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## 8th grade

### Course: 8th grade > Unit 3

Lesson 11: Constructing linear models for real-world relationships- Linear functions word problem: fuel
- Linear functions word problem: pool
- Modeling with linear equations: gym membership & lemonade
- Graphing linear relationships word problems
- Linear functions word problem: iceberg
- Linear functions word problem: paint
- Writing linear functions word problems

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# Linear functions word problem: paint

Sal is given a verbal description of a real-world relationship involving a person painting his room, and is asked to find the formula of the function that represents this relationship.

## Want to join the conversation?

- Why do we have to write, for example, A(t). Why can't we just write y? Isn't it the same thing? I am confused by what A of t means.(19 votes)
- I think that using y = mx + b, will turn it into a slope-intercept form of linear equation,

whereas using A(t) = mt + A(0) is a definition of a function..

hope that is clear(12 votes)

- Why would a(t) be how much he has left to paint? That kinda confused me during the video(8 votes)
- I think in this video we defined a function for the area left to paint, because it is the way to realistically “translate” the situation Hiro finds himself in.

We could have defined A(t) as the total area painted as a function of time. This would mean the greater the input time, the greater the output (painted area).

Yet it would not describe Hiro’s situation as accurately - at some point he will have painted his entire room - that’s why we defined the function the way we did - because it has a point which corresponds to the situation where the entire room is painted.(19 votes)

- Rachel is a stunt driver. One time, during a gig where she escaped from a building about to explode(!), she drove to get to the safe zone at 24 meters per second. After 4 seconds of driving, she was 70 meters away from the safe zone.

Let D(t), denote the distance to the safe zone D (measured in meters) as a function of time t (measured in seconds).

Write the function's formula.

D(t)=

Can anyone help me with this? I don't know how to build the function. Thanks in advance...(6 votes)- I think the " 70 meters away from the safe zone" means "70m left to drive to the safe zone".So:

distance to safe zone = 24*4+70 = 166

the function should be D=166-24t. She needs to drive 166m, and she approaches the safe zone at 24m/s means her distance to safe zone is reducing by 24m/s, so it's -24t, not 24t(5 votes)

- I still don't understand what the function formula is because my question is nothing like this.(6 votes)
- Rachel is a stunt driver. One time, during a gig where she escaped from a building about to explode(!), she drove to get to the safe zone at 24 meters per second. After 4 seconds of driving, she was 70 meters away from the safe zone.

Let D represent the distance (in meters) from the safe zone after t seconds.

Complete the equation for the relationship between the distance and number of seconds.

D=,

I dont know where to start(3 votes)- Note that D is defined as the distance from the safe zone,
**not**the distance traveled. Since the speed is 24 meters per second**towards**, not away from, the safe zone, the equation is of the form D = -24t + b.

The other piece of information means that when t=4, D=70. Substitute these values into the equation and solve for b.(5 votes)

- Could I put the solution in Y=mx+b as A(t)=-8t+52(5 votes)
- What is the constant of proportionality in the equation y = 7x. Is it just 7?(2 votes)
- Yes, the 7 is the constant of proportionality.(5 votes)

- I had one of these questions that was with no rate, and divided to figure it out, but it gave me an repeating decimal. Do I need to use what was previously taught to transform decimals into fractions or am I doing it wrong?(2 votes)
- It depends on how the question in worded. With Khan Academy, it often lets you round to nearest whole, tenth, hundredth, or thousandth OR put it in as a fraction. In general, fractions are easier to show than repeating decimals.(4 votes)

- I'm confused, how do you know which variable to substitute? By that, I mean at5:10why did Sal substitute A(
**0**)=b=52, then at7:41he substituted (the second variable t that comes up- it wouldn't let me bold it) A(t)=-8t+b??(2 votes)- I think you need to review the lessons on working with linear equations. And, creating the equation for a line. Sal is creating the equation of the line. He is using slope intercept form to create the equation.

-- "m" = slope. Sal calculates the slope using the slope formula: (y2-y1)/(x2-x1), but in this case the variable is "t" rather than "x".

-- "b" is always the y-intercepts. That is a very specific point where the line crosses the y-axis. So, that point always has an x-value (in this problem it is a t-value) of 0. This is why Sal is using t=0. And, the table tells him if t=0, then the function's output=52. So, b=52.

Hope this helps.(4 votes)

- Nour drove from the Dead Sea up to Amman, and her altitude increased at a constant rate. When she began driving, her altitude was 400 meters below sea level. When she arrived in Amman 2 hours later, her altitude was 1000 meters above sea level.

i am having trouble with this can someone help?(3 votes)

