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Slope and Intercepts: Free Response

5 questions in parts, 55 points in total. Work each one out on paper, taking a hint if you get stuck. When you have an answer, reveal the answer to check it, and the full solution only if you still want it. The rubric is there so you can mark your own work.

Free response · work it on paper Question 1 of 5
  1. 1. Two numbers, each with its own sign . Foundational, 9 points. Question 1 of 5.

    Slope-intercept form puts a line's tilt and its crossing of the vertical axis on the face of the equation. Reading them back is a matching exercise, and only two things go wrong: a sign gets dropped, or the equation is read before its terms are in the order the form expects.

    1. Part A.

      State the slope and give the yy-intercept as a point for each of these three lines: y=6x7y = 6x - 7, y=94xy = 9 - 4x, and y=34xy = -\tfrac{3}{4}x.

      Solve and show your work Write each step out, and end with the value and its units. 3 points

    2. Part B.

      The line below is drawn on a grid of unit squares. Write its equation in slope-intercept form.

      Write the expression An equation or an expression is enough here. Show how you built it. 3 points

      A straight line drawn on a unit gridA coordinate plane with gridlines one unit apart and the even numbers marked on both axes. One straight line rises from lower left to upper right, passing through the gridline crossing one unit left of the origin and five units below it, and through the crossing two units right of the origin and one unit above it. Nothing on the line itself is marked or labelled.xy-4-22442-2-40
      A line on a grid of unit squares. The even numbers are marked on both axes, and the line itself carries no labels.
      Text description of this figure

      A coordinate plane with gridlines one unit apart and the even numbers marked on both axes. A single straight line is drawn across the grid, rising from lower left to upper right. It passes exactly through the gridline crossing that is one unit left of the origin and five units below it, and through the crossing that is two units right of the origin and one unit above it. No point on the line is marked or labelled.

    3. Part C.

      Explain, from the form itself, why the constant in y=mx+by = mx + b has to be the height at which the line meets the yy-axis, and why the number multiplying xx is still the slope when the constant is written ahead of it.

      Explain why it works A sentence or two. Reasons, not steps. 3 points

    Hints

    One at a time, each one a step further than the last. Take only as many as you need.

    Answer and solution

    Check your answer first. If it is wrong, go back to your paper: the worked solution will still be here.

    Rubric

    Mark your own paper against this. Give yourself the points for each element you actually wrote down, not the ones you meant to.

    Part A 3 points

    Reads the slope as the number multiplying xx, including in the equation whose terms are not written in the order the form uses. . Worth 2 points.

    Gives each yy-intercept as a point on the vertical axis, carrying the constant's own sign rather than its size alone. . Worth 1 point.

    Part B 3 points

    Reads the crossing of the vertical axis off the picture with its sign, rather than its distance from the origin alone. . Worth 2 points.

    Assembles the tilt and the crossing into a single equation in the form asked for, rather than reporting two separate numbers. . Worth 1 point.

    Part C 3 points

    Derives the crossing from the form, using the fact that a point on the vertical axis has a first coordinate of zero, rather than restating the rule as something to be remembered. . Worth 2 points. needs an explanation, not just an answer

    Answers the second half as well, naming the property of addition that makes the order of the two terms irrelevant. . Worth 1 point.

    Try a similar problem (Optional)

    Same idea, different numbers. Work it on paper, then check yourself the same way.

    State the slope and the yy-intercept of y=125xy = 12 - 5x and of y=12x+8y = \tfrac{1}{2}x + 8, then write the equation of the line with slope 6-6 that crosses the yy-axis at (0,1)(0, -1).

  2. 2. Nothing can be read until y stands alone . Foundational, 11 points. Question 2 of 5.

    An equation does not have to arrive in slope-intercept form, and until it is in that form the numbers on the page are not the slope and the intercept, however much they look the part.

    1. Part A.

      Rewrite 3x+4y=243x + 4y = 24 in slope-intercept form, then state its slope and give its yy-intercept as a point.

      Write the expression An equation or an expression is enough here. Show how you built it. 5 points

    2. Part B.

      Using only the slope and the intercept from part A, describe how you would graph this line: name the first point you plot, the second point you reach, and the move that takes you from one to the other.

      Carry your own answer forward Graph the line from whichever slope and intercept your part A produced. What is credited here is starting at the crossing of the vertical axis and stepping by the slope, not the pair of numbers turning out to be the expected one.

      Explain what it means Words, not just symbols. Say what the number is telling you about the situation. 3 points

    3. Part C.

      Explain why neither the number multiplying xx in 3x+4y=243x + 4y = 24 nor the number on the right of it can be trusted as the slope or the intercept, naming the step in your own work that changed each one.

