Unit

Functions and
1 Equations

Medical Anthropologist

Medical anthropologists study STEM Task

the past and present health of
Medical anthropologists use historical events to explain
the human species to promote
observed trends in context.
future well-being. This requires
the collection of vast amounts 09:00 AM
http:// Reviews
80%

of data to be analyzed and Life Expectancy by Age, 1840–2013

described using functions, 85
equations, and graphs. They
75
correlate their analyses with
Life Expectancy

social and cultural conditions to 65

©SolStock/E+/Getty Images

interpret and explain trends in

different contexts. 55 60 year old
40 year old
45
20 year old
35 Birth

1850 1870 1890 1910 1930 1950 1970 1990 2010

Use the graph and conduct research to explain how the

life expectancy of each age group has changed over time.

Unit 1 1
 Learning Mindset
Strategic Help-Seeking Identifies Sources of Help

© Houghton Mifflin Harcourt Publishing Company • Image Credit: ©Hero Images/Getty Images
Whenever you approach a new topic, it is important to recognize what you
understand. It is just as important to know where you can get help on the
things you don’t understand or would like to understand better. Keeping track
of the sources you have used to get to your current level of understanding can
be useful when seeking sources of help. Here are some questions you can ask
yourself to identify sources of help:

■ What sources are available in my school or in my community that can

help my understanding of the current task?

■ Who is available to support me in my learning of this task? How can

I reach out to them?

■ How do I keep track of my sources? What methods of organizing the

information I gather best helps me accomplish my goals?

■ How do I use the sources I currently know about to help guide me to

new resources?

■ How can I be a source of help to someone in my learning community?

Reflect

Q What are the most common resources you use in your learning? Why are
these resources helpful?

Q What are the most common resources a medical anthropologist would

use? Are any of these resources the same as the most common resources
you use in your learning?
2 
 Module

1 Analyze Functions

Module Performance Task: Focus on STEM

Light Curves of Two Variable Star Systems

Variable stars are stars whose brightness appears to change periodically. The light curves of two
variable stars, R Canis Majoris and Delta Cephei, are described by the measurements below.

R Canis Majoris Delta Cephei

6.3
Day Magnitude Day Magnitude
6.2
0 3.48 6 3.65
Magnitude

6.1
1 3.76 7 3.92
6.0
2 4.01 8 4.14
5.9
3 4.22 9 4.35
5.8
4 4.37 10 4.07
©nienora/Shutterstock

5.7
0 5 3.71 11 3.48
0.2 0.4 0.6 0.8 1.0 1.2 1.4
Days

A. Identify and compare local maxima and local minima.

B. Identify and compare intervals of increasing, decreasing, and constant value.
C. Research the two stars. What information can you gather to help determine the reasons
for their variability?
D. Conclude if the stars are variable for the same or different reasons. Explain how the data
justify your conclusion.

Module 1 3
 ON LI N E

Are You Ready?

Complete these problems to review prior concepts and skills you will need for this
module.

Graph Linear Equations in Slope-Intercept Form

Identify the slope, m, and y-intercept, b, of each equation. Then graph the line described
by the equation.

1. y = 2x + 1 2. y=x-4

3. ​​  1 ​​x
y=_ 4. y = -3x + 5
4

Transform Linear Functions y

4
The graph of the parent linear function f​​(x)​​ = x is shown on the
coordinate grid. 2
x
5. Describe the transformation used to map the graph of f​​(x)​​ = x onto the
-4 -2 0 2 4
graph of g​(​ x)​​ = 4x.
-2
6. Write the function that produces a graph of f​​(x)​​ translated 7 units down.
-4

Graph Quadratic Functions in Standard Form

Graph each quadratic function.

7. y = ​​x2​ ​​ + 2x - 8 8. y = ​​x2​ ​​ + 7x + 10

9. y = 2​​x2​ ​​ - 6x - 8 10. y = -​​x2​ ​​ + 4

Connecting Past and Present Learning

Previously, you learned:

• to graph linear equations in slope-intercept form, y = mx + b,
• to identify and use transformations of linear functions, and
• to graph quadratic functions in standard form by rewriting in vertex form.

In this module, you will learn:

• to identify key characteristics of functions and graphs,
• to identify and apply transformations of functions, and
• to compare functions across different representations such as tables, graphs,
equations, and verbal descriptions.

4
 1.1

Domain, Range, and End Behavior

I Can relate the domain, range, and end behavior of a function to its graph.

Spark Your Learning

Pat and Sam are conducting an experiment involving a vertical spring with a weight
attached to its end. They can only record data for a certain amount of time.

The weight is raised to a point above

its resting point and then released.

A video camera recorded the

experiment so the movement
of the weight could be
observed (and measured).

d
4

2
t
0 4 8 12
-2

-4

Complete Part A as a whole class. Then complete Parts B–D in small groups.

A. What is a mathematical question you can ask about this situation? What
information would you need to know to answer your question?

B. What variable(s) are involved in this situation? What unit of measurement

would you use for each variable?

C. To answer your question, what strategy and tool would you use along with
all the information you have? What answer do you get?
©Houghton Mifflin Harcourt

D. Does your answer make sense in the context of the situation? How can
you check your answer?

Turn and Talk Predict how your answer would change for each of the following
changes in the situation:
• The weight is raised to a higher point before being released.
• The weight is pulled down to a point below its resting point before being released.

Module 1 • Lesson 1.1 5

 Build Understanding

Represent an Interval on a Number Line

In past courses, you graphed inequalities such as x > 1 by drawing
Connect to Vocabulary
a ray on the number line. Note that this describes an interval.
A finite interval has two endpoints, which may or may not be An interval is an unbroken
included in the interval. An infinite interval is unbounded on at portion of a number line.
least one end.

You can represent an interval using an inequality, set notation, or interval

notation. In set notation, {x | x > 1} reads as “the set of all real numbers
x such that x is greater than 1.” Unless otherwise indicated, it is assumed that x is a
real number. To specify a domain of all real numbers in set notation, write {x | x ∈ 핉}.
The symbol ∈ means “is an element of ” and the symbol 핉 denotes the set of all real
numbers. Interval notation encloses endpoints in parentheses or brackets. A parenthesis
indicates that an endpoint is not included in the interval, and a bracket indicates that an
endpoint is included. For infinite intervals, use the infinity symbols +∞ and -∞:

• An interval of the form (​a, +∞​) or [​a, +∞​) is unbounded in a positive direction.

• An interval of the form (​-∞, ​​a​) or (​-∞, ​​a​] is unbounded in a negative direction.

So, x > 1 written in interval notation is (​​ 1, +∞)​​.

Graph Type of Inequality Set notation Interval
interval notation notation

a b Finite a<x≤b {x | a < x ≤ b} (a, b]

a Infinite x<a {x | x < a} (​​ -∞, a)​​

Infinite x≥a {x | x ≥ a} [a, +∞)

a

1 A. How can you verbally describe the finite interval shown first in the table
above? How can you verbally describe the two infinite intervals shown?

B. An interval is modeled by the graph at the right.

Use set notation and interval notation to write -5 -4 -3 -2 -1 0 1 2 3 4 5
the interval represented.
Suppose the graph is changed so that the open circle at x = -1 becomes a
solid circle. How do the set and interval notations change for the new interval?

C. How can you describe the set of all real numbers not shown in the graph
in Part B? What would its graph look like? What are the set and interval
notations for this set?

Turn and Talk Suppose that you could “add” and “subtract” two sets of real
numbers by combining the numbers in the sets (​​ +)​​, or removing numbers from
a set (-). How would you express the result of “​(​ -∞, -3)​​ + ​⎣⎡​ ​​​-3, 8​⎤⎦​​ ​​” in interval
notation? the result of the operation “​​(-8, +∞)​​ - ⎡⎣​​ ​​​​4,
​ +∞)​​”?

6 
Determine Domain, Range, and End Behavior for a
Function from Its Graph
Recall that the domain of a function f​(​ x)​​ is the set of all x-values for which the function
is defined (unless additional restrictions are added). The range is the set of all values
f​​(x)​​ that are output for the input domain values. So, describing the domain and range of
a function describes all possible input and output values.

The end behavior of a function describes what happens to the values of f​(​ x)​​ as the
x-values increase without bound (​​ x → +∞)​​, or as they decrease without bound
(​​ x → -∞)​​.

f(x) End Behavior

End Behavior 4
Words: As the value of x decreases Words: As the value of
without bound, the value of f​(​ x)​​ 2 x increases without
decreases without bound. x bound, the value of f​​(x)​​
0 increases without bound.
Symbols: -4 -2 2 4
As x → -∞, f​(​ x)​​ → -∞. -2 Symbols:
As x → +∞, f​(​ x)​​ → +∞.
-4

2 A. The graph of a quadratic function f​(​ x)​​ is shown at the f(x)

4
right. How can you verbally describe the domain of
f​​(x)​​? How can you verbally describe the range of f​(​ x)​​?
2
B. Suppose you could trace the curve of f​(​ x)​​ left to right x
from its low point. Through what x- and y-values -4 -2 0 2 4
would you trace? How would this change if you could -2
trace the curve right to left from the low point? What
does this tell you about the end behavior of f​​(x)​​? -4

C. The graph of an exponential function g​(​ x)​​ is shown

at the right. How do the domain and range of g​(​ x)​​ g(x)
4
compare with the domain and range of f​(​ x)​​?

D. Suppose you could trace the curve of g(x) to the left 2

and to the right from the y-axis. What would this tell x
you about the end behavior of g​​(x)​​? How does this -4 -2 0 2 4
compare with the end behavior of f​(​ x)​​? -2

-4

Turn and Talk How do the possible end behaviors of linear, quadratic, and
exponential functions compare? Use sketches to help you describe and compare
the end behaviors.

Module 1 • Lesson 1.1 7

 Step It Out

Graph a Function Whose Domain is Restricted

The previous task dealt with functions with unrestricted domains. Sometimes, a
function’s domain values are restricted to a smaller set than all values for which the
function is defined.

​​  1 ​​x - 2 is
The graph of the function f​​(x)​​ = _ As x → +∞, f(x) → +∞.
2
shown at the right for x ≥ 4. f(x)
4
Restricting the domain to all real numbers
2
greater than or equal to 4 changes the range
from all real numbers to all nonnegative real x
numbers. While the end behavior as 0 2 4 6
x → +∞ is not changed, the end behavior as -2 When x = 4, f(x) = 0.
x → -∞ can no longer be described.

3 Use the graph of the function with the given domain restriction to find the
corresponding range.
A. f​(​ x)​​ = x2 - 2x + 2 for {x ∣ x ≥ 0} B. f​(​ x)​​ = 2x for {x ∣ x > 1}

f(x) f(x)
4 A. How does the 4 B. How does the open circle in
graph relate the graph relate to the range?
2 (0, 2) to the range? 2 (1, 2) What is the range?
x x
0 2 4 6 0 2 4 6
-2 -2

range: { f​(​ x)​​ ∣ f​(​ x)​​ ≥ 1} range: { f​(​ x)​​ ∣ f​(​ x)​​ > 2}

Turn and Talk How does the end behavior of the quadratic function
given in Part A compare to that of the same function with no restrictions
on its domain?

Model a Real-World Situation with a Function

Real-world situations often require restrictions on the domain of the functions that
model them. Sometimes, this is because many real-world measurements, such as time
or distance, must be nonnegative numbers. For example, the distance that a jogger
travels at a constant speed of 6.5 miles per hour can be modeled by the linear function
f​(​ x)​​ = 6.5x, where x is the time in hours the jogger runs. The domain in this context is
then {x ∣ x ≥ 0}.

8 
 4 A home remodeling company is creating a
kitchen “island” with a workspace countertop.
The length of the countertop is to be 3 feet
greater than the width. The width must
be at least 20 inches to allow for sufficient length

workspace. Create and graph a model of the width

area given these restrictions. Is it possible for
the countertop to have an area of 7 square
feet? Explain why or why not.

Write a function to model the area.

Let l represent the length.

Let w represent the width.
The length is 3 feet greater than the width.
So, l = w + 3.
The area of a rectangle is given by lw. So, an equation
A. What is the equation for the area
for the area of the rectangle is A(w) = ?
in terms of the width only?
State the domain and range.
⎧ 2 ​​⎬⎫​ ​; Range: ⎨⎧​ ​​A(w) ∣ A(w) > 7​ _
7 ​​⎬⎫​ ​
Domain: ⎨​ ​​w ∣ w > 1​ _
⎩ 3⎭ ⎩ 9⎭
Graph the function.
B. How are these descriptions for the
A(w) domain and range found?
20

16 C. How do the domain and range

Area (ft2)

affect the way you graph the

12
function?
8
(1 23 , 7 79 )
4
w
0 1 2 3 4 5
Width (ft)

Find the possible areas.

