake sale for his youth group. There is a $2 donation for every purchase, and the price of each cookie is $ After expenses, Eric’s youth group makes 75% profit of the total sales.
Let’s make:
x = the number of cookies, and
f(x) = the total profit.
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57. Making Connections with Linear Functions
Consider this situation:
Eric is selling cookies for a bake sale for his youth group. There is a $2 donation for every purchase, and the price of each cookie is $ After expenses, Eric’s youth group makes 75% profit of the total sales.
We know f(x) (profit) is going to be a function of x (cookies sold)
There will be $2 donation no matter how many cookies purchased.
Every cookie will be $1.50, or 1.50x.
The profit will be 75% of the total sales, or 0.75.
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58. Making Connections with Linear Functions
Consider this situation:
Eric is selling cookies for a bake sale for his youth group. There is a $2 donation for every purchase, and the price of each cookie is $ After expenses, Eric’s youth group makes 75% profit of the total sales.
Let’s write the function:
f(x) = 0.75 ( x )
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59. Making Connections with Linear Functions
Consider this situation:
Eric is selling cookies for a bake sale for his youth group. There is a $2 donation for every purchase, and the price of each cookie is $ After expenses, Eric’s youth group makes 75% profit of the total sales.
Let’s write the function:
f(x) = 0.75 ( x )
75% of Sales $2 Donation $1.50 per cookie (x)
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60. Making Connections with Linear Functions
Consider this situation:
Eric is selling cookies for a bake sale for his youth group. There is a $2 donation for every purchase, and the price of each cookie is $ After expenses, Eric’s youth group makes 75% profit of the total sales.
Now, create a table representing profit as a function of the number of cookies sold in quantities of 10, 80, and 200
Profit f(x)
Cookies Sold (x) 10 80
200
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61. Making Connections with Linear Functions
Consider this situation:
Eric is selling cookies for a bake sale for his youth group. There is a $2 donation for every purchase, and the price of each cookie is $ After expenses, Eric’s youth group makes 75% profit of the total sales.
f(x) = 0.75 ( x )
Profit f(x)
Cookies Sold (x)
$12.75 10
$91.50 80
$226.50
200
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62. Making Connections with Linear Functions
Consider this situation:
Eric is selling cookies for a bake sale for his youth group. There is a $2 donation for every purchase, and the price of each cookie is $ After expenses, Eric’s youth group makes 75% profit of the total sales.
Complete a graph representing this linear relationship.
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63. Making Connections with Linear Functions
Consider this situation:
Eric is selling cookies for a bake sale for his youth group. There is a $2 donation for every purchase, and the price of each cookie is $ After expenses, Eric’s youth group makes 75% profit of the total sales.
Complete a graph representing this linear relationship.
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64. Algebra I EOC Review DAY 6
Linear Functions
READINESS STANDARD – TEKS A.6B
READINESS STANDARD
6.B interpret the meaning of slope and intercepts in situations using data, symbolic representations, or graphs
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65. Slope and Intercepts y2 – y1 x2 – x1 Slope (m) =
SLOPE - number that describes both the direction and the steepness of the line
y2 – y1
x2 – x1
Slope (m) =
INTERCEPT – point at which a line crosses the x-axis or y-axis
y-intercept
x-intercept
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66. Slope and Intercepts y = mx +b
Any line can be identified by the slope of the line (m) and the point at which it intersects the y-axis (b).
In terms of x and y, the equation for a line is:
y = mx +b
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67. Slope and Intercepts
Write the equation for the line shown in the graph in
y = mx + b format.
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68. Slope and Intercepts
Write the equation for the line shown in the graph in
y = mx + b format.
slope = 1
y-Intercept = 5
y = x + 5
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69. Slope and Intercepts What would be the graph of the following?
y = -2x – 2
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70. Slope and Intercepts What would be the graph of the following?
y = -2x – 2
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71. Slope and Intercepts Identify the slope and y-intercept of the graph.
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72. Slope and Intercepts y-intercept = - 1 y = − 𝟏 𝟐 x – 1
Identify the slope and y-intercept of the graph.
Slope = − 𝟏 𝟐
y-intercept = - 1
y = − 𝟏 𝟐 x – 1
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73. Slope and Intercepts x y
Identify the slope and y-intercept of the data table? x y 5 2 6 4 7 9
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74. Slope and Intercepts x y
Identify the slope and y-intercept of the data table?