      Explain why it works A sentence or two. Reasons, not steps. 3 points

    Hints

    One at a time, each one a step further than the last. Take only as many as you need.

    Answer and solution

    Check your answer first. If it is wrong, go back to your paper: the worked solution will still be here.

    Rubric

    Mark your own paper against this. Give yourself the points for each element you actually wrote down, not the ones you meant to.

    Part A 5 points

    Solves for yy rather than rearranging by inspection: the xx-term is cleared off the side that yy is on. . Worth 2 points.

    Divides every term on both sides by the coefficient of yy, not only the term that was moved across. . Worth 2 points.

    Finishes with yy standing alone with a coefficient of 11, and names the intercept as a point rather than a bare number. . Worth 1 point.

    Part B 3 points

    Starts from the point the form gives for free, rather than substituting values of xx to hunt for points to plot. . Worth 2 points.

    Turns the slope into a matching pair of moves, and takes the direction of the vertical move from the slope's sign. . Worth 1 point.

    Part C 3 points

    Follows a specific number through the solving and names the operations that acted on it, instead of asserting that the equation must be rearranged first. . Worth 2 points. needs an explanation, not just an answer

    Covers the constant as well as the coefficient of xx, and states what has to be true of an equation before mm and bb can be read from it at all. . Worth 1 point. needs an explanation, not just an answer

    Try a similar problem (Optional)

    Same idea, different numbers. Work it on paper, then check yourself the same way.

    Rewrite 5x2y=85x - 2y = 8 in slope-intercept form, state its slope and yy-intercept, and name the second point you would reach by stepping once from that crossing.

  3. 3. Two rules that are mirror images, and a claim that is not true . Reasoning, 12 points. Question 3 of 5.

    The two intercepts are found by rules that look so alike they get swapped for each other constantly. This question separates them, and then puts a claim about every line to the test.

    1. Part A.

      Find both intercepts of the line y=23x4y = \tfrac{2}{3}x - 4. Give each as a point, and show the equation you solved to get each one.

      Solve and show your work Write each step out, and end with the value and its units. 5 points

    2. Part B.

      Here is a claim: for every line, the xx-intercept and the yy-intercept are two different points. Refute it with one specific line. Give that line's equation, work out both of its intercepts, and name the feature of the line that makes the claim fail.

      Construct a counterexample Give one specific case, and show it breaks the claim. 4 points

    3. Part C.

      Explain why setting x=0x = 0 locates the crossing of the yy-axis and setting y=0y = 0 locates the crossing of the xx-axis, and not the other way round. Aim at an explanation someone could rebuild from scratch rather than a rule to be memorised.

      Explain why it works A sentence or two. Reasons, not steps. 3 points

    Hints

    One at a time, each one a step further than the last. Take only as many as you need.

    Answer and solution

    Check your answer first. If it is wrong, go back to your paper: the worked solution will still be here.

    Rubric

    Mark your own paper against this. Give yourself the points for each element you actually wrote down, not the ones you meant to.

    Part A 5 points

    Sets xx to zero for one intercept and yy to zero for the other, and says which of the two is which. . Worth 2 points.

    Solves the one-variable equation that is left correctly, clearing the fraction rather than dropping it. . Worth 2 points.

    Reports each intercept as a point, with the zero sitting in the coordinate that belongs to the axis being crossed. . Worth 1 point.

    Part B 4 points

    Produces one specific line, given by its equation, rather than describing in general terms the kind of line that would break the claim. . Worth 2 points.

    Applies both intercept rules to that line and carries each one through to a point. . Worth 1 point.

    Names the feature of the line that makes the claim fail, so that the refutation is shown to be structural rather than a coincidence of one example. . Worth 1 point.

    Part C 3 points

    Explains each rule by describing the axis it is aiming at, in terms of which coordinate every point of that axis holds at zero. . Worth 2 points. needs an explanation, not just an answer

    Covers both rules rather than one, and makes clear why the letter set to zero is not the letter naming the axis. . Worth 1 point.

    Try a similar problem (Optional)

    Same idea, different numbers. Work it on paper, then check yourself the same way.

    Find both intercepts of y=52x+10y = -\tfrac{5}{2}x + 10, then decide whether y=7xy = -7x is a counterexample to the claim that a line's two intercepts are always different points.

  4. 4. An account, a daily charge, and two crossings . Application, 10 points. Question 4 of 5.

    A prepaid phone account is topped up with 4545 dollars. The plan then takes a flat 55 dollars from it every day, whether the phone is used that day or not. Let DD be the number of dollars left on the account after tt days.

    1. Part A.

      Write an equation giving DD in terms of tt, put it into slope-intercept form, and say which number in it is the slope and which is the intercept.