The range of the function model is the real numbers greater

D. How does the range
than or equal to 7​​ __79 ​​. So, the area of the countertop is at least
of the function answer
7​​ __79 ​​square feet, which means that it is not possible to create
the question?
©Artazum/Shutterstock

an island with a countertop of 7 square feet.

Turn and Talk The problem gave restrictions on both the width and length of
the countertop. Do you think that there are other restrictions for this real-world
scenario that were not described? Explain.

Module 1 • Lesson 1.1 9

 Check Understanding
1. Construct Arguments Which two notations have identical graphs? What is
different about the third graph?
​​(-∞, 1)​​ { x ∣ x < 1} x>1

2. Write the solution of the inequality shown

in the graph in set notation and interval -5 -4 -3 -2 -1 0 1 2 3 4 5
notation.
For Problems 3 and 4, use set notation and interval notation to write the domain and
range of the function shown in the graph. Describe the end behavior of the graph.

3. f(x) 4. f(x)
4
4
2
2 x
x -4 -2 0 2 4
-4 -2 0 2 4 -2
-2
-4
-4
-6

5. Graph f​(​ x)​​ = x2 + x + 4 for {x | x ≥ 0}. Define the corresponding range and describe the end behavior
of the function.

6. An outfielder throws a baseball toward home plate. The height of the ball above the ground (in feet)
until it hits the ground is modeled by the function h​(​ t)​​ = -16t2 + 30t + 5 where t represents the time in
seconds since the ball was thrown. Define and interpret the domain and range of the function.

On Your Own
7. Use Structure Write the set notation for the interval [a, +∞). How is the
graph of this interval different from the graph of [-a, +∞)? How are the graphs
the same?

8. Write the inequality that describes all real numbers less than the square root of 2 in
set notation and in interval notation.
For Problems 9–11, write the interval shown on the number line using set notation
and using interval notation.

9.
-5 -4 -3 -2 -1 0 1 2 3 4 5

10.
-5 -4 -3 -2 -1 0 1 2 3 4 5

11.
-5 -4 -3 -2 -1 0 1 2 3 4 5

10 
 Use Structure For Problems 12–14, match the description to the
corresponding graph below.
A.  f(x)   B.  f(x) C. f(x)
6 6
4
4 4
2
x 2 2

-4 -2 0 x x
2 4
-2 -4 -2 0 2 4 -4 -2 0 2 4
-2 -2
-4

12. domain: (​​ -∞, +∞)​​; range: (​​ 0, +∞)​​

end behavior: As x → -∞, f​(​ x)​​ → 0; as x → +∞, f​(​ x)​​ → +∞.

13. domain: (​​ -∞, +∞)​​; range: (​​ -∞, +∞)​​

end behavior: As x → -∞, f​(​ x)​​ → +∞; as x → +∞, f​(​ x)​​ → -∞.

14. domain: (​​ -∞, +∞)​​; range: ​​⎡⎣​​​​​0, +∞)​​

end behavior: As x → -∞, f​(​ x)​​ → +∞; as x → +∞, f​(​ x)​​ → +∞.

15. Open Ended Graph a function with the following characteristics: domain
{ x ∣ x > 0}, range: { y ∣ y > 0}. Describe the end behavior of your function.

For Problems 16–19, write the domain and range of the function using set notation
and interval notation. Then describe the end behavior of the function.

16. f(x)   17. f(x) 18. f(x)

4 4 4

2 2 2

x x x

-4 -2 0 2 4 -4 -2 0 2 4 -4 -2 0 2 4
-2 -2 -2
( -1, -3)
-4 -4 -4

19. f(x)   20. Kira’s monthly gym bill is

$50 plus $15 per class. She GYM BILL
4
signs up for at least one Monthly fee: $50
2
class each month. Write a Fee per class: $15
linear function to represent
x Classes taken: 2
Kira’s gym cost. What do the
-4 -2 0 2 4 domain and range of the Total due: $80
-2 function represent?

-4

Module 1 • Lesson 1.1 11

 21. Rachel drives at a constant speed of 70 miles per hour.
A. Write a function model for Rachel’s distance.
B. Identify the domain and range.
C. Graph the function and determine how far Rachel
travels in 3 hours.
D. Suppose Parts A–C describe Day 1 of a two-day trip,
and that Rachel drove 3 hours on Day 1. On Day 2,
Rachel drives at the same constant speed. Consider the
function that gives Rachel’s total distance driven on the
trip as a function of the time (in hours) driven on Day 2. How will the domain,
range, and graph of this function compare to those of the original function?
22. The height of a triangle is 4 centimeters less than the base. Write a function that
models the area of the triangle in terms of its base. Can the base of the triangle be
3 centimeters? Use the domain and range to explain why or why not.
23. Armando’s vehicle averages 21 miles per gallon on the highway.
A. Write a function giving the distance Armando can travel on g gallons of gas.
B. Are any values excluded from the domain? Explain.

©Richard Zanettacci/Alamy
C. Armando’s vehicle has a 20-gallon gas tank. A low fuel light on the dash comes
on when there is less than one-eighth tank of gas remaining. What is the greatest
distance Armando can travel on the highway after the low fuel light comes on?
24. A quantity can be a function of more than one variable. Suppose a group of teachers
and students visits an aquarium for a field trip. Tickets cost $20 per teacher and
$10 per student. Write an equation that gives the total cost c of all the tickets as a
function of the number of teachers t and the number of students s.

Spiral Review • Assessment Readiness

25. One-third a number is at least four less than 27. The perimeter of a rectangular pen is less
the number. Which inequality represents the than 450 feet. Which inequality represents the
number? amount of fencing that will enclose the pen?
A n≤6 C n≤3 A 2​​(x + y)​​ ≤ 450 C 2​​(x + y)​​ < 450
B n≥6 D n≥3 B 2​​(x + y)​​ ≥ 450 D 2​​(x + y)​​ > 450

26. A submarine is ascending upward from a 28. Which expressions are equivalent to 4x2 - 4y2?
depth of 6000 feet below sea level. After 150 Select all that apply.
seconds, the submarine is 4800 feet below sea A 2​​(x − y)​​​​(x + y)​​ D  ​​(2x − 2y)​​​​(2x − 2y)​​
level. What is the average rate of change that
B 4​​(x − y)​​​​(x − y)​​ E  ​​(2x − 2y)​​​​(2x + 2y)​​
the submarine ascends during this interval?
C  ​​(4x − 4y)​​​​(x + y)​​ F 4​​(x − y)​​​​(x + y)​​
A 0.8 ft/s C 40 ft/s
B 8 ft/s D 72 ft/s

I’m in a Learning Mindset!

How did I work together with classmates to find the domain, range, and end
behavior of functions?

12  Keep Going to Journal and Practice Workbook

1.2

Characteristics of Functions
and Graphs
I Can relate the characteristics of real-world phenomena to characteristics of its
function graph.

Spark Your Learning

Brianna and Denver rode different roller coasters. They both claim that their coaster was
more exciting.

Brianna’s roller coaster has

a steeper drop.

Denver’s roller coaster

climbs higher.

Complete Part A as a whole class. Then complete Parts B and C in small groups.

A. What is a mathematical question you can ask about this situation? What
information would you need to know to answer your question?

B. How would the maximum speed and average speed affect your answer?
What unit of measurement would you use to compare them?

C. To answer your question, what strategy and tool would you use along with
all the information you have? What answer do you get?

Turn and Talk What additional information would help you to make more
accurate comparisons about the two coasters?

Module 1 • Lesson 1.2 13

 Build Understanding

Sketch a Function Graph from a Verbal Description

You can sketch the graph of a function from a description of its key features.

Consider this situation: A dam controls a reservoir’s water level. The level is currently
steady and above normal. To prepare for coming rain, engineers will lower the water
level at a constant rate until it is below normal. The water level is then expected to rise
rapidly with the rains, and gradually level off well above the current level.

You can sketch a graph of the reservoir’s water level as a function of time where the
normal water level of the reservoir is represented by the horizontal axis.

normal (zero)
water level
above-normal (positive)
water level y
maximum water level
(ft)
level (ft)

10
decreasing water level increasing water level
Water level

x
0 4 8 12 16
Water

below-normal (negative) -10

water level (below the minimum water level

©juhku/Shutterstock
x-axis) and turning point
Time (days)

Refer to the sketch above. A function f ​​(x)​​:

• is increasing on an interval if f ​​(b)​​ > f ​​(a)​​ for any a and b in the interval such that
b > a, and decreasing on an interval if f ​​(b)​​ < f ​​(a)​​ for any a and b in the interval
such that b > a.
• has a turning point where the function changes from increasing to decreasing or from
decreasing to increasing.
• has a maximum value where x = a if f ​​(a)​​ ≥ f ​​(x)​​ for all other values of x nearby, and a
minimum value where x = a if f ​​(a)​​ ≤ f ​​(x)​​ for all other values of x nearby. A maximum
or minimum may occur at a turning point or at the endpoint of an interval.
• has a zero at each value of x for which f ​​(x)​​ = 0.

1 A. Sketch a graph for this situation: The sun rises at 6 a.m., reaches its highest
point above the horizon at 12 p.m., sets at 6 p.m, and reaches its lowest point
below the horizon at 12 a.m.

B. Compare and contrast your graph with the graph drawn by a partner. How are
the graphs the same and how are they different?

C. Analyze your graphs using the terms positive, negative, increasing, and
decreasing. Are these characteristics exhibited in the same way on your graphs?

D. Now analyze your graphs using the terms zero, maximum, and minimum.
Where do these values occur on each graph?
14 
 Define Average Rate of Change in Context
You have found and interpreted the constant rate of change, or slope, for linear
functions in many contexts. Nonlinear functions do not have a constant rate of change,
but you can compare the average rate of change between pairs of points on a curve. The
average rate of change of a function over an interval [a, b] is the ratio of the change in
the function values, f ​​(b)​​ - f ​​(a)​​, to the corresponding change in the x-values, b - a. So,
the average rate of change is positive on [a, b] when f (b) > f ​​(a)​​, and negative on [a, b]
when f ​​(b)​​ < f ​​(a)​​.

2 The table models one day’s predicted tide heights in relation to the Tide Chart
“mean lower low water” level, or MLLW, at Weymouth Fore River
Time Height (ft)
Bridge, Massachusetts.
12 a.m. 1.19
2 a.m. 1.33
4 a.m. 5.05
6 a.m. 8.57
High Tide Level
8 a.m. 8.66
10 a.m. 5.37
Tidal Range 12 p.m. 1.92

Low Tide Level 2 p.m. 1.27

4 p.m. 5.09
MLLW
6 p.m. 9.13
8 p.m. 10.25
10 p.m. 7.03

A. Plot the data on a graph, and sketch a smooth curve through the points.

B. The tidal range is the difference in height between consecutive high and low
tide levels. What observations can you make about the tidal range at this site?

C. Compare the average rate of change between the first low tide and the high
tide following it with the average rate of change for the second low tide and the
high tide following it. How does this relate to the difference between each low
tide level and the high tide level following it?

D. What is the average rate of change between 6 a.m. and 6 p.m.? What does this
information tell you? What do you think will be the average rate of change
over even longer periods? Explain.

E. What additional information would allow you to sketch a more accurate graph
©juhku/Shutterstock

and compare average rates of change more precisely between high and low
tides?

Turn and Talk For a linear function, the average rate of change over any interval
is the same, so you know the “shape” of the graph everywhere. For a nonlinear
function, how does knowing the average rate of change over shorter and shorter
intervals help you to sketch the curve?

Module 1 • Lesson 1.2 15

 Step It Out

Identify Key Characteristics in Context

Identifying key features of a graph in a real-world context gives you tools to interpret
the function’s behavior in its context, and may help you identify and interpret trends.

3 A car’s suspension system connects the body of the car to its wheels. Springs
are one component of the suspension system. The graph shows the vertical
displacement of the spring in a car’s suspension after the car hits a bump during
a suspension test. Identify and interpret the key characteristics of the graph.

Vertical Displacement
by Suspension Spring

Vertical Displacement (m)

y

0.08

0.04
x
0 0.4 0.8 1.2

©Drive Images/Alamy
Time (s)

Observations and Interpretations:

The greatest change in the spring's position A. How can the displacement value
occurred within the first 0.2 second of at 0 be a maximum value when it
hitting the bump. The graph shows a maximum is not located at a turning point?
value at 0 and at about 0.45 second.

The lowest displacement, about B. What makes the displacement

-0.035 meter, occurred at about value at 0.65 second a minimum
0.2 second. The graph also shows a value when the displacement value
minimum value at about 0.65 second. at about 0.2 second was less?

The graph is increasing on (0.2, 0.45) and C. How can 0.45 second be part
(0.65, 0.9). The graph is decreasing on of both an increasing interval
(0, 0.2), (0.45, 0.65), and (0.9, 1.2). and a decreasing interval?

