Lesson 8Translating to y=mx+b

Learning Goal

Let’s see what happens to the equations of translated lines.

Learning Targets

  • I can explain where to find the slope and vertical intercept in both an equation and its graph.

  • I can write equations of lines using y=mx+b.

Lesson Terms

  • linear relationship
  • vertical intercept

Warm Up: Lines that Are Translations

Problem 1

Lines f, g, h, i, and j on a blank grid.

The diagram shows several lines. You can only see part of the lines, but they actually continue forever in both directions.

  1. Which lines are images of line under a translation?

  2. For each line that is a translation of , draw an arrow on the grid that shows the vertical translation distance.

Activity 1: Increased Savings

Problem 1

open applet in presentation mode

  1. Diego earns $10 per hour babysitting. Assume that he has no money saved before he starts babysitting and plans to save all of his earnings. Graph how much money, , he has after hours of babysitting.

  2. Now imagine that Diego started with $30 saved before he starts babysitting. On the same set of axes, graph how much money, , he would have after hours of babysitting.

  3. Compare the second line with the first line. How much more money does Diego have after 1 hour of babysitting? 2 hours? 5 hours? hours?

  4. Write an equation for each line.

  1. Diego earns $10 per hour babysitting. Assume that he has no money saved before he starts babysitting and plans to save all of his earnings. Graph how much money, , he has after hours of babysitting.

    open applet in presentation mode

  2. Now imagine that Diego started with $30 saved before he starts babysitting. On the same set of axes, graph how much money, , he would have after hours of babysitting.

  3. Compare the second line with the first line. How much more money does Diego have after 1 hour of babysitting? 2 hours? 5 hours? hours?

  4. Write an equation for each line.

Print Version

  1. Diego earns $10 per hour babysitting. Assume that he has no money saved before he starts babysitting and plans to save all of his earnings. Graph how much money, , he has after hours of babysitting.

    A blank graph with time babysitting (hours) on horizontal axis scale from 0 to 11 and money saved (dollars) on the vertical axis scale 0 to 170.

  2. Now imagine that Diego started with $30 saved before he starts babysitting. On the same set of axes, graph how much money, , he would have after hours of babysitting.

  3. Compare the second line with the first line. How much more money does Diego have after 1 hour of babysitting? 2 hours? 5 hours? hours?

  4. Write an equation for each line.

Activity 2: Translating a Line

Problem 1

open applet in presentation mode

  1. Experiment with moving point .

    1. Place point in three different locations above the -axis. For each location, write the equation of the line and the coordinates of point .

    2. Place point in three different locations below the -axis. For each location, write the equation of the line and the coordinates of point .

    3. In the equations, what changes as you move the line? What stays the same?

    4. If the line passes through the origin, what equation is displayed? Why do you think this is the case?

  2. Your teacher will give you 12 cards. There are 4 pairs of lines, A–D, showing the graph, , of a proportional relationship and the image, , of under a translation. Match each line with an equation and either a table or description. For the line with no matching equation, write one on the blank card.

Print Version

This graph shows two lines. Line goes through the origin . Line is the image of line under a translation.

Parallel lines a and h. Line a starts at (0,0). Line h starts at (0,-5).

  1. Select all of the equations whose graph is the line .

  2. Your teacher will give you 12 cards. There are 4 pairs of lines, A–D, showing the graph, , of a proportional relationship and the image, , of under a translation. Match each line with an equation and either a table or description. For the line with no matching equation, write one on the blank card.

Are you ready for more?

Problem 1

A student says that the graph of the equation is the same as the graph of , only translated upwards by 8 units. Do you agree? Why or why not?

Lesson Summary

During an early winter storm, the snow fell at a rate of inch per hour. We can see the rate of change, , in both the equation that represents this storm, , and in the slope of the line representing this storm.

In addition to being a linear relationship between the time since the beginning of the storm and the depth of the snow, we can also call this as a proportional relationship since the depth of snow was 0 at the beginning of the storm.

A graph of time since beginning of storm (hours) vs depth of snow (inches) with a line starting at (0,0).

During a mid-winter storm, the snow again fell at a rate of inch per hour, but this time there was already 5 inches of snow on the ground. We can graph this storm on the same axes as the first storm by taking all the points on the graph of the first storm and translating them up 5 inches.

A graph of time since beginning of storm (hours) vs depth of snow (inches) with two lines, one starting at (0,0) and the other at (0,5). Coordinates for points on the line are shown

Two hours after each storm begins, 1 inch of new snow has fallen. For the first storm, this means there is now 1 inch of snow on the ground. For the second storm, this means there are now 6 inches of snow on the ground.

Unlike the first storm, the second is not a proportional relationship since the line representing the second storm has a vertical intercept of 5. The equation representing the storm, , is of the form , where is the rate of change, also the slope of the graph, and is the initial amount, also the vertical intercept of the graph.