Activity

Topic

Page

Graphing Calculator Scavenger Hunt!!!

Equation = Graph pictures
Pan Balance Linear Expressions and Equations

Calculator
Graphing/Solving Linear Equations
Linear Equations
Modeling Linear Functions
Linear Functions
Functions
Linear Functions
Comparing Linear Equations
Mixture Problems with two Variables
Linear Inequalities
Writing Linear Inequality Solutions
Exponents
Factoring and Polynomials
Factoring and Polynomials
Factoring and Polynomials
Calculator
Quadratic Transformations
Modeling Quadratic Functions
Solving Quadratic Equations
Real Life Quadratic Functions
Quadratic Equations
Exponential Functions
Compound Interest
Rational Functions
Rational Functions
Modeling Rational Functions
Rational Expression Review
Radical Functions
Imaginary Numbers

13
56
78
911
1314
1517
1921
2324
2529
3132
3336
3738
3940
4142

Graph Your Motion

Linear Modeling with Polygons
Finding a Special Pattern with Functions!
The Mysterious Bone
Where can I get the best car rental deal?
Yes, we do mix things in real life!!!
Pan Balance Linear Inequalities
Can you give me the solution in 5 formats?
I remember it well!!!
Find the infamous polynomial!!!
Do you want me to Solve or find xintercepts?
Polynomial Factoring BINGO
Discovering Quadratic Graph Secrets!!!
Different words Same meaning
Get the Ball Rolling
Could you pass this Test?
How high and far can you hit the ball?
Pan Balance Quadratics
Stop Stealing My Blueberries!
The more you compound my account the better!!!
Better than Average!!!
CostBenefit
From a Distance
What makes you think this is Rational?
Distance to the Horizon
The Cycle of i !!

43
4546
4749
5155
5557
5961
6364
6566
6769
7172
7374
7577
7980
8183
8587

Instructors Key:
Graphing Calculator Basics (TI 84)

Graphing Calculator Scavenger Hunt

Turn the calculator
c. What would you press to calculate 3 9 ?
What is the result?

1. Calculate 7 5 2 by pressing:

3^9; 19683
a. What is the result?
17

3. Calculate 105625 by pressing:

b. Why is the result NOT 24?

Due to the order of operations;
multiplication occurs before division
c. How could you change the expression to
force the calculator to give a result of 24?

(7 5) 2

a. What is the result?

841
b. What is 34 ?
2

1156
i.

ii.

a. What is the result?

325
b. Determine 1.72265625
1.3125

2. Calculate 2 9 2 by pressing:
(or alternatively

[For newer operating system, press ]

Is it equivalent to 34 2 ?
No; 1156
Why or why not?
Exponents must be simplified before
multiplying the negative

c. Now press
What happened?
Solution changed to fraction form (21/16)
4. Calculate the cube root of 17576, 3 17576 , by
pressing:
[For newer operating system, press]

a. What is the result?

26
b. Determine 3 1.728 . Write the result as a
decimal number and as a fraction.
6
1.2,
5

MAT1033C

The button that reads

variable expressions.

can be used to introduce

5. Press:
value for X.

to store 3 as the

(the calculator should show 3 in the next line)

7. Create a table of values for y 7 x 3 starting

with x 0 and increasing by 1.
Steps:

Go to the Y= screen by pressing

Remove any previous equations by pressing

Press:

7x 3 using appropriate key presses.

Input the

a. What is the result?

11

Go to the TBLSET screen by pressing

b. What happened?
The calculator replaced x with 3, &
simplified the expression

Press
. You should now see a table of
values for the equation.

6. Now store 5 for x by pressing:

. Then, press:

a. What happened each time you pressed the

combination:
?
Brings back the previous inputted entries
Press

again.

Make sure the TblStart = line reads 0 and the Tbl =

reads 1. Also, the Indpnt: line should read Auto and
the Depend: line should read Auto

a. What is the y value when x = 4?

25
b. What happens each time the x value
increases by 1?
The y value increases by 7
8. Now, use similar techniques to create a table of
values for y 4 x 3
a. What is the y value when x = 10?
37

b. What is the result?

21
c. What happened?
The calculator replaced x with 5, &
simplified the expression

Note: Your calculator cannot simplify variable

expressions. If you type in

3x 7 2 x 4 (which

simplifies as 5x 3 ), the calculator will recall the

stored value for x and evaluate the expression.

b. What happens each time the x value

increases by 1?
The y value decreases by 4
9. Looking back for the PATTERN!
a. What pattern do you see between the
equation and what happens each time we
increase the x value by 1?
The solution changes by the value of the
coefficient
1
x 5 . Based
2
on your answer to 9a), what would you
expect to see on the table each time we
increase the x value by 1?
1
The y value increases by
2

b. Consider the equation: y

MAT1033C

10. Create a graph for y 7 x 3

a. Evaluate: 139876 87 2 45

Steps:

Go to the Y= screen by pressing

Go to the Window screen by pressing

Input the

11. Mixed practice; using your calculator:

7x 3 using appropriate key presses.

Input the following settings: Xmin=10, Xmax=10,

Xscl=1, Ymin=10, Ymax=10, Yscl=1
Press

. You should see a figure similar to this:

455
b. If x 5 , evaluate 4 x 3 7 x 2 2 x 9
694
c. Create a table of values for y 4(2) x ,
starting at 0 and increasing by 1.
i. What is the value for y when x 0 ?
4

1
a. Graph y x 5 using the same window
2
settings. Sketch your graph on the provided
grid.

ii. What happens each time the xvalue

increases by 1?
The y value doubles

d. The graphs of
1
y x 4 and y x 2 2 will
3
intersect twice. In which two quadrants will
they intersect?
III, IV
Sketch your graph.

4x
using the same window.
x 4
If you graph it correctly, your graph should
appear to be in three pieces. If your
graph does not appear to have three
pieces, you did not use parentheses
appropriately.
Sketch your graph on the provided grid:

b. Graph y

MAT1033C

MAT1033C

Instructors Key:
Graphing / Solving basic linear equations

Equation values = Graph pictures

Fill in the blanks.
1. A __
p __
o __
i __
n __
t on a graph represents the x
and y value in an equation that creates a true
statement.
2. Where do you start counting from to find a graph
point? __
o __
r __
i __
g __
i __
n
3. (5, 3) The 5 of this ordered pair refers to what
on a graph? __
x coordinate
4. (5, 3) The 3 of this ordered pair refers to what
y coordinate
on a graph? __
5. The point (4, 6) is located in which quadrant?
I
_____
6. The point (5, 7) is located in which quadrant?
II
_____

12. Plot the following points on the graph paper

and label as indicated. Then connect each
point to the next one in alphabetical order (also
connect H to A). (use line segments to connect the
points)

Graph paper is on the next page!

A:
B:
C:
D:
E:
F:
G:
H:

(5, 8)
(9, 4)
(9, 2)
(5, 6)
(3, 6)
(7, 2)
(7, 4)
(3, 8)

13. Plot the following points on the graph paper

and label as indicated. Then connect each
point to the next one in alphabetical order. (use
line segments to connect the points)

7. The ___coordinate
of a point is usually
x
associated with the horizontal axis.
8. The ___coordinate
of a point is usually
y
associated with the vertical axis.
9. Define slope using words:
Rise over run
Define slope using symbols:
y
x
10. Write the SlopeIntercept form of a linear
equation:
y mx b
11. Write the PointSlope form of a linear equation:
y y1 m( x x1 )

Graph paper is on the next page!

J: (5, 1)
K: (2, 3)
L: (4, 3)
M: (7, 1)
14. What is the slope of JK? 2 / 3
Equation of JK? y 2 3 x 13 3
15. What is the slope of LM? 2 3
Equation of LM? y 2 3 x 17 3
16. What is the slope of KL? 0
Equation of KL? y 3
17. What is the slope of AB? 1
Equation of AB? y x 13
18. What is the slope of BC? undefined

Equation of BC? x 9

MAT1033C

Solve the following linear equations:

19. 2 x 4 10

x3

25.

20. 5 x 1 29

x6

26.

2x
6
3
3
1
22. x 2
4
2

21.

x9
x2

23. 2 x 5 x 4

x 9

24. 4 x x 12 2

x2

x
1 4
6

2
8
x
3
9
3x 2
27.
2
5

x 18

4
3

x4

28. 4 x 7 9 x 5

2
3
1 2 1
1
30. x x
6 3 2
3

29. 5 x 2 x 3

2
5

1
3

x5

MAT1033C

Instructors Key:

Pan Balance Linear Expressions & Equations

Using your favorite internet browser, go to http://illuminations.nctm.org/Activity.aspx?id=3529 . Alternatively,
perform a search for the following terms: illuminations pan balance expressions. It should be the first option.
Instructions
Place an algebraic expression in each of the red and blue pans. These expressions may or may not include the
variablex. Enter a value forx, or adjust the value ofx by moving the slider.
As the value ofx changes, the results will be graphed. Use the Zoom In and Zoom Out buttons, or adjust the
values for the x and y axes with the sliders, to change the portion of the graph that is displayed. The Reset
Balance button removes the expressions from the pans and clears the graph.
Try it out:
Use the Pan Balance to see the relationship
between 2 x 10 and x 2
1. Type 2 x 10 in the left pan (red)
2. Type x 2 in the right pan (blue)
3. You should see two lines

4. Let x 5 (type 5 in for the x value). What is

the corresponding output for each expression?
Which pan is heavier?
0;3

6. By using the slider, or trial and error, find the

value of x which balances the pans. Record this
value.
x 4
7. Look at the graph, you should see either two
lines intersecting at a single point, two parallel
lines, or a single line.

8. Using symbolic methods

(addition/subtraction/multiplication/division to
isolate the variable), solve the equation
2 x 10 x 2 . Record your work and the
solution.

5. Let x 1 (type 1 in for the x value). What is

the corresponding output for each expression?
Which pan is heavier?
12;3

9. Compare your answers for exercise 6 and 7.

Anything interesting?

MAT1033C

Using a similar process, solve each of the following equations. You should record on separate paper:
a. The expressions you used for the left and right pans.
b. The value(s) of x that balances the pan, estimating if necessary. (You may need to adjust the settings on the
graph to find some of the values.
c. The graphical situation that you see: two lines intersecting at a single point, two parallel lines, or a single line.
What does that tell you about the type of solution to the equation?
d. The exact solution that you find using symbolic methods. Show your work for this part!

Appropriate work for the sample exercise:

A. 8 5 3x

x 1
C. 13 x 2 22 3 x

x 2
E.

2
1
17
x 2x x
7
2
2

x7
G.

1
5
4
x 7 ( x 2) x
2
6
3

No solution
1.3 x 2(0.6 x 4) 3 x 0.5( x 16)

I.

Infinite solutions

B. 3x 2 x 5
x

7
2

D. 6(2 x 8) 4(3 x 6)
No solution
F. 3(6 4 x ) 2( 6 x 9)
Infinite solutions
H. 0.3( x 15) 0.4( x 25) 25

x 15
J. 1 (3 x 1) 5 x
x

5
2

MAT1033C

Instructors Key:

Graphing Your Motion (2000 Vernier Software & Technology/1997 Texas Instruments Inc.)
Graphs made using a CBR 2 motion detector can be used to study motion. In this experiment, you will use a CBR
2 motion detector to make graphs of your own motion.
Objectives
In this experiment, you will:
Use a motion detector to measure distance and velocity
Produce graphs of your motion
Analyze the graphs you produce
Data collection: Distance vs. Time Graphs
1. Place a CBR 2 motion detector to a tabletop facing an area free of furniture and other objects. The
CBR 2 motion detector should be at a height of about 15 centimeters above your waist level.

walk back and forth in

front of the CBR 2
motion detector

2. Use short strips of masking tape on the

floor to mark the 1 m, 2 m, 3 m, 4 m
distances from the CBR 2 motion
detector.

5. To set up the calculator for data collection:

a. Select Setup (press@) to open

the Setup menu.

b. Press 2 to select 2: Time Graph to open

the Time Graph Settings screen.

3. Connect the CBR 2 motion detector to

the calculator using an appropriate cable.

