Linear Functions Unit Test Multiple Choice 1 For The Data In

Linear Functions Unit Testmultiple Choice1 For The Data In The Table

Linear Functions Unit Test Multiple Choice 1. For the data in the table, does y vary directly with x ? If it does, write an equation for the direct variation. x y point) 2. For the data in the table, does y vary directly with x ? If it does, write an equation for the direct variation. x y point) 3.

Match the equation with its graph. – x – y = (1 point) 4. Match the equation with its graph. –0.4 x – 0.8 y = 0. point) 5. The table shows the number of miles driven over time. Time (hours) Distance (miles) Express the relationship between distance and time in simplified form as a unit rate. Determine which statement correctly interprets this relationship. (1 point) 6.

Find the slope of the line. (1 point) 7. What is the slope of the line that passes through the pair of points (1, 7) and (10, 1)? (1 point) 8. What is the slope of the line that passes through the pair of points (– , –3) and (–5, )? 9. What is the slope of the line? (1 point) 10.

Write an equation in point-slope form for the line through the given point with the given slope. (8, 3); m = point) 11. Write an equation in point-slope form for the line through the given point with the given slope. (–10, –6); m = (1 point) 12. The table shows the height of a plant as it grows. Which equation in point-slope form gives the plant’s height at any time? Time (months) Plant Height (cm) point) 13.

What is the graph of the equation? x = – point) 14. Write y = – x + 7 in standard form using integers. (1 point) 15. Write an equation for the line that is parallel to the given line and passes through the given point. y = 5 x + 10; (2, point) 16. Tell whether the lines for each pair of equations are parallel, perpendicular, or neither. y = –3 x + 7 –2 x + 6 y = point) 17. Tell whether the lines for each pair of equations are parallel, perpendicular, or neither. y = ( ) x + 8 –2 x + 8 y = point) 18.

Write the equation of a line that is perpendicular to the given line and that passes through the given point. y – 2 = ( x + 5); (–4, point) 19. Below are the functions of y = | x | and y = | x | – 5. How are the functions related? (1 point) 20. Describe how the graphs of y = | x | and y = | x + 5| are related. (1 point) 21. Graph y = |x| – 2. (1 point) 22.

Graph y = | x – 4|. (1 point) 23. Which type of correlation is suggested by the scatter plot? (1 point) Short Answer 24. You use a line of best fit for a set of data to make a prediction about an unknown value. The correlation coefficient for your data set is –0.015. How confident can you be that your predicted value will be reasonably close to the actual value? (2 points) 25.

A college football coach wants to know if there is a correlation between his players’ leg strength and the time it takes for them to sprint 40 yards. He sets up the following test and records the data: Every day for a week, he counts how many times each player can leg press 350 pounds. The following week, he has each player sprint 40 yards every day. The table shows the average number of leg-press repetitions and the average 40-yard dash time (in seconds) for seven randomly selected players. What is the equation of the line of best fit?

How many seconds should he expect a player to take to run 40 yards if that player can do 22 leg-press repetitions? Round any values to the nearest tenth, if necessary. Leg Press (reps) -yard Dash (s) 5.2 6.3 6.8 8.2 8.0 5.3 5. points) Week 1 Worksheet HST/276 Version University of Phoenix Material Week 1 Worksheet As you read this week’s required materials, complete this worksheet. This is a multipage assignment; double-check that you completed each page before submitting. Part I: Fill in the Blanks Fill in the blanks to complete the following sentences.

1. History and Archaeology a. The written record of the past and the study of past written records is called History . b. The study of the past based on recovering and identifying artifacts and making inferences about those who left these artifacts is called Archaeology . c. Both historians and archaeologists describe the past.

Historians study Written Records to form this description, whereas archaeologists study artifacts . d. Scholars’ ability to relate narrative stories of past Andean cultures is limited because they did not use written language , but recent advances in translating the language has allowed a better understanding of Mesoamerican cultures. e.

