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.
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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.
- Part A.
State the slope and give the -intercept as a point for each of these three lines: , , and .
Solve and show your work Write each step out, and end with the value and its units. 3 points
- 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 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.
- Part C.
Explain, from the form itself, why the constant in has to be the height at which the line meets the -axis, and why the number multiplying 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.
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Hint 1 of 3
This is one template matched several times over, so the work is deciding which number is playing which role. Watch for the equation whose terms are not in the template's order, and for the one with a term you cannot see at all.
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Hint 2 of 3 · Part B
Begin with the one number the drawing gives you for nothing, the height at which the line crosses the vertical axis, and read it with its sign. Only then go hunting for the tilt.
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Hint 3 of 3 · Part C
Ask what the term is worth when is zero. Then ask, separately, whether writing a sum in the opposite order can change which of its two terms is the one touching the .
That is every hint for this question.
Answer and solution
Check your answer first. If it is wrong, go back to your paper: the worked solution will still be here.
The answer
Part A
Slopes , and ; -intercepts , and .
- names the same slope as , and the third line's intercept may be named as the origin
Part B
.
Part C
Every point of the -axis has , and putting into the form leaves , so the crossing is . Writing the two terms in the other order is the same sum added the other way round, which changes nothing about which number is attached to .
Not what you got? Look for the slip on your own paper before you open the solution. Finding it yourself is worth more than reading it.
Worked solution
Part A
Match each equation against , where is whatever multiplies and is the constant.
In the first, the constant is , not , so the crossing sits below the origin:
The second lists its terms in the other order, so reorder it before reading anything:
The number written first is the constant here, and the slope is the number attached to , minus sign included. Reading left to right instead would have taken the tilt from a number that is not touching at all.
The third has no constant term written, which means the constant is :
so that line crosses at the origin. In all three cases the -intercept is the point , not the bare number .
Part B
Take the two numbers the form needs in the order the picture hands them over.
First the constant, which costs no work at all: the line crosses the vertical axis three units below the origin, so .
Then the slope. Move along the line from that crossing to the next crossing of two gridlines it passes through, which is one unit right and two units up. A run of with a rise of gives
Put both numbers into :
Check it against a point the drawing agrees on. At the equation gives , and the line does pass through the crossing two units right of the origin and one unit above it.
Part C
Two separate questions, and one line of the form settles each.
Why the constant is the crossing. The -axis is the collection of points whose first coordinate is , so the line meets it at whatever comes out when is . Put that into the form:
The term is wiped out whatever happens to be, which is why the crossing depends on alone, and why the crossing as a point is .
Why the order does not matter. The expressions and are one sum written in its two possible orders, and addition gives the same result either way:
So the two equations describe the same line, and the slope is whichever number is attached to in either of them. What the reordering changes is only which number your eye reaches first, and that is exactly why it is worth rewriting an equation into the form's order before reading it.
In one line
The three lines have slopes , and , with -intercepts , and ; the drawn line is ; and the constant is the crossing because turns into , while reordering the terms of a sum never changes which number multiplies .
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 , including in the equation whose terms are not written in the order the form uses. . Worth 2 points.
Gives each -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 -intercept of and of , then write the equation of the line with slope that crosses the -axis at .
The answer
Slope with -intercept ; slope with -intercept ; and .
Reorder the first equation before reading it:
so its slope is and its -intercept is . The second is already in the form, giving slope and -intercept .
For the third, the two numbers are handed over directly, and , so
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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.
- Part A.
Rewrite in slope-intercept form, then state its slope and give its -intercept as a point.
Write the expression An equation or an expression is enough here. Show how you built it. 5 points
- 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
- Part C.
Explain why neither the number multiplying in 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.
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Hint 1 of 3
Slope-intercept form is not a pattern you spot inside an equation; it is a shape you solve towards. Ask what would have to be true of one side before any number in the equation could be called the slope.
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Hint 2 of 3 · Part A
Once the -term is out of the way, the is still carrying a coefficient. Whatever you divide by has to reach every term on both sides, the constant included, or the equation is only half solved.