The average rate of change from the first

maximum to the first minimum is about D. Does this rate of change accurately
-0.035 - 0.1
​​  __
    ​​ ​ = ​-0.675, or -0.675 m/s. represent the entire graph? Explain.
0.2 - 0

Turn and Talk Compare the magnitudes (absolute values) of the average rates of
change from the first maximum to the first minimum from Part D and from the
second maximum to the second minimum. What accounts for the difference in
the magnitudes?
16 
 Apply Function Characteristics to a Real-World Context
A description of a real-world situation can be used to create a graph. Always pay careful
attention when choosing the axes for a graph, since these determine what the values in
the graph represent.

4 A roller coaster ride begins at ground level. The first 40 seconds

of the ride includes only turns, with no changes in elevation.
Next, the roller coaster rises steadily for 50 seconds to its
maximum elevation, then plunges back to ground level in
only 8 seconds. In the next 6 seconds, it rises to an elevation
of 100 feet, then drops back down to ground level in the
6 seconds that follow. The remaining 90 seconds of the ride
includes small inclines and drops before returning to the
starting point.
Maximum elevation: 205 feet
Sketch a graph of this situation.

250 y

200
A. What are the B. How does the description of the
scenario allow you to identify
units and scales
important values on the graph?
of the axes?
150
Elevation (ft)

D. How do the average rates

of change of the two
100 greatest drops compare?

C. Why is this part

of the
50 graph
horizontal?
©Armi Fello/EyeEm/Getty Images

x
0 50 100 150 200
Time (s)

Turn and Talk How might you change the axes to use your graph to give a
different impression of the roller coaster?

Module 1 • Lesson 1.2 17

 Check Understanding
1. Sketch a graph that represents the following scenario. What should all graphs that
represent this situation have in common?

Maria runs laps around a track while her coach makes notes of her running form from
the side of the track. What is Maria’s distance from her coach as a function of time?

2. The table shows the air temperature in Death Valley over a 24-hour period. How
does the average rate of change from 7 a.m. to 10 a.m. compare to the average rate
of change from 7 p.m. to 10 p.m.? Explain what these average rates of change tell
you about the situation.
Air Temperature
Time 7 a.m. 10 a.m. 1 p.m. 4 p.m. 7 p.m. 10 p.m. 1 a.m. 4 a.m.
Temperature (°F) 57 70 74 72 64 56 53 49

3. Sketch a graph of the following scenario. Label the axes and identify any maximum
or minimum values.

A skydiver steps out of a plane. His speed increases due to gravity until he reaches
terminal velocity of 40 meters per second after falling for about 25 seconds. His
speed remains at terminal velocity for 5 seconds. Then he pulls the cord to release his
parachute and his speed is rapidly reduced to about 12 meters per second. His speed
then decreases to 5 meters per second and remains constant as he moves toward the
ground. He reaches the ground about 55 seconds after he stepped out of the plane.

On Your Own
4. The graph shows the price of a company’s stock. The daily change in price (in
dollars and as a percent) from open to close is given for each of the first four days,
and from open to a real-time price on Tuesday.

current Go-Gen Resources stock price

Real-Time Quote Today’s Change 52-Week Range Today Year-to-Date

261.06 +0.57 / +0.22% 216.67 266.17 +5.59%
Daily Market Report 5 days Add ticker Chart

Previous 261
Close
260.50 260
259
258
257

Wed 8/22 Thu 8/23 Fri 8/24 Mon 8/27 Tue 8/28
–0.89 | –0.34% –0.77 | –0.30% +1.33 | +0.52% +2.59 | +1.01% +0.57 | +0.22%

A. What are the minimum and maximum prices shown to the nearest dollar?
B. What is the average rate of change in price for each of the first four days?
C. How do the daily average rates of change compare to the average rate of change
from the open Wednesday to the close Monday?
18 
Use the labeled points to identify the location of
key features on the graph of the height of a
Height of
bouncing ball over time. Bouncing Ball

5. the maximum height y

A
4
6. the minimum height

Height (ft)
7. interval(s) when the height is increasing 3
C

8. interval(s) when the height is decreasing 2

E
G
9. interval of the greatest positive average 1
J
rate of change B D F H x
0 1 2 3
10. interval of the greatest negative average
Time (s)
rate of change
For Problems 11 and 12, sketch a graph to represent the scenario. Label any overall
maximum or overall minimum values. Identify where the graph is increasing or
decreasing.

11. The altitude of a hot air balloon increased at a steady rate after it left the ground.
The balloon then maintained the same altitude for a while before it rapidly lowered
to a new altitude, where it remained until making a slow descent to the ground.

12. Philip begins his workout with a slow walk to warm up. Then he does intervals of
jogging and running. At the end of his workout, he cools down with a slow walk.

13. The table shows data collected about the power

Solar Energy Produced
output produced by a solar energy system.
A. Sketch a graph of the data and identify what Time Output (kW)
scales to use on the axes. Identify any maximum 1 a.m. 0
or minimum values. On what intervals is the
5 a.m. 0.1
data increasing or decreasing? Describe the
meaning of the characteristics in this context. 9 a.m. 1
B. Use Structure Based on the given data 1 p.m. 2.5
and your understanding of the context, what
would a reasonable output in kW be for 4 p.m.? 5 p.m. 0.5
Explain your reasoning. 9 p.m. 0
C. The given data is for a sunny day. How do you
think the graph of the kW of power produced
would be different for a cloudy day?
Speed of a Car
14. The graph shows the speed of a car over time.
y
A. Identify and explain the behavior of the
graph between any maximum and 40
Speed (mi/h)

minimum values.
20
B. Attend to Precision What is the
x
average rate of change on the interval
0 10 20 30
[6, 15]? Explain what it means in this
context.
Time (min)

Module 1 • Lesson 1.2 19

 15. Open Ended
A. Write a real-world scenario whose graph would have the following:
• maximum = 30
• minimum = 10
• increases on (​​ 0, 15)​​, (​​ 45, 90)​​
• decreases on (​​ 15, 45)​​
B. Sketch the graph of the scenario. Label the axes.
C. Find and interpret the average rate of change on the interval [0, 45].

16. Open Middle™ Using the integers -9 to 9, at most one time each, fill in the
boxes to create a function with the corresponding range and zeros.
y= x2 + x+
⎧ ⎫
range: ⎨​ ​y ǀ y ⎬​ ​; zeros: x = and x =
⎩ ⎭

Spiral Review • Assessment Readiness

17. What type of transformation does 19. What is the interval notation of the
not produce a congruent figure? solution shown in the graph?
A translation
-1 0 1 2 3 4 5 6 7 8
B rotation

C dilation A [5, +∞) B  ​​(5, +∞)​​

D reflection C  ​​(-∞, 5)​​ D (-∞, 5]

18. What is the end behavior of the 20. Which notation represents a domain that
graph of h​​(t)​​ = -16t2 + 24t + 15? includes all nonnegative values of x?
A As x → -∞, y → +∞; as x → +∞, y → +∞. Select all that apply.
B As x → -∞, y → -∞; as x → +∞, y → -∞. A {x | x > 0}

C As x → -∞, y → -∞; as x → +∞, y → +∞. B {x | 0 < x < +∞}

D As x → -∞, y → +∞; as x → +∞, y → -∞. C [0, +∞)

D ​​(-∞, +∞)​​

E x < +∞

F x≥ 0

I’m in a Learning Mindset!

Who can support me in my learning about key characteristics of functions and

their graphs in a real-world context?

20  Keep Going to Journal and Practice Workbook

 1.3

Transformations of Function Graphs

I Can relate a pre-image to its image through a transformation rule.

Spark Your Learning

Romanesco broccoli is an edible flower
bud that grows in an outward spiral. Each spiral arm
contains florets that
decrease in size.

Complete Part A as a whole class. Then complete Parts B–D in small groups.

A. What is a mathematical question you can ask about this situation? What
information would you need to know to answer your question?

B. What is a reasonable size for the largest floret? What is a reasonable size
for the smallest floret?

C. To answer your question, what strategy and tool would you use along with all the
information you have? What answer do you get?

D. Does your answer make sense in the context of the situation? How do you know?
Is it possible for the floret to contain infinitely many smaller florets? Explain your
©ravl/Shutterstock

reasoning.

Turn and Talk How might you use the photo of the Romanesco florets to create
an image of a giant Romanesco?

Module 1 • Lesson 1.3 21

 Build Understanding

Translations of Function Graphs

In previous courses, you performed transformations of figures and function graphs.
Different transformations are indicated in a function rule by different parameters. A
parameter is a constant in a function rule (such as a or b in y = ax + b) that can be changed.

1 Each graph below shows a function f​​(x)​​ in blue, and a function g​​(x)​​ in red
formed by translating the graph of f​​(x)​​. To the left of each graph is a mapping
diagram of the inputs and outputs for f and g corresponding to the graph.
Input Input Output Output y
for g for f for f for g
4
+2
-1 -1 -2 0 2
g​​(x)​​ = f​​(x)​​ + 2: x
1 1 2 4
3 3 -2 0 -2 0 2 4 6
-2
5 5 2 4
-4

Input Input Output Output y

for g for f for f for g
4
-2
1 -1 -2 -2 2
g​(​ x)​​ = f ​​(x - 2)​​: x
3 1 2 2
5 3 -2 -2 -2 0 2 4 6
-2
7 5 2 2
-4

A. Compare the mapping diagram and graphs for f and g in the top row
above. How do the inputs of f and g compare? How do the outputs
compare? How does this relate to the parameter 2 in the rule
g​(​ x)​​ = f​(​ x)​​ + 2? What is the effect of this parameter on the graph of f?

B. Compare the mapping diagram and graphs for f and g in the bottom row
above. How do the inputs of f and g compare? How do the outputs compare?
How does this relate to the parameter 2 in the rule g​​(x)​​ = f ​​(x - 2)​​? What is
the effect of this parameter on the graph of f ?

C. In Part A, adding 2 to the output value of f translates its graph in a positive

(vertical) direction on the coordinate plane. In Part B, subtracting 2 from the
input value of g to obtain the input value of f translates the graph of f in a
positive (horizontal) direction on the coordinate plane. How does moving the
parameter 2 from “outside” to “inside” the function result in this difference?

Turn and Talk In each of Parts A and B, how will the graph of g change if you
replace the parameter 2 with -2? Explain your reasoning.

22 
Stretches and Compressions of Function Graphs
While a translation of the graph of a function affects only its position on the coordinate
plane, a vertical or horizontal stretch or compression affects the graph’s appearance.

2 Each graph below shows a function f​​(x)​​ in blue, and a function g​​(x)​​ formed
by stretching or compressing the graph of f​​(x)​​ in red. To the left of each graph
is a mapping diagram of the inputs and outputs for f and g corresponding to
the graph.

Input Input Output Output y

for g for f for f for g
4
• 2
-1 -1 -2 -4 2
g​​(x)​​ = 2f​​(x)​​: x
1 1 2 4
3 3 -2 -4 0 2 4 6 8
-2
5 5 2 4
-4

Input Input Output Output y

for g for f for f for g 4
•
1
—
2

( )
-2 -1 -2 -2 2
​  1 ​x ​​:
g​(​ x)​​ = f ​​ _ x
2 2 1 2 2
0 2 4 6 8
6 3 -2 -2
-2
10 5 2 2
-4

A. Compare the mapping diagram and graphs for f and g in the top row
above. How do the inputs of f and g compare? How do the outputs
compare? How does this relate to the parameter 2 in the rule g​​(x)​​ = 2f​​(x)​​?
What is the effect of this parameter on the graph of f ?
B. Compare the mapping diagram and graphs for f and g in the bottom
row above. How do the inputs of f and g compare? How do the outputs
( )
compare? How does this relate to the parameter 2 in the rule g​​(x)​​ = f ​​ ​ _12 ​x ​​?
What is the effect of this parameter on the graph of f ?
C. In Part A, multiplying the output value of f by 2 stretches its graph vertically.
In Part B, dividing the input value of g by 2 to obtain the input value of f
stretches its graph horizontally. How does moving the parameter 2 from
“outside” to “inside” the function result in this difference?

Turn and Talk In each of Parts A and B, how will the graph of g change if you
replace the parameter 2 with _
​​ 1 ​​? Explain your reasoning.
2

Module 1 • Lesson 1.3 23

 Reflections of Function Graphs
For the parameters in function rules that indicate stretches or compressions, a negative
value indicates that there is also a reflection across the x- or y-axis.

3 Each graph below shows a function f in blue and a function g in red formed by
reflecting the graph of f across an axis. To the left of each graph is a mapping
diagram of the inputs and outputs for f and g corresponding to the graph.