𝒎= 𝒚𝟐 −𝒚𝟏 𝒙𝟐 −𝒙𝟏
𝒎= 𝟖 −𝟓 𝟔 −𝟎
𝒎= 𝟑 𝟔 or 𝒎= 𝟏 𝟐 x y 5 2 6 4 7 8
y-intercept = 5
𝒚= 𝟏 𝟐 𝒙+𝟓
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75. Algebra I EOC Review DAY 7
Linear Functions
READINESS STANDARD – TEKS A.6C and A.6F
READINESS STANDARDS
6.C investigate, describe, and predict the effects of changes in m and b on the graph of y = mx + b
6.F interpret and predict the effects of changing slope and y‐intercept in applied situations
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76. Changing Slope y = mx + b y = x In the linear equation
m is the slope. Let’s change m on the graph with the equation y = x.
y = x
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77. Changing Slope y = 𝟏 𝟑 x y = 𝟏 𝟐 x y = x y = 2x y = 3x
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78. Changing Slope y = 𝟏 𝟑 x y = 𝟏 𝟐 x y = x y = 2x y = 3x
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79. Changing Slope y = 𝟏 𝟑 x y = 𝟏 𝟐 x y = x y = 2x y = 3x
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80. Changing Slope y = 𝟏 𝟑 x y = 𝟏 𝟐 x y = x y = 2x y = 3x
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81. Changing y-Intercept y = mx + b y = 𝟏 𝟐 x In the linear equation
b is the y-intercept. Let’s investigate a change in b on the graph.
y = 𝟏 𝟐 x
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82. Changing y-Intercept
y = 𝟏 𝟐 x
y = 𝟏 𝟐 x + 4
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83. Changing y-Intercept y = 𝟏 𝟐 x y = 𝟏 𝟐 x + 4 y = 𝟏 𝟐 x – 4
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84. Changing Slope and y-Intercept
In the linear equation y = -2x +1, the slope multiplied by and the y-intercept is tripled.
What is the resulting new linear equation?
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85. Changing Slope and y-Intercept
Original Line:
y = -2x + 1
New m = -2 ( )
m = 1
New b = 1 (3)
b = 3
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86. Changing Slope and y-Intercept
Original Line:
y = -2x + 1
New m = -2 ( )
m = 1
New b = 1 (3)
b = 3
New Line:
y = x + 3
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87. Algebra I EOC Review DAY 8
Linear Equations and Inequalities
READINESS STANDARD – TEKS A.7B
READINESS STANDARD
7.B investigate methods for solving linear equations and inequalities using concrete models, graphs, and the properties of equality, select a method, and solve the equations and inequalities
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88. Solving Equations and Inequalities
The total charge to Mr. Smith from Lawn Works for mowing is $57. Lawn Works charges $25 setup fee plus $8 per hour per person. Two crew members mowed Mr. Smith’s lawn that day. How many hours did it take it take them?
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89. Solving Equations and Inequalities
The total charge to Mr. Smith from Lawn Works for mowing is $57. Lawn Works charges $25 setup fee plus $8 per hour per person. Two crew members mowed Mr. Smith’s lawn that day. How many hours did it take it take them?
Step 1: Identify the Variables.
y = Total Charge
x = Number of Hours
m = Number of Mowers
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90. Solving Equations and Inequalities
The total charge to Mr. Smith from Lawn Works for mowing is $57. Lawn Works charges $25 setup fee plus $8 per hour per person. Two crew members mowed Mr. Smith’s lawn that day. How many hours did it take it take them?
Step 2: Setup the equation.
y = mx
57 = (2)(x)
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91. Solving Equations and Inequalities
The total charge to Mr. Smith from Lawn Works for mowing is $57. Lawn Works charges $25 setup fee plus $8 per hour per person. Two crew members mowed Mr. Smith’s lawn that day. How many hours did it take it take them?
Step 3: Solve the equation.