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Hint 3 of 3 · Part C
Line the two numbers you began with up against the two you ended with, and find the operations standing between each pair. A number that has been operated on twice was never the thing it looked like.
That is every hint for this question.
Answer and solution
Check your answer first. If it is wrong, go back to your paper: the worked solution will still be here.
The answer
Part A
, with slope and -intercept .
Part B
Plot the crossing first. Then step units right and units down, the run and the rise the slope names, to reach . The straight line through those two points is the graph.
Part C
Neither number survives the solving. Clearing the -term carries it across, which reverses its sign, and dividing by the coefficient of then rescales it and the constant alike. Only once stands alone does the equation say , so only then do its numbers mean and .
Not what you got? Look for the slip on your own paper before you open the solution. Finding it yourself is worth more than reading it.
Worked solution
Part A
Slope-intercept form wants alone on one side with nothing multiplying it, so solve the equation for .
Move the -term across first, by subtracting from both sides:
The still carries a coefficient of , so divide by . Every term means both of them, not just the one that moved:
Now the reading is immediate: and , so the -intercept is the point .
A cheap check goes back to the original equation. At it says , so , which is the crossing just found.
Part B
The form hands over exactly what drawing a line needs: one point to start from, and a direction to leave it in.
The intercept is the free point, because it takes no calculation. Plot on the vertical axis.
For the direction, read the slope as a rise over a run:
A run of to the right comes with a rise of , which is three units down. Stepping from the crossing:
Plot , lay a ruler across the two points and draw. The negative slope is what makes the line fall as it travels right. Stepping once more, to , is a cheap check that the first two points were placed correctly.
Part C
Slope-intercept form is a claim about the SHAPE of an equation, not about the numbers that appear in it, and an equation not yet in that shape is not making the claim.
Track the coefficient of through the work. It starts on the left of
is carried across, which reverses its sign, and is then divided by along with everything else. Two separate steps acted on it, so the number that finally multiplies is neither the one written at the start nor its opposite.
The constant travels a shorter road and is changed all the same: the first step leaves it alone, and the second divides it by . So the number on the right of the original equation is not the height of the crossing either.
The general point outlives the two numbers. Reading and is legitimate only once stands alone with a coefficient of , because that is the only arrangement the form describes. Stopping one step early, at
leaves an equation whose numbers are still halfway through the journey.
In one line
becomes , so the slope is and the -intercept is ; the line is graphed by plotting and stepping four right and three down to ; and the original equation's numbers are not and because carrying the -term across reverses a sign and dividing by the coefficient of rescales what is left.
Another way: Divide first, move second
The two steps can be taken in the other order, and the division is easier to get right when it comes first. Divide every term of by straight away:
The now has a coefficient of already, so one subtraction finishes the job:
When it is worth it When the coefficient of does not divide the other numbers evenly. Doing the division while both terms are still side by side makes it harder to divide one of them and forget the other, which is the usual way this goes wrong.
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 rather than rearranging by inspection: the -term is cleared off the side that is on. . Worth 2 points.
Divides every term on both sides by the coefficient of , not only the term that was moved across. . Worth 2 points.
Finishes with standing alone with a coefficient of , 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 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 , and states what has to be true of an equation before and 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 in slope-intercept form, state its slope and -intercept, and name the second point you would reach by stepping once from that crossing.
The answer
, with slope and -intercept ; stepping once from the crossing reaches .
Clear the -term first:
Then divide every term by , remembering that both signs change:
So the slope is and the -intercept is . Stepping from that crossing by a run of and a rise of :
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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.
- Part A.
Find both intercepts of the line . 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
- Part B.
Here is a claim: for every line, the -intercept and the -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
- Part C.
Explain why setting locates the crossing of the -axis and setting locates the crossing of the -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.
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Hint 1 of 3
Every part here turns on one small fact about the coordinate plane: a point sitting on an axis has a zero in one of its two coordinates, and deciding which coordinate that is settles both rules at once.