4. On the calculator, pressAand select

EasyData to launch the app. (Note: EasyData
will launch automatically if the CBR 2 motion
detector is connected to a TI 84 Plus.)

c. Select Edit (press#)to open the

Sample Interval dialog window.

MAT1033C

d. Enter 0.1 to set the time between

samples to 1/10 second.

e. Select Next (press#) to advance

to the Number of Samples dialog
window.

f. Use>and<to move along the graph.

Select two points on the graph and
determine the slope from the x and y
coordinates.

f. Enter 50 to set the number of samples

to collect. The experiment length will
be 5 seconds (number of samples
multiplied by the sample interval).

x1

y1

0.954

x2

2.101

y2

1.798

Calculate the slope: m = 0.402

g. Select Next (press#) to display a

summary of the new settings.
g. The yintercept is the yvalue where the
xvalue is equal to zero. Use the arrow keys
to move to the yintercept of this line and
record the value below.

yintercept: b = 0.954

h. Select OK (press%) to return to the

main screen.

h. Use the slope and the yintercept to write

the equation of the line using the slope
intercept form. ( y mx b )
y 0.402 x 0.954

6. Explore making distance vs. time graphs.

a. Stand at the 0.5m mark, facing away from
the CBR 2
motion detector.
b. Signal your group member to select Start
(press@)

c. Slowly walk to the 4.0m mark and stop.

d. When data collection ends, a graph plot is
displayed.
e. Sketch your graph on the empty graph
provided. (label the axes and scaling
information on the graph)

7. Check to see if this equation matches the data

collected by the CBR 2 motion detector. Press
$then%to exit out of the EasyData
app. Then press!.Enter your equation from
the previous step in one of the function
registers. Press %. Does your equation
match with the data? If not, check the values of
the slope and the y intercept. If necessary,
make adjustments and record your new equation
below.
Answers will vary

10

MAT1033C

8. What does the slope and the yintercept

represent in the graph? (Hint: Look at the units.)
The slope represents the speed or velocity. The
y intercept represents the starting position.
9. Write the equation for a person who starts 1
meter from CBR 2 and walks away at a speed
of 1 meter per second for 5 seconds. Sketch the
graph of this motion, Include scale markers on
your axes. Be sure to correctly label the y
intercept and use the correct slope for this
walker.
y = x 1

10. How would your motion graphs differ if the

walker moved towards the CBR 2 with a
constant speed?
The graph would show a negative slope.

11. Repeat the above activity for a person walking

towards the CBR 2 at a constant speed. The
starting point should be at least 4 meters from
the CBR 2. Record your graph in the space
provided. Answers will vary (#1114)

12. Select two points on the graph which are not

close together. Record the values below.

x1

1.05

y1

3.096

x2

2.25

y2

2.191

13. Calculate the slope, y intercept and use them to

write the equation of the line in slope intercept
form. ( y mx b )
y 0.754 x 3.888

14. Check to see if this equation matches the data

collected by the CBR 2. (If you need
instructions, repeat those in question 7.) Does
your equation match with the data? If not,
check the values of the slope and the
yintercept. If necessary, make adjustments
and record your new equation below.

15. Describe the characteristics of any equation of

motion for a person moving at a constant speed
away from the CBR 2.
Any equation of a person moving away from the
CBR at a constant speed is linear with positive
slope.
How does this equation differ if the person is
moving at a constant speed towards the CBR
2?
The equation for the motion of a person walking
towards the CBR at a constant rate is linear
with a negative slope.
16. Velocity differs from speed in that it indicates
direction. If the slope of the Distance Time
graph is positive, the velocity is positive. If the
slope (as in the above example) is negative, the
velocity is negative. What does it mean when
the CBR 2 indicates that a person is moving
with a negative velocity?
A person moving with negative velocity is
moving towards the CBR.

MAT1033C

11

12

MAT1033C

Instructors Key:

Linear Modeling with Polygons

Using your favorite internet browser, go to http://illuminations.nctm.org/ActivityDetail.aspx?ID=9 Alternatively,
perform a search for the following terms: illuminations angle sums. The site should be the first option.
You should be brought to a page displaying a
triangle. Using your mouse, click and drag one of
the vertices of the triangle. You should note some
values changing on the right hand side of the
screen. You should also note something that
remains constant while you drag one of the
vertices.

Is There A Pattern?
Lets go back and record some important information.
For each of the six shapes, note, in the table, the
number of sides (n) and the corresponding data for the
part that remains constant (S).

1. What changes?

180

360

540

720

900

1080

The angle measure changes.

2. What remains constant?
The sum of the angles = 180
Click on the quadrilateral box near the bottom of the
screen and repeat the experiment that you did for the
triangle.

3. What changes?
The angle measure changes.
4. What remains constant?
The sum of the angles = 180
5. What happens if you drag a vertex over another
side?

7. The table should describe a linear pattern.

Explain why this is true. Use a complete
sentence.
For every increase in the number of sides by 1,
there is an 180 increase for the sum of the
angle measures.

The angle/measure box disappears.

Continue this procedure with the remaining available
shapes (pentagon, hexagon, heptagon, octagon).

6. What remains constant for each of the shapes?

The sum of the angle measures.

8.

Determine the slope of the linear pattern.

m 180

MAT1033C

13

9.

Interpret the slope as a rate of change. Write a

complete sentence. Be sure to include units
and the word per.
The sum of the angle measures increase by
180 per increase in the number of sides by 1.

10. Determine the slope intercept form of a linear

function that models this linear pattern. Call it
S n .
S ( n) 180n 360

14. What is a reasonable domain for S n ?

Explain!
[3, 4, 5, 6,....)
In order to create a polygon, you would need to
start with at least 3 sides increasing to an
infinite number; using only natural numbers.

15. Evaluate S 17.5 . Is your result sensible?

Why or why not?
S (17.5) 2790

While the sum of the angle measures is

sensible, it would be difficult to create a
polygon with 17.5 sides.
11. If you have answered part 9 correctly, you
should be able to find that S 9 1260 .
Verify.

S (9) 180(9) 360

1620 360
1260

12. A dodecagon is a polygon with 12 sides.

Evaluate S 12
S (12) 1800

13. What does your answer to exercise 12 tell

you? Write a complete sentence.
The sum of the angle measure for a dodecagon
is 1800

14

MAT1033C

Instructors Key:
Functions

Finding a Special Pattern with Functions

Each exercise has three parts. Parts 1 & 2 of each exercise ask you to evaluate a function following the given
rule. The rule may be stated verbally, symbolically, graphically or numerically. Part 3 of each exercise asks you
to use the answers you found in parts 1 & 2 to determine some other number. Locate your answer to part 3 in the
number search and highlight (or circle) the numbers. After you have completed all the exercises, the numbers
remaining in the number search will form a special pattern.
1. A( x) 2 x 3 5
Part 1.: Evaluate A(4)
133

2.

Part 2.: Evaluate A(2)

21

Part 3.: Determine A(4) A(2)

2793

B ( x ) is the function that multiples the input by 100 and then subtracts 5.

Part 1.: Evaluate B (9)

895

Part 2.: Evaluate B (10.34)

1029

Part 3.: Determine B (9) B (10.34)

1924

3. C x is the function defined by the following graph. The graph window is: [ 10,10,1] by [ 10,10,1]

Part 1.: Evaluate C (2)

3

Part 2.: Evaluate C ( 1)

6

Part 3.: Determine C 2 C 1

2916
4

MAT1033C

15

4.

D( x) is the function defined by the following table of values:

x
3
2
1
0
1
D( x)
1045
2032
2045
5204
9612

2
6457

3
4576

4
3578

5
7412

Part 1.: Evaluate D (0)

5204

Part 2.: Evaluate D (5)

7412

Part 3: Determine D (0) D (5)

12616

5. E ( x) 4 x 33
Part 1: Evaluate E (22)
11

Part 1: Evaluate E (82)

19

Part 3: Determine E (82) E(22) 8

6859

6.

F ( x ) is the function that determines the absolute value of the cube of the input

Part 1.: Evaluate F (5)

125

Part 2.: Evaluate F ( 7)

343

Part 3: Determine F (5) F ( 7)

42875

G x is the function defined by the following graph. The graph window is:

7.

Part 1.: Evaluate G ( 1)

20

Part 2.: Evaluate G (2)

10

[ 3,5,1] by [ 60,80,10]

Part 3.: Determine

3
2
G 1 G 2 4 G 1
10

798

16

MAT1033C

8.

H ( x ) is the function defined by the following table of values:

x
30
25
20
15
10
H ( x)
3
6
12
24
48

Part 1.: Evaluate H ( 5)

96

5
96

0
192

5
384

10
768

Part 3: Determine 7 H 10 3 H 5

Part 1.: Evaluate H (10)

768

5664

9. Now, find your answers to the Part 3 exercises in the number search. They may be horizontally,
vertically or diagonally, and may be backwards. Highlight or circle the numbers.

5
2

Once you have found all the numbers, list the remaining digits as they are listed, from left to right, top to
bottom. 31415926
10. There is something special about the remaining digits. What is it? [Hint: put a decimal point in after the
first listed digit!]

3.1415926

MAT1033C

17

18

MAT1033C

Instructors Information Sheet:

Linear equations

The Mysterious Bone

Story
A bone has been found in the woods near Valencia College East Campus. It is a humerus bone, which is the bone
that goes from the elbow to the shoulder. Investigators can use the length of the humerus bone, which is 12
inches, to determine the height of the person, but theyve forgotten the formula they need to use. They recall
only that it was a linear equation, H ( x ) mx b , where x is the length of the humerus bone and H(x) is the
height, with both measurements in inches. Can you help them?
Part 1
Find a linear equation that models a persons height in inches, based on the length of their humerus bone also in
inches, using data from the class to estimate the best line.
1. You will be put in groups and given tape measures (1 for a group of three, two for a group of 4).
2. Take turns measuring the length of your partners humerus bone (from the elbow to the shoulder) and their
height (if unknown). Both measurements are to be done in inches to the nearest half inch. Record your
measurements in the table below.

Name

Length of Humerus (inches)

Height (inches)

Ordered Pairs

MAT1033C

19

3. Create ordered pairs with the humerus bone as the independent variable and the height as the dependent
variable, (humerus, height).
4. Share your data with the other groups. You should have 10 or more ordered pairs to get started. Be sure to
get data from students with a variety of heights. You need to have a mix of short, medium, and tall people.
5. Create a scatterplot on the graph below, with the horizontal axis as the length of the humerus bone and the
vertical axis as the height. If you need help, your lab instructor can give you guidance on the best scales to
use based on the span of the data. Otherwise you may have your data points piled up in one area.
y

6. Next, use a straight edge to draw a line that connects two data points such that the line runs through all
the data points fairly well.
7. Create the equation for the line that passes through these two points.
Part II
Use the equation found in Part I to estimate the height of the person whose bone was found. Remember the
humerus bone was found to be 12 inches long.
1. Estimate the height.
2. State your answer in a complete sentence, in context of the problem. In other words, how will you pass
your solution on to the investigators so that they understand what you are telling them?

20

MAT1033C

Instructors Key:
Comparing linear equations

Where can I get the best car rental deal?

Upon landing at the airport in Anaconda, Montana I needed to rent a car so I could visit all the wonderful sites in
the area, especially the snake monument that stood 24 feet high. After finding the car rental desk I had to
choose between the only 2 options available. Option #1: A fee of $10 plus a charge of 5 per mile. Option #2:
A charge of 17 per mile.
1. Fill in the following table:
Number of miles
traveled
10
25
43
68
94
133

Cost of Option #1

Cost of Option #2

Best choice option

$10.50
$11.25
$12.15
$13.40
$14.70
$16.65

$1.70
$4.25
$7.31
$11.56
$15.98
$22.61

#2
#2
#2
#2
#1
#1

2. When did you find Option #1 to be the best

choice?
At 94 miles
3. When did you find Option #2 to be the best
choice?
Prior to traveling 94 miles

For every 5 miles traveled, the cost of

option #1 increases by 25, while the cost
of options #2 increases by 85.
7. Draw graphs of your 2 equations. Put the axes
and scaling information on the graph.

