linear equations homework 6

Find here an unlimited supply of printable worksheets for solving linear equations, available as both PDF and html files. You can customize the worksheets to include one-step, two-step, or multi-step equations, variable on both sides, parenthesis, and more. The worksheets suit and courses (grades 6-9).

You can choose from SEVEN basic types of equations, ranging from simple to complex, explained below (such as one-step equations, variable on both sides, or having to use the distributive property). Customize the worksheets using the below.

Each worksheet is randomly generated and thus unique. The and is placed on the second page of the file.

You can generate the worksheets — both are easy to print. To get the PDF worksheet, simply push the button titled " " or " ". To get the worksheet in html format, push the button " " or " ". This has the advantage that you can save the worksheet directly from your browser (choose File → Save) and then in Word or other word processing program.

Sometimes the generated worksheet is not exactly what you want. Just try again! To get a different worksheet using the same options:

Worksheets for simplifying expressions

Worksheets for evaluating expressions with variables

Worksheets for writing expressions with variables from verbal expressions

Worksheets for linear inequalities

Key to Algebra Workbooks

Key to Algebra offers a unique, proven way to introduce algebra to your students. New concepts are explained in simple language, and examples are easy to follow. Word problems relate algebra to familiar situations, helping students to understand abstract concepts. Students develop understanding by solving equations and inequalities intuitively before formal solutions are introduced. Students begin their study of algebra in Books 1-4 using only integers. Books 5-7 introduce rational numbers and expressions. Books 8-10 extend coverage to the real number system.

Linear Equation Worksheets. Free worksheets with answer keys

Enjoy these free printable worksheets . Each one has model problems worked out step by step, practice problems, as well as challenge questions at the sheets end. Plus each one comes with an answer key.

• Mixed Problems on Writing Equations of Lines
• Slope Intercept Form Worksheet
• Standard Form Worksheet
• Point Slope Worksheet
• Write Equation of Line From the Slope and 1 Point
• Write Equation of Line From Two Points
• Equation of Line Parallel to Another Line and Through a Point
• Equation of Line Perpendicular to Another Line and Through a Point
• Slope of a Line
• Perpendicular Bisector of Segment
• Write Equation of Line Mixed Review
• Word Problems

Ultimate Math Solver (Free) Free Algebra Solver ... type anything in there!

Popular pages @ mathwarehouse.com.

• Skip to main content
• Skip to primary sidebar

CLICK HERE TO LEARN ABOUT MTM ALL ACCESS MEMBERSHIP FOR GRADES 6-ALGEBRA 1

Maneuvering the Middle

Student-Centered Math Lessons

Linear Equations Activity Ideas

Some of the links in this post are affiliate links that support the content on this site. Read our disclosure statement for more information.

Linear equations require lots of practice as the skill progresses to include more steps and increases in complexity. Any of these activities can be used from the basics of simplifying expressions to solving equations with variables on both sides. 

Model by Using Algebra Tiles

Are you surprised I am starting with Algebra tiles? They are foundational for concrete understanding! You can learn more about using Algebra tiles in your classroom by grabbing our free Getting Started with Algebra Tiles guide, which can be found by checking out our post on Solving Equations . This Modeling Equations with Variables on Both Sides activity is a great way to practice solving equations with Algebra tiles. You just need some Algebra tiles (or your students can draw them!).

Student Teacher

Put students into pairs and show an equation on the board. Have one student instruct the other on how to solve as the student listening writes each step and solution. Then, show a new equation and have students switch roles. This gives students a chance to teach and reinforce what they remember about linear equations. I love this activity because it is simple and it makes every student explain their thinking. You, as the teacher, can circulate listening to each pair.

Round Table

Give students individual white boards and have them work in teams of 2-4.  With one equation written on the board, the first person will solve step one.  The second person will complete the second step in solving and the third will complete the next step. Keep rotating until the problem is solved and the last person checks the solution.  Have groups hold up their boards when they are finished.  If you want something like this, we have this Solving Equations with Variables on Both Sides Round Table available! 

Board Races

After students have had time to practice, implement “Board Races.” Two students will come up to the board and race to solve an equation shown on the board. The person who solves it correctly first stays up at the board for the next equation with a new competitor. I like to have the students who aren’t at the board working the equations on notebook paper to help check the solutions. An element of competition makes repetitive practice more fun! For race type activities, I like to have teams compete (boys v. girls or one side of the room v. the other side of the room).

Digital Activities 

I love our digital activities! This linear equations set of digital activities includes simplifying expressions, solving one and two-step equations, solving multi-step equations, and equations with variables on both sides, making it the perfect review before a linear equations test. 

What are some fun ways that students practice solving linear equations in your class? You can check out how to turn any worksheet into an activity which can easily be used for linear equations too!

Getting Started with Algebra Tiles

Check out these related products from my shop.

2.2 Linear Equations in One Variable

Learning objectives.

In this section, you will:

• Solve equations in one variable algebraically.
• Solve a rational equation.
• Find a linear equation.
• Given the equations of two lines, determine whether their graphs are parallel or perpendicular.
• Write the equation of a line parallel or perpendicular to a given line.