## Video transcript

- [Voiceover] Hiro
painted his room at a rate of eight square meters per hour. After three hours of painting, he had 28 square meters left to paint. So after three hours of painting, he had 28 square meters left to paint. So they're talking in terms of how much we have left to paint, not how much we have painted. Let A of t denote the area to paint, A measured in square meters
as a function of time, t, measured in hours. So A of t, once again, this
is how much we have to paint, not how much we have painted. Write the function's formula. So what I like to do is, let's just think about
a couple points here. Let's just make it a
little bit tangible for us. So, let me, I'll do this
in a different color. So let's think about what A of t is at different times. So, this is time. This is A as a function of time. And they give us one of them. They say, "after three hours of painting, "after three hours of painting, he had 28, "28 square meters left to paint." And once again, A of t is how
much we have left to paint, not how much we have painted. So I'm gonna leave some space here for some other values, maybe zero, one, two. Let's write three over here. After three hours, he had 28
square meters left to paint. We're just assuming that this is going to be in square meters, and this is in hours. Now, they tell us that he painted his room at a rate of eight square meters per hour. So let's actually back up a little bit. Let's back up. Let's say after two hours, how much would he have had left to paint? What would A of t been? Would it have been more than 28 or would it have been less than 28? Well, he's painting eight square meters per hour, so every hour that goes by, he's painting more, but A of t isn't how much he has painted, it's how much he has left to paint. So he should have less to paint as time goes up. So as time goes up, as time increases, A of t should go down. So at two hours, he
should have more to paint than at three hours, because remember, A of t is how much he has left to paint. So how much more would
he have had to paint at two hours than at three hours? Well it tells us that he
has eight square meters, he paints at a rate of eight
square meters per hour. So between two and three hours, he would've painted eight square meters. So at two hours, he would've had eight square meters more to paint. So, if you add eight to
this right over here, you would be at 36. So he would've had 36
square meters to paint at two hours. And what about one hour? So at one hour, he would've
had eight more square meters to paint. So 36 plus eight, that is 44. And at zero hours, what
would he have had to paint? So, let me do this another
color, at zero hours. Well he would've had to paint
eight more square meters. So 44 plus eight is 52. Let's think about
whether that makes sense. If right when he was starting, he had 52 square meters to paint. Then, an hour goes by, so your change in time is one hour, and then your change in how
much he has left to paint, it goes down by eight. Change in A is equal to negative eight. That makes sense. His rate of change should be negative because the amount he has
left to paint goes down as time goes forward. So this was pretty interesting. Now let's see if we can actually construct a formula, or the formula that
describes this function. Well this is happening at a constant rate. Every time t goes up by one, we see A of t goes down by eight. t goes up by one, A of
t goes down by eight. They tell us that, and that's because he paints it at a rate of
eight square meters per hour. So whenever you're describing something that's happening at a constant rate, that can be described
by a linear function. And a linear function will have the form A of t is equal to your
rate of change times time, plus wherever you started, and m and b are just the
letters that people tend to use for your rate of change, your slope, if you were graphing this, and b, where you started off, and this would be your vertical intercept, sometimes you call it your y-intercept, but in this case it would
be your A-intercept, if we're thinking about the actual, it would help us find the A-intercept if we were graphing this thing. But we actually already
know both of these things. We know what our rate of change is. It is negative eight. I mean, we could say,
"well what's our slope?" Our slope is change of A over change in t. Change in A, let me write it this way, let me do it in a different
color just for fun. So our, our slope is just our change in our dependent variable over our change in our
independent variable, which is equal to negative eight. They tell us that. It's equal to negative eight. So this thing is equal to negative eight, and b is going to be equal to A of zero. A of zero, well when t is equal to zero, this term right here goes away and you're just left with b. A of zero is equal to b. And we know what A of zero is. It is equal to 52. So we know this right over here is 52. And we're done! We know that, I'll just
rewrite it just for fun, A of t, the area that he has left to
paint as a function of time, is equal to negative eight times time, plus 52. And you can confirm that
the units make sense, because this negative eight, and actually let's let me write
it one time with the units, just 'cause it is an important
thing to think about. Area as a function of time, this is how much he has left to paint, is going to be equal to negative eight square meters per hour, so negative eight meters squared per hour, times t hours, maybe I'll write out "hours" so you don't think it's a variable, t hours, let me write the hours over here, t hours plus 52 square meters. Plus, let me do it right over here. Plus, I have trouble switching colors, plus 52 square meters. And you see hours divided
by hours cancels out and you'll just be left
with meters squared. You'd have negative eight t square meters plus 52 square meters, and so the A of t is
going to be given to you in square meters. Now there's other ways that you might have wanted to tackle this. You might've immediately said, "Hey look, my rate of change " is eight square meters per hour." But you have to be very careful there. You might've said, "Oh my rate of change, "maybe it's going to be positive "eight square meters per hour." But you have to be clear that A is not how much he's painting, it's how much he has left to paint. So his rate of change of how
much he has left to paint is decreasing at eight
square meters per hour. So you might've said, "Okay, immediately, "my formula would look like this: "A of t is going to to be equal to "negative eight times t plus some b." And then you could've
used this information right over here to solve for b. You say, "Hey, when t is equal to three, "A is equal to 28." You could've just used this information right over here and
substituted right over here. So when t is equal to
three, when this is three, A of t is 28. And you would've gotten 28
is equal to negative eight times three, so negative 24, plus b. And then you would've
added 24 to both sides. Whoops. You would've added 24 to both sides, and you would've gotten 28 plus 24 is 52. And then on the right side,
you would just have b. You would get b is equal to 52, which is exactly what we got over there. I like to do it this way just to make sure that
we really conceptualize, we really got what was going on.