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Chapter 9Lesson 9-7

A. AB. BC. CD. D

A. a < –9

B. a > –9

C. a > 9

D. a < 9

Solve the inequality a + 2 > –7.

(over Chapter 8)

1. A2. B3. C4. D

A. 2

B. 11

C. 12

D. 13

Find f(6) if f(x) = 2x – 1.

(over Lesson 9-1)

A. AB. BC. CD. D

A. –23

B. –21

C. 21

D. 23

Find f(–7) if f(x) = –3x + 2.

(over Lesson 9-1)

A. AB. BC. CD. D

Which of the following is a graph of the function y = x – 2?

(over Lesson 9-2)

A. B.

C. D.

1. A2. B3. C4. D

Which of the following is a graph of the function y = 4x?

(over Lesson 9-2)

A. B.

C. D.

1. A2. B3. C4. D

A local repairman charges $20 per visit plus $15 per hour of work. Which choice shows an equation for the repairman’s rates and a graph of the equation?

(over Lesson 9-2)

A. B. C. D.

1. A2. B3. C4. D

Find the slope of the line that passes through the points M(–3, 2) and N(7, –5).

(over Lesson 9-3)

A.

B.

C.

D.

1. A2. B3. C4. D

Find the slope of the line that passes through the points P(–6, –9) and Q(2, 7).

(over Lesson 9-3)

A. –2

B. B.

C.

D. 2

A. AB. BC. CD. D

Refer to the graph. The amount of money Aisha earns is directly proportional to the number of hours she works at the bookstore. What is the ratio of money earned to hours worked?

(over Lesson 9-4)

A.

B.

C.

D.

A. AB. BC. CD. D

Find the slope of the line that passes through the points A(0, 0) and B(4, 3).

(over Lesson 9-3)

A.

B.

C.

D.

1. A2. B3. C4. D

Determine whether the linear function is a direct variation. If so, state the constant of variation.

(over Lesson 9-4)

A. no B. yes; 2

C. D.

A. AB. BC. CD. D

State the slope and the y-intercept for the graph of the equation y = 2x + 1.

(over Lesson 9-5)

A.

B.

C.

D.

1. A2. B3. C4. D

State the slope and the y-intercept for the graph of the equation y = 3x + 2.

(over Lesson 9-5)

A.

B.

C.

D.

1. A2. B3. C4. D

A. m = –2; b = 4.5

B. m = –2; b = –4.5

C. m = 4.5; b = 2

D. m = 4.5; b = –2

State the slope and the y-intercept for the graph of the equation y = –2x + 4.5.

(over Lesson 9-5)

Standard 7MR2.5 Use a variety of methods, such as words, numbers, symbols, charts, graphs, tables, diagrams, and models, to explain mathematical reasoning.

Standard 7SDAP1.2 Represent two numerical variables on a scatter plot and informally describe how the data points are distributed and any apparent relationship that exists between the two variables (e.g., between time spent on homework and grade level).

Use a Graph

The graph shows how many boxes of cookies were sold by five students for a school fundraiser. How many boxes did the students sell altogether?

Explore The graph shows you how many boxes were sold by each of five students. You want to know the total number of boxes sold by the students.

Use a Graph

Check Look at the numbers at the top of each bar. Double check your sum.

Answer: 115 boxes

Plan Use the graph to add the numbers of boxes sold.

Solve 30 + 10 + 15 + 35 + 25 = 115The students sold 115 boxes altogether.

A. AB. BC. CD. D

A. 28 dogs

B. 30 dogs

C. 31 dogs

D. 34 dogs

The graph shows how many dogs Edmond walked each day this week. How many dogs did he walk altogether during the week?

A. AB. BC. CD. D

How many students are in the eighth grade?

(over Lesson 9-7)

A. 89

B. 130

C. 219

D. 245

1. A2. B3. C4. D

What percentage of students does not play sports?

(over Lesson 9-7)

A. 68.5%

B. 40.6%

C. 2%

D. 19.6%

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