Caroline is a full-time college student planning a spring break vacation. To earn enough money for the trip, she has taken a part-time job at the local bank that pays $15.00/hr, and she opened a savings account with an initial deposit of $400 on January 15. She arranged for direct deposit of her payroll checks. If spring break begins March 20 and the trip will cost approximately $2,500, how many hours will she have to work to earn enough to pay for her vacation? If she can only work 4 hours per day, how many days per week will she have to work? How many weeks will it take? In this section, we will investigate problems like this and others, which generate graphs like the line in Figure 1 .

Solving Linear Equations in One Variable

A linear equation is an equation of a straight line, written in one variable. The only power of the variable is 1. Linear equations in one variable may take the form a x + b = 0 a x + b = 0 and are solved using basic algebraic operations.

We begin by classifying linear equations in one variable as one of three types: identity, conditional, or inconsistent. An identity equation is true for all values of the variable. Here is an example of an identity equation.

The solution set consists of all values that make the equation true. For this equation, the solution set is all real numbers because any real number substituted for x x will make the equation true.

A conditional equation is true for only some values of the variable. For example, if we are to solve the equation 5 x + 2 = 3 x − 6 , 5 x + 2 = 3 x − 6 , we have the following:

The solution set consists of one number: { − 4 } . { − 4 } . It is the only solution and, therefore, we have solved a conditional equation.

An inconsistent equation results in a false statement. For example, if we are to solve 5 x − 15 = 5 ( x − 4 ) , 5 x − 15 = 5 ( x − 4 ) , we have the following:

Indeed, −15 ≠ −20. −15 ≠ −20. There is no solution because this is an inconsistent equation.

Solving linear equations in one variable involves the fundamental properties of equality and basic algebraic operations. A brief review of those operations follows.

Linear Equation in One Variable

A linear equation in one variable can be written in the form

where a and b are real numbers, a ≠ 0. a ≠ 0.

Given a linear equation in one variable, use algebra to solve it.

The following steps are used to manipulate an equation and isolate the unknown variable, so that the last line reads x = _________, x = _________, if x is the unknown. There is no set order, as the steps used depend on what is given:

• We may add, subtract, multiply, or divide an equation by a number or an expression as long as we do the same thing to both sides of the equal sign. Note that we cannot divide by zero.
• Apply the distributive property as needed: a ( b + c ) = a b + a c . a ( b + c ) = a b + a c .
• Isolate the variable on one side of the equation.
• When the variable is multiplied by a coefficient in the final stage, multiply both sides of the equation by the reciprocal of the coefficient.

Solving an Equation in One Variable

Solve the following equation: 2 x + 7 = 19. 2 x + 7 = 19.

This equation can be written in the form a x + b = 0 a x + b = 0 by subtracting 19 19 from both sides. However, we may proceed to solve the equation in its original form by performing algebraic operations.

The solution is 6.

Solve the linear equation in one variable: 2 x + 1 = −9. 2 x + 1 = −9.

Solving an Equation Algebraically When the Variable Appears on Both Sides

Solve the following equation: 4 ( x −3 ) + 12 = 15 −5 ( x + 6 ) . 4 ( x −3 ) + 12 = 15 −5 ( x + 6 ) .

Apply standard algebraic properties.

This problem requires the distributive property to be applied twice, and then the properties of algebra are used to reach the final line, x = − 5 3 . x = − 5 3 .

Solve the equation in one variable: −2 ( 3 x − 1 ) + x = 14 − x . −2 ( 3 x − 1 ) + x = 14 − x .

Solving a Rational Equation

In this section, we look at rational equations that, after some manipulation, result in a linear equation. If an equation contains at least one rational expression, it is a considered a rational equation .

Recall that a rational number is the ratio of two numbers, such as 2 3 2 3 or 7 2 . 7 2 . A rational expression is the ratio, or quotient, of two polynomials. Here are three examples.

Rational equations have a variable in the denominator in at least one of the terms. Our goal is to perform algebraic operations so that the variables appear in the numerator. In fact, we will eliminate all denominators by multiplying both sides of the equation by the least common denominator (LCD).

Finding the LCD is identifying an expression that contains the highest power of all of the factors in all of the denominators. We do this because when the equation is multiplied by the LCD, the common factors in the LCD and in each denominator will equal one and will cancel out.

Solve the rational equation: 7 2 x − 5 3 x = 22 3 . 7 2 x − 5 3 x = 22 3 .

We have three denominators; 2 x , 3 x , 2 x , 3 x , and 3. The LCD must contain 2 x , 3 x , 2 x , 3 x , and 3. An LCD of 6 x 6 x contains all three denominators. In other words, each denominator can be divided evenly into the LCD. Next, multiply both sides of the equation by the LCD 6 x . 6 x .

A common mistake made when solving rational equations involves finding the LCD when one of the denominators is a binomial—two terms added or subtracted—such as ( x + 1 ) . ( x + 1 ) . Always consider a binomial as an individual factor—the terms cannot be separated. For example, suppose a problem has three terms and the denominators are x , x , x − 1 , x − 1 , and 3 x − 3. 3 x − 3. First, factor all denominators. We then have x , x , ( x − 1 ) , ( x − 1 ) , and 3 ( x − 1 ) 3 ( x − 1 ) as the denominators. (Note the parentheses placed around the second denominator.) Only the last two denominators have a common factor of ( x − 1 ) . ( x − 1 ) . The x x in the first denominator is separate from the x x in the ( x − 1 ) ( x − 1 ) denominators. An effective way to remember this is to write factored and binomial denominators in parentheses, and consider each parentheses as a separate unit or a separate factor. The LCD in this instance is found by multiplying together the x , x , one factor of ( x − 1 ) , ( x − 1 ) , and the 3. Thus, the LCD is the following:

So, both sides of the equation would be multiplied by 3 x ( x − 1 ) . 3 x ( x − 1 ) . Leave the LCD in factored form, as this makes it easier to see how each denominator in the problem cancels out.

