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Student: Class: Date:<br />
<strong>Creating</strong> <strong>linear</strong> <strong>models</strong> <strong>for</strong> <strong>data</strong><br />
Student Activity Sheet 4; use with Exploring “Trans<strong>for</strong>mations on <strong>linear</strong> functions”<br />
8. In the equation y = 2x – 30, how does the y-intercept of -30<br />
affect the line compared to its parent?<br />
9. How would you trans<strong>for</strong>m the graph of y = x to produce<br />
the graph of y = 3x + 1?<br />
10. How would you trans<strong>for</strong>m the graph of y = x to produce<br />
1<br />
the graph of y = x -3?<br />
2<br />
Copyright 2010 Agile Mind, Inc. ®<br />
Content copyright 2010 Charles A. Dana<br />
Center, The University of Texas at Austin<br />
Page 2 of 4<br />
Without space <strong>for</strong> student work<br />
Algebra I
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