      Model the situation Name your unknown first, then write every other quantity in terms of that one letter. 3 points

    2. Part B.

      Find the two intercepts of this line, and say what each one means for the account. Give the units.

      Carry your own answer forward Work from the equation you wrote in part A, whatever it turned out to be. The credit here is for setting each variable to zero in turn, solving, and reading each result back as a fact about the account.

      Solve and show your work Write each step out, and end with the value and its units. 4 points

    3. Part C.

      Say what the sign of the slope tells you about the account, and explain why the equation stops describing the account shortly after the moment you found in part B.

      Carry your own answer forward Use your own slope and your own second intercept from the earlier parts. What matters here is reading them back into the story of the account, not the particular numbers you are reading.

      Explain what it means Words, not just symbols. Say what the number is telling you about the situation. 3 points

    Hints

    One at a time, each one a step further than the last. Take only as many as you need.

    Answer and solution

    Check your answer first. If it is wrong, go back to your paper: the worked solution will still be here.

    Rubric

    Mark your own paper against this. Give yourself the points for each element you actually wrote down, not the ones you meant to.

    Part A 3 points

    Builds an equation in which the starting amount is the constant and the daily rate multiplies tt, with the sign of that rate matching the direction the balance moves. . Worth 2 points.

    Identifies the slope as the number attached to tt once the equation is in the form's order, rather than the number that happened to be written first. . Worth 1 point.

    Part B 4 points

    Sets one variable to zero at a time and solves for the other, using the rule that matches the axis being crossed. . Worth 2 points.

    Attaches the right unit to each of the two answers and says what each intercept is a fact about, rather than leaving two bare pairs of coordinates. . Worth 2 points.

    Part C 3 points

    Reads the slope as a rate in the situation's own units, and gets the meaning of its sign right for a balance that is being charged down. . Worth 2 points. needs an explanation, not just an answer

    Says what the equation would claim past the second intercept and why the account cannot do it, rather than only asserting that the model ends there. . Worth 1 point.

    Try a similar problem (Optional)

    Same idea, different numbers. Work it on paper, then check yourself the same way.

    A different prepaid account is topped up with 5252 dollars and is charged a flat 44 dollars a day. Write the equation in slope-intercept form, find both intercepts, and say what each one means.

  5. 5. The conversion done once, in letters . Reasoning, 13 points. Question 5 of 5.

    Rewriting an equation like 3x+4y=243x + 4y = 24 costs a few lines every time it is asked for. Do that same work once with letters in place of the numbers and the result covers every equation of that shape at once, provided you stay honest about what the letters are allowed to be.

    1. Part A.

      Let AA, BB and CC be numbers with B0B \neq 0. Solve Ax+By=CAx + By = C for yy, and give the slope and the yy-intercept of the line in terms of AA, BB and CC.

      Write the expression An equation or an expression is enough here. Show how you built it. 4 points

    2. Part B.

      Find the xx-intercept of the same line Ax+By=CAx + By = C in terms of the letters, and state the extra condition the letters must satisfy for that intercept to exist at all.

      Write the expression An equation or an expression is enough here. Show how you built it. 4 points

    3. Part C.

      Part A assumed B0B \neq 0. Decide whether that assumption can be dropped: say what Ax+By=CAx + By = C becomes when B=0B = 0 and A0A \neq 0, and justify whether a line of that kind can be written in slope-intercept form at all.

      Justify your claim State the claim, then give the reason it has to be true. 5 points

    Hints

    One at a time, each one a step further than the last. Take only as many as you need.

    Answer and solution

    Check your answer first. If it is wrong, go back to your paper: the worked solution will still be here.

    Rubric

    Mark your own paper against this. Give yourself the points for each element you actually wrote down, not the ones you meant to.

    Part A 4 points

    Runs the same two steps used on numbers, clearing the xx-term before dividing, rather than treating the letters as a different kind of problem. . Worth 2 points.

    Divides both of the remaining terms by the coefficient of yy, and keeps the sign that moving the xx-term across produced. . Worth 2 points.

    Part B 4 points

    Sets y=0y = 0 in the equation as it was given, so that the work stands on its own rather than resting on the rearrangement of part A. . Worth 2 points.

    Solves for xx and reports a point rather than a bare number. . Worth 1 point.

    Names the condition that the final division needs, and says why there is no single xx-intercept to report without it. . Worth 1 point. needs an explanation, not just an answer

    Part C 5 points

    Puts the failing value into the equation, identifies what is left of it, and argues that no equation y=mx+by = mx + b can describe such a line rather than asserting it. . Worth 3 points. needs an explanation, not just an answer

    States the slope's status for that line in the correct words, keeping it distinct from the case of a line whose slope is zero. . Worth 2 points.