Another example is a problem with two denominators, such as x x and x 2 + 2 x . x 2 + 2 x . Once the second denominator is factored as x 2 + 2 x = x ( x + 2 ) , x 2 + 2 x = x ( x + 2 ) , there is a common factor of x in both denominators and the LCD is x ( x + 2 ) . x ( x + 2 ) .

Sometimes we have a rational equation in the form of a proportion; that is, when one fraction equals another fraction and there are no other terms in the equation.

We can use another method of solving the equation without finding the LCD: cross-multiplication. We multiply terms by crossing over the equal sign.

Multiply a ( d ) a ( d ) and b ( c ) , b ( c ) , which results in a d = b c . a d = b c .

Any solution that makes a denominator in the original expression equal zero must be excluded from the possibilities.

Rational Equations

A rational equation contains at least one rational expression where the variable appears in at least one of the denominators.

Given a rational equation, solve it.

• Factor all denominators in the equation.
• Find and exclude values that set each denominator equal to zero.
• Find the LCD.
• Multiply the whole equation by the LCD. If the LCD is correct, there will be no denominators left.
• Solve the remaining equation.
• Make sure to check solutions back in the original equations to avoid a solution producing zero in a denominator.

Solving a Rational Equation without Factoring

Solve the following rational equation:

We have three denominators: x , x , 2 , 2 , and 2 x . 2 x . No factoring is required. The product of the first two denominators is equal to the third denominator, so, the LCD is 2 x . 2 x . Only one value is excluded from a solution set, 0. Next, multiply the whole equation (both sides of the equal sign) by 2 x . 2 x .

The proposed solution is −1, which is not an excluded value, so the solution set contains one number, −1 , −1 , or { −1 } { −1 } written in set notation.

Solve the rational equation: 2 3 x = 1 4 − 1 6 x . 2 3 x = 1 4 − 1 6 x .

Solving a Rational Equation by Factoring the Denominator

Solve the following rational equation: 1 x = 1 10 − 3 4 x . 1 x = 1 10 − 3 4 x .

First find the common denominator. The three denominators in factored form are x , 10 = 2 ⋅ 5 , x , 10 = 2 ⋅ 5 , and 4 x = 2 ⋅ 2 ⋅ x . 4 x = 2 ⋅ 2 ⋅ x . The smallest expression that is divisible by each one of the denominators is 20 x . 20 x . Only x = 0 x = 0 is an excluded value. Multiply the whole equation by 20 x . 20 x .

The solution is 35 2 . 35 2 .

Solve the rational equation: − 5 2 x + 3 4 x = − 7 4 . − 5 2 x + 3 4 x = − 7 4 .

Solving Rational Equations with a Binomial in the Denominator

Solve the following rational equations and state the excluded values:

• ⓐ 3 x − 6 = 5 x 3 x − 6 = 5 x
• ⓑ x x − 3 = 5 x − 3 − 1 2 x x − 3 = 5 x − 3 − 1 2
• ⓒ x x − 2 = 5 x − 2 − 1 2 x x − 2 = 5 x − 2 − 1 2

The denominators x x and x − 6 x − 6 have nothing in common. Therefore, the LCD is the product x ( x − 6 ) . x ( x − 6 ) . However, for this problem, we can cross-multiply.

The solution is 15. The excluded values are 6 6 and 0. 0.

The LCD is 2 ( x − 3 ) . 2 ( x − 3 ) . Multiply both sides of the equation by 2 ( x − 3 ) . 2 ( x − 3 ) .

The solution is 13 3 . 13 3 . The excluded value is 3. 3.

The least common denominator is 2 ( x − 2 ) . 2 ( x − 2 ) . Multiply both sides of the equation by x ( x − 2 ) . x ( x − 2 ) .

The solution is 4. The excluded value is 2. 2.

Solve − 3 2 x + 1 = 4 3 x + 1 . − 3 2 x + 1 = 4 3 x + 1 . State the excluded values.

Solving a Rational Equation with Factored Denominators and Stating Excluded Values

Solve the rational equation after factoring the denominators: 2 x + 1 − 1 x − 1 = 2 x x 2 − 1 . 2 x + 1 − 1 x − 1 = 2 x x 2 − 1 . State the excluded values.

We must factor the denominator x 2 −1. x 2 −1. We recognize this as the difference of squares, and factor it as ( x − 1 ) ( x + 1 ) . ( x − 1 ) ( x + 1 ) . Thus, the LCD that contains each denominator is ( x − 1 ) ( x + 1 ) . ( x − 1 ) ( x + 1 ) . Multiply the whole equation by the LCD, cancel out the denominators, and solve the remaining equation.

The solution is −3. −3. The excluded values are 1 1 and −1. −1.

Solve the rational equation: 2 x − 2 + 1 x + 1 = 1 x 2 − x − 2 . 2 x − 2 + 1 x + 1 = 1 x 2 − x − 2 .