57 = (2)(x)
57 = x
x = 2 hours
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92. Solving Equations and Inequalities
Is the point (3, 2) a possible solution for the following inequality?
y > 4 – 2x
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93. Solving Equations and Inequalities
Is the point (3, 2) a possible solution for the following inequality?
y > 4 – 2x
Step 1: Draw the graph.
y= -2x + 4
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94. Solving Equations and Inequalities
Is the point (3, 2) a possible solution for the following inequality?
y > 4 – 2x
Step 2: Identify the solution area for the inequality.
y > -2x + 4
y > -2x + 4
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95. Solving Equations and Inequalities
Is the point (3, 2) a possible solution for the following inequality?
y > 4 – 2x
Step 3: Find the point (3, 2).
y > -2x + 4
(3, 2)
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96. Solving Equations and Inequalities
Is the point (3, 2) a possible solution for the following inequality?
y > 4 – 2x
Step 3: Find the point (3, 2).
Yes – (3, 2) is a solution to
y > -2x + 4
(3, 2)
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97. Algebra I EOC Review DAY 9
Linear Equations and Inequalities
READINESS STANDARD – TEKS A.8B
READINESS STANDARD
8.B solve systems of linear equations using concrete models, graphs, tables, and algebraic methods
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98. System of Equations Consider these two equations: y1 = x1 + 2
Is there any value for y and x that would solve both equations?
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99. System of Equations PARALLEL LINES = NO SOLUTION
No (x, y) solution to both equations.
Key Point:
If two equations have the SAME SLOPE, there will be no solution to the system of equations.
PARALLEL LINES = NO SOLUTION
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100. System of Equations PARALLEL LINES = NO SOLUTION
No (x, y) solution to both equations.
Key Point:
If two equations have the SAME SLOPE, there will be no solution to the system of equations.
PARALLEL LINES = NO SOLUTION
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101. System of Equations Consider these two equations: y1 = -2x1 + 2
Is there any value for y and x that would solve both equations?
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102. System of Equations
Yes – The solution set is the point at which the two lines intersect.
POINT OF SOLUTION
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103. System of Equations What is the solution to the following equations?
2y = x + 1
y + 7 = 2x
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104. System of Equations What is the solution to the following equations?
2y = x + 1
y + 7 = 2x
Step 1: Solve for x in the first equation.
x = 2y – 1
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105. System of Equations What is the solution to the following equations?
2y = x + 1
y + 7 = 2x
Step 2: Substitute for x in the second equation.
x = 2y – 1
y + 7 = 2 x
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106. System of Equations What is the solution to the following equations?
2y = x + 1
y + 7 = 2x
Step 3: Solve for y.
y + 7 = 2(2y – 1)
y + 7 = 4y – 2
9 = 3y
y = 3
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107. System of Equations What is the solution to the following equations?
2y = x + 1
y + 7 = 2x
Step 4: Insert the value for y in the first equation and solve for x.
2(3) = x + 1
6 = x + 1
x = 5
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108. Algebra I EOC Review DAY 10
Quadratics and Other Nonlinear Functions
READINESS STANDARD – TEKS A.9D and A.10A
READINESS STANDARDS
9.D analyze graphs of quadratic functions and draw conclusions
10.A solve quadratic equations using concrete models, tables, graphs, and algebraic methods
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109. Quadratic Equations
Quadratic relationships occur when the x-value is squared.
Example y = x2
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110. Quadratic Equations
Quadratic relationships occur when the x-value is squared.
Example y = x2
Example y = -x2
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111. Quadratic Equations Parts of a Quadratic Graph:
Vertex – highest or lowest point of a quadratic graph.
Axis of Symmetry
y-intercepts
x-intercepts (roots)
Axis of Symmetry)
X-Intercepts (Roots)
Y-Intercept
Vertex
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112. Quadratic Equations
To find the vertex of a quadratic equation, use the following equation:
y = ax2 + bx + c
Vertex x-value = −𝑏 2𝑎
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113. Solving Quadratic Equations
Find the solutions to the following equation:
x2 – 36 = 0
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114. Solving Quadratic Equations
Find the solutions to the following equation:
x2 – 36 = 0
x = {-6, 6}
(-6)2 – 36 = 0
and
(6)2 – 36 = 0
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115. Written by Chris Jackson, Ed.D.
Algebra I EOC 10-Day Review
Best wishes on your Algebra I EOC!
You will do great!
Written by Chris Jackson, Ed.D.
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