Input Input Output Output y

4
for g for f for f for g
• (-1)
2
-1 -1 -2 2 x
g​​(x)​​ = -f​​(x)​​:
1 1 2 -2 -4 -2 0 2 4
3 3 -2 2 -2
5 5 2 -2 -4

Input Input Output Output y

4
for g for f for f for g
• (-1)
2
1 -1 -2 -2 x
g​(​ x)​​ = f​​(-x)​​: -1 1 2 2 -4 -2 0 2 4
-3 3 -2 -2 -2
-5 5 2 2 -4

A. Compare the mapping diagram and graphs for f and g in the top
row above. How do the inputs of f and g compare? How do the outputs
compare? How does this relate to the parameter -1 (the negative sign)
in the rule g​(​ x)​​ = -f​(​ x)​​? What is the effect of this parameter on the
graph of f?
B. Compare the mapping diagram and graphs for the functions f and g in
the bottom row above. How do the inputs of f and g compare? How do
the outputs compare? How does this relate to the parameter -1 in the rule
g​​(x)​​ = f​​(-x)​​? What is the effect of this parameter on the graph of f ?
C. In Part A, the negative sign reflects the graph vertically, while in Part B, the
negative sign reflects the graph horizontally. How does moving the negative
sign from “outside” to “inside” the function result in this difference?
D. For an even function, f​​(-x)​​ = f​(​ x)​​ for all x in the domain of f. The graph
of an even function and its reflection across the y-axis are identical. For an
odd function, f​​(-x)​​ = -f​​(x)​​ for all x in the domain of f. The graph of an
odd function is the same when it is reflected across the y-axis as it is when
reflected across the x-axis. Is the function f graphed above even, odd, or
neither? Explain.

Turn and Talk How can you describe the graph of an even function in terms of
its symmetry? How can you describe the graph of an odd function in terms of its
symmetry? Explain.

24 
Step It Out

Graph a Combined Transformation

A function rule may combine the transformation parameters you have seen in this lesson.
The table below summarizes the effect of the parameters on a general function f​​(x)​​.

( )
​  b1 ​​(x - h)​ ​​ + k
Graph of g​​(x)​​ = af​​​  ​ __

Parameter Transformation of the Graph of f(x)

a > 1: vertical stretch by a factor of a
a 0 < a < 1: vertical compression by a factor of a
-a where a > 0: adds a reflection across the x-axis

b > 1: horizontal stretch by a factor of b

b 0 < b < 1: horizontal compression by a factor of b
-b where b > 0: adds a reflection across the y-axis

h > 0: horizontal translation right h units

h
h < 0: horizontal translation left ∣h∣ units

k > 0: vertical translation up k units

k
k < 0: vertical translation down ∣k∣ units

4 Describe how to transform the graph of f​​(x)​​ shown to obtain the y

graph of g​​(x)​​ = -f ​​(2​(x - 3)​)​​ - 1, and show the graph. 4
(3, 3)
f(x)
Identify the parameters and their effects: (0, 2.2)
x
a = -1: reflection across the x-axis A. Why is the value 0
-4 4
of b equal to _
​​  12 ​​, (-2, -1)
b=_
​​  1 ​​: horizontal compression by a
2 and not 2?
factor of _
​​  12 ​​
-4
h = 3: horizontal translation right 3 units
k = -1: vertical translation down 1 unit B. Why is h positive, but k negative,
when the function has minus signs
Apply these transformations to a few
where both parameters appear?
reference points on the graph of f​​(x)​​.
Remember: b and h affect the function’s
inputs, and a and k affect its outputs. For a C. Does the horizontal compression
point ​​(x, y)​​ on the graph of f(x), the image on change all the reference points?
the graph of g​​(x)​​ is (​​ bx + h, ay + k)​​ = Explain.

(
​​ _
​  12 ​x + 3, -y - 1 ​​.)
Reference and image points: (​​ -2, -1)​​ → (​​ 2, 0)​​; ​​(0, 2.2)​​ → (​​ 3, -3.2)​​;
(​​ 3, 3)​​ → (​​ 4.5, -4)​​
The graph of g​​(x)​​ is shown in red.

Turn and Talk How can you show the combined transformation from f​​(x)​​ to
g​​(x)​​ above as a sequence of four transformations on the coordinate plane?

Module 1 • Lesson 1.3 25

 Model with Transformations car driving a given distance
Recognizing that many real-world situations involve the at a constant speed
transformation of a function and its graph gives you a 220 mi
greater ability to interpret the situation in its context.

5 Matías is driving at a constant speed from his

home to Fairview for the weekend, as shown.
How can you use transformations of the graph
Fairview 132 mi
of the distance Matías has driven from home
as a function of time to obtain the graph of the
distance that remains to Fairview?
55 mi/h
​​ h​​
Write and graph a model for the distance d​ 
Matías has driven from home as a function of time: d(t)
A. Why is the domain
​​d​  h​​​​(t)​​ = 55t ​​(0 ≤ t ≤ 4)​​ 200 dh

Distance (miles)
restricted?
The graph is shown. Write a model for the distance d​ 
​​ r​​ 150
remaining to Fairview:
100
B. How is this model
​​d​  r​​​​(t)​​ = 220 - 55t (​​ 0 ≤ t ≤ 4)​​ dr
found? 50
The expression for d​  ​​ r​​​​(t)​​ includes the expression for d​ 
​​ h​​​​(t)​​. Write ​​ t
d​  r​​​​(t)​​ in terms of d​ 
​​ h​​​​(t)​​. 0
1 2 3 4
Time (hours)
​​d​  r​​​​(t)​​ = -​​d​  h​​​​(t)​​ + 220 C. Which of the parameters a, b, h,
and k apply? What are their values?
​​ r​​ is that of d​ 
The graph of d​  ​​ h​​ reflected across the t-axis and translated up
220 units. It is shown in red.

6 Imagine that as Matías passes the sign in the diagram, he realizes he forgot
his suitcase, and turns around to drive back home. How can you use
transformations of the graph of the distance Matías has driven from home to
the sign to obtain the graph of the distance remaining to drive back home?

Write and graph the model for the distance from home:
d(t)
​​d​  h​​​​(t)​​ = 55t ​​(0 ≤ t ≤ 1.6)​​ A. Why has the domain changed?
200
Distance (miles)

The graph is shown. Write a model B. Why is 1.6

​​ r​​ remaining:
for the distance d​  150
subtracted from t?

​​d​  r​​​​(t)​​ = 88 - 55​​(t - 1.6)​​ (​​ 1.6 < t ≤ 3.2)​​ 100

dh dr
Write ​​d​  r​​​​(t)​​ in terms of d​ 
​​ h​​​​(t)​​. C. Which parameters apply? 50
What are their values?
​​d​  r​​​​(t)​​ = -​​d​  h​​​​(t - 1.6)​​ + 88 t
0
1 2 3 4
​​ r​​ is that of d​ 
The graph of d​  ​​ h​​ reflected across the t-axis, Time (hours)
translated right 1.6 units, and translated up 88 units. It is
shown in red.

D. Write a piecewise-defined function f​​(t)​​ to model Matías’s distance from his

home over the domain 0 ≤ t ≤ 3.2.
26 
Check Understanding
Describe how the graph of g​​(x)​​is related to the graph of the given function f​(​ x)​​.

1. g​​(x)​​ = f ​​(x + 7)​​ 2. g​​(x)​ = f ​(4x)​ 3. g​​(x)​ = -f ​(x)​

4. Describe how to transform the graph of f​(​ x)​shown to obtain the y (4, 8)
graph of g​​(x)​​ = f ​​(-2x)​​ - 4, and show the graph. Include the effect of 8 (6, 8)
each parameter on the graph of the image. Also include the effects of f(x)
4
each parameter on the coordinates of the reference points shown on
the graph of f​(​ x)​. (0, 0) (8, 0) x
-8 -4 0 4 8
5. Francis takes an urban standing scooter on a 2-mile trip at a constant -4
speed of 10 mi/h. If f ​​(t)​​ = 10t represents the distance traveled as a
function of time, what function represent the distance remaining on -8
the trip? How can you write this as a transformation of f ​​(t)​​? What is
the relationship of the graphs?

On Your Own y
8
Use Structure The figure at the right shows the graph of a
function f ​​(x)​​. Match each transformation of f ​​(x)​​ with the correct graph 4
shown below. x
-8 -4 0 4 8
6. f ​​(x - 2)​​      7.  f ​​(x + 2)​​      8.  f​​(x)​​ - 2
-4

9. f ​​(2x)​​      10. ​​ __12 ​​ f ​​(x)​​       11. -f ​​(x)​​ -8

A.             
y    B.             
y    C. y
8 8 8

4 4 4
x x x
-8 -4 0 4 8 -8 -4 0 4 8 -8 -4 0 4 8
-4 -4 -4

-8 -8 -8

D.             
y    E.             
y    F. y
8 8 8

4 4 4
x x x
-8 -4 0 4 8 -8 -4 0 4 8 -8 -4 0 4 8
-4 -4 -4

-8 -8 -8

Module 1 • Lesson 1.3 27

 The graph of a function f​​(x)​​is shown. Describe each transformation to the y
4
graph of f​​(x)​​ indicated by the function g​​(x)​​, and sketch the result.

12. g​(​ x)​= f​​(x)​+ 4 13. g​(​ x)​= f ​(-x)​

x
14. g​(​ x)​= f ​(x + 3)​ 15. g​(​ x)​= 2.5f ​(x)​
-4 0 4
16. g​(​ x)​= f ​(2x)​ 17. g​​(x)​= f ​ __
5 ( )
​2​x ​

18. Is the function f(x) shown in the graph even, odd, or neither? Explain. -4

The graph of a function f(x) is shown. Describe each transformation to the y

graph of f(x) indicated by the function g(x), and sketch the result. 4

19. g​(​ x)​= f ​(x - 2)​ ​4​f ​(x)​

20. g​(​ x)​= __ 2
3
(2 )
​3​x ​
21. g​(​ x)​= f ​ __ 22. g​(​ x)​= f ​(x)​- 1
-4 -2 0 2 4
x

23. g​(​ x)​= -f ​(x)​ 24. g​(​ x)​= f ​(-x)​ -2

25. Is the function f ​​(x)​​ shown in the graph for Problems 19–24 even, odd, or -4
neither? Explain.
26. Determine whether the function whose graph is shown is an even function, an odd
function, or neither.
A.                B.                C.
y y y
4 4 4

x x x
-4 0 4 -4 0 4 -4 0 4

-4 -4 -4

27. You can use a graphing calculator

to explore transformations 5
1
f(x) = x
of graphs. The graphs of the 2
g(x) = f(x) + k
parent function f​(​ x)​​ = x and
3 k = 1.5
the transformed function -10 10

g​(​ x)​​ = f​(​ x)​​ + k are shown.

Notice that you can use a slider
to change the value of k and see
the effect on the graph of g.
-5 0 5
For each parent function
―
f​(​ x)​​ = ​​  √x ​​, f​​(x)​​ = log x, f​​(x)​​ = __
​​  1x ​​,
and f​(​ x)​​ = sin x use a graphing
calculator to explore the graph
of each transformed function
g listed below. Describe each
transformation based on the -5
values of k.
A. g​​(x)​= f​​(x)​+ k  B. g​​(x)​= f ​(x + k)​  C. g​​(x)​= k • f​​(x)​  D. g​​(x)​= f ​(kx)​
28 
Each function g​​(x)​​ is a transformation of a given function f​​(x)​​. Identify the
parameters of the transformation, and describe how the graph of f​​(x)​​ can be
transformed to obtain the graph of g​​(x)​​.

28. g​(​ x)​= __

3 (
​2​f ​ -​(x + 4)​ ​) 29. g​(​ x)​= 3f (​ x + 1)​- 4 (5 )
​2​(x + 1)​ ​+ 8
30. g​(​ x)​= -f ​ __

The graph of a function f​​(x)​​ is shown. Find the image of each labeled y
reference point after the indicated transformations, and use them to 5
sketch a graph of g​​(x)​​.
(-4, 2) (2, 2)
​3​  f (​ x)​- 2
31. g​(​ x)​= __ 32. g​(​ x)​= -f (​ -x)​
2 (0, 0)

​1​  f (​ x + 1)​+ 1
33. g​(​ x)​= -​__
2 (3 )
​2​​(x + 2)​ ​- 3
34. g​(​ x)​= f ​ __ -5 0
(4, -2)
5x

(-2, -2)
35. Until 1971, visitors at the Washington Monument in Washington,
DC could climb the 897-step spiral staircase inside. Suppose Jackie
-5
climbed these stairs at a rate of 39 steps per minute. After she
reached the top of the staircase, she immediately turned around
and descended at a rate of 52 steps per minute. How can you use transformations
of the graph of Jackie’s climb to obtain a graph of Jackie’s descent? Write functions
to model the climb and descent, including any restrictions on the domains. Sketch
graphs to model Jackie’s climb and descent.

36. A small company schedules to produce 24 specialty bicycles per day to make its
delivery target in 20 days, but a supplier problem delays the start of production
4 days. How can you use transformations of the graph of the original schedule to
obtain a graph of the daily production needed to still meet the deadline? Write
functions to model the original schedule and the new daily production schedule,
including any restrictions on the domains. Sketch graphs of both models.