Finding a Linear Equation

Perhaps the most familiar form of a linear equation is the slope-intercept form, written as y = m x + b , y = m x + b , where m = slope m = slope and b = y -intercept . b = y -intercept . Let us begin with the slope.

The Slope of a Line

The slope of a line refers to the ratio of the vertical change in y over the horizontal change in x between any two points on a line. It indicates the direction in which a line slants as well as its steepness. Slope is sometimes described as rise over run.

If the slope is positive, the line slants to the right. If the slope is negative, the line slants to the left. As the slope increases, the line becomes steeper. Some examples are shown in Figure 2 . The lines indicate the following slopes: m = −3 , m = −3 , m = 2 , m = 2 , and m = 1 3 . m = 1 3 .

The slope of a line, m , represents the change in y over the change in x. Given two points, ( x 1 , y 1 ) ( x 1 , y 1 ) and ( x 2 , y 2 ) , ( x 2 , y 2 ) , the following formula determines the slope of a line containing these points:

Finding the Slope of a Line Given Two Points

Find the slope of a line that passes through the points ( 2 , −1 ) ( 2 , −1 ) and ( −5 , 3 ) . ( −5 , 3 ) .

We substitute the y- values and the x- values into the formula.

The slope is − 4 7 . − 4 7 .

It does not matter which point is called ( x 1 , y 1 ) ( x 1 , y 1 ) or ( x 2 , y 2 ) . ( x 2 , y 2 ) . As long as we are consistent with the order of the y terms and the order of the x terms in the numerator and denominator, the calculation will yield the same result.

Find the slope of the line that passes through the points ( −2 , 6 ) ( −2 , 6 ) and ( 1 , 4 ) . ( 1 , 4 ) .

Identifying the Slope and y- intercept of a Line Given an Equation

Identify the slope and y- intercept, given the equation y = − 3 4 x − 4. y = − 3 4 x − 4.

As the line is in y = m x + b y = m x + b form, the given line has a slope of m = − 3 4 . m = − 3 4 . The y- intercept is b = −4. b = −4.

The y -intercept is the point at which the line crosses the y- axis. On the y- axis, x = 0. x = 0. We can always identify the y- intercept when the line is in slope-intercept form, as it will always equal b. Or, just substitute x = 0 x = 0 and solve for y.

The Point-Slope Formula

Given the slope and one point on a line, we can find the equation of the line using the point-slope formula.

This is an important formula, as it will be used in other areas of college algebra and often in calculus to find the equation of a tangent line. We need only one point and the slope of the line to use the formula. After substituting the slope and the coordinates of one point into the formula, we simplify it and write it in slope-intercept form.

Given one point and the slope, the point-slope formula will lead to the equation of a line:

Finding the Equation of a Line Given the Slope and One Point

Write the equation of the line with slope m = −3 m = −3 and passing through the point ( 4 , 8 ) . ( 4 , 8 ) . Write the final equation in slope-intercept form.

Using the point-slope formula, substitute −3 −3 for m and the point ( 4 , 8 ) ( 4 , 8 ) for ( x 1 , y 1 ) . ( x 1 , y 1 ) .

Note that any point on the line can be used to find the equation. If done correctly, the same final equation will be obtained.

Given m = 4 , m = 4 , find the equation of the line in slope-intercept form passing through the point ( 2 , 5 ) . ( 2 , 5 ) .

Finding the Equation of a Line Passing Through Two Given Points

Find the equation of the line passing through the points ( 3 , 4 ) ( 3 , 4 ) and ( 0 , −3 ) . ( 0 , −3 ) . Write the final equation in slope-intercept form.

First, we calculate the slope using the slope formula and two points.

Next, we use the point-slope formula with the slope of 7 3 , 7 3 , and either point. Let’s pick the point ( 3 , 4 ) ( 3 , 4 ) for ( x 1 , y 1 ) . ( x 1 , y 1 ) .

In slope-intercept form, the equation is written as y = 7 3 x − 3. y = 7 3 x − 3.

To prove that either point can be used, let us use the second point ( 0 , −3 ) ( 0 , −3 ) and see if we get the same equation.

We see that the same line will be obtained using either point. This makes sense because we used both points to calculate the slope.

Standard Form of a Line

Another way that we can represent the equation of a line is in standard form . Standard form is given as

where A , A , B , B , and C C are integers. The x- and y- terms are on one side of the equal sign and the constant term is on the other side.

Finding the Equation of a Line and Writing It in Standard Form

Find the equation of the line with m = −6 m = −6 and passing through the point ( 1 4 , −2 ) . ( 1 4 , −2 ) . Write the equation in standard form.

We begin using the point-slope formula.

From here, we multiply through by 2, as no fractions are permitted in standard form, and then move both variables to the left aside of the equal sign and move the constants to the right.

This equation is now written in standard form.

Find the equation of the line in standard form with slope m = − 1 3 m = − 1 3 and passing through the point ( 1 , 1 3 ) . ( 1 , 1 3 ) .

Vertical and Horizontal Lines

The equations of vertical and horizontal lines do not require any of the preceding formulas, although we can use the formulas to prove that the equations are correct. The equation of a vertical line is given as

where c is a constant. The slope of a vertical line is undefined, and regardless of the y- value of any point on the line, the x- coordinate of the point will be c .

