Construct a function to model a linear relationship between two quantities. Determine the rate of change and initial value of the function from a description of a relationship or from two (x y) values including reading these from a table or from a graph.

Sample Practice Questions (3)

Which graph represents a linear function with a rate of change of

- 2

and an initial value of

4

AA line passing through

(0, 4)

and

(2, 0)

BA line passing through

(0, - 2)

and

(1, 2)

CA line passing through

(0, 4)

and

(2, 8)

DA line passing through

(4, 0)

and

(0, - 2)

Multiple choice · diagramSee Answer + Explanation →

The graph below shows the amount of water, in gallons, remaining in a tank over time, in minutes. Which statement best describes the rate of change and initial value of the function represented by the graph?

AThe tank starts with 100 gallons and drains at 10 gallons per minute.

BThe tank starts with 10 gallons and drains at 100 gallons per minute.

CThe tank starts with 100 gallons and fills at 10 gallons per minute.

DThe tank starts with 0 gallons and fills at 10 gallons per minute.

Multiple choice · diagramSee Answer + Explanation →

The graph below represents the total savings,

y

, in a bank account after

x

weeks. What is the initial value of the function and what does it represent in the context of the problem?

A100; the amount saved each week.

B200; the starting balance in the account.

C0; the account started with no money.

D200; the amount saved each week.

Multiple choice · diagramSee Answer + Explanation →

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More 8th Grade Standards

NY-8.NS.1Know that numbers that are not rational are called irrational. Understand informally that every number has a decimal expansion; for rational numbers show that the decimal expansion repeats eventually and convert a decimal expansion which repeats into a rational number.→NY-8.NS.2Use rational approximations of irrational numbers to compare the size of irrational numbers. Locate them approximately on a number line diagram and estimate the value of expressions.→NY-8.EE.1Know and apply the properties of integer exponents to generate equivalent numerical expressions. For example 3² × 3⁻⁵ = 3⁻³ = 1/27.→NY-8.EE.2Use square root and cube root symbols to represent solutions to equations of the form x² = p and x³ = p where p is a positive rational number. Evaluate square roots of small perfect squares and cube roots of small perfect cubes.→

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