Based on archaeological and genetic evidence, scholars believe the first people to settle the Americas came across a natural land bridge , from Siberia into Alaska . 2. The Civilizations of Al-Andalus a.

The first Spanish Umayyad, Abd al-Rahman , forced Charlemagne’s forces to retreat into France. b. The 50-year reign of abd al-Rahman saw the defense of Cà³rdoba from the Fatimids in Africa and the Christians to the north. After his death, the caliphate fragmented into many smaller principalities. c. The Almoravids and Almohads of North Africa invaded Spain in the 11th century to enforce strict Muslim rule. d. The mercenary adventures of El Cid during the reconquest or reconquista made him Spain’s national hero. e.

In 1942 , the last Islamic Andalusian kingdom, Granada, was captured by Ferdinand II of Aragon and Isabella I of Castille. Jews and Muslims were forced to leave Spain. 3. Fatimid Civilization a. The Fatimid dynasty ruled , Sicily, and parts of the Middle East. b.

The Shi’ite Fatimids established a(n) in their new capital, , to rival those of Baghdad and Cà³rdoba. c. The , who live in modern Lebanon and Syria, originated as a splinter group that believed one of the Fatimid caliphs was the last incarnation of God. d. The Fatimid Empire weakened in the 12th century and was conquered by . 4. Saljug Civilization a.

The Saljuqs (also known as Seljuks or Saljuks) were the earliest significant Islamic rulers from peoples. They extended their rule from Transoxiana to the Iranian Plateau, Mesopotamia, much of the Near East, and Asia Minor during the century. b. The vizier ruled the Saljuk Empire through two sultans, building roads, caravanserais, canals, mosques, and madrasas. c. In the 12th century, the Saljuk Empire lost territory in Anatolia to the Empire, and was destroyed in the year by the Khwarizm-Shahs. 5.

Ilkhanid Civilization a. The Mongols conquered Persia and Mesopotamia in the century, and they ruled this territory through , or viceroys of the Great Khan of China. b. Ibn al-Athir describes the invaders of Muslim lands as a dire calamity. c. A grandson of Genghis, , , conquered territory stretching to the Mediterranean, but was slowed by rivalry with Berke, khan of the Golden Horde. Partly due to the influence of his wife and other and Buddhists, his forces spared the Christians of conquered lands.

6. Timurid and Turkoman Civilizations a. Between 1379 and 1402, led nomadic steppe peoples in conquest and destruction of large portions of the Middle East, the Caucasus, Central Asia, Eastern Europe, northern India, and Anatolia. b. The first Timurid capital at was the site of many elegant construction projects. c. The fourth son of Timur, , , ruled a united Iran and sponsored arts, religion, and economic development. d.

The Empire shared control of Iran with the Timurids, another Sunni dynasty. 7. Olmec Civilization a. The Olmec civilization thrived in the southern portion of what is now . b. Archaeological evidence of Olmec goods in many parts of Mesoamerica, along with the use of jade and obsidian, are evidence of early . c.

The first major Olmec center was ; as it declined, grew in importance. 8. Mayan Civilization a. The Mayan civilization developed in the rain forests of the Peninsula. b. Mayan civilization was composed of multiple that competed with one another for dominance. c.

The dynasty ruled Tikal for centuries before it declined and , a city far to the north, rose to prominence in the ninth century. 9. Teotihuacà¡n Civilization a. Teotihuacà¡n, located a short distance northeast of modern , was a major city-state for several centuries. b. Teotihuacà¡n’s economy and urban society thrived due to quarrying, manufacture, trade, and intensive agriculture made possible by . c.

The power of Teotihuacà¡n’s civilization declined between the sixth and eighth centuries because of . 10. Toltec Civilization a. Tula, the Toltec capital, was near a(n) quarry and the edge of Mesoamerica. b. Toltec civilization flourished in the century and century before quickly declining. c.