Suppose that we want to find the equation of a line containing the following points: ( −3 , −5 ) , ( −3 , 1 ) , ( −3 , 3 ) , ( −3 , −5 ) , ( −3 , 1 ) , ( −3 , 3 ) , and ( −3 , 5 ) . ( −3 , 5 ) . First, we will find the slope.

Zero in the denominator means that the slope is undefined and, therefore, we cannot use the point-slope formula. However, we can plot the points. Notice that all of the x- coordinates are the same and we find a vertical line through x = −3. x = −3. See Figure 3 .

The equation of a horizontal line is given as

where c is a constant. The slope of a horizontal line is zero, and for any x- value of a point on the line, the y- coordinate will be c .

Suppose we want to find the equation of a line that contains the following set of points: ( −2 , −2 ) , ( 0 , −2 ) , ( 3 , −2 ) , ( −2 , −2 ) , ( 0 , −2 ) , ( 3 , −2 ) , and ( 5 , −2 ) . ( 5 , −2 ) . We can use the point-slope formula. First, we find the slope using any two points on the line.

Use any point for ( x 1 , y 1 ) ( x 1 , y 1 ) in the formula, or use the y -intercept.

The graph is a horizontal line through y = −2. y = −2. Notice that all of the y- coordinates are the same. See Figure 3 .

Finding the Equation of a Line Passing Through the Given Points

Find the equation of the line passing through the given points: ( 1 , −3 ) ( 1 , −3 ) and ( 1 , 4 ) . ( 1 , 4 ) .

The x- coordinate of both points is 1. Therefore, we have a vertical line, x = 1. x = 1.

Find the equation of the line passing through ( −5 , 2 ) ( −5 , 2 ) and ( 2 , 2 ) . ( 2 , 2 ) .

Determining Whether Graphs of Lines are Parallel or Perpendicular

Parallel lines have the same slope and different y- intercepts. Lines that are parallel to each other will never intersect. For example, Figure 4 shows the graphs of various lines with the same slope, m = 2. m = 2.

All of the lines shown in the graph are parallel because they have the same slope and different y- intercepts.

Lines that are perpendicular intersect to form a 90° 90° -angle. The slope of one line is the negative reciprocal of the other. We can show that two lines are perpendicular if the product of the two slopes is −1 : m 1 ⋅ m 2 = −1. −1 : m 1 ⋅ m 2 = −1. For example, Figure 5 shows the graph of two perpendicular lines. One line has a slope of 3; the other line has a slope of − 1 3 . − 1 3 .

Graphing Two Equations, and Determining Whether the Lines are Parallel, Perpendicular, or Neither

Graph the equations of the given lines, and state whether they are parallel, perpendicular, or neither: 3 y = − 4 x + 3 3 y = − 4 x + 3 and 3 x − 4 y = 8. 3 x − 4 y = 8.

The first thing we want to do is rewrite the equations so that both equations are in slope-intercept form.

First equation:

Second equation:

See the graph of both lines in Figure 6

From the graph, we can see that the lines appear perpendicular, but we must compare the slopes.

The slopes are negative reciprocals of each other, confirming that the lines are perpendicular.

Graph the two lines and determine whether they are parallel, perpendicular, or neither: 2 y − x = 10 2 y − x = 10 and 2 y = x + 4. 2 y = x + 4.

Writing the Equations of Lines Parallel or Perpendicular to a Given Line

As we have learned, determining whether two lines are parallel or perpendicular is a matter of finding the slopes. To write the equation of a line parallel or perpendicular to another line, we follow the same principles as we do for finding the equation of any line. After finding the slope, use the point-slope formula to write the equation of the new line.

Given an equation for a line, write the equation of a line parallel or perpendicular to it.

• Find the slope of the given line. The easiest way to do this is to write the equation in slope-intercept form.
• Use the slope and the given point with the point-slope formula.
• Simplify the line to slope-intercept form and compare the equation to the given line.

Writing the Equation of a Line Parallel to a Given Line Passing Through a Given Point

Write the equation of line parallel to a 5 x + 3 y = 1 5 x + 3 y = 1 and passing through the point ( 3 , 5 ) . ( 3 , 5 ) .

First, we will write the equation in slope-intercept form to find the slope.

The slope is m = − 5 3 . m = − 5 3 . The y- intercept is 1 3 , 1 3 , but that really does not enter into our problem, as the only thing we need for two lines to be parallel is the same slope. The one exception is that if the y- intercepts are the same, then the two lines are the same line. The next step is to use this slope and the given point with the point-slope formula.

The equation of the line is y = − 5 3 x + 10. y = − 5 3 x + 10. See Figure 7 .

Find the equation of the line parallel to 5 x = 7 + y 5 x = 7 + y and passing through the point ( −1 , −2 ) . ( −1 , −2 ) .

Finding the Equation of a Line Perpendicular to a Given Line Passing Through a Given Point

Find the equation of the line perpendicular to 5 x − 3 y + 4 = 0 5 x − 3 y + 4 = 0 and passing through the point ( − 4 , 1 ) . ( − 4 , 1 ) .

The first step is to write the equation in slope-intercept form.

We see that the slope is m = 5 3 . m = 5 3 . This means that the slope of the line perpendicular to the given line is the negative reciprocal, or − 3 5 . − 3 5 . Next, we use the point-slope formula with this new slope and the given point.