4. If you were to travel m miles, write an equation

that would show the cost of the car rental using
option #1 (C1):
C1 0.05m 10
5. If you were to travel m miles, write an equation
that would show the cost of the car rental using
option #2 (C2):
C2 0.17m
6. Put these 2 equations into your calculator and
set your table to start at 0 and change () by 5.
Also put both the Independent and Dependent
on Auto. Notice the changes as you scroll down
your table. Write a few sentences to explain
what the numbers are telling you about the
costs of Option #1 compared to Option #2.

8. x axis represents: miles

9. y axis represents: cost

MAT1033C

21

10. Using the graphs you have drawn, estimate the point of intersection.
x 85; y 14

11. Using the graphing features of your calculator, determine the point of intersection of the two graphs. Was
your estimate reasonable?
x 83.33; y 14.17
Yes

12. Explain, in the context of the situation, what the point of intersection tells you.
After traveling around 83.33 miles, the cost of both options
is same at about $14.17
13. Take the expressions you wrote for exercises #4 and #5, and set them equal to each other. Solve the
resulting equation symbolically.
0.17m 0.05m 10
10
m
83.33
0.12

14. Your solution to the equation from exercise #13 should be familiar. Explain why.
The solution represents the point of intersection of the two lines/options.

22

MAT1033C

Instructors Key:
Mixture problems using two variables

Yes, we do mix things in real life!

The ability to picture the mixture story will give you the best opportunity to understand what is happening and
achieve the correct results. Using a chart can additionally help organize the information from the problem.

1. The left bank is offering CDs at 5%. The right bank is offering
a money market account at 4%. If I have a total of $10,000 to
invest in these accounts and want a return (accrued interest)
on my money of $436 from both accounts at the end of one
year, how much should I put into each account?

Principal Rate Time = Interest (return)

Let C represent $$ you put into CD. Let M represent the $$ you put into the money market.

Complete the chart below using information from the problem:

Mixture problem

Principal
($ invested)

Rate
(% as decimal)

CD account
Money market

C
M

Totals for the two

bank accounts

$10,000

0.05
0.04
Cannot be found by
adding values
above

Time (yrs.)

Interest
($ earned on
investment)
0.05C
0.04M

$436

The first column in the chart should contain information necessary to write one equation containing the two
variables and the last column should show information to write another equation containing the two variables.
Fill in the boxes below with the information from those columns to set up the system of equations:
$$ put into CD account

C
CD interest (at 5%)

0.05C

$$ put into money market

Money market interest (at 4%)

0.04M

Total $$ invested

Total interest

$10,000

$436

Solve algebraically. State your answer in complete sentences.

C $3600
M $6400

MAT1033C

23

2. The Daytona 500 started in 1959 with an average speed of 135 mph but
before they raced on the big speedway they would race up and down on
the beach. In 1954 Lee Petty raced on the beach for a total 160 miles. As
the 2 hour race developed Lee averaged 90 mph for the first part of the
race but only 60 mph for last part. How long did he race at 90 mph and
how long at 60 mph?

Rate (mph) Time (hours) = Distance (miles)

Let F represent the hours he raced at 90 mph. Let L represent the hours he raced at 60 mph.

Complete the chart below using information from the problem.

Use the formula to work across and complete any empty spaces in the last column:
Mixture problem
First part of race
Last part of race
Totals for entire race

Rate (mph)
90
60
Cannot be found by
adding the two
averages above!

Time (hours)
F
L

Distance (miles)
90F
60L

160

Fill in the boxes below with the information from the chart to set up the system of equations:
Time for first part

F
Distance for first part

90F

Time for last part

Distance for last part

60L

Time for whole race

Distance for whole race

160

Solve algebraically. State your answer in complete sentences.

4
F hr. @ 90mph
3
2
L hr. @ 60mph
3

24

MAT1033C

3. Luis was hired to make some jewelry for a special occasion.

He needs to make the jewelry out of an alloy that is 54%
silver and he requires 10 ounces. He has a large amount of
45% silver and also some that is 75% silver. How many
ounces of the 45% silver and 75% silver does he need?

Quantity Percent = Amount of PURE Material

Let X represent the amount of 45% silver. Let Y represent the amount of 75% silver.
Complete the chart below using information from the problem.

Use the formula to work across and complete any empty spaces in the last column:
Mixture problem
45% alloy
75% alloy

Quantity (ounces)
X
Y

Percent (% as decimal)
0.45
0.75

PURE silver totals

0.45X
0.75Y

Totals for the 54%

mixture

10

This information must be given

0.54(10)

Again use the charts information to fill in the boxes below and set up the system of equations:
Amount of 45% silver

Pure silver in 45%

0.45x

Amount of 75% silver

Pure silver in 75%

0.75y

Total amount of 54% silver

10

Total amount of PURE silver

0.54(10)

Are you starting to see a pattern with these mixture problems?

Solve algebraically. State your answer in complete sentences.

x 7 ounces of 45% silver

y 3ounces of 75% silver

MAT1033C

25

4. Connie has been collecting all her extra nickels and dimes
into a vase this past year. The vase is full so she decided to
count them and see if she has enough money to buy herself
a new dress. She was surprised to find that she had 3400
coins worth $290. How many nickels (N) and how many
dimes (D) did she have in the vase?

Fill in the words and the value (numeric or algebraic) that accompany each piece of information requested in the
chart below. Then, as above, use the chart to fill in the boxes and complete the system of equations.
Mixture problem
Nickels
Dimes
Totals for

Quantity (_______)
N
D

Value of ________

0.05N
Quantity of_________

3400

Value (______)
0.05
0.10
This information normally given

Value of_____________

Quantity of __________

0.10D

Totals of __________
0.05N
0.10D
$290

Total _____________

Total _____________

$290

3400

Solve algebraically. State your answer in complete sentences.

N 1000
D 2400

26

MAT1033C

Now, can you solve some problems without the charts given to you?
5. Joel sells cotton candy at the Magic games for
$4 per bag. He also sells peanuts at the games
for $2.50 per bag. One day he sold 160 bags and
collected $460. How many of each item did he
sell?

C P 160
4C 2.5 P 460
C 40 (cottoncandy)
P 120(peanuts)

6. For a chemistry experiment, Agatha needs 50

milliliters of 20% acetic acid solution. The
laboratory only has 10% and 50% acetic acid
solutions. Agatha plans to make the 20% acetic
acid solution by mixing together appropriate
amounts of the two solutions. Determine the
amounts of 10% and 50% acetic acid solution
that should be mixed to make 50 milliliters of
20% acetic acid solution.

x y 50
0.10 x 0.50 y 0.2(50)
x 37.5ml of 10% acetic acid
y 12.5ml of 50% acetic acid

7. A long distance runner trains for 3 hours. During

the first part of the training, he keeps a pace of
7 miles per hour (mph). For the second part, he
slows down to 5 mph. At the end of the run, he
has traveled a total of 19.5 miles. How long did
he spend at each speed?

F S 3
7 F 5S 19.5
F 2.25hr. @ 7mph
S 0.75hr. @ 5mph

8. Jody plans to invest a total of $7000 between

two different accounts. She has done some
research and found a savings account that will
pay 2.5% interest per year and a money market
account that pays 6% per year. If she wants to
earn $385 after one year, how much should she
invest in each account?

S M 7000
0.025S 0.06 M 385
S $1000in a savings account
M $6000in a money market account

MAT1033C

27

28

MAT1033C

Instructors Key:

Pan Balance Linear Expressions & Inequalities

Using your favorite internet browser, go to http://illuminations.nctm.org/Activity.aspx?id=3529.
Alternatively, perform a search for the following terms: illuminations pan balance expressions. It should be the
first option.
Instructions:
Place an algebraic expression in each of the red and blue pans. These expressions may or may not include the
variablex. Enter a value forx, or adjust the value ofx by moving the slider.
As the value ofx changes, the results will be graphed. Use the Zoom In and Zoom Out buttons, or adjust the
values for the x and y axes with the sliders, to change the portion of the graph that is displayed.
The Reset Balance button removes the expressions from the pans and clears the graph.
Try it out:
Use the Pan Balance to see the relationship between 2 x 10 and x 2 and solve 2 x 10 x 2
1. Type 2 x 10 in the left pan (red)
2. Type x 2 in the right pan (blue)
3. You should see two lines
4. By using the slider, or trial and error, find the value of x which balances the pans. Record this value. This
value is the solution of the related equation 2 x 10 x 2 and is the boundary for the solutions of the
inequality.
5. We want 2 x 10 to be greater than x 2 . So, in terms of the Pan Balance, we want the left pan to be
heavier. Move the slider to the side of the value you found in part d that makes the left pan heavier. [You
should also see that the point associated with the left expression is above the point associated with the right
expression!] In which direction did you move the slider? (left or right)
6. Write the solution of the inequality. Remember, if you moved the slider to the left in part e, your new x value
is less than the value from part d. If you moved the slider to the right in part e, your new x value is greater
than the value from part d. The solution should take the form: x number or x number .
7. Using symbolic methods (addition/subtraction/multiplication/division to isolate the variable), solve the
inequality 2 x 10 x 2 . Record your work and the solution.
8. Compare your answers for parts f) and g). Anything interesting?

MAT1033C

29

Using a similar process, solve each of the following equations. You should record on separate paper:
a. The expression you used for the left pan. (How did you type it in to the website?)
b. The expression you used for the right pan. (How did you type it in to the website?)
c. The value of x that balances the pan, estimating if necessary, and the direction you would move the
slider to make the appropriate side heavier. (You may need to adjust the settings on the graph to
find some of the values.)
d. The exact solution that you find using symbolic methods.
Appropriate work for the sample exercise:

A. 8 5 3x
x 1

B. 3x 7 2 x 11
x4

C. 6 x 3 x 2 4 x 4
x 1

D. 5 x 3 6 x 3 2 x 1 4

E. 5 x 4 2 2 x 3 0

3
1
F. x 1 x
5
2
15
x
16
H. 3.1 3 x 2.9 x

10
9

5 x 4 3x 5

6
4
x7

G.

16
7

x 1.55

30

MAT1033C

Instructors Key:
How to write a linear inequality solution

Can you give me the solution in 5 formats?

2 x 3 11

Solve:

Solution written in English:

All real numbers less than or equal to 7.

Solution using algebraic notation:

x7

Solution using interval notation:

(, 7

Solution using set builder notation:

x | x 7

Solution using a number line:

| | | | | | | | | | | | | | | | | | | | | | | | | | |
-10

-8

-6

-4

-2

10

12

14

16

Circle any of the following values that are included with this solution.
2
1
, 0, 4 , 453, 2.4, 5.678, 11, 7, 1
3
3
1. Solve: Symbolically

3x 5 7

2. Solve: Symbolically

x4
A. English solution:
All real numbers less than 4.
B. Algebraic solution:

x4

4 x 5 13
x 2

A. English solution:
All real numbers greater than or equal to 2
B. Algebraic solution:

x 2

C. Number line solution:

C. Number line solution:

D. Interval notation solution:

D. Interval notation solution:

, 4
E. Set builder notation solution:

x | x 4

2,
E. Set builder notation solution:

x | x 2

MAT1033C

31

2x 4 x 1

3. Solve Graphically

A. On the graph y1 2 x 4 and y2 x 1

y2

4. Solve: Graphically y1 y2

y1

y1
y2

A. Find when y1 y2
B. Find when y1 y2
(Hint: x coordinate of the point of intersection this
is the boundary for the solutions of the inequality)

x 1
C. We now need to decide what x value(s)

are represented when y1 y2 ? Looking at

the graph what x value(s) did you find?

x2
B. Where is y1 y2 ?

x2
C. Solutions:
a. English:
All real numbers less than 2

(Hint: where is the Y1 line lower than the Y2 line?)

x 1
D. Solutions:
a. English:
All real numbers less than 1

b. Algebraic:

x2
c. Number line:

b. Algebraic:

x 1
c. Number line:

d. Interval notation:

, 2
d. Interval notation:

, 1

e. Set builder notation:

x | x 2

e. Set builder notation:

x | x 2

32

MAT1033C

5. Solve: Numerically

1
x 2x 3
2

1
A. On the table y1 x and y2 2 x 3
2

B. Where does the chart show that y1 y2 ?

(Hint: this is the boundary for the solutions of the
inequality)

x2

C. We now need to decide what x value(s)

are represented when y1 y2 ? Looking at
the chart what x value(s) did you find?
x2
D. Solutions:
a. English:
All real numbers less than 2
b. Algebraic:

6. Solve: Numerically

y1 y2

A. Where does the chart show that y1 y2 ?

(Hint: this is the boundary for the solutions of the
inequality)

x 1

B. We now need to decide what x value(s)

are represented when y1 y2 ? Looking at
the chart what x value(s) did you find?
x 1
C. Solutions:
a. English:
All real numbers less than 1
b. Algebraic:

x 1
c. Number line:

x2
c. Number line:

d. Interval notation:

, 1
d. Interval notation:

, 2

e. Set builder notation:

x | x 1

e. Set builder notation:

x | x 2

MAT1033C

33

7. AND OR sentences:
A. If you are in the Math Center wearing a hat
OR over 25 years old then you will get a gift
certificate for $10. If you are in the Math
Center wearing a hat AND over 25 years old
then you get a gift certificate for $25.
B. What do you think is the difference when
comparing the 2 statements in part A?