37. A jet makes daily deliveries of crucial supplies to a company. The 1200-mile trip
is normally made at a constant speed of 400 mi/h, and leaves at noon. Today, the
flight leaves 90 minutes late, but increases its speed 100 mi/h to help make up time.
How can you use transformations of the graph of a normal flight to model and
graph today’s flight? How do the domain and range change? Explain.

38. The graphic shown will be part of a poster being created by a

school’s graphic design club. The base of each branch as you
go upward is at the same height as the tip of the branch below it.
Suppose the bottom right branch is represented by a function
f (​ x)​with endpoints at (0, 0) and (16, 10).
A. What function represents the bottom left branch?
B. The function g​​(x)​​ = _ (3 )
​​  3 ​​   f ​​  ​ _4 ​x ​+ 10 represents the branch
4
above f​​(x)​​. What transformations does this indicate? What
are the coordinates of this branch’s endpoints?
C. Does j​​(x)​​ = _ ( )
​​  34 ​​   g​​ _
​  43 ​x ​​ + 10 represent the third branch up on
the right? Justify your answer.

Module 1 • Lesson 1.3 29

 39. The graph shows a rounding function f (​ x)​that rounds a number to the y
4
nearest integer. For values such as x = -3.5 and x = 1.5 that are halfway
between two integers, f (​ x)​rounds x up to the next integer.
A. How does the transformation g​​(x)​​ = 2f (​ x)​​ affect the graph of f ​​(x)​​?
Graph the transformation. Is g​(​ x)​​ useful as a “rounding” function for
-4 0 4x
a given number x? Explain.
B. How does the transformation g​​(x)​​ = f ​​ _ ( )
​  12 ​x ​​ affect the graph of f ​(​ x)​​?
Graph the transformation. Is g​​(x)​​ useful as a “rounding” function for -4
a given number x? Explain.
C. How does the transformation g​​(x)​​ = 2f ​​ _ ( )
​  12 ​x ​​ affect the graph of f ​​(x)​​?
Graph the transformation. Is g​​(x)​​ useful as a “rounding” function for a given
number x? Explain. What do you predict that the function g​​(x)​​ = 10f ​​ __ 1
​  10  ​x ​​ ( )
would do?

40. A carnival ride goes up and down twice from the ground. To graph the height in feet
of the ride as it goes up and down the first time, graph the function h​​(t)​​ = -6​​t​2​​ + 48t,
where t is the time in seconds after the ride begins. The graph of the height in feet
of the ride as it immediately goes up and down a second time can be modeled by
compressing the first graph vertically by a factor of __
​​ 34 ​​and translating horizontally.
Make a sketch of the graph of the height. Then write a piecewise-defined function
to model the height.

41. Reason Is it possible for a function to be both even and odd? If so, under
what circumstance(s). If not, explain why not.

Spiral Review • Assessment Readiness

42. For the given piecewise-defined function, Use the graph below for Problems 44 and 45.
what are the values for f ​​(-2)​​ and f ​​(3)​​?
y
Select all that apply. 2

​ ​​ ⎧ 2x if x ≥ 0
f ​(x) = ⎨
⎩ -2x if x < 0 -2 0 2x
A -4 D 2 -2

B -2 E 4
44. On what interval(s) is the function decreasing?
C 1 F 6
A  ​​(-1, 1)​​ C  ​​(-∞, -1)​​
43. What solution is shown in the graph?
B  ​​(-∞, -1)​​, (​​ 1, +∞)​​     D  ​​(-∞, +∞)​​

a 45. What is the maximum value of the function on

[-2, 2]?
A  ​​(a, +∞)​​ C  ​​(-∞, a)​​
A -1 C 1
B [a, +∞) D (-∞, a]
B 0 D 2

I’m in a Learning Mindset!

What questions can I ask to encourage my classmates to share their

knowledge about combined transformations of functions?

30  Keep Going to Journal and Practice Workbook

 1.4

Transformations of Absolute
Value and Quadratic Functions
I Can use parameters to identify changes in the key characteristics of a
function.

Spark Your Learning

A professional stunt rider performs a jump between two ramps. The jump follows a
parabolic path as the force of gravity pulls the rider back down to Earth. The ramp is at a
45° angle, so it does not factor into determining the range.

The two ramps are d meters apart.

Complete Part A as a whole class. Then complete Parts B–D in small groups.

A. What is a mathematical question you can ask about this situation? What
information would you need to know to answer your question?

B. What variable(s) are involved in this situation? What unit of measurement

would you use for each variable?

C. To answer your question, what strategy and tool would you use along with
all the information you have? What answer do you get?
©aluxum/E+/Getty Images

D. Does your answer make sense in the context of the situation? How do you
know?

Turn and Talk Predict how your answer would change for each of the following
changes in the situation:
• The distance doubled.
• The angle of the ramp is increased.

Module 1 • Lesson 1.4 31

 Build Understanding

Analyze Absolute Value and Quadratic Parent Functions

You can graph different types of functions using transformations of parent functions,
which are the most basic form of each type of function. Recall that the absolute value of
a number is its distance from 0 on the number line. The parent absolute value function
⎧x      if x ≥ 0
is f​​(x)​​ = ⎜​​ x⎟​​ = ⎨​​ ​​​​      ​​. Recall that this is an example of a piecewise-defined function.
⎩ -x   if x < 0
A quadratic function is a function defined by a quadratic expression of the form
ax2 + bx + c (where a ≠ 0) and has the parent function g​​(x)​​ = x2. The graph of a
quadratic function is a curve called a parabola. The highest or lowest point on the graph
of an absolute value function or a quadratic function is called the vertex.

1 A. The graphs of f​​(x)​​ = ⎜​​ x⎟​​ and g​​(x)​​ = x2 are shown. Compare the domain
and range of f to those of g.

f(x) g(x)
4 4

2 2
x x
-4 -2 0 2 4 -4 -2 0 2 4
-2 -2

-4 -4

B. The two graphs have some features that are the same and others that are
similar. Compare and contrast the graphs with respect to their vertices,
intervals where they are increasing or decreasing, and their end behavior.

C. Describe the symmetry of both of the graphs. Are the functions even, odd,
or neither?

D. How do the end behaviors of the parent absolute value function and parent
quadratic function compare to that of linear functions you have analyzed?

E. How does the value of the parent absolute value function change between
x = 0 and x = 1? between x = 1 and x = 2? between x = 2 and x = 3?
How does the value of the parent quadratic function change between these
same pairs of x-values? Contrast the rate of change between consecutive
nonnegative integer values of x for the two functions.

Turn and Talk How are the intervals where the parent absolute value function is
increasing and decreasing linked to the piecewise definition of the function? What
connection is there between the piecewise definition and the point where its graph
changes from decreasing to increasing?

32 
Step It Out

Transform Absolute Value and Quadratic Functions

Multiple transformations of an absolute value function or quadratic function occur
when at least two of the parameters of the function change. Identifying the effect of
changing each individual parameter helps to describe a combination of transformations.

2 Describe how to transform the graph of the parent absolute value function
( )
f​​(x)​​ = ⎜​​ x⎟​​ to obtain the graph of the function g​​(x)​​ = -2 f  ​​ _​ 14 ​ (​ x + 1)​ ​​ - 3.
Then draw the graph of the function g.

Identify the parameters and their effect on the parent graph.

Parameter Effect on the Graph of the Parent Function f

a = -2 vertical stretch by a factor of 2 and reflection across the x-axis

b=4 horizontal stretch by a factor of 4 A. Which transformations

h = -1 horizontal translation left 1 unit occur inside the function
f and which occur
k = -3 vertical translation down 3 units outside of f ?

So the combined transformation of the graph of f to draw the

graph of g involves a reflection, both a vertical and a horizontal
stretch, and a translation both horizontally and vertically.
B. Which parameters impact
Create a mapping rule for the combined transformation. the x-coordinate and which
impact the y-coordinate?
 pplying the transformations to any point (​​ x, y)​​ on the graph
A How is this connected to
of f results in the point (​​ 4x - 1, -2y - 3)​​on the graph of g. your answer to Part A?

Use the mapping rule to transform the reference points on f to those on g.

Point on the Corresponding Point on the

Graph of f Graph of g C. How can you use
​​(-1, 1)​​ ​​(4​(-1)​ -1, -2​(1)​ - 3)​​ = ​​(-5, -5)​​ the mapping rule to
quickly verify that the
(​​ 0, 0)​​ ​​(4​(0)​ -1, -2​(0)​ - 3)​​ = (​​ -1, -3)​​ ordered pairs of g were
​​(1, 1)​​ ​​(4​(1)​ -1, -2​(1)​ - 3)​​ = (​​ 3, -5)​​ calculated correctly?

Use the transformed reference points to graph the function g.

y D. Analyze the graph of g. Are

x the expected transformations
-4 -2 0 2 exhibited by the graph?
-2 Explain your reasoning.
(-1, -3)

-4
(-5, -5) (3, -5)
-6

Module 1 • Lesson 1.4 33

 3 Describe how to transform the graph of the parent quadratic function
f​​(x)​​ = x2 to obtain the graph of the function g​​(x)​​ = f​​( 4​(x - 2)​)​​ + 1. Then
draw the graph of g.

Identify the parameters and their effect on the parent graph.

Parameter Effect on the Graph of the Parent Function f

a=1 no vertical stretch

b = _​​ 14​​ horizontal compression by a factor of ​​ _14 ​​ A. Which transformations

occur inside the function f?
h=2 horizontal translation right 2 units
which occur outside of f?
k=1 vertical translation up 1 unit

The combined transformation needed to draw the graph of g

involves a horizontal compression and a translation both
horizontally and vertically.
B. Which parameters
Create a mapping rule. impact the x-coordinate
and which impact the
Applying these transformations to any point (​​ x, y)​​ on the parent y-coordinate? Explain
(
graph of f results in the point ​​ _​  14​x + 2, y + 1 ​​on the graph of g. ) the connection to your
answer to Part A.
Use the mapping rule to transform the reference points on
f to those on g.

Point on the Corresponding Point on the

Graph of f Graph of g C. How can you use
​​(-1, 1)​​ ( ) ( )
​​ _​ 14 ​​(-1)​ + 2, 1 + 1 ​​ = ​​ _​ 74 ​, 2 ​​ the mapping rule to
quickly verify that the
​​(0, 0)​​  ​​(_​  14 ​​(0)​ + 2, 0 + 1)​​ = (​​ 2, 1)​​ ordered pairs of g were

(​​ _​ 14​​(1)​ + 2, 1 + 1)​​ = ​​(_​ 94​, 2)​​

calculated correctly?
​​(1, 1)​​

Use the transformed reference points to graph the function g.

y
D. Are the expected transformations
6
exhibited by the graph? Explain
your reasoning.
4
7
( 4 , 2) 9
( 4 , 2)
2
(2, 1) x
-2 0 2 4 6

Turn and Talk Why are three reference points used for graphing these
transformations? Why not more or less?

34 
Model with Absolute Value and Quadratic Functions
Transformations of absolute value and quadratic functions can be used to model many
real-world situations. For example, engineers use mathematical models as they design
structures. These models facilitate the use of virtual testing before construction begins.

4 STEM Engineers working on a bridge project are considering two different

designs. One design has a single tower supporting the roadway and the other
design uses two towers.

The engineers need to determine a mathematical model for the cable in each
design. The figures below show drawings of the cables with a coordinate grid
used to identify key points on each cable.
One-Tower Design Two-Tower Design

c1(x) c2(x)
(125, 100) cable
cable cable (0, 70) (250, 70)
tower tower
(125, 20)
(0, 0) (250, 0) x x
roadway tower roadway

The model for the outermost cable of the one-tower design has the form
c1​​(x)​​ = a​​⎜x - h⎟​​ + k, where x is the horizontal distance (in feet) from the left
end of the roadway and c1​​(x)​​ is the cable’s height (in feet) above the roadway.

The model for the cable of the two-tower design has the form c2​​(x)​​ = a​​(x - h)​​2 + k,
where x is the horizontal distance (in feet) from the left end of the roadway and
c2​(​ x)​​ is the cable’s height (in feet) above the roadway.

One-Tower Design Two-Tower Design

A. What points on
c1​​(x)​​ = a​​⎜x - h⎟​​ + k c2​​(x)​​ = a​​​(x - h)​​  ​​ + k
2
each graph were
used for the
0 = a​​⎜0 - 125⎟​​ + 100 70 = a​​​(0 - 125)​​  ​​ + 20
2
substitutions?