Access these online resources for additional instruction and practice with linear equations.

• Solving rational equations
• Equation of a line given two points
• Finding the equation of a line perpendicular to another line through a given point
• Finding the equation of a line parallel to another line through a given point

2.2 Section Exercises

What does it mean when we say that two lines are parallel?

What is the relationship between the slopes of perpendicular lines (assuming neither is horizontal nor vertical)?

How do we recognize when an equation, for example y = 4 x + 3 , y = 4 x + 3 , will be a straight line (linear) when graphed?

What does it mean when we say that a linear equation is inconsistent?

When solving the following equation:

2 x − 5 = 4 x + 1 2 x − 5 = 4 x + 1

explain why we must exclude x = 5 x = 5 and x = −1 x = −1 as possible solutions from the solution set.

For the following exercises, solve the equation for x . x .

7 x + 2 = 3 x − 9 7 x + 2 = 3 x − 9

4 x − 3 = 5 4 x − 3 = 5

3 ( x + 2 ) − 12 = 5 ( x + 1 ) 3 ( x + 2 ) − 12 = 5 ( x + 1 )

12 − 5 ( x + 3 ) = 2 x − 5 12 − 5 ( x + 3 ) = 2 x − 5

1 2 − 1 3 x = 4 3 1 2 − 1 3 x = 4 3

x 3 − 3 4 = 2 x + 3 12 x 3 − 3 4 = 2 x + 3 12

2 3 x + 1 2 = 31 6 2 3 x + 1 2 = 31 6

3 ( 2 x − 1 ) + x = 5 x + 3 3 ( 2 x − 1 ) + x = 5 x + 3

2 x 3 − 3 4 = x 6 + 21 4 2 x 3 − 3 4 = x 6 + 21 4

x + 2 4 − x − 1 3 = 2 x + 2 4 − x − 1 3 = 2

For the following exercises, solve each rational equation for x . x . State all x -values that are excluded from the solution set.

3 x − 1 3 = 1 6 3 x − 1 3 = 1 6

2 − 3 x + 4 = x + 2 x + 4 2 − 3 x + 4 = x + 2 x + 4

3 x − 2 = 1 x − 1 + 7 ( x − 1 ) ( x − 2 ) 3 x − 2 = 1 x − 1 + 7 ( x − 1 ) ( x − 2 )

3 x x − 1 + 2 = 3 x − 1 3 x x − 1 + 2 = 3 x − 1

5 x + 1 + 1 x − 3 = − 6 x 2 − 2 x − 3 5 x + 1 + 1 x − 3 = − 6 x 2 − 2 x − 3

1 x = 1 5 + 3 2 x 1 x = 1 5 + 3 2 x

For the following exercises, find the equation of the line using the point-slope formula. Write all the final equations using the slope-intercept form.

( 0 , 3 ) ( 0 , 3 ) with a slope of 2 3 2 3

( 1 , 2 ) ( 1 , 2 ) with a slope of − 4 5 − 4 5

x -intercept is 1, and ( −2 , 6 ) ( −2 , 6 )

y -intercept is 2, and ( 4 , −1 ) ( 4 , −1 )

( −3 , 10 ) ( −3 , 10 ) and ( 5 , −6 ) ( 5 , −6 )

( 1 , 3 )  and   ( 5 , 5 ) ( 1 , 3 )  and   ( 5 , 5 )

parallel to y = 2 x + 5 y = 2 x + 5 and passes through the point ( 4 , 3 ) ( 4 , 3 )

perpendicular to 3 y = x − 4 3 y = x − 4 and passes through the point ( −2 , 1 ) ( −2 , 1 ) .

For the following exercises, find the equation of the line using the given information.

( − 2 , 0 ) ( − 2 , 0 ) and ( −2 , 5 ) ( −2 , 5 )

( 1 , 7 ) ( 1 , 7 ) and ( 3 , 7 ) ( 3 , 7 )

The slope is undefined and it passes through the point ( 2 , 3 ) . ( 2 , 3 ) .

The slope equals zero and it passes through the point ( 1 , −4 ) . ( 1 , −4 ) .

The slope is 3 4 3 4 and it passes through the point ( 1 , 4 ) ( 1 , 4 ) .

( –1 , 3 ) ( –1 , 3 ) and ( 4 , –5 ) ( 4 , –5 )

For the following exercises, graph the pair of equations on the same axes, and state whether they are parallel, perpendicular, or neither.

y = 2 x + 7 y = − 1 2 x − 4 y = 2 x + 7 y = − 1 2 x − 4

3 x − 2 y = 5 6 y − 9 x = 6 3 x − 2 y = 5 6 y − 9 x = 6

y = 3 x + 1 4 y = 3 x + 2 y = 3 x + 1 4 y = 3 x + 2

x = 4 y = −3 x = 4 y = −3

For the following exercises, find the slope of the line that passes through the given points.

( 5 , 4 ) ( 5 , 4 ) and ( 7 , 9 ) ( 7 , 9 )

( −3 , 2 ) ( −3 , 2 ) and ( 4 , −7 ) ( 4 , −7 )

( −5 , 4 ) ( −5 , 4 ) and ( 2 , 4 ) ( 2 , 4 )

( −1 , −2 ) ( −1 , −2 ) and ( 3 , 4 ) ( 3 , 4 )

( 3 , −2 ) ( 3 , −2 ) and ( 3 , −2 ) ( 3 , −2 )

For the following exercises, find the slope of the lines that pass through each pair of points and determine whether the lines are parallel or perpendicular.