8. Write solution in 5 formats: x 1 or x 4

A. Number line:

B. English:
All real numbers greater than or equal to 4

In the statement, you need to meet at least

one criteria to get the $10 certificate, while
you need to meet both criteria to get the
$25 gift certificate.
C. If you were giving out gift certificates today
would you anticipate giving out more of the
$10 or $25 certificates? Explain your
answer.
$10. It is more likely that a person will meet
one criteria than both.
D. AND creates which of the following
patterns (Circle the correct answer) :

C. Algebraic:

x 4
D. Interval notation:

4,
E. Set builder notation:

x | x 4
9. Write the solution in 5 formats:

x 2 and x 5

A. Number line:

Union of the groups () combine

B. English:
All real numbers greater than or equal to
Intersection of the groups () overlap

5, but less than 2.

C. Algebraic:

E. OR creates which of the following patterns:

5 x 2
D. Interval notation:

5, 2
Union of the groups () combine

E. Set builder notation:

x | 5 x 2
Intersection of the groups () overlap

34

MAT1033C

Instructors Key:
Exponents

I remember it well!
I remember my instructor telling me the definition of an ___________________
is a little number in the top
exponent
right hand corner of a number or variable that TELLS me how many times to multiply the number or variable by
itself.
We are not changing that definition in the following problems but are just skipping steps to simplifying these
expressions (otherwise called a shortcut).

x
5

1.

In this equation the value of A = 20

2.

x x x
7

8. These questions represent what most students

consider a trick question by the instructor.
Will they trick you?
a.

3.

7
3

b.
C

In this equation the value of C = 4

4. 1 x

1
5.

100

10

6.

4

4 3

7.

False

True or False

False

3 3
True or False

False

9. All the following are incorrectly simplified.

Explain whats wrong and simplify the
expression correctly.

In this equation the value of F = 4

If your answers to a, b, and c were not the same,

then you need to discuss it with your group!

a.

In this equation the value of E = 2

c.

In this equation the value of D = 0

True or False

In this equation the value of B = 9

In this equation the value of G = 1

Does A + B + C + D + E + F + G = 26? If not,
discuss it with your group and instructor
before going on to the next problem.

3x
4

6x

32 9; 9 x8
b.

4x 0
x 0 1; 4
0

5x2
5
5x 2 2
x
8x
2
d.
1
4x

c. 5 x 2

8x
4x

2x

MAT1033C

35

Simplify, write all final responses with positive exponents:

1. 5y 2 y 4 5 y 6

2.

x3
x2
x

3.

15r 3 d 5 3d 2

25r 5 d 3 5r 2

4. (m 2 ) 4 m8

5.

w 5 w 3 w8

6. ( 4r )3 64r 3

7.

(6 x 2 r 4 )3 216 x 6 r12

8. r 5 ( r 2 )3 r11
3

9. (7 r )(5r ) 35r
4

11.

8x2
64
10.

5
9
10 x 125 x

g 5 p7 y g 3 p6
3
g 2 p y4
y

12. r 0 1

13. 2r (4r 3 )0 2r

14. 6 w0 6

15. (2 f 3t 0 )3 8 f 9

16.

7 x0
1
5
5
14 x
2x

10m5
17.
1
8
24m

19. 6(32 )

18. 82

2
3

20. y 5 y 2 y 3

21. ( 34 )(3) 3 3
23. 5m 2 m 3

5
m5

25. 2 g 3 (2 g 2 ) 1
27. 4h 4 p 3

29.

1
64

4h 4
p3

y 5 1

y 2 y 3

6 p 1
3
3
31.
2
2 p
p

1
g5

22. m 3

1
m3

24. 5c 1

5
c

26. (5) 4

28.

1
625

v7
v3
4
v

x3
30. 2 x5
x
32.

k 4 r 3
k7

k 3 r 5 w r 8 w

36

MAT1033C

Instructors Key:
Factoring / Polynomials

Find the infamous polynomial!

Following are 17 polynomials that need to be factored. Find the factors of each polynomial and
then cross them off on the chart below. When completed you will have 2 blocks left on the chart
that are not crossed off.
1. 3 x 4 x 7

2. 6 x 5 x 4

3. 10 x 59 x 22

4. 5 x 32 x 35

5. 24 x 50 x 9

6. 6 x 7 x 10

7. 10 x 37 x 7

8. 8 x 30 x 27

9. 30 x 31x 44

10. 30 x 103 x 51

11. 2 x 17 x 30

12. 12 x 29 x 14

13. 18 x 15 x 7

14. 12 x 47 x 40

15. 4 x 17 x 4

16. 12 x 8 x 39

17. 4 x 23 x 33

(3x 7)( x 1)
2

(5 x 7)( x 5)
2

(5 x 1)(2 x 7)
2

(5 x 3)(6 x 17)
2

(3x 1)(6 x 7)
2

(2 x 3)(6 x 13)

(6 x 5)
(3 x 8)
(5 x 6)
(4 x 7)
( x 2)
(2 x 5)

(2 x 1)
(5 x 3)
(3 x 2)
( x 1)
(4 x 11)
(6 x 17)

(3x 4)(2 x 1)
2

(6 x 1)(4 x 9)
2

(2 x 9)(4 x 3)
2

(2 x 5)( x 6)
2

(3x 8)(4 x 5)

(5 x 2)(2 x 11)
2

(6 x 5)( x 2)
2

(5 x 4)(6 x 11)
2

(4 x 7)(3x 2)
2

(4 x 1)( x 4)

(4 x 11)( x 3)

( x 3)
(2 x 7)
(4 x 9)
(6 x 11)
(3 x 5)
(5 x 1)

(5 x 7)
(4 x 3)
(2 x 3)
(3 x 7)
(6 x 1)
( x 5)

(3 x 4)
(6 x 13)
( x 4)
(5 x 2)
(2 x 9)
(4 x 5)

(4 x 1)
( x 6)
(6 x 7)
(2 x 11)
(5 x 4)
(3 x 1)

(5 x 6)(3x 5)
18. The 2 factors that were not crossed off: ________________________
19. Multiply (FOIL) the 2 factors from question #18: _______________________
15 x 2 43x 30
NOTE: If you got 43x as the middle term in your trinomial for #19 then continue, if not recheck your work.

MAT1033C

37

1. 3 x 4 x 7

2. 6 x 5 x 4

3. 10 x 59 x 22

4. 5 x 32 x 35

5. 24 x 50 x 9

6. 6 x 7 x 10

7. 10 x 37 x 7

8. 8 x 30 x 27

9. 30 x 31x 44

10. 30 x 103 x 51

11. 2 x 17 x 30

12. 12 x 29 x 14

13. 18 x 15 x 7

14. 12 x 47 x 40

15. 4 x 17 x 4

16. 12 x 8 x 39

17. 4 x 23 x 33

Subtraction of polynomials: In this section you are to find 2 of the polynomials (#1 #17) that
if subtracted would equal the given polynomial.
Example:
_____________
_______________
= x 39 x 45
Looking at the list of polynomials we need to find 2 that when subtracted the coefficient of the x 2 term
would be 1. Once you find 2 that meet this criteria then subtract the rest of the polynomial to check the
other coefficients.
2

5 x

3 2 x 3 5 6 x 2 7 x 1 0 x 2 3 9 x 4 5

Therefore:

#4
Polynomial from list

20.

= x 39 x 45
= Difference of the 2 polynomials
2

#6
Polynomial from list

#_________
_
14

21.

#__________
4
#__________
9

5
#_________
_

22.
23.

#__________
15
#__________
12

4 _
#_________
#_________
_
16

=
=

24.

#__________
3

#_________
_
5

7 x 2 15 x 5
6 x 2 19 x 35
x 2 15 x 31
21x 53
14 x 2 9 x 31

Write the equation of the following graphs in factored form:

( x 2)( x 3)
25. ____________________

( x 8)( x 1)
( x 3)( x 6) 27. __________________
26. ________________

38

MAT1033C

Instructors Key:
Polynomials Connecting factors, solutions, and x intercepts

Do you want me to Solve or find x intercepts?

Completely Factor the
expression
1. Example:
9 x 2 12 x

Solve the equation

2.

3x 3x 4

Example: 9 x 2 12 x 0
3x 3x 4 0
3 x 0 or 3 x 4 0
4
x 0 or x
3

Determine the x intercepts

of the graph
3.

Example:
y 9 x 2 12 x

4
and , 0
3
2
y 2x 7x

0, 0
4. 2 x 2 7 x

5. 2 x 2 7 x 0

x (2 x 7)

7.

x 2 12 x 35
( x 5)( x 7)

10. x 2 6 x 72
( x 6)( x 12)

13. 4 x 2 12 x 8
4( x 1)( x 2)

16. 4 x 2 4 x 35
(2 x 5)(2 x 7)

x 0,

8.

6.

7
2

x 2 12 x 35 0
x 7, 5

11. x 2 6 x 72 0
x 12, 6

14. 4 x 2 12 x 8 0
x 2, 1

17. 4 x 2 4 x 35 0
5 7
x ,
2 2

7
(0, 0) , 0
2

9.

y x 2 12 x 35
( 7, 0) (5, 0)

12. y x 2 6 x 72
( 12, 0) (6, 0)

15. y 4 x 2 12 x 8
( 2, 0) ( 1, 0)

18. y 4 x 2 4 x 35
5
,0
2

7
,0
2

MAT1033C

39

Use a graphing calculator to solve #19 #22. Include a sketch that supports your conclusion.
19. 0.5 x 2 1.75 x 0
20. 0.5 x 4 1.5 x 3 5 x 2 12 x 0
(Note: This equation is difficult to solve with
x 3.5, 0
factoring. Use an appropriate graph)
(0, 0) ( 3.5, 0)
x 3, 0, 2, 4

3, 0 , 0, 0 , 2, 0 , 4, 0

21. x 2 6 x 4 0
(Note: This equation cannot be solved by
factoring. Use an appropriate graph. Round your
solutions to the nearest tenth)
x 0.6, 6.6

22. x 3 3 x 2 6 x 8 0
x 2,1, 4

2, 0 , 1, 0 , 4, 0

0.6, 0 , 6.6, 0

23. Using your reasoning powers

derived from this lab draw a line
from the equation to the graph
that it matches.

6 x 2 16 x 6
2 x 4 x 3 31x 2 26 x 24
3 x 3 3 x 2 36 x
2x 3

40

MAT1033C

Instructors Information Sheet:

Polynomials/Factoring

Polynomial Factoring BINGO

Student Instructions
Directions:

1.
2.
3.

4.
5.

Select a BINGO game card.

Start factoring the polynomials as they are written on
the board.
Cover up those factors that appear on your BINGO card.
(Some students might have both factors, some might
just have one, depends on the factors present on their
BINGO card)
Continue down the list of polynomials until you have 4
in a row, vertically, horizontally, or diagonally.
Yell out BINGO and have the instructor verify your
answers.