The Toltec king fled from Tula to . 11. Aztec Civilization a. The Aztec capital, on Lake in the Valley of , was home to hundreds of thousands of people at its height. b. Aztec wealth was based on taking goods from . c.

After conquering another group, Aztecs would take prisoners for and entrust the rule of the area to the . d. The Aztec civilization was ended by conquistadors and local subject peoples who resented paying tribute and providing for the Aztecs. 12. Nazca Civilization a. The Nazca or Nasca civilization thrived in the valleys of Peru’s coast until about 700 CE. b.

Agriculture enabled by irrigation water from allowed the Nazca civilization to flourish. c. Archaeological evidence indicates that the Nazca capital of was used primarily for religious . 13. Moche Civilization a. The Moche civilization thrived along about miles of the northern Peruvian coast. b.

Moche civilization was likely divided: a northern realm was ruled from in the Lambayeque valley, while a southern realm was ruled from the valley settlements near Cerro Blanco. c. Evidence that subject peoples paid tribute to the Moche lords through their labor are the marks on the bricks that make up , the largest adobe structure in the Americas. 14. Inca Civilization a. Inca emperors ruled one of the world’s largest states, called , which was home to millions of people. b.

Inca rulers expanded and ruled their empire through taxation, alliances, providing lavish entertainments, and employing people in state service. c. According to Inca tradition, Inca Yupanqui defended against a rebellion by the Chanca people, founded the empire, and took the name . d. The Inca Empire fell to conquistadors led by . Part II: Cultural Contributions Complete the following matrix with at least one element for each category. Civilization Intellectual Contributions Artistic Forms or Contributions Architecture Religious Beliefs Traditions Andalusian Fatimid Saljug Mongol and Ilkhanid Timurid or Turkoman Olmec Mayan Teotihuacà¡n Toltec Aztec Nazca Moche Inca

Paper For Above instruction

The provided material encompasses a comprehensive set of questions and topics related to linear functions, data interpretation, graphing equations, and various historical and archaeological civilizations. The core assignment is to analyze and answer these questions with accurate, well-explained solutions and insights, primarily focusing on the mathematics of linear functions and their real-world applications, as well as summarizing important historical and archaeological knowledge.

In the context of the mathematics portion, students are expected to examine the relationships between variables, particularly how y varies with x, and to determine equations representing these relationships. This includes identifying direct variation, calculating slopes, formulating equations in different formats (point-slope and standard), and interpreting graphs. For example, determining if y varies directly with x involves checking if there exists a constant of variation (k), such that y = kx, based on the data. If so, students should write the equation accordingly and interpret the meaning of the rate of change in practical terms.

Furthermore, students should match equations to their corresponding graphs, analyze the slope of lines through given points, and predict values based on lines of best fit. They are also required to write equations in various forms, such as point-slope or standard form, and to analyze the relationships between parallel and perpendicular lines, including writing equations for lines with specified conditions.

In addition to the mathematical analysis, the assignment includes extensive historical and archaeological content covering civilizations such as the Umayyad of Al-Andalus, Fatimid dynasty, Saljug Empire, Mongol and Ilkhanid civilizations, Timurid and Turkoman empires, as well as ancient cultures including Olmec, Mayan, Teotihuacán, Toltec, Aztec, Nazca, Moche, and Inca. Students are expected to demonstrate knowledge of their geographic locations, significant historical events, cultural achievements, and contributions to architecture, religion, and art.

The historical section emphasizes understanding the development, expansion, and decline of these civilizations, including their political structures, military campaigns, cultural practices, and archaeological discoveries. It also explores how these civilizations contributed to global history through their innovations, art, architecture, and technological advancements.

Overall, this assignment aims to assess students’ ability to apply mathematical reasoning to real-world data and to synthesize historical and archaeological information in a coherent, structured manner, demonstrating both analytical skills and cultural literacy.