0 = a​​⎜-125⎟​​ + 100 70 = a​​​(-125)​​  ​​ + 20

2

-100 = 125a B. Why is a negative used for 50 = 15,625a

the absolute value model but
-0.8 = a ​​ _2  ​​ = a
not for the quadratic model? 625

So the model for the cable in the one-tower design is c1​​(x)​​ = -0.8 ⎜​​ x - 125⎟​​ + 100
and the model for the cable in the two-tower design is c2​​(x)​​ = ___ 2
​​ 625 ​​​​(x - 125)​​2 + 20.

C. Find, interpret, and compare the average rates of change of the functions
​​c​  1​​​​(x)​​ and ​​c​  2​​​​(x)​​on the interval 0 ≤ x ≤ 125.

Turn and Talk Interpret the key features of the functions c​ ​​ 1(​​​​ x)​​ and ​​c​  2​​​​(x)​​ in
the context of the situation. The key features should include domain and range,
intercepts, intervals where the function is increasing or decreasing, maximum and
minimum values, and symmetries.

Module 1 • Lesson 1.4 35

 Check Understanding
1. Which of the following characteristics of the parent absolute value function and the
parent quadratic function will allow you to distinguish between the two functions
without drawing their graphs? Explain.
• vertex • end behavior • reference points
• average rate of change • symmetry
• intervals where they are increasing and decreasing

2. ⎜ ⎟
A function is described by h1​​(x)​​ = ​​ _​ 16 ​  x ​​. Use a
8
y
vertical transformation of the parent absolute value
function to write a function h2​(​ x)​​ that has the same
6
graph as h1​(​ x)​​ . Then compare the transformations. A g(x)
A’
4
3. The graphs of f and g are shown at the right. Write
the function g​​(x)​​ as a transformation of f​​(x)​​. f(x) B’
2

4. Sam is using a laser pointer to measure the height B x

of a building. The laser pointer is aimed at a mirror -2 0 2 4 6
placed on the ground so that the light beam reflects
off the mirror up to the top edge of the building’s
exterior wall. The beam can be modeled by an absolute
value function where x is the distance from the h
Beam of laser
exterior wall of the building. ​ pointer
A. Write the function that models the path of the (26.25, 5)
beam from the laser pointer. Mirror x
B. The units on the diagram are in feet. What is Ground (22.5, 0)
the value of h​​(0)​​? What does it represent in this
situation?

On Your Own
5. Compare the key characteristics of the parent absolute value function to those of
the parent linear function, f ​​(x)​​ = x.
Describe how to transform the graph of f​​(x)​​ = ​⎜x⎟​ to obtain the graph of the related
function g​​(x)​​. Then draw the graph of g.
6. g​​(x)​​ = f ​​(x + 1)​​ 7. g​​(x)​​ = f ​​(x)​​ + 4 8. g​​(x)​​ = 2 f ​​(x)​​

9. g​​(x)​​ = 3 f ​​(x - 2)​​ 10. g​​(x)​​ = - f ​​(x)​​ + 1 11. g​​(x)​​ = f ​​ _ (2 )

​ 1 ​ ​(x - 8)​ ​​

​​ 2 ​​ f ​​(x)​​ - _
12. g​​(x)​​ = _
3
​​ 1 ​​
2 ( ​ 1 ​ ​​ + _
13. g​​(x)​​ = - f ​​ x - _
4 )
​​ 1 ​​
4
14. g​​(x)​​ = -3 f ​​(x - 2)​​ + 6

Describe how to transform the graph of f​​(x)​​ = x2 to obtain the graph of the related
function g(x). Then draw the graph of g.
15. g​​(x)​​ = f ​​(x)​​ - 5 16. g​​(x)​​ = f ​​(x + 1)​​ + 3.5 ​ 1 ​ x ​​
17. g​​(x)​​ = f ​​ _
2 ( )
18. g​​(x)​​ = -f ​​(x + 1)​​ ​​ 3​f ​​(x)​​ + 1
19. g​​(x)​​ = _ 20. g​​(x)​​ = -2 f ​​(x + 1)​​ + 1
4
21. g​​(x)​​ = 4 f ​​(x)​​ - 2 22. g​​(x)​​ = _ ​​ 1​f ​​(x + 5)​- 3 23. g​​(x)​​ = f ​​(x + 2)​​ - 2
5
36 
 24. STEM Some boats are designed with V-shaped y
10
hulls because such hulls give a smoother ride (64, 4)
(0, 4)
in rough water. The coordinate plane shows the x
cross section of one V-shaped hull, where the -10 0 10 20 30 40 50 60 70
coordinates are given in inches and the x-axis -10
represents the surface of the water. Let f ​(​ x)​​ be
an absolute value function that models the hull’s -20 (32, -16)
cross section.
A. What is the minimum value of f ​​(x)​​? Interpret the minimum value in the context of
the situation.
B. Identify the intervals where f ​​(x)​​ is positive and where f ​​(x)​​ is negative. Interpret
these intervals in the context of the situation.
C. Suppose the V-shaped hull for a second model of boat has a maximum width of
100 inches, is 5 inches above the water at its edges, and extends 25 inches below
the water at its lowest point. Sketch a graph of the absolute value function g ​​(x)​​ that
models the cross section of this hull. What are the domain and range of g ​(​ x)​​?

25. Construct Arguments The angle that a

5
ball bounces off the side of a pool table is equal 13

to the angle at which it hits the side. So the path 4

of a ball bouncing off the side of a pool table 3
can be modeled with an absolute value function. 2
Anna claims that if she hits the cue ball, located
1
at (9, 2.75), into the 13 ball, located at (7, 4.25),
so that the 13 ball bounces off the table’s side at
(6, 5), then the 13 ball will go into the corner 0 1 2 3 4 5 6 7 8 9 10
pocket.
A. Write a function rule to model the path of the 13 ball.
B. Graph the function rule over an appropriate domain. Is Anna’s claim correct?
Use the graph to justify your answer.
h
26. Model with Mathematics One fireworks
64
shell is launched and then an identical shell is set
off 2 seconds later with the same launch velocity 56
and launch angle. The shells are designed to
explode at their maximum height. The height 48
(in feet) of the shells t seconds after the first shell
Height (ft)

was launched are given by the functions 40

h1​​(t)​​ = -16t2 + 64t and h2​​(t)​​.
32
A. Use transformations to write a rule for h2(t)
©lavizzara/Shutterstock

in terms of h1​​(t)​​. 24
h2(t)
B. Use your rule for h2​​(t)​​ to write a quadratic
function that models the height of the second 16
h1(t)
fireworks shell t seconds after the first shell
8
was launched.
t
0 1 2 3 4 5 6 7
Time (s)

Module 1 • Lesson 1.4 37

 27. A bridge over a river has the parabolic arch shown, where y
100
the coordinates of the labeled points are in feet and the x-axis
represents the roadway. Let f ​​(x)​​be a quadratic function that (100, 80)
80
models the arch.
A. Estimate, interpret, and compare the average rates of 60
change of f ​​(x)​​ over the intervals 0 ≤ x ≤ 60 and
60 ≤ x ≤ 100. 40

B. Write an equation for f ​​(x)​​. 20

C. Find and interpret the intervals where f ​​(x)​​ is positive roadway x
and where f ​​(x)​​ is negative. 0 40 80 120 160 200
28. A hammock hangs between two trees and forms a curve -20
that can be approximated by a parabola. The two trees are 8 river (200, -40)
meters apart. One end of the hammock is 1 meter to the right -40
(0, -40)
of the one tree and 3 meters above the ground. The other end
of the hammock is 1 meter to the left of the second tree and
3 meters above the ground. The center of the hammock is halfway
between the two trees and is 2.635 meters above the ground.

©Neurobite/iStock/Getty Images
A. Make a sketch of a graph representing the hammock. Label the ends and the center.
B. Write a function that models the hammock, using transformations of the parent
quadratic function. Include the domain and range of the function.

Spiral Review • Assessment Readiness

29. What is the domain of the function? 31. Which transformation represents a vertical
A  ​​(0, +∞)​​ f(x) stretch by a factor of 5 of the graph of the
x function f​​(x)​​?
B [0, +∞)

C  ​​(-∞, +∞)​​
-2
-2
0 2 4
(5 )
​ 1 ​x ​​
A g​​(x)​​ = f ​​ _ C ​​ 1 ​​ f​​(x)​​
g​​(x)​​ = _
5
D  ​​(-∞, 0)​​ B g​​(x)​​ = f ​​(5x)​​ D g​​(x)​​ = 5f​​(x)​​
-4
32. The graph of f​​(x)​​ is shown and
g​​(x)​​ = 4 ⎜​​ x - 2⎟​​ - 3. Which function has
a vertex at (​​ 2, -3)​​?
30. The graph of f​​(x)​​ is increasing on
​​(-∞, 0)​​ and decreasing on (​​ 0, +∞)​​. A f​​(x)​​ y

Which statement must be true? B g​​(x)​​ 2

f(x)
A f​​(x)​​ has a maximum at x = 0. C Neither x
0
B f​​(x)​​ has a minimum at x = 0. D Both 2 4
-2
C The domain of f​​(x)​​ is (​​ 0, +∞)​​.
D The range of f​​(x)​​ is (​​ 0, +∞)​​.

I’m in a Learning Mindset!

Who can support me in my learning about writing transformed absolute value

and quadratic functions modeling real-world situations?

38  Keep Going to Journal and Practice Workbook

 1.5

Compare Functions Across

Representations
I Can compare the properties of two or more functions when they are
represented in different ways.

Spark Your Learning

Bryan and Felix are football players practicing their punting skills. They agree that their
practice goal for the day will be to improve the maximum height of their punts. At the end
of practice, they compare their highest punts.

h
80
Height (ft)
60

40

20
t
The height of Felix’s highest 0 1 2 3 4
punt is modeled by the graph. Time (s)

Complete Part A as a whole class. Then complete Parts B and C in small groups.

A. What is a mathematical question you can ask about this situation? What
information would you need to know to answer your question?

B. Why would the players represent their highest punt in a different way?
How can you compare properties of two functions each represented in a
©Dennis MacDonald/Alamy

different way?

C. To answer your question, what strategy and tool would you use along
with all the information you have? What answer do you get?

Turn and Talk Felix says that a greater maximum height always implies a longer
hang time (the time from being kicked until the ball reaches the ground). Is that
correct? Explain why or why not.

Module 1 • Lesson 1.5 39

 Build Understanding

Investigate Properties Revealed by Different

Function Representations
You can represent a function using a verbal description, a table, a graph, or an algebraic
equation. The representations are each good for revealing different properties of the
function they represent.

Representation Strengths of Representation

useful for aiding in visualization and interpretation, particularly when
Verbal Description
compared to the parent function
can help identify/approximate intercepts and key values, as well as reveal
Table
any symmetry of the function
provides a quick visual for the approximate maximum/minimum values,
Graph intervals of increasing/deceasing behavior, x- and y‑intercepts, symmetry,
and key values
Equation can be used to find any value given one of the variable values

1 Four different representations of a function are shown below.

Verbal Description Equation

The function is a vertical compression of the parent

quadratic function by a factor of __ ​​ 12 ​​, its vertex is f​​(x)​​ = _ 3 ​​
​​  1 ​​  x2 + x - ​​ _
2 2
​​(-1, -2)​​, and its end behavior is ​y → +∞​as ​x → ±∞​.

Graph Table

f(x)
x f​​(x)​​
4
-5 6
2
-3 0
x
-1 -2
-4 -2 0 2
-2 1 0
3 6

A. What are f​​(-1)​​, f​(​ 0)​​, and f​​(2)​​? Explain how you determined each value.
B. How would you find the vertex, maximum/minimum values, intervals of
increasing or decreasing behavior, and intercepts given each representation
by itself?
C. For each representation shown above, if that is the only information you have,
can it be used to describe the symmetry of the function? Explain your answers.

Turn and Talk How might you determine a property of a function that is not
easily identifiable by the representation you are given? Give an example.

40 
Step It Out

Compare Functions Given Using Different

Representations
If two functions are presented using different representations, you may need to convert
one or both of the functions to another representation before comparing properties.

2 The function g is a vertical stretch by a factor of

x f​(​ x)​​
2 of the parent absolute value function, followed by a
-2 7
translation of 2 units left and 3 units up. The function
-1 6
f is an absolute value function represented by the table
0 5
of values shown at the right. Which function has the
2 5
greater minimum value?
3 6

Method 1 – Use the Given Representations

The parent absolute value function has vertex (0, 0). A. Why is the vertex of g not
Only the translation affects the vertex for g. affected by the stretch?

Translating (​​ 0, 0)​​left 2 units and up 3 units gives g a vertex at (​​ -2, 3)​​.
So the minimum value of g is 3.
Look at the pattern of values in the table for f. Due to the symmetry B. Why must the
of an absolute value function, the vertex of f must have x‑coordinate 1. x‑coordinate be 1?
Using the pattern in the table, the vertex of f is (​​ 1, 4)​​. And why is f​ ​(1)​ = 4​?

So the minimum value of f is 4.

Comparing the two minimum values, the function f has the greater minimum.