Workspace (use the space below and the back of this page to show your work)

MAT1033C

41

42

MAT1033C

Instructors Key:
Looking for graph patterns from an equation on a calculator.

Discovering Quadratic Graph Secrets

This lab will require the use of your graphing
calculator. Push
on your calculator and
any
equations you might have in it already.
1.

Graph the following 5 equations:

y1 x 2

Set your window to the following

settings:

y2 2 x 2
y3 3 x

y4 5 x 2
y5 10 x 2

Xmin = 4
Xmax = 4
Xscl = 1

2. What conclusion(s) can you draw after seeing

the 5 different parabolas?
Note: Use the TRACE and then the keys to help
you identify which equation is which.

Push
on your calculator and
equations from question 3.
5.

all

all

Graph the following 5 equations:

y1 x 2
y2 x 1

As the coefficient increases, the graph

stretches.

3.

As the coefficient falls below 1, the graph is

compressed.

Ymin = 1
Ymax = 10
Yscl = 1

Push GRAPH after entering all of the

equations.

Push
on your calculator and
equations from question 1.

4. What conclusion(s) can you draw after seeing

the 5 different parabolas?
Note: Use the TRACE and then the keys to help
you identify which equation is which.

Set your window to the following

settings:
2

y3 x 2

y4 x 5

y5 x 8

Xmin = 10
Xmax = 10
Xscl = 1

Ymin = 1
Ymax = 10
Yscl = 1

Push GRAPH after entering all of the

equations.

Graph the following 5 equations:

y1 x 2

y2 1 2 x 2
y3 1 3 x 2
y4 1 5 x 2
y5 1 10 x 2

Set your window to the following

settings:

Xmin = 6
Xmax = 6
Xscl = 1

Ymin = 1
Ymax = 10
Yscl = 1

6. What conclusion(s) can you draw after seeing

the 5 different parabolas?
Note: Use the TRACE and then the keys to help
you identify which equation is which.
The graph shifts to the left.

Push GRAPH after entering all of

the equations.

MAT1033C

43

Push
on your calculator and
equations from question 5.
7.

all

Graphs shift up with a positive constant term,

and shift down with a negative constant term.

Graph the following 5 equations:

y1 x 2

y2 x 1

11. What conclusion(s) can you draw after seeing

the 5 different parabolas?

Set your window to the following

settings:
2

y3 x 2

y4 x 5

y5 x 8

Xmin = 10
Xmax = 10
Xscl = 1

Ymin = 1
Ymax = 10
Yscl = 1

Push
on your calculator and
equations from question 10.
12. Graph the following 6 equations:

Push GRAPH after entering all of the

equations.

y1 x 2 3

y2 x 2 3

8. What conclusion(s) can you draw after seeing

the 5 different parabolas?

y3 x 2 6

y4 x 2 6

The graph shifts to the right.

y5 x 2 6

9. What logical reason can you find for the

relationship between the signs in question 5
and 7 with your conclusions in questions 6 and
8?
Finding the zeros.

y3 x 2 5
y4 x 2 3
y5 x 2 5

Xmin = 10
Xmax = 10
Xscl = 1

Ymin = 10
Ymax = 10
Yscl = 1

Push GRAPH after entering all of

the equations.

13. What conclusion(s) can you draw after seeing

the 6 different parabolas?

all

10. Graph the following 5 equations:

y2 x 2 3

y6 x 6
2

Set your window to the following

settings:

Graphs shift up with a positive constant term,

and shift down with a negative constant term;
are reflected about the x axis with a negative
coefficient term.

Push
on your calculator and
equations from question 7.

y1 x 2

all

Set your window to the following

settings:

14. Using your conclusions from the work above

describe how the following parabolas will look
when graphed compared to the standard
parabola of y x 2
y 2x2 5
graph stretches by a factor of 2; shifts
down 5 units
2
b. y x 3 2
shifts up 2 units and 3 units to the right
a.

Xmin = 5
Xmax = 5
Xscl = 1

Ymin = 8
Ymax = 10
Yscl = 1

Push GRAPH after entering all of the

equations.

c.

d.

y x2 1
graph shifts down 1 unit; reflects on x axis
y x 4 3
graph shifts down 3 units and 4 units to the
left
2

44

MAT1033C

Instructors Key:
Transformations of quadratic equations

Different words Same meaning!

One instructor said, Write x squared on your paper. A second instructor said, Write x to the second power on
your paper. Hopefully all the students would know that both instructors wanted you to write the same thing.
Often different words will mean the same thing as we will see in this activity.
This is the graph of f ( x) x where each tic mark represents 1 unit. This graph will
be used in this activity as the bench mark for the comparisons that we will be making
in all the following questions.
2

1. Below are graphs that are different from our bench mark. In addition to the letter on the graph find all the
letters with info that matches up with the graph.
Note: Not all the words or equations will be used and some may be used more than once.

U.

E. Wider

O.

P. Narrower
Z. a is a proper fraction
T. a is greater than 1
S. Compressed
I. Stretched
A. Shifted downward
M. Shifted upward
C. Reflected
G. Shifted left
W. Shifted right
N. f ( x) 5 x 2
R. f ( x)

1 2
x
5

B. f ( x) ( x 5) 2
F. f ( x) ( x 5) 2
D. f ( x) x 2 5
K. f ( x) x 2 5

2. Unscramble all the letters belonging to each graph to fill in the blanks below.
INPUT
ZEROS are also x intercepts.
The independent variable is the __________.
________

MAT1033C

45

3. Below are graphs that are different from our bench mark. In addition to the letter on the graph find all the
letters with info that matches up with the graph.
Note: Not all the words or equations will be used and some may be used more than once.

Bench Mark Graph

N.

A. Wider
G. Narrower
P. a is a proper fraction
O. a is greater than 1
K. Compressed
N. Stretched
B. Shifted downward
I. Shifted upward
E. Reflected
S. Shifted left
C. Shifted right
R. f ( x) x 2 5
M. f ( x) ( x 5) 2 5
D.
H.
L.
P.

U.

f ( x) ( x 5) 2 5
f ( x) ( x 5) 2 5
f ( x) x 2 5
f ( x) ( x) 2 5

4. Unscramble all the letters attached to each

graph to fill in the blanks below.
A linear graph is a ___________.
X to the
LINE
third power is also called x __________.
CUBED
5. What is the difference when one instructor talks
to their class about shifting a function and
another instructor is having a class discussion
on transformations?

6. The 7 different ways we can make our basic

functions move are:
A. ________________________________
SHIFT UP
B. ________________________________
SHIFT DOWN
C. ________________________________
SHIFT RIGHT
D. ________________________________
SHIFT LEFT
E. ________________________________
REFLECT
F. ________________________________
COMPRESS
G. ________________________________
STRETCH

7. Shifting up means to add the value and shifting

down means to subtract the value. It seems
reasonable that shifting right you should add
the value, but that is not true. Why?

8 13. Note: #8 is an example.

A. In each of the following graphs below note
all transformations involved:
NS = Narrower, Stretched, a is greater than 1
WC = Wider, Compressed, a is a proper fraction
SL = Shift Left
SR = Shift Right
SU = Shift Upward
SD = Shift Downward
R = Reflected

B. For each of the graphs below, write a

quadratic equation in vertex form.
f ( x ) a ( x h) 2 k
Use a values of 1, 5, or 1/5
accordingly.

46

MAT1033C

8A. SR, SD

SL, NS
11A. _______________________

8B. f ( x ) x 4.5 2

f ( x) 5 x 5
11B. _______________________

9A. _______________________
R, WC
1
f ( x) x 2
9B. _______________________
5

12A. _______________________
SR, SU, R, WC
1
2
f ( x) x 5 5
12B. _______________________
5

10A. _______________________
SL, SD

SD, NS
13A. _______________________

f ( x) ( x 4.5) 12
10B. _______________________

f ( x) 5 x 2 3
13B. _______________________

MAT1033C

47

48

MAT1033C

Instructors Key:

Get the Ball Rolling

Objective:
Create a mathematical equation that models a ball rolling up a ramp and back down.

Materials needed:
Blocks and 2 meter sticks per set up
Plastic Ball
2 TI 84 calculators, one being a student calculator
CBR 2 motion detector
USB cable link for calculator and CBR 2

Instructions:

1. Prop the two meter sticks on the blocks to form

a ramp at a 15 incline.
2. Connect the CBR to the TI 84 calculator. Turn on
the calculator. The TI 84 will immediately enter
the Easy Data program and begin collecting
data points.

3. Select Setup (press@).Select Dist. for

Distance, select Units (press @), select
(m) meters, and then select OK (press
%). Press Setup (press @).Select
the Time Graph option. Edit (press#):
(use the settings in the table below)
Sample Interval:
.05
Number of Samples:
100
Experiment Length (s):
5

(.05 seconds between data

readings)

4. Press ADV (press@),select Manual;

Next (press#), then OK (press%).
Select Start (press#), then OK (press
%)until a blank screen appears.

5. The CBR is now ready to collect data. Position

the ball at the bottom of the ramp. Position the
CBR behind the ball on the floor. When ready,
simultaneously press the trigger button on the
CBR, and push the ball up the ramp just hard
enough so that the ball stops just short of the
end of the ramp and rolls back downward. You
will hear a ticking sound from the CBR as it
collects data points. When the CBR has
finished collecting data, press APPS Aon
the calculator, go to EasyData and select OK
(press%)to retrieve the data. At this
time, a graph will appear on the screen. Repeat
the procedure if you do not have a clean
graph (no spikes and no flat lines). For do
overs, select Main, Start, and OK until you are
back to the blank screen.

(5 seconds long)

MAT1033C

49

Questions:
1. What is the shape of the graph?
A downwards parabola

2. What physical property is represented along the

x axis?
Time

3. What are the units?

Seconds (s)

Step 2: Write the equation for the quadratic in

standard form, y ax 2 bx c .

y 1.067 x 2 1.067 x 0.832

Disconnect CBR and calculator. On the calculator,

select Main, Quit, and OK.
Enter your equation into the ! window and press
GRAPH. The TI 84 will first show the graph from the
data collected from the ball roll and then plot the
! graph over the existing graph.
8. How do the graphs compare?

4. What physical property is represented along the

y axis?
Distance

5. What are the units?

Meters (m)

(If the two graphs do not match closely, check your

calculations in Section 3)

Conclusion:
6. What does the highest point on the plot
represent physically?
It represents the top of the ramp.

In your own words, describe how the graph models

the motion of the ball.

7. Use the arrows on the calculator to find the

following coordinates in (x, y) form:
Vertex: (0.5,1.099)
Sample point: (0.8,1.003)
The vertex form of a parabola is y a ( x h) 2 k .
Using the two points above, write the quadratic
equation that models the graph (Refer to the steps
below).

Why is the a negative?

Step 1: Find a by plugging in the vertex coordinates

for h and k and the sample point for x and y.

a 1.067

50

MAT1033C

Repeat the activity beginning with Step 1 in the

instructions, increasing the angle of incline to
25.
How did the graph change?

How did the coefficient of change?

What conclusions can you draw comparing the two

outcomes relating to the incline of the ramp?

MAT1033C

51

52

MAT1033C

Instructors Key:
Different ways to solve the same quadratic equation

Could you pass this Test?

Solve this quadratic equation for f(x) = 0.

y 4x2 4x 15
Part A: Solve by Graphing
(on your TI84 graphing calculator):

Set the calculator window so that you see the

vertex, yintercept, xintercept(s), and it fits on the
graph paper below!

2. THINK about it: When your instructor asked you

to SOLVE the quadratic equation for f(x) = 0
what information (in words, not numbers) did
the instructor want you to find? Hint: Look at the graph
that you just did!

Find the xintercepts.

Part B: Solve by using a Table

(on your TI84 graphing calculator):

What were your Window values?

Xmin = 5
Ymin = 20
Xmax = 5
Ymax = 5
Xscl = 1
Yscl = 1

Sketch the graph from your calculator to the

graph above.
Put arrow(s) on the graph to show where you
looked for the solution(s) to the quadratic
equation.