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Hint 2 of 3 · Part B
A claim about every line is finished off by a single line that breaks it, so you are looking for one equation, not an argument. Ask whether a line can meet both axes in the same place, and if so, which place that would have to be.
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Hint 3 of 3 · Part C
Write down three or four points that sit on the vertical axis and look at what they all have in common. Then do the same for the horizontal axis. Each rule is that observation and nothing more.
That is every hint for this question.
Answer and solution
Check your answer first. If it is wrong, go back to your paper: the worked solution will still be here.
The answer
Part A
The -intercept is and the -intercept is .
Part B
The claim is false. Take . Setting gives , and setting gives as well, so the two intercepts are one and the same point. Any line through the origin does this.
Part C
Each rule simply names an axis. Every point of the -axis has first coordinate , so demanding is demanding to be on that axis, and the equation then supplies the matching height. The -axis is the points whose second coordinate is , so the other rule is the same move with the roles swapped.
Not what you got? Look for the slip on your own paper before you open the solution. Finding it yourself is worth more than reading it.
Worked solution
Part A
Each intercept comes from zeroing one coordinate, and which coordinate to zero is decided by which axis the line is crossing.
The -axis is where , so put into the equation:
which gives the point . That is just the constant of the equation, exactly as slope-intercept form promises.
The -axis is where , so set and solve what is left:
which gives the point . Multiplying by the reciprocal is what clears the fraction; dividing by is the same move.
Neither answer is a bare number. An intercept is a place, so it is reported as a point, and each point carries its zero in the coordinate belonging to the axis being crossed.
Part B
A claim about EVERY line is destroyed by a single line that breaks it, so the job is to produce one, not to argue in general.
Take . Its -intercept comes from :
so that point is . Its -intercept comes from :
so that point is too. One point, where the claim promised two, so the claim is false.
What makes it fail is the line passing through the origin. The origin is the one point lying on both axes, so a line through it crosses both axes in the very same place. This is a whole family of counterexamples rather than a freak case: , and all do it.
The repaired claim is worth stating carefully, and it has to be checked in both directions. For a line with a nonzero slope, the two intercepts are different points exactly when the line does not pass through the origin. Forwards: if the line does pass through the origin then , and both rules land on , as above. Backwards: if the two intercepts are the same point, that point lies on both axes at once, and the origin is the only such point, so the line passes through the origin. Both directions hold, so this version is safe. The excluded cases are a slope of , and a vertical line, which has no slope to speak of. Take the flat lines first: the line meets the -axis at every one of its points rather than at one, and with never meets it at all, so neither has a single -intercept to compare. The vertical lines are excluded by the same wording, since asking for a nonzero slope is already asking the line to have a slope, and has none.
Part C
Neither rule is about intercepts to begin with. Each one describes an axis, and the equation is only asked to supply the missing coordinate.
The -axis is exactly the collection of points whose first coordinate is zero: , and all sit on it, and does not. So to land on the -axis you must set the first coordinate to zero, which is the demand , and the equation then tells you the only height that goes with it:
The -axis is the mirror image, the points whose second coordinate is zero. To land on it you set , and the equation is left to be solved for .
So the letter you set to zero is the letter that does NOT name the axis you are crossing, which sounds backwards until you see why: you zero the coordinate that the axis holds fixed. On the -axis it is that is pinned at zero while ranges freely, which is precisely why finds a crossing of that axis. Rebuilt that way, there is nothing left to remember.
In one line
The line has -intercept and -intercept ; the claim that a line's two intercepts are always different points is false, since has for both, as does any line through the origin; and each rule works because it names an axis, the -axis being the points with and the -axis the points with .
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 to zero for one intercept and 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 , then decide whether is a counterexample to the claim that a line's two intercepts are always different points.
The answer
and ; and yes, is a counterexample, because both of its intercepts are the origin.
Set for the -intercept:
giving . Set for the -intercept:
giving .
For , both rules land in the same place: gives , and gives , so . Both intercepts are , so yes, it is a counterexample, and for the same reason as before, since it passes through the origin.
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4. An account, a daily charge, and two crossings . Application, 10 points. Question 4 of 5.
