Answer:

1.   Yes 

2.   Explanations will vary but should include discussions about slope (where it can be seen or found in the equation), and the intercepts (both x and y intercepts and where they can be seen or found in the equation).  In comparing each function they may either know or discover that the first one shows the x and y intercepts (and is generally called the intercept form of a linear equation).  The second equation is more common and is the slope-intercept form.  Notice in both forms the slope appears, in the first equation note that the rise and run are there and the “negative” value for the 5 should let the student know that it must be the opposite as the y value must be moved to the other side to see typical rise over run form of the slope.  While the intercept form is not as common it does have some interesting similarities to some of the conic functions students will study in future math courses.                             

Another possible solution would show the table of values for the two lines.  The student will see that when the same values are used for the independent variable, the same values will result for the dependent variable.  The students could then find the slope and y-intercept from the table.

      Example:                                     

From the tables, it is apparent the two equations represent the same line.  Also, notice that the y intercept in both cases is -5.  Finally, the student can determine the slope by noticing that every time y changes by 25, x changes by 10.  This makes the slope 25/10 or 5/2.