1. Looking at your graph what is the solution(s) to

the quadratic equation?
x 2.5,1.5

Y1

15

15

13

Table Setup
TblStart = 3
Tbl = 1
Indpnt: Auto
Depend: Auto
Use the Table on your
calculator to help you fill
in the table to the left:

3. What should you look for on a table to find the

solutions?
Find the xvalues that make the yvalues equal
zero.

In the table above put an arrow next to the solution or where the
solution should be.

MAT1033C

53

4. How should you change the Table Setup so that

it will show you the solution(s) to the quadratic
equation?

7. Do you think that using a table to solve other

quadratic equations would be an easy or
difficult method and why do you think so?

Tbl = 0.5

Part C: Solve by Factoring:

Show your steps for solving the quadratic equation

by factoring.

4 x 2 4 x 15 0

Fill in the chart below after changing the Table

Setup to show the solution(s).

(2 x 3)(2 x 5) 0
x3
x5
2
2

Y1

2.5

1.5

12

15

0.5

16

15

8. Did you get the same solution(s) as in question

#1 and #5? Yes

0.5

12

9. If given the quadratic equation:

3x 6x 5 11, what is the first thing you

1.5

need to do BEFORE you can consider solving it

by factoring?

5. What is the solution(s):

x 2.5,1.5
In Part A your graph information (the pointing
arrows) should match your solution(s) from this
table. If not, recheck your work.
6. Did the table support your answer that you put
for question #2?
Yes. One solution was between 3 and 2, while
the other was between 1 and 2.

Set the right hand side to zero by subtracting 11

over to the left.

10. What does the Zero Product Property mean?

If two real numbers multiply to give zero, then
one or the other (or both) must equal zero.
11. If given the quadratic equation: 4x 9 7 ,
you could solve it by factoring. But it might be
easier to solve by the s q u a r e r o o t
method.
2

Hint: Each space in the answer represents a letter of a word.

54

MAT1033C

Part D: Solve by Quadratic Formula:

Part E: Thoughts about solving quadratic

equations:

12. Write the quadratic formula?

b b 2 4ac
2a

13. Where do you find the a, b, and c values for the

quadratic formula?
a is the coefficient of the x2 term, b is the
coefficient of the x term, and c is the constant
term.

17. Are you able to solve all quadratic equations by

factoring? No
18. Are you able to solve all quadratic equations by
the quadratic formula? Yes
19. Which method would you try first on a test that
said to solve a quadratic equation?
Factoring

14. What is the Standard form of a quadratic

equation and why is it important?
ax 2 bx c 0

20. If that method does not work what would you

try next?
Quadratic Formula

15. What is another method we could use to solve

a quadratic equation?

21. Now that you have SOLVED the quadratic

equation by 4 different methods what other
instructions could an instructor have given to
get the same solutions?

You may want to reference your textbook!

c o m p l e t i n g the s q u a r e
Hint: Each space in the answer represents a letter of a word.

16. Solve the instructors original quadratic

equation using the quadratic formula. Show

your steps!

4 x 4 x 15 0
4 16
x
8
3
5
x ; x
2
2
2

A. Find the r o o t s of the quadratic

equation.
B. Find the
xintercepts
of the quadratic equation.
C. Find the z e r o s of the quadratic equation.
Hint: Each space in the answer represents a letter of a word.

MAT1033C

55

56

MAT1033C

Instructors Key:
Real life quadratic functions

How high and far can you hit the ball?

When an athlete hits a ball which of the following would make a difference in the height or
distance that the ball goes?

How hard you hit the ball

The angle of the swing
Which way the wind is blowing
How hard the wind is blowing
Temperature of the air
Humidity of the air

How high you hit the ball

If the ground in front of you is flat
How tall you are
How fast the pitcher throws the ball
Your elevation from sea level
If you are male or female

While in real life all of these may affect the ball in some way the only ones we will be
considering in this lab will be:
1) How hard you hit the ball.
2) How far off the ground the ball is when you hit it.

h( x) ax bx c
General quadratic equation:
h relates to the height of the ball after some amount of time
x relates to the time (normally in seconds) that the ball has traveled
a relates to earths gravity with a value of: 16 (if the gravity is greater on another
planet then the downward pull would be greater)
b relates to the force with which the ball was hit
c relates to the height above the ground when the ball was hit
Reminder: When the a value is negative the parabola will always be facing downward
making the vertex the maximum point.
2

MAT1033C

57

Part 1: Hitting a golf ball into a tower?

While on the golf course last weekend Marc hit into the rough landing the ball behind a tall tree.
His best option was to get it high enough to get over the tree and hopefully come down in the
fairway for his next shot. So with a mighty swing he hit the ball into the air and was surprised to
see the ball hit near the top of a 300 foot tall tower that he had not noticed.
The formula for this shot is: h( x ) 16 x 2 120 x where h is the height of the ball and x is the
number of seconds the ball is in the air.
A. How could Marc mathematically try to prove that he hit the ball near the top of the tower?
Or is he just making up this story?
Marc could solve for the vertex of the formula.
B. How high did Marc actually hit the ball?
b 120

3.75s
2a 2(16)
h(3.75) 16(3.75)2 120(3.75) 225 ft.
x

Part 2: Hitting the green in one shot!

Later during that same golf outing Marc decided to show off by trying to hit the green in one shot.
So with his macho swing he said he hit the green as the ball hung in the air for 15 seconds.
The formula for this shot is: h( x ) 16 x 2 200 x
A. How can Marc provide proof that his mighty shot actually hung in the air for 15 seconds?
Or is this just another one of his lies?
He can provide proof by solving for the x intercept to see if x 15 . Marc is exaggerating.
B. How long did the ball actually hang in the air?
x 12.5s

58

MAT1033C

Part 3: Hitting the baseball over the lights

Meanwhile at the ballpark Juan was practicing his hitting while talking to the girls standing
around watching. He started telling them how he hit the ball over the 50 foot light tower
yesterday. The girls were unsure that he really did that.
The formula for this hit is: h( x ) 16 x 2 60 x 4 where h is the height of the ball and x is the
number of seconds the ball is in the air.
A. How can Juan provide proof to the girls that he actually hit the ball over the tower?
Juan can provide proof by solving for the vertex of the formula.
B. How high did Juan actually hit the ball?
Juan hit the ball 60.25ft

Part 4: Hitting the ball into the parking lot

As Juan continued his hitting practice showing off his abilities, one of the balls flew over the
center field stands and into the parking lot. Did you see that shot, he yelled at the girls.
The ball hung in the air for at least 10 seconds, he exclaimed.
The formula for this hit is: h( x ) 16 x 2 83 x 4 where h is the height of the ball and x is the
number of seconds the ball is in the air.
A. How can Juan provide proof that the ball actually hung in the air for 10 seconds?
He can provide proof by solving for the x intercepts by using the quadratic formula.

B. How long did the ball hang actually hang in the air?
x 5.235s

MAT1033C

59

Part 5: What we learned

A. Compare the golf equation of h( x ) 16 x 2 120 x and the baseball equation of
h( x ) 16 x 2 60 x 4 . What do you see as a major difference between these 2
formats?
The baseball is hit 4 units above the ground with less force.
B. How does this difference directly relate to hitting a golf ball or a baseball? (Hint: Reread
the bullets on page 1)
The golf ball is hit from the ground, while the baseball is hit 4 units above the ground.
C. Rewrite the golf equation of h( x ) 16 x 2 120 x to show Marc hitting the ball while
standing on top of a platform that is 10 feet off the ground.

h( x) 16 x 2 120 x 10

Part 6: Using our quadratic equation knowledge match the following scenarios.
C 1. Hitting a golf ball on the moon
____
E 2. Hitting a golf ball on Earth from the top of a tall building
____
B 3. Hitting a baseball on Jupiter
____
A 4. Hitting a baseball on Earth by a bionic man
____
D 5. Hitting a baseball on Earth by a 10 foot tall person
____
A.
B.
C.
D.
E.

h( x ) 16 x 2 500 x 4
h( x ) 50 x 2 50 x 4
h( x ) 8 x 2 100 x
h( x ) 16 x 2 75 x 8
h( x ) 16 x 2 150 x 300

60

MAT1033C

Instructors Key:

Pan Balance Quadratic Equations

Using your favorite internet browser, go to http://illuminations.nctm.org/Activity.aspx?id=3529 . Alternatively,
perform a search for the following terms: illuminations pan balance expressions. It should be the first option.
Instructions:
Place an algebraic expression in each of the red and blue pans. These expressions may or may not include the
variablex. Enter a value forx, or adjust the value ofx by moving the slider.
As the value ofx changes, the results will be graphed. Use the Zoom In and Zoom Out buttons, or adjust the
values for the x and y axes with the sliders, to change the portion of the graph that is displayed.
The Reset Balance button removes the expressions from the pans and clears the graph.
Try it out:
Use the Pan Balance to see the relationship between x2 5x and x 2 and solve x 2 5x x 2
1. Type x2 5x in the left pan (red)
2. Type x 2 in the right pan (blue)
3. You should see the graph of each.
4. By using the slider, or trial and error, find the value(s) of x which balance the pans. Record the value(s). The
value(s) is/are the solution(s) of the equation x 2 5x x 2 .
5. Using symbolic methods (factoring/square root property/quadratic formula), solve the equation
x 2 5x x 2 exactly. Record your work and the solution(s).
6. Compare your answers for parts d) and e). Anything interesting?

MAT1033C

61

Using a similar process, solve each of the following equations. You should record on separate paper:
a. The expression you used for the left pan. (How did you type it in to the website?)
b. The expression you used for the right pan. (How did you type it in to the website?)
c. The value(s) of x that balance the pan, estimating if necessary. (You may need to adjust the
settings on the graph to find some of the values.)
d. The exact solution(s) that you find using symbolic methods. If the exact solution(s) involve
radicals, use your calculator to approximate the exact values
Appropriate work for the sample exercise:

A. 2 x 2 4 x x 4
x 0.637, 3.137

B. 2 x 4 5 7
2

(What is the high point of the curve on the left hand side???)

x 1.550

1 2
x 6x 2 x 3
2
x 0.755,13.245

C.

3x 2 2 x 4 x 3

E.

(Be Careful!)

No solution
1 2
x 4 x 3x 1
4
x 2

G.

D.

1
2
x 6 4 5
2

(What is the low point of the curve on the left hand side???)

x 10.243

F. x 5 7 2
2

(What is the high point of the curve on the left hand side???)

x 7.236

H. 3 x 2 9 12
2

(What is the low point of the curve on the left hand side???)

x 0.646

62

MAT1033C

Instructors Key:
Variable exponents

Stop Stealing My Blueberries!!!

A. Blueberry pickers on a farm were picking berries in such a way
that the number of berries in their bucket doubles every minute
after beginning with one blueberry. If after just one hour the
bucket was full, when was the bucket half full?
B. On the same farm one picker picks blueberries, but stops after 5 minutes. Another picker
stops after 10 minutes. If the 2 pickers compare their buckets of blueberries, what
conclusion(s) do you think they will come up with?
C. Another picker is preparing to put blueberries in his bucket, but is surprised to find that it
already has 2 blueberries in it before he started. If it normally takes an hour to fill the
bucket, how will these 2 blueberries affect the time it takes to fill the bucket this time?
D. Does your group all have the same answers as you? If not, can you convince them that
you are correct?

--------------------------------------------------------------------------------------------------Biological organisms are made up of cells. These cells divide at a rate which is described by the formula:

f ( x) 2 x

where x = number of cellular divisions and f(x) = number of cells

1. How many single cell amoebas would be produced from one cell:
after 10 cellular divisions?
1024
after 17 cellular divisions?
131072
after 25 cellular divisions?
33554432
2. If we double the number of cellular divisions, how do you think that will affect the number of cells at the
end?
It will square the number of cells at the end.