Method 2 – Use a Common Representation

Since f is represented by a table, the given ordered pairs (​​ x, f​(x)​)​​ can be plotted
and used to draw its graph.
To graph the function g, first create an equation using the verbal description.
The function has the form g​ ​(x)​= a​⎜x - h⎟​+ k​.

g​(​ x)​​ = 2​​⎜x - (​ -2)​⎟​​ + 3   a = 2, h = -2, and k = 3 C. How are the values of
a, h, and k determined?
= 2​​⎜x + 2⎟​​ + 3 Simplify.

f(x) g(x)
6 6

4 4

2 2
x x
-2 0 2 4 -6 -4 -2 0 2

From the graphs, the minimum value of f is 4 and the minimum value of g is 3.
So the function f has the greater minimum value.

Module 1 • Lesson 1.5 41

 The ability to compare functions given different representations is helpful for
comparing a variety of key features of real-world situations.

3 Two teams are launching pumpkins. The height hA (in feet) of Team A’s
pumpkin is given by the equation shown, where t is the time (in seconds) since
launch. The height of Team B’s pumpkin is shown by the graph. How do the
maximum heights of the two teams’ pumpkins compare?

Team A Team B
hA​​(t)​​ = -16t2 + 56t + 18
hB(t)
60

Height (ft)
40

20
t
0 2 4

©ZUMA Press Inc/Alamy

Time (s)

Method 1 – Use the Given Representations

Team A: The function is quadratic. The maximum height occurs at its
vertex. The vertex of a quadratic function f(x) = ax2 + bx + c occurs at
x = -​​ __
b
​​. For hA(t), -​​ __
b
​​ = __
​​  74 ​​.
2a 2a A. How was this value calculated?

() () ()
2
​  7 ​ ​​ = -16​​​ _
hA​​ _ ​  7 ​ ​​ ​​ + 56​​ _
​  7 ​ ​​ + 18 = -49 + 98 + 18 = 67
4 4 4
The maximum height reached by Team A’s pumpkin is 67 feet.
Team B: Only an approximation of the maximum height can be made from the
graph. The graph shows that the maximum height is approximately 70 feet.
Team B’s pumpkin reaches a greater maximum height.

Method 2 – Use a Common Representation

The graph of function hA can be created using its equation.
   Team A         
Team B
hA(t) hB(t) B. How can you
60 60 visually determine
Height (ft)

Height (ft)

a difference in the
40 40 maximum heights
shown by the graphs?
20 20
t t
0 2 4 0 2 4
Time (s) Time (s)

Turn and Talk Can you determine which pumpkin landed the farthest away?
Explain.

42 
Check Understanding
1. In a homework problem, the table at the right is given
x f​​(x)​​
as the representation for a quadratic function f. The
-1 4
equation for a function g is also given. The problem asks to
compare the values of the two functions when x = 2. Lisa 0 6
determined that g​​(2)​​ = 4 but she says it is not possible to 1 4
determine f ​​(2)​​ since x = 2 is not given in the table.
Do you agree or disagree? Explain your answer.
2. A company manufactures several types of steel balls for use in ball bearings, where
each type has a different size. Let d be a ball’s diameter (in millimeters). For a ball
of Type A, the deviation D​  ​​ A​​from spec (in millimeters) is given by the equation
​​D​  A​​ = ⎜​​ d - 20⎟​​. For a ball of Type B, the deviation D​ 
​​ B​​from spec is given by the
table.
A. If a ball of Type A and a ball of Type B are Diameter, d (mm) 5 10 15 20 25
manufactured exactly to spec, which ball
Deviation, ​D​  B​​ (mm) 10 5 0 5 10
will be larger? Explain.
B. What is the end behavior of the functions represented by the equation and table
as d → +∞? Interpret the end behavior in the context of the situation.
3. Jim is taking batting practice. The height h (in feet) Second Hit
of his first hit, as a quadratic function of time t
h
(in seconds) after the ball was hit, is represented
by the table below. The height of his second hit is 80
represented by the graph at the right. Compare the
Height (ft)

60
maximum heights of each hit.
40
First Hit
Time (s) 0 0.5 1 1.5 2 20
t
Height (ft) 1 20.5 32 35.5 31
0 2 4 6
Time (s)

On Your Own

4. Reason The graph of an exponential f(x)

16
function f is shown at the right. The function (4, 16)
g is a vertical compression by a factor of __
​​ 12 ​​ of the
12
function f, followed by a horizontal translation
1 unit to the right. 8
A. How is the average rate of change of f
between x = 0 and x = 4 related to the 4
average rate of change of g between these (0, 1) x
two x-values? -2 0 2 4
B. How do the values f(0) and g(0) compare?

Module 1 • Lesson 1.5 43

 5. Teams A and B of the pumpkin-launching competition in Task 3 are comparing
the maximum heights and the distances traveled for their launched pumpkins. The
trajectory of each team’s pumpkin is the relationship between the horizontal and
vertical distances of the pumpkin from the point at which it was launched. The
trajectory function f represents the vertical distance (in feet) for Team A’s pumpkin,
where x is its horizontal distance (in feet). The trajectory function g for Team B’s
pumpkin is represented by the data shown in the table.

Team A Team B
Horizontal Vertical distance,
distance, x (​​ ft)​​ g​(​ x)​​ ​​(ft)​​
0 6

f(x) = –0.004x 2 + 0.885x + 18 50 45

100 66
150 69
A. Based on the given functions, which 200 54
team’s pumpkin traveled higher? 250 21
How high did it travel? How do the
maximum heights you found compare to those found in Task 3?
B. Which team’s pumpkin traveled farther? How much farther did it travel
compared to the other team’s pumpkin?

6. The costs for two different parking options near a civic center are shown. A cost
function can be written for each option. Which option would you choose if you
were parking for 20 minutes? Which option would you choose if you were parking
for 150 minutes? Explain your answers.

Option 1 Option 2

PARKING RATES P RATES

up to 1 h $1.25
First half hour: up to 2 h $2.50
free up to 3 h $3.75
Each additional up to 4 h $5.00
up to 5 h $6.25
half hour: up to 6 h $7.50
$2.00 up to 7 h $8.75
up to 8 h $10.00

7. Let f​(​ x)​​ = ⎜​​ 2 - x⎟​​. The graph of the absolute value function g has a maximum at
(​​ 0, 2)​​and passes through the point (​​ 2, 0)​​. For what values of x is f​(​ x)​​ > g​(​ x)​​?
Explain how you know.

8. One plumber charges $80 to show up plus an additional $40 per hour of work. A
second plumber changes customers based on the function C​​(t)​​ = 50t + 40, where t
is the number of hours of work and C is the cost in dollars. Which plumber charges
more for 3 hours of work? Explain how you know.

44 
 9. Suppose the vertical height (in meters) Gateshead Millennium Bridge
of the support arch of the Gateshead
Millennium Bridge is given by the
function shown, where x is the horizontal f​(x)​ = -0.79​(​ x - 63​​)​​ ​​ + 50
2

distance (in meters) from the left bank of

the river. The vertical height (in meters)
of the support arch of the Sydney Harbour
Bridge is shown in the graph. How do the
maximum heights of the support arches
for the two bridges compare?

Sydney Harbour Bridge Sydney Harbour Bridge

y
Height of arch (m)

120

80

40
x
0 100 200 300 400 500
Distance from left bank (m)

10. The revenues of zip line companies increase to their maximums near the middle of
the summer season and then decrease. The daily revenues R (in dollars), where d is
the number of the day with 1 = January 1, of three different zip line companies are
represented below.
A. Which company experienced the greatest daily revenue? Which company
reached its revenue peak earliest in the year?
B. How can you determine if there is a day when two of the companies have the
©John J Brown/Shutterstock; (b) ©Markus Gann/Shutterstock

same daily revenue?

Company A Company C
R(d) = - 0.067​d​​  2​ + 24.12d - 1670.8
R
600
Revenue ($)

400
Company B
d (day) R(d) ($) 200

50 250 d

100 400 0 80 160 240 320

150 450 Day (where 1 = Jan. 1)

200 400

Module 1 • Lesson 1.5 45

 11. Two containers shaped like rectangular prisms have
Container B
square bases. The volume of Container A is given by
​​V​  A​​(x) = 8​​x​  2​​ where x is the length (in centimeters) of a Base side Volume,
side of the base. The volume of Container B is given by length, x (cm) VB(x) (cm3)
the quadratic function V​  ​​ B​​(x) represented by the table. 2 28
A. Find, interpret, and compare the average rates of change 4 112
of the functions over the interval 2 ≤ x ≤ 8.
6 252
B. Find, interpret, and compare the end behaviors of the
8 448
functions as x → +∞.

12. Ann and Brian are playing golf. Their golf balls are close hB(t)
11
together, but there is a 10-meter-tall tree about halfway
10
between their balls and the hole. Suppose the height h 9
(1, 9.6) (2, 9.4)
(in meters) of Ann’s golf ball after she hits it is modeled 8
​​ ​  A​(t)​= − 4.9 ​t​​  2​ + 13t​, where t is time in seconds.

Height (m)
by h 7
Suppose the height h​  ​​ B​(t)​​of Brian’s golf ball is modeled 6
by the quadratic function shown in the graph. Will either 5
player’s golf ball go high enough to clear the tree? Why or 4
why not? 3
2
1
t
0
0.5 1 1.5 2 2.5
Time (s)

Spiral Review • Assessment Readiness

13. Which function has the same end behavior 14. The length of a rectangle is 7 inches more than
as f​​(x)​​ = x2 - 5? its width w. If the area of the rectangle is less
A g​​(x)​​ = x - 3 than or equal to 44 square inches, what is the
domain of the function describing the area as a
B g​​(x)​​ = -​​⎜2x⎟​​ + 1
function of the width w?
C g​​(x)​​ = x3 + 2 A 0<w≤4 C 0 < w ≤ 11
D g​​(x)​​ = 3​​⎜x + 1⎟​​
B 0< w≤7 D 0 < w ≤ 44

15. The parent graph f​​(x)​​ = ⎜​​ x⎟​​ is transformed to obtain the graph of g(x). Match each
transformation equation on the left with the description of the transformation on
the right.
A. g​(​ x)​​ = 2 f​​(x)​​ 1. translation 2 units right
B. g​(​ x)​​ = f​​(x - 2)​​ 2. translation 2 units down
C. g​(​ x)​​ = f​​(x)​​ - 2 3. vertical stretch by a factor of 2
D. g​(​ x)​​ = f​​(2x)​​ 4. horizontal compression by a factor of 2

I’m in a Learning Mindset!

Who can support me while I learn about different representations of

functions?

46  Keep Going to Journal and Practice Workbook

 Module

1 Review

Domain, Range, and End Characteristics of Functions

Behavior The graph of the height of a kicked ball over
time reveals key characteristics of the function.
The graph of a function is shown. You can use
the graph to identify the function’s domain,
range, and end behavior. y
20
turning point
f(x) (1, 16)
4
As x → -∞,

Height (ft)
2 f​(​ x)​​ → +∞. decreasing
10
x
-4 -2 0 2 4
-2
x
As x → +∞, -4 increasing
f​(​ x)​​ → -∞. 0 1 2
Time (s)
Domain: {x ǀ x ∈ ℝ}; Range: { f​​(x )​​ ǀ f​​(x )​​ ∈ ℝ} The graph has zeros at x = 0 and x = 2. It has a
maximum value of 16 when x = 1.

Transformations Different Representations

The function g​​(x)​​ = -16​​​(x - 1)​​ ​​ + 16 models
2
A basketball player takes a shot. The ball’s height
the kicked ball’s height. You can identify how is given in the table.
g​​(x)​​ transforms the parent function f​​(x)​​ = ​​x2​ ​​
© Houghton Mifflin Harcourt Publishing Company

by using the transformation model Time (s) 0 0.75 1.5 1.75

g​​(x)​​ = af​​(x - h)​​ + k. Height (ft) 8 17 8 1

a = -16: vertical stretch by a factor of 16 and a You can graph the basketball data to compare the
reflection across the x-axis heights of the basketball and the kicked ball. By
h = 1: horizontal translation 1 unit right symmetry, you can see that the point (​​ 0.75, 17)​​
k = 16: vertical translation 16 units up indicates the basketball’s maximum height, which
You can also identify how g​​(x)​​ maps the is 1 foot higher than the kicked ball’s.
reference points (​​ -1, 1)​​, (​​ 0, 0)​​, and ​​(1, 1)​​ on y (0.75, 17)
the graph of f​(​ x)​​ = ​​x2​ ​​to the graph of the ball’s (1, 16)
height:
(​​ -1, 1)​​ → (​​ -1 + 1, -16​(1)​ + 16)​​ = (​​ 0, 0)​​
Height (ft)

​​(0, 0)​​ → (​​ 0 + 1, -16​(0)​ + 16)​​ = (​​ 1, 16)​​

10

(​​ 1, 1)​​ → (​​ 1 + 1, -16​(1)​ + 16)​​ = (​​ 2, 0)​​ (1.5, 8)

(0, 8)

(1.75, 1) x
0 1 2
Time (s)
Module 1 47
 Vocabulary
Choose the correct term from the box to complete each sentence. Vocabulary

1. A(n) ? is a constant in a function or equation that may be decreasing function

changed. increasing function
even function
2. A function f is a(n) ? if f​​(-x)​​ = -f​​(x)​​ for all x in the domain of odd function
f, and a(n) ? if f​​(-x)​​ = f​​(x)​​ for all x in the domain of f. parameter
parent function
3. A(n) ? is the simplest example of a family of functions that has average rate of change
the defining characteristics of the family.

