Let's use what you know about *y*-intercepts to make predictions about how a change will affect the *y*-intercept of the function that describes that situation.

**TEKS Standards and Student Expectations**

**A(3)** Linear functions, equations, and inequalities. The student applies the mathematical process standards when using graphs of linear functions, key features, and related transformations to represent in multiple ways and solve, with and without technology, equations, inequalities, and systems of equations. The student is expected to:

**A(3)(E)** determine the effects on the graph of the parent function f(*x*) = *x* when f(*x*) is replaced by af(*x*), f(*x*) + d, f(*x* - c), and f(b*x*) for specific values of a, b, c, and d

**Resource Objective(s)**

Use graphs, tables, and equations to understand how changes in problem situations affect the *y*-intercept.

**Essential Questions**

How can you tell if a situation will increase or decrease the *y*-intercept?

How can you identify the *y*-intercept in a table if one of the ordered pairs is not (0, *y*)?

How can you determine the changes in the *y*-intercepts from an equation in slope-intercept form, *y* = m*x* + b?

**Vocabulary**