A prepaid phone account is topped up with dollars. The plan then takes a flat dollars from it every day, whether the phone is used that day or not. Let be the number of dollars left on the account after days.
- Part A.
Write an equation giving in terms of , 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
- 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
- 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.
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Hint 1 of 3
Two numbers are given in the story, and each takes exactly one of the two roles the form offers. One of them is the amount before any charge has landed; the other is what a single day costs the account.
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Hint 2 of 3 · Part B
Both intercepts are the same single move done twice: set one of the two variables to zero and solve for the other. The units are what tell you which of the two questions each answer is answering.
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Hint 3 of 3 · Part C
A line runs on forever in both directions and a prepaid account does not. Try putting a day one past your second intercept into the equation, and ask whether the account could ever be in the state it reports.
That is every hint for this question.
Answer and solution
Check your answer first. If it is wrong, go back to your paper: the worked solution will still be here.
The answer
Part A
, which in slope-intercept form is : the slope is and the intercept is , so the graph crosses the vertical axis at .
Part B
The vertical intercept is : the account holds dollars on the day it is topped up. The horizontal intercept is : the credit runs out days later.
Part C
A negative slope means the balance falls as the days pass, by dollars a day. Past the moment the credit runs out, the equation keeps subtracting and reports a negative balance, which a prepaid account cannot carry, so the model describes the account only up to the day it empties.
Not what you got? Look for the slip on your own paper before you open the solution. Finding it yourself is worth more than reading it.
Worked solution
Part A
Build the equation from the story one piece at a time.
The account starts with dollars, so at the balance is . Every day takes dollars away, so after days the amount charged is , and what is left is what there was minus what has been taken:
That is the natural way to say it in words, and it is not yet in slope-intercept form, because the constant is written first. Reorder it:
Now match it against , with playing the part of and the part of . The slope is the number multiplying , and the intercept is the constant, so the graph crosses the vertical axis at .
Both numbers came straight out of the story: one is the balance before any day had been charged for, the other is what a single day costs the account, carrying the sign of the direction the balance moves.
Part B
The two rules are the same as for and ; only the letters have changed.
Set to find where the graph meets the vertical axis:
which is the point . In the situation this is the balance at the instant of the top-up, so dollars.
Set to find where it meets the horizontal axis:
which is the point . Here means no dollars left, so this is the day the credit runs out, days after the top-up.
The units are not decoration. The first coordinate of each point is a number of days and the second is a number of dollars, and without saying so, is a pair of numbers rather than an answer to a question about an account.
Part C
The slope of a modelled line is a rate, and its sign is a direction.
Here the slope is , measured in dollars per day. Its size says the balance changes by dollars in each day, and its minus sign says the change is downward, which is what a charge does. A positive slope would have described an account being paid into.
Now the limit of the model. The line runs on forever in both directions; the account does not. One day past the crossing found in part B, the equation says
and a prepaid account carries no dollars: once the credit reaches zero the plan simply stops. Nothing has gone wrong with the algebra. The equation was built from the sentence 'five dollars are taken every day', and that sentence stops being true once there is nothing left to take.
So the equation describes this account from the day of the top-up until the day the credit runs out, and the piece of the line worth drawing is the piece between the two intercepts. Beyond that the line is still a perfectly good line; it is just no longer a description of the account.
In one line
The account is modelled by , whose slope is a loss of dollars a day and whose intercept is the balance at the top-up; the intercepts are , the dollars present on the day of the top-up, and , the credit running out days later, after which the equation would report a negative balance and no longer describes the account.
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 , with the sign of that rate matching the direction the balance moves. . Worth 2 points.
Identifies the slope as the number attached to 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 dollars and is charged a flat dollars a day. Write the equation in slope-intercept form, find both intercepts, and say what each one means.
The answer
, with intercepts , the starting dollars, and , the credit running out after days.
The starting amount is the constant and the daily charge multiplies , so
Setting gives , the point : the account holds dollars on the day it is topped up. Setting gives
the point : the credit runs out after days.