( −1 , 3 )  and   ( 5 , 1 ) ( −2 , 3 )  and   ( 0 , 9 ) ( −1 , 3 )  and   ( 5 , 1 ) ( −2 , 3 )  and   ( 0 , 9 )

( 2 , 5 )  and   ( 5 , 9 ) ( −1 , −1 )  and   ( 2 , 3 ) ( 2 , 5 )  and   ( 5 , 9 ) ( −1 , −1 )  and   ( 2 , 3 )

For the following exercises, express the equations in slope intercept form (rounding each number to the thousandths place). Enter this into a graphing calculator as Y1, then adjust the ymin and ymax values for your window to include where the y -intercept occurs. State your ymin and ymax values.

0.537 x − 2.19 y = 100 0.537 x − 2.19 y = 100

4,500 x − 200 y = 9,528 4,500 x − 200 y = 9,528

200 − 30 y x = 70 200 − 30 y x = 70

Starting with the point-slope formula y − y 1 = m ( x − x 1 ) , y − y 1 = m ( x − x 1 ) , solve this expression for x x in terms of x 1 , y , y 1 , x 1 , y , y 1 , and m m .

Starting with the standard form of an equation A x + B y = C A x + B y = C solve this expression for y y in terms of A , B , C A , B , C and x x . Then put the expression in slope-intercept form.

Use the above derived formula to put the following standard equation in slope intercept form: 7 x − 5 y = 25. 7 x − 5 y = 25.

Given that the following coordinates are the vertices of a rectangle, prove that this truly is a rectangle by showing the slopes of the sides that meet are perpendicular.

( – 1 , 1 ) , ( 2 , 0 ) , ( 3 , 3 ) ( – 1 , 1 ) , ( 2 , 0 ) , ( 3 , 3 ) and ( 0 , 4 ) ( 0 , 4 )

Find the slopes of the diagonals in the previous exercise. Are they perpendicular?

Real-World Applications

The slope for a wheelchair ramp for a home has to be 1 12 . 1 12 . If the vertical distance from the ground to the door bottom is 2.5 ft, find the distance the ramp has to extend from the home in order to comply with the needed slope.

If the profit equation for a small business selling x x number of item one and y y number of item two is p = 3 x + 4 y , p = 3 x + 4 y , find the y y value when p = $ 453 and   x = 75. p = $ 453 and   x = 75.

For the following exercises, use this scenario: The cost of renting a car is $45/wk plus $0.25/mi traveled during that week. An equation to represent the cost would be y = 45 + .25 x , y = 45 + .25 x , where x x is the number of miles traveled.

What is your cost if you travel 50 mi?

If your cost were $ 63.75 , $ 63.75 , how many miles were you charged for traveling?

Suppose you have a maximum of $100 to spend for the car rental. What would be the maximum number of miles you could travel?

This book may not be used in the training of large language models or otherwise be ingested into large language models or generative AI offerings without OpenStax's permission.

Want to cite, share, or modify this book? This book uses the Creative Commons Attribution License and you must attribute OpenStax.

Access for free at https://openstax.org/books/college-algebra-2e/pages/1-introduction-to-prerequisites

• Authors: Jay Abramson
• Publisher/website: OpenStax
• Book title: College Algebra 2e
• Publication date: Dec 21, 2021
• Location: Houston, Texas
• Book URL: https://openstax.org/books/college-algebra-2e/pages/1-introduction-to-prerequisites
• Section URL: https://openstax.org/books/college-algebra-2e/pages/2-2-linear-equations-in-one-variable

© Jun 28, 2024 OpenStax. Textbook content produced by OpenStax is licensed under a Creative Commons Attribution License . The OpenStax name, OpenStax logo, OpenStax book covers, OpenStax CNX name, and OpenStax CNX logo are not subject to the Creative Commons license and may not be reproduced without the prior and express written consent of Rice University.

Linear Equations

A linear equation is an equation for a straight line

These are all linear equations:

Let us look more closely at one example:

Example: y = 2x + 1 is a linear equation:

The graph of y = 2x+1 is a straight line

• When x increases, y increases twice as fast , so we need 2x
• When x is 0, y is already 1. So +1 is also needed
• And so: y = 2x + 1

Here are some example values:

Check for yourself that those points are part of the line above!

Different Forms

There are many ways of writing linear equations, but they usually have constants (like "2" or "c") and must have simple variables (like "x" or "y").

Examples: These are linear equations:

But the variables (like "x" or "y") in Linear Equations do NOT have:

• Exponents (like the 2 in x 2 )
• Square roots , cube roots , etc

Examples: These are NOT linear equations:

Slope-Intercept Form

The most common form is the slope-intercept equation of a straight line :

Example: y = 2x + 1

• Slope: m = 2
• Intercept: b = 1

Point-Slope Form

Another common one is the Point-Slope Form of the equation of a straight line:

Example: y − 3 = (¼)(x − 2)

It is in the form y − y 1 = m(x − x 1 ) where:

General Form

And there is also the General Form of the equation of a straight line:

Example: 3x + 2y − 4 = 0

It is in the form Ax + By + C = 0 where:

There are other, less common forms as well.