32
3. Calculate: f(5) = _____________________

1024
f(10) = _______________________

4. How does your thinking on #2 compare with the calculations you found in #3?
5. The calculations you found in #3 should prove the conclusion you came up with in Part B of the blueberry
pickers. Looking back, does your logic seem appropriate?
6. If bamboo cells divide every 3 hours then you should expect to have only one (1) cell division at the end of a
3 hour period or a total of 2 cells. How many bamboo cells will you have
___________________
8
after 9 hours?
___________________
128
after 21 hours?
after 2 days?
___________________
65536

MAT1033C

63

7. A healthy tissue cell divides every 10 hours. After 120 hours, a single tissue cell has produced 256 cells.
Would this indicate healthy tissue? _________
Why or why not?
No

8. Use our function:

f ( x) 2 x to complete the adjacent table.

0, 7
f ( x) : 0,128

Reasonable domain of x :

Number of cell divisions

Reasonable range of

Total number of cells

9. Use the domain from your chart to

find the appropriate scaling for the
x axis and then mark the graph
accordingly.
10. Use the range from your chart to
find the appropriate scaling for the
y axis and then mark the graph
accordingly.
11. Plot the points from your table on
the adjacent graph and draw a
curve through them smoothly.

f(x)

0
1
2
3
4
5
6
7

1
2
4
8
16
32
64
128

--------------------------------------------------------------------------------------------------Lets look back to the questions about the blueberry bucket that doubles every minute. This time use the graph
and table above to help you find your answers.
Question A: When would the bucket be half full?

Hint: Since we do not know how big the bucket is, it could be full at any time.
59 minutes
Question B: How do the 5 minute and 10 minutes pickers buckets compare?

Hint: Remember that the bucket doubles each minute.

Picker two picked 32 times as many blueberries as picker one.
Question C: What affect does starting with 2 blueberries have?

Hint: Use the hint from question A to get you started.

It will take one less minute to fill the bucket.

64

MAT1033C

Instructors Key:
Compound interest

The more you compound my account the better!!!

Simple interest means the institution gives you interest only on the money you put into your account, but
compound means you additionally get interest on the interest the institution gives you. The formula below is
used to determine the amount in your account if compounded annually.
t

A Po 1 r

A=
P0 =
r=
t=

Amount in your account after interest is added.

Initial principal (money you put into your account at the beginning)
Annual Percentage Rate (APR)
Time in years

Note: All work on this lab will use accounts that are compounded annually!
1. Calculator review:
A. Write the equation and then calculate how
much you will have in a savings account after 7
years if you initially deposited $5000, have an
APR of 4%, and made no further deposits?
A 5000(1 0.04) 7
A $6579.66

B. Write the equation and then calculate how

much a CD would be worth after 4 years if you
initially deposited $9000, have an APR of 6%,
and made no further deposits?
A 9000(1 0.06) 4
A $11362.29

2. If you put $10,000 into a stock fund with an APR

of 10% and I put $10,000 into a savings account
with an APR of 5%, does it seem reasonable
that you will have twice as much money after 20
years if we dont put any more money into our
accounts? Why or why not?
Yes

Lets see how these 2 accounts actually

developed over the 20 years:
If using 5%:

A 10000 1 .05

If using 10%: A 10000 1 .10

20

20

$26532.98
Amount in my account: ______________
$67274.99
Amount in your account: _____________

C. Write the equation and then calculate how

much you would have in a stock fund after 10
years if you initially deposited $8000, got an
APR of 9%, and made no further deposits?

What conclusion(s) can you draw from your

answers? (Does doubling the APR effectively

double the compound interest earned over

time?)

A 8000(1 0.09)10
A $18938.91

MAT1033C

65

3. In this question we will look at what happens

when we vary the amount of time for an
account.

A 5000 1 .10 Derive the following

t

information from this equation (consider the

basic form listed at the beginning of the
activity):

A
__________
= Amount that is presently in
your account (yaxis).
5000 = Amount that you put into the
__________
bank initially.
__________
= APR
10%
__________
= Years you left your money in
t
the bank (xaxis).
Put this equation into your calculator under Y1.
Enter x for the letter t.
Table setup on calculator:
TblStart = 0
Tbl = 1
Indpnt and Depend: Auto

4. In this question we will look at what happens

when we vary the initial amount.
Lets put different amounts of money into an
account with a set interest rate over a set period
of time. How will that affect the money in your
account at the end of the time period?

A Po 1 .065 Derive the following

information from this equation:
10

__________
= Amount that is presently in
A
your account (yaxis).
__________
= Amount that you put into the
P0
bank initially (xaxis).
__________
6.5% = APR
__________
= Years you left your money in
10
the bank.
With an initial amount of $1 how much will be in
your account: $1.88
With an initial amount of $1000 how much will
be in your account: $1877.14

Go to TABLE on you calculator to answer the

following questions:

With an initial amount of $10,000 how much

will be in your account: $18771.38

How long would it take to double your money?

8 years

Graph the equation on your calculator using the

window: [0,28000,2000] [0,70000,5000]. Draw
your graph BELOW. Include axis and scaling
info.

How long would it take to have over $20,000?

15 years
How long would it take to have at least
$50,000? 25 years
Graph the equation on your calculator using the
window: [0,28,2] [0,70000,5000]
Draw your graph BELOW. Include axis and
scaling info.

5. What type of graph did you draw for exercise 3?

Exponential
6. What type of graph did you draw for exercise 4?
Linear

66

MAT1033C

7. After doing this activity and looking at the 2

graphs from the previous page, what
conclusion(s) can you draw? (Contrast what
happens if you vary the time versus if you vary
the initial amount.)

9. The Rule of 72 is a quick way to estimate

how long it will take for an investment, earning
compound interest, to double in value.
Basically, it states that the amount of time it
will take for the investment to double is
approximately equal to 72 divided by the
interest rate (as a percentage)
Use the Rule of 72 to approximate how long it
will take for the $100 investment earning 6% to
double. Repeat the approximation for the other
interest rates from exercise 8

8. Suppose you invest $100 in an account that

earns 6% interest per year. How long will it take
for the investment to double. (Set up a variable
equation and table of values answer this
problem). [Write the equation you used ]

A 100(1 0.06)

200 100(1 0.06)

t 11.89 12 yrs.

How do your approximations using the Rule of

72 compare with your results writing the
equations and using the tables of values?

What if the account earned 8% per year? How

long would it take for the investment to double?

200 100(1 0.08)

t 9 yrs.
What if the account earned 9% per year? 12%
per year?

200 100(1 0.09)

t 8 yrs.
200 100(1 0.12)

t 6 yrs.

MAT1033C

67

68

MAT1033C

Instructors Key:
Finding an average

Better than Average!

Many situations in business require the use of an average function. One example might be
the determination of a function that models the average cost of producing an item. In this
activity, you will build and use an average function.
When the iPhone was brand new, one could buy a 8 gigabyte model for roughly $600. There was
an additional $70 per month service fee to actually use the iPhone as intended. We will assume
for this activity that the monthly service fee does not change.
A. Determine the TOTAL cost of owning an iPhone
after:
i.

2 months

$740

ii.

4 months

$880

iii.

6 months

$1020

iv.

8 months

$1160

B. Write a linear function that represents the

TOTAL cost for the iPhone over x months.

T ( x) 600 70 x

D. Write a rational function that represents the

Average Monthly Cost of owning an iPhone for
x months. [Hint: your answer to part (B) will be
useful here.]

AMC ( x )

T ( x) 600 70 x

x
x

E. If your answer from part (D) is correct, you

should find that AMC(15) = 110.
a. Verify that AMC(15) = 110 symbolically
through the use of your function from part
(D).

To determine the average cost per month (or the

average monthly cost), we take the total cost and
divide by the number of months.
C. Determine the average monthly cost of owning
an iPhone for:
i.
2 months
$370
ii.

4 months

$220

iii.

6 months

$170

iv.

8 months

$145

AMC (15) 110

b. Interpret what AMC(15) = 110 means in the

context of the situation (using a complete
sentence).
The average monthly cost of owning an
iPhone for 15 months is $110.

MAT1033C

69

F. Complete the following table of values for the Average Monthly Cost:
Months
(x)
Average
Monthly
Cost
AMC(x)

10

12

24

36

48

60

72

370

220

170

145

130

120

95

86.67

82.5

80

78.33

G. Explain, using complete sentences, the result of the table. Is there anything surprising? (In particular, what
happens for large values of x ?)

H. Use your table values, along with your calculator, to sketch the graph of the function
650
600
550
500
450
400
350
300
250
200
150
100
50
10

I.

20

Write and solve (symbolically) an equation

that will determine how long it will take for the
average monthly cost to reach $100. Answer
with a complete sentence. (Mark this point on
your graph)

30

40

60

70

K. Write and solve (symbolically) an equation

that will determine how long it will take for the
average monthly cost to reach $50. What does
this mean in the context of the situation?
600 70 x
50
x
x 30 months
AMC ( x)

600 70 x
100
AMC ( x)
x
x 20 months

J. Write and solve (symbolically) an equation

that will determine how long it will take for the
average monthly cost to reach $78. Answer
with a complete sentence. (Mark this point on
your graph)
600 70 x
78
AMC ( x)
x
x 75months

50

Since there is a preset $70 monthly fee, it is not

possible for the average monthly cost to reach
$50, therefore the answer is invalid.

70

MAT1033C

Instructors Key:
Rational Functions

Cost Benefit
One business situation where mathematics is used is determining whether the cost of taking an action has a
reasonable value or benefit. In this activity we will look at the cost versus benefit of extracting a precious ore.
Suppose that the cost, in millions of dollars, of extracting x percent of a precious ore from a mine is given by the
6.3 x
function C x
.
100 x
A. Verify that C 25 2.1 (showing work) and interpret, including units, in the context of the problem.
C (25)

6.3(25)
2.1
100 25

B. Determine the cost of extracting 45% of the ore from the mine.
C (45) $5.155 million

C. Complete the following table of values for the cost of extracting x percent of the precious ore:

Percent (x)

10

20

30

40

50

60

70

80

90

100

Cost

0.7

1.58

2.7

4.2

6.3

9.45

14.7

25.2

56.7

----

D. Explain, using complete sentences, the result of the table. Is there anything interesting or surprising about
the table?
The cost increases as the percentage of extracted ore increases. Once 100% of the ore is extracted, the cost
function becomes undefined.

MAT1033C

71

E. Complete the following table of values for the Cost of extracting x percent of the precious ore:
Percent (x)

92

94

95

96

97

98

99

99.5

Cost

72.45

98.7

119.7

151.2

203.7

308.7

623.7

99.75

99.9

1253.7 2513.7 6293.7

99.99
62994

F. What happens to the cost of extraction as the percentage approaches 100%. Use complete sentences.
The cost of extraction increases exponentially.

G. Use your table values, along with your calculator, to sketch the graph of the function. Note any asymptotes
with dotted lines.
110
100
90
80
70
60
50
40
30
20
10
10

20

30

40

50

60

70

80

90

100

H. Write and solve (symbolically) an equation that will determine the percentage of ore that can be mined for
$60 million. (Mark this point on your graph)
6.3 x
60
100 x
x 90.50%

72

MAT1033C

Instructors Key:
Modeling Light Intensity with a Rational Function

From a Distance
The activity illustrates a natural phenomenon. As you increase the distance from a light source, the perceived
intensity of the illumination will decrease. To investigate the phenomenon, we will:

Use a CBL to help collect realistic data points

Create a scatter plot of the data points
Use the data points to determine an algebraic function that models the data
Use the algebraic function to answer some questions

1. Use a CBL to help collect data points

Set up the CBL to collect data:

o Plug the light sensor in to CH1.
o Plug the calculator in to the CBL.
o Turn on the calculator.
o Set up the CBL application:
Press APPS button.
Scroll down to EasyData and press Enter.
The calculator should start displaying readings of the light intensity measured by the sensor.
Collect Data:
o Place a meter stick next to the light sensor. (Either place both on the floor or put two level desks
together)
o Adjust the flashlight so you have a fine beam.
o Move the flashlight so that it is 20cm from the sensor. Adjust the flashlight so that it is pointing
directly at the sensor.
o The gauge on the calculator should provide a measure of the intensity. Record that
measurement, rounding to two decimal places.
o Repeat for the other distances provided on the table.