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5. The conversion done once, in letters . Reasoning, 13 points. Question 5 of 5.
Rewriting an equation like 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.
- Part A.
Let , and be numbers with . Solve for , and give the slope and the -intercept of the line in terms of , and .
Write the expression An equation or an expression is enough here. Show how you built it. 4 points
- Part B.
Find the -intercept of the same line 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
- Part C.
Part A assumed . Decide whether that assumption can be dropped: say what becomes when and , 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.
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Hint 1 of 3
Nothing new happens when the numbers turn into letters: the same two moves that clear an -term and then strip a coefficient still work. What does change is that you can no longer divide without first asking whether you are allowed to.
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Hint 2 of 3 · Part B
This part does not need part A at all. Put into the equation exactly as it was handed to you, and see how little of it is left standing.
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Hint 3 of 3 · Part C
Substitute the failing value into the equation before you argue about anything. Then ask what a single equation would have to say about two points sitting one directly above the other.
That is every hint for this question.
Answer and solution
Check your answer first. If it is wrong, go back to your paper: the worked solution will still be here.
The answer
Part A
, so the slope is and the -intercept is .
Part B
When the -intercept is , exactly one. If with there is none, and if with every point of the -axis is one.
Part C
It cannot be dropped. With the equation becomes , a vertical line at , whose slope is undefined rather than zero. No can describe it, because two of its points share an and differ in , which that form cannot allow.
Not what you got? Look for the slip on your own paper before you open the solution. Finding it yourself is worth more than reading it.
Worked solution
Part A
The letters change nothing about the method: clear the -term, then remove the coefficient of .
Subtract from both sides:
Now divide every term by , which is precisely the step the hypothesis is there to license:
The equation is now in the shape , so the reading is immediate:
and the -intercept as a point is .
Test it against a case already worked by hand. In the letters are , and , and the formula returns a slope of and an intercept of , which is what solving that equation line by line produced.
Part B
The -intercept rule is to set , and it can be applied to the equation as it was handed over, with no conversion first.
Putting into kills the -term whatever may be:
Dividing by finishes it:
so the point is .
That last division is legitimate only when , and the condition is not a technicality. If the equation reduces to , that is, , a line of slope sitting at one fixed height. Such a line meets the -axis nowhere at all, unless that fixed height is itself zero, in which case the line IS the -axis and meets it everywhere. Either way there is no single -intercept to report, which is exactly what the impossible division was warning about.
Part C
Put into the equation before arguing about anything, and see what is left standing:
The letter has vanished, so the equation places no restriction on it at all: any point whose first coordinate is satisfies it, whatever its second coordinate. That is a vertical line.
Now the claim to justify. Suppose such a line could be written as for some numbers and . The line contains both and , and each would then have to satisfy that equation. The first gives
and the second gives
The right-hand sides are identical, so the left-hand sides must be equal too, which says . That is false, so no such and exist, and the assumption cannot be dropped: it is what keeps the vertical case out.
One piece of vocabulary is worth getting right at the close. A vertical line's slope is UNDEFINED, not zero. Zero is the slope of a horizontal line, the opposite picture, and the case from part B. The two get swapped constantly, and the difference between them is exactly the difference between a line this form can describe and one it cannot.
In one line
Solving for gives , so the slope is and the -intercept is ; the -intercept is whenever , while leaves a horizontal line with no -intercept at all if and infinitely many, the whole -axis, if ; and cannot be dropped, since leaves the vertical line , whose slope is undefined and which no can describe.
Another way: Take the x-intercept from the converted form instead
Part B set in the original equation, but the same intercept can be read off the result of part A, and the two agreeing is a check on both. Setting in :
Multiplying both sides by clears the fractions and leaves , so once more.
When it is worth it When the equation is already in slope-intercept form, which is the usual situation once a conversion has been done. It also shows the two routes cannot disagree, since one turns into the other after a single multiplication.
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 -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 , and keeps the sign that moving the -term across produced. . Worth 2 points.
Part B 4 points
Sets 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 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 -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 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.
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