As a Function

Sometimes a linear equation is written as a function , with f(x) instead of y :

And functions are not always written using f(x):

The Identity Function

There is a special linear function called the "Identity Function":

And here is its graph:

It is called "Identity" because what comes out is identical to what goes in:

Constant Functions

Another special type of linear function is the Constant Function ... it is a horizontal line:

No matter what value of "x", f(x) is always equal to some constant value.

Using Linear Equations

You may like to read some of the things you can do with lines:

• Finding the Midpoint of a Line Segment
• Finding Parallel and Perpendicular Lines
• Finding the Equation of a Line from 2 Points

Please ensure that your password is at least 8 characters and contains each of the following:

• a special character: @$#!%*?&

• International
• Education Jobs
• Schools directory
• Resources Education Jobs Schools directory News Search

Solving Equations Worksheets

Subject: Mathematics

Age range: 11-14

Resource type: Worksheet/Activity

Last updated

16 December 2014

• Share through email
• Share through twitter
• Share through linkedin
• Share through facebook
• Share through pinterest

Tes classic free licence

Your rating is required to reflect your happiness.

It's good to leave some feedback.

Something went wrong, please try again later.

Very helpful

Empty reply does not make any sense for the end user

aahmed070807

very helpful

jamescollett

Very useful. Thank you!

Very helpful.

kittikat1998

Report this resource to let us know if it violates our terms and conditions. Our customer service team will review your report and will be in touch.

Not quite what you were looking for? Search by keyword to find the right resource:

• $ 0.00 0 items

N-Gen Math Algebra I

The full experience and value of eMATHinstruction courses are achieved when units and lessons are followed in order.  Students learn skills in earlier units that they will then build upon later in the course.  Lessons can be used in isolation but are most effective when used in conjunction with the other lessons in this course. All Lesson/Homework files, Spanish translations of those files, and videos are available for free.  Other resources, such as answer keys and more, are accessible with a paid membership .

Each month August through May we release new resources for this course that are accessible with a Teacher Plus membership. We release new resources in unit order throughout the school year.  You can see a list of our new releases by visiting our blog  and selecting the most recent newsletter.

If you have an Algebra I membership, please note that you also have access to the paid resources for Common Core Algebra I .

Standards Alignment – Powered by EdGate

• Table of Contents for N-Gen Math Algebra I and Standards Alignment
• Unit 1 - The Building Blocks of Algebra
• Unit 2 - Linear Equations and Inequalities
• Unit 3 - Functions
• Unit 4 - Linear Functions
• Unit 5 - Linear Systems
• Unit 6 - Exponential Algebra and Functions
• Unit 7 - Polynomials
• Unit 8 - Quadratic Functions
• Unit 9 - Roots and Irrational Numbers
• Unit 10 - Functions and Their Transformations
• Unit 11 - Statistics

Customer Reviews

Love the course.

Share your experience to help others interested in the course.

Leave a Review

Thank you for using eMATHinstruction materials. In order to continue to provide high quality mathematics resources to you and your students we respectfully request that you do not post this or any of our files on any website. Doing so is a violation of copyright. Using these materials implies you agree to our terms and conditions and single user license agreement .

The content you are trying to access  requires a membership . If you already have a plan, please login. If you need to purchase a membership we offer yearly memberships for tutors and teachers and special bulk discounts for schools.

Sorry, the content you are trying to access requires verification that you are a mathematics teacher. Please click the link below to submit your verification request.

• Rating Count
• Price (Ascending)
• Price (Descending)
• Most Recent

Linear relationships homework 6 equations and graph

8th Grade- Linear Relationships Unit-Notes, Worksheets, Quiz, and Test Bundle

6th Linear Relationships (Situations Tables Graphs & Equations ) Maze Activity

6 .EE.9 Using Linear Equations to Represent the Relationship Between Variables

Linear Relationships Study Guide Test Review Practice Word Document and PDF

Linear Equations Exit Tickets (fully editable!)

Linear Equation Word Problems Distance Learning

Representing Algebraic Relationships Activity | Tables, Graphs , and Equations

GUIDED REVIEW: Linear Functions and Systems

Graphing Lines from Slope Intercept Form Graphs & Tables Guided Notes 8th Grade

Relationships between Variables and Graphing Worksheet

Graphing Relationships

Printable Maze Bundle of Worksheets

Digital Maze Bundle

8th Grade Functions Digital Activities for 8.F.1, 8.F.2, 8.F.3, 8.F.4, 8.F.5

Slope Card Match Activity

8th Grade Math Dictionary Vocabulary Packets for ENTIRE Year!

Find Slope,Y-intercept, + Equation from a Graph Practice Worksheet

• We're hiring
• Help & FAQ
• Privacy policy
• Student privacy
• Terms of service
• Tell us what you think

• For educators
• English (US)
• English (India)
• English (UK)
• Greek Alphabet

This problem has been solved!

You'll get a detailed solution that helps you learn core concepts.

Question: Consider the following system of linear equations.4x-2y=-6-x+3y=4The first step in the substitution method is to solve one of these equations for x or y. For example, ifwe solved the first equation for x in terms of y, what would be get?x=Question Help: ◻ Message instructor

Not the question you’re looking for?

Post any question and get expert help quickly.