Distance from
sensor (cm)

20

30

40

50

60

70

80

90

100

Intensity
Gauge reading

0.31

0.14

0.08

0.05

0.04

0.03

0.02

0.02

0.02

a value
(calculate later)

122

125.1

123.2

117.5

126

127.4

140.8

162

150

MAT1033C

73

2. Create a scatter plot of the data points

Using the axes provided, plot the data points from the table. Consider the Distance from the sensor as the
input (x variable) and the Intensity as the output (y variable). Be sure to indicate the scale that you use on
each axis.

3. Use the data points to determine an algebraic

function that models the data
A. Considering the table of values that you
have recorded, could a linear function
reasonably model the data? Why or why
not? (Do the points show a constant rate of
change?)

No. (answers may vary)

B. Considering the scatter plot you have

drawn, could a linear function reasonably
model the data? Why or why not? (If it was
a linear function, what would be true about
the points on the scatter plot?)

C. It is known that this phenomenon can be

modeled by a function of the form
a
f ( x) 2 , where x represents the distance
x
from the sensor and f ( x ) represents the
Intensity. The a is a parameter that can be
determined from the data set.
Now we will determine the value of the
parameter a. We do this by substituting a
a
data point into the model ( f ( x) 2 ) and
x
solving for a.
See table

No. (answers may vary)

74

MAT1033C

D. Determine the value of a for each of the data

points that you collected. Round each a
value to three decimal places. Write these a
values to the below the data points in the
table of values. Then average all of the a
values that you found from the data points.
What is your average a value?

B. Using the function, how far away from the

light source should you be to observe an
intensity of 0.9? (You should write and solve
an equation to answer this part.) Then, use
the sensor to find a distance that yields that
intensity. Are the value from the model and
the value from the experiment reasonably
close?

a 132.667
12.141cm
E. Now that we have the a value, we can revise
our model. Replace the a in the model
a
f ( x) 2 with the specific value of a that
x
you determined in D). Write the revised
model!

f ( x)

132.667
x2

F. Using your calculator, graph the function

from part 3E, and use this to sketch the
graph along with the scatterplot on the
previous page of this activity. If you have
followed the directions, you should see that
the graph reasonably models the points on
the scatterplot. (Note: The graph will not
pass through all of the data points, neither
should your sketch!)
See graph

C. Using the function, what happens to the

intensity if you double the distance from the
light source? (Consider a certain distance
and use the function to determine the
intensity. Then double the distance and
determine the intensity. Do this for several
pairs of distances. You should see a pattern
develop. Express that pattern. Hint: you
should be able to multiply the first intensity
by some number and get the second
intensity.)
If you double the distance from the light
source, the intensity decreases by a factor of
4.
D. Using the function, what happens to the
intensity if you triple the distance from the
light source?
(Use a similar process as the previous exercise!)

The intensity decreases by a factor of 9.

4. Use the algebraic function to answer some

questions. Use the model you wrote in part 3E
to answer these questions. Show your work!
A. Using the function, determine the expected
intensity at a distance of 150cm. Then use
the sensor to measure the intensity. Did the
function give a reasonable value of the
intensity?

0.0059

MAT1033C

75

76

MAT1033C

Instructors Key:
Rational expressions

What makes you think this is Rational?

Rational expressions are fractions with one or more variables in the denominator and possibly one
or more variables in the numerator. These expressions are worked in the same manner as
fractions that do not have variable(s) in them.
Applications:
1. When an engineer designs a highway curve, how does he know if it will be safe for the cars
that use it? Formula for the radius (R) of a curve with a banking elevation or slope (m):
1600
R ( m)
15m 2
2. How does your camera know when the object you are trying to take a picture of is in focus?
Formula for the distance (D) to the object while knowing the focal length (F) and the
distance (S) from the lens to the film:

1 1 1

S F D

3. It normally takes Julius 2 hours to mow the yard, but because he is in a hurry he asks his son
to help him. If just his son was doing the yard work it would take him 3 hours. How long will
it take if both are working together? Formula for finding the time it takes to do job together:
1 1
1

T1 T2 Tboth

4. What real life problem can you think of that would use rational expression(s) or a rational
equation to help you solve it?
1

6 x 13 x 6 13 x 4

3
6 x2 8
2

5. A student turned in this work.

Whats wrong?
Step 1 to simplifying a rational expression: Completely factor all expressions.
Work rational expressions the same way you do fractions:
o Multiplication: Reduce common factor(s) and multiply
o Division: Find the reciprocal of what follows the division sign, then multiply
o Addition: Find a common denominator and then add numerators
o Subtraction: Find a common denominator and then subtract numerators

MAT1033C

77

Match the following rational expressions to their simplified form:

2 x2 6 x
8 x3
6 x 2 13x 6
_____
2.
M
6x2 7 x 3
12 x 2 19 x 4
_____
C 3. 8 x 2 10 x 3
5 x 2 6 xy
_____
I 4. 20 y 9 x

G 1.
_____

a b a 2 2ab b 2
_____
A 5. 9a 9b a 2 b2
6 x 2 19 x 10 2 x 2 5 x 7

_____
6.
D
10 x 2 27 x 28 2 x 2 7 x 5
x2 6x 8
3x 2 6 x

_____
K 7. 2
6 x 5 x 1 3x 2 13x 4
8 x 2 7 x 1 64 x 2 1
_____
O 8. 4 x 2 5 x 1 (4 x 1)2
x
2x 3
_____
F 9. 2 2
4x
4x
4x 1 7x 4
_____

B 10.
2x 3 2x 3
x 4 2x 3
_____
J 11. 2 x 2 x 3

2x 3 x 4
_____

N 12.
x 4 2x 3
x 1
2x 3
_____
H 13. 2 2
x 4 x x2
2 x2
2x 3
_____
2
L 14. 2
6 x 13 x 6 3 x 11x 6
5x 1
5x 1
_____

E 15. 2
6 x 13 x 5 12 x 2 x 1

A.
B.

1
9
3 x 1

2x 3
3x 4
C.
2x 3
3x 2 2 x 7
D.
5 x 4 2 x 7

E.
F.
G.

2 5 x 1 x 2

3x 1 4 x 1 2 x 5
x 3
4x2

x3
4 x2

3x 2 7 x 5
H.
x 2 x 2 x 1
x2
I.
6
6 x 2 5 x 12
J.
2 x 2 x 3

x 4
3x 2 x 1
2

K.

2 x 3 2 x 2 12 x 9
L.
3x 2 2 x 3 x 3

M.

3x 2
3x 1

3 x 2 20 x 7
N.
2 x 3 x 4

O.

4x 1
8x 1

78

MAT1033C

Instructors Key:
Modeling with a Radical Function

Distance to the Horizon

Using your favorite internet browser, go to http://illuminations.nctm.org/Activity.aspx?id=4128 . Alternatively,
perform a search for: illuminations distance horizon. It should be the first link.
The site illustrates a natural phenomenon. As you increase your elevation, the distance that you can see to the
horizon also increases. In this activity, you will

use the website to collect realistic data points

create a scatter plot of the data points
use the data points to determine an algebraic function that models the data
Use the algebraic function to answer some questions

1. Use the website to collect realistic data points.

Move the slider to various elevation levels (Height above sea level). Record the elevation level and the
corresponding Distance to Horizon in the table of values. Collect at least 10 distinct data points, keeping the
elevation levels in numerical order and under 20000 ft. One data point has been pre recorded for you.
Height above sea level (ft.)

Distance to Horizon (miles)

2150

56.8

4032

77.8

5914

94.2

8065

110.0

9947

122.2

12098

134.8

13980

144.9

15862

154.3

18012

164.5

19894

172.9

MAT1033C

79

2. Create a scatter plot of the data points

Using the axes provided, plot the data points from the table. Consider the Height above sea level as the
input (x variable) and the Distance to Horizon as the output (y variable). Be sure to indicate the scale that
you use on each axis.
y

3. Use the data points to determine an algebraic function that models the data
A. Considering the table of values that you have recorded, could a linear function reasonably model the
data? Why or why not?
No.

B. Considering the scatter plot you have drawn, could a linear function reasonably model the data? Why or
why not?
Yes. If we disregard the first point, the plotted points look linear.
It is known that this phenomenon can be modeled by a function of the form f ( x) a x , where x
represents the Height above sea level and y represents the Distance to Horizon. The a is a parameter that
can be determined from the data set.
C. Is f ( x) a x a linear function? Why or why not? (What does a linear function look like,
symbolically?)
No.

80

MAT1033C

Now we will determine the value of the parameter a. We do this by substituting a data point into the model
( f ( x) a x ) and solving for a. For example, if one of the data points was (500,10), we could write that

10 a 500 . Solving for a, we find that a

10
.447
500

D. Determine the value of a for each of the data points that you collected [exclude the point (0,0)]. Round
each a value to three decimal places. Write these a values to the right of the data points in the table of
values. If you do this correctly, you should find that the a values will all be close to a certain number.
What is the a value?

a 1.225

E. Now that we have the a value, we can revise our model. Replace the a in the model f ( x) a x with
the specific value of a that you determined in D). Write the revised model!

f ( x) 1.225 x

4. Use the algebraic function to answer some questions. Use the model you wrote in part 3E to answer these
questions. Show your work!
A. Assuming perfect weather conditions, how far on the horizon could you see from the top of Mt. McKinley
(North Americas tallest peak), which is 20320 feet tall?

f (20320) 1.225 20320 174.62mi.

B. The distance from Orlando, Florida to Lakeland, Florida is 54 miles. Assuming perfect weather
conditions, how high above Orlando would you need to be to see Lakeland on the horizon?

54 1.225 x
x 1943.19 ft.

C. Use an internet search to determine whether or not any buildings in Orlando are tall enough to allow you
to see Lakeland on the horizon.

MAT1033C

81

82

MAT1033C

Instructors Key:
Imaginary numbers

The Cycle of i
9

This problem asks the following question: What number if it was multiplied by itself
would equal 9. The answer will be 3 because if 3 were multiplied by itself you would get 9.
Some examples of square roots are:

25 5;

81 9;

49 7

Previously we also learned that multiplying 2 numbers with the same sign would always be
positive.

1 This problem presents a mathematical riddle.

1 1 This seems easy enough but it is

not possible to find a number to multiply by itself and come up with 1. The mathematical world
has chosen to use the word imaginary when confronted with this riddle. We will use i to
reference this imaginary answer.

i 1

i 1
i2

i3

i
4

i4 1

i 2 1

1 1 i i

i 3 i
2

1 1 1

MAT1033C

83

Simplify:

Use information from the previous page:

i i i 1 i i
i 6 i 4 i 2 1 1 1
i 7 i 4 i 3 1 i i
i 8 i 4 i 4 1 1 1
5

1.
2.
3.
4.

5.
6.
7.
8.

i 9 i 4 i 4 i 1 1 i i
i10 (i 4 ) 2 i 2 1
i11 (i 4 ) 2 i 3 i
i12 (i 4 )3 1

Mathematics is full of PATTERNS. Looking at your work on the 8 questions above and the notes
from the previous page what pattern(s) do you and your group find?

Simplify:

9.

i 30 i 4 i 2 17 1 1

10.

i13 i 4 i i

11.

i 42 i 4 i 2 1

12.

i 414 i 4

10

103

13.

112

4 28

i 2 1

84

MAT1033C

Simplify:
Put your answer into standard form: a+bi.
Examples:
2 3i 7 5i
2 3i 7 5i
2 7 3i 5i
9 2i

14 10i 21i 15i 2

2 3i
7 5i

14 11i 15 1

14 11i 15
29 11i

2 3i 7 5i

7 5i 7 5i
2 3i 7 5i

7 5i 7 5i
14 10i 21i 15i 2
49 35i 35i 25i 2
1 31i
74
1 31
i
74 74

14. i 5 2i 7 33 17i

15.

6 4i 7 2i 13 2i

16. 6 2i 6 2i 40

17.

x 5i x 3i 8i

3
3i

18.
2i
2

19.

5i
1 i
3 2i

MAT1033C

85