4. The ratio of the difference of function values f ​​(b)​​ - f​(​ a)​​ to the corresponding
difference of domain values b - a on an interval [a, b] is the ? of the
function over the interval.

5. A function f is a(n) ? on an interval if f​​(a)​​ ≤ f ​(​ b)​​ whenever a < b for any
values a and b from the interval, and a(n) ? on an interval if f​​(a)​​ ≥ f ​(​ b)​​
whenever a < b for any values a and b from the interval.

Concepts and Skills f(x)

4
6. The graph of a function f is shown. Use set notation and interval
2
notation to write the domain and range of the function, and describe
the end behavior of the graph. x
-4 -2 0 2 4
7. Julieta walks at a steady rate straight from her house to the park, where she
-2
sits on a bench and watches the birds and squirrels for a while. Afterward,
Julieta jogs at a steady rate straight home. What would a sketch of a graph -4
showing Julieta’s distance from home as a function of time look like?
Include a description of some of the characteristics of the graph.

8. The graph of a function for the distance y, in feet, an object falls in x seconds passes

© Houghton Mifflin Harcourt Publishing Company

through (​​ 0, 0)​​, (​​ 1, 16)​​, (​​ 2, 64)​​, (​​ 3, 144)​​, (​​ 4, 256)​​, and ​​(5, 400)​​. What is the average
rate of change over the first two seconds? the last two seconds? the entire time?

9. A transformation of the graph of a function f​​(x)​​ has equation g​​(x)​​ = f ​(​ 3​(x + 2)​)​​ - 1.
How can the graph of f​​(x)​​ be transformed to obtain the graph of g​​(x)​​?

10. Describe how to transform the graph of f​(​ x)​​ = ⎜​​ x ⎟​​ to obtain the h1(t)
⎜ ⎟
graph of g​​(x)​​ = ​​ -0.5​(x + 4)​ ​​ + 7. What are the images of the
2000
reference points (​​ -1, 1)​​, (​​ 0, 0)​​, and ​​(1, 1)​​on the transformed
graph?
Height (ft)

11. Use Tools The height h1, in feet, of a rock ejected from
a volcano is modeled by the graph shown, where t is measured
1000
in seconds and h1 is the height above the volcano. Another
rock ejected 5 seconds later has a height h​  ​​ 2​​ modeled by
​​h​  2​​​​(t)​​ = -16​​t2​ ​​ + 400t - 1600 for t ≥ 5. How do the rocks
compare in maximum height, the time at which they return
t
to their original heights, and their total time of flight? State
0 10 20
what strategy and tool you will use to answer the question,
Time (s)
explain your choice, and then find the answer.
48 
 Module

2 Solve Quadratic Equations

and Systems
Module Performance Task: Focus on STEM

Engineering Structural Resilience

A tuned mass damper (TMD) is a device mounted in structures to reduce the maximum
extent of a vibration. In some ways, a TMD is like a shock absorber in a car—it absorbs
mechanical kinetic energy. As wind, earthquakes, and other events perturb the building, the
resulting vibrations can be intense, causing the occupants to become ill and even threatening
the structural integrity of the building. The John Hancock Tower needed to be retrofitted with
a TMD for this reason.

Engineers analyze the number of real solutions of the equation m​​x2​ ​​ + bx + k = 0 to determine
©jimplumb/iStock/Getty Images

whether a TMD is underdamped (0 real solutions), critically damped (1 real solution), or

overdamped (2 real solutions).

The number of solutions is determined by the three parameters, k, a spring constant (​​ kg/​s2​ ​)​​, b,
a constant that describes the damping force (kg/s), and m, a mass (kg).

A. Graph the equation y = m​​x​  2​​ + bx + k with a variety of values for the parameters, and
categorize different combinations as underdamped, critically damped, or overdamped.
B. Describe what it means to be underdamped, critically damped, and overdamped.
C. Write an algebraic condition that ensures a given combination of parameters will define a
critically damped system.
D. Research the three parameters and summarize your findings by describing the
relationship between them. Use your research as evidence when explaining your
reasoning.

Module 2 49
 ON LI N E

Are You Ready?

Complete these problems to review prior concepts and skills you will need for this
module.

Simplify Square Roots

Simplify each square root completely.

1. ​​  √48 ​​ ― ―
2. ​​  √72 ​​

3. ​​  √―― 343 ​​ 4. 6​​  √―

45 ​​

5. 8​​  √――
112 ​​ 6. 5​​  √――
200 ​​

Multiply Binomials
Find each product. Simplify your result.

7. (​​ 4x - 1)​​​​(x + 7)​​ 8. (​​ x - 2)​​​​(x - 9)​​

9. ​​(2x + 3)​​​​(6x - 5)​​ 10. ​​(​x2​ ​- 3x - 1)​​​​(x2 + 1)​​

Solve Quadratic Equations Using the Quadratic Formula

Solve each equation using the Quadratic Formula. Simplify your result.

11. ​​x2​ ​​ - 2x - 15 = 0 12. 9​​x2​ ​​ - 5 = 12x - 5

13. -4​​x2​ ​​ + 6x = 1 14. 2​​x2​ ​​ + 11x + 6 = 0

Connecting Past and Present Learning

Previously, you learned:

• to simplify square roots by factoring out any perfect squares,
• to multiply polynomials using the Distributive Property, and
• to solve quadratic equations using square roots, completing the square, and the
Quadratic Formula.

In this module, you will learn:

• to find imaginary and complex solutions to quadratic equations by taking the
square root, completing the square, or by using the Quadratic Formula,
• to operate with imaginary and complex numbers, and
• to solve systems of nonlinear functions graphically and algebraically.

50
 2.1

Use Square Roots to Solve

Quadratic Equations
I Can use equations to model and solve real-world problems.

Spark Your Learning

A bungee jumper, wearing safety equipment, falls from a platform. The jumper claims to
have been in a free fall for 5 seconds before the bungee cord recoiled.

Acceleration due to
gravity is 9.8 m/s2.

Complete Part A as a whole class. Then complete Parts B–D in small groups.

A. What is a mathematical question you can ask about this situation? What
information would you need to know to answer your question?

B. What do the input and output of the function represent? What unit of
measurement is used for each?

C. To answer your question, what strategy and tool would you use along with all
the information you have? What answer do you get?

D. Does your answer make sense in the context of the situation? How do you
©vetal1983/Fotolia

know?

Turn and Talk Predict how your answer would change for each of the following
changes in the situation:
• a taller platform
• a longer bungee cord
• stronger or weaker gravity

Module 2 • Lesson 2.1 51

 Build Understanding

Investigate Solutions of Simple Quadratic Equations

Recall that a number x is a square root of a real number a provided y
​​x2​ ​​ = a. To solve for the square roots of a graphically, graph f​​(x)​​ = x​​ 2​ ​​ and
8
g​​(x)​​ = a on the same coordinate plane. The real square roots of a, if any
exist, are represented by the x-values of the intersection points of the 6
graphs of f​(​ x)​​ = x​​ ​  2​​ and g​​(x)​​ = a.
4
1 For Parts A–E, use a graph to consider how many real solutions
exist for any simple quadratic equation. 2

​​ 2​​ = 9. What are the solution(s)

A. Consider the equation x​ x
to the equation? How does the graph represent the -4 -2 0 2 4
solution(s)?

​​ 2​​ = 12. What are the solution(s) to

B. Consider the equation x​
the equation? Does the graph allow you do determine an

©Cranach/Shutterstock
exact solution? Explain why or why not.

​​ 2​​ = 0. What are the solution(s) to the equation? What

C. Consider the equation x​
characteristics of 0 distinguish it from other numbers? How does this change
the number of potential solutions?

​​ 2​​ = -1. What are the solution(s) to the equation?

D. Consider the equation x​
Explain your reasoning.

​​ 2​​ = a. What can you conclude about the number of

E. Consider the equation x​
solutions? Explain your reasoning.

F. Ariana is looking to purchase a square painting that will

fill 10 square feet of wall space. Write and solve a simple
quadratic equation to find the side length of the square
painting, x. Explain your reasoning.

x ft

x ft

​​ 2​​ = 9 by identifying the

Turn and Talk In Part A, you found the solutions of x​ 
intersection points of the graphs of y = x​​ ​  2​​ and y = 9. Explain why, more generally, ​​
(​x​  0​, y​ ​  0​)​​is an intersection point of the graphs of y = f​​(x)​​ and y = g​​(x)​​if and only if ​​
x​  0​​is a real-number solution of f​(​ x)​​ = g​(​ x)​​.

52 
Investigate Non-Real Solutions of Simple Quadratic
Equations
You saw that x​ ​​ 2​​ = -1 has no real-number solutions. It does, however, have solutions
that are not real numbers. These solutions are expressed using a number i such that ​​
i​  2​​ = -1. Then i is a solution to the equation, and thus i is a square root of -1. When
you take the square root of a negative number, the result is called an imaginary
number. The equation x​ ​​ 2​​ = -1 has two imaginary solutions, x = ±i.

Imaginary Unit
――
i = ​​  √-1 ​​

Imaginary numbers have the form ri, where r is a nonzero real number and i is the
imaginary unit.
​​x​  2​​ = -4
2 ​​ ​​ = -4. The solutions steps are shown.
Consider the equation x​ 2
――
x = ±​​  √-4 ​​
​​ 2​​ = -4 related to the solutions of x​
​​ 2​​ = 4? = ±​​  √―――
4 • -1 ​​
4 ​​ • ​​  √――
= ±​​  √―
A. How are the solutions of x​
-1 ​​
B. What are the solution(s) of ​​x​2​​ = -9? How can you demonstrate that your
answer is truly a solution? = ±2i

​​ 2​​ = -a related to the solutions of x​

C. How are the solutions of x​ ​​ 2​​ = a?

​​ 2​​ = -a always imaginary? Explain your

Turn and Talk Are the solutions of x​
reasoning.

3 To determine the type of solution(s) a given equation will have, rewrite the
equation into the form (​​​ x - k)​ ​​ = a. Some equations are categorized in a table
2

below.

A. How can you classify the solutions of​​(​ x + 2)​​ ​​ = 2? the

2
Two real -3​​x2​ ​​ = -2
solutions of -2​​​(x + 5)​​ ​​ = 8?
2
solutions (​​​ x - 3)2​ ​​ = 1
B. How can you tell if the solutions are real? Explain your One real
reasoning. 3​​x​2​​ = 0
solution
C. Give a value of a that ensures the equation 2​​​(x - 8)​​ ​​ = a ​​x2​ ​​ = -5
2
Two imaginary
has exactly one real solution. Explain your reasoning. -2​​x2​ ​​ = 1
solutions
(​​​ x - 3)2​ ​​ = -1
D. Is it possible to have only one imaginary solution? Explain
your reasoning.

E. What can you conclude about the number of solutions for the equation
b​​​(x - k)​ ​​ + c = a? Explain your reasoning.
2

Turn and Talk How can you use a graph to determine the type of solution(s) a
given equation will have?

Module 2 • Lesson 2.1 53

 Step It Out

Find Real Solutions of Simple Quadratic Equations

When communicating solutions, it is helpful to reduce solutions to the simplest form
possible. When solving quadratic equations, you will often need to simplify a square
root. You may need to use the following properties to simplify your solution.

Property Name Words Symbols Numbers

The square root of a product equals ― ―

​​  √cd ​​ = ​​  √c ​​ • ​​  √d ​​
― ― ――
​​  √20 ​​ = ​​  √4 • 5 ​​
= ​​  √―
4 ​​ • ​​  √―
Product Property of
the product of the square roots of where c ≥ 0 5 ​​
Square Roots
the factors. and d ≥ 0 ―
= 2​​  √5 ​​
―
​​  √__
​  dc ​ ​​ = ____
― ― ―
√___ ​ ​​ = ____
The square root of a fraction ​  √c ​
​​  ― ​​ √
​​  ― ​​
7 ​   ​
7
​  √d ​ ​​  ​  16
Quotient Property of equals the quotient of the square ​  √16 ​
where c ≥ 0 ―
= ​​ ___
Square Roots roots of the numerator and the ​  √7 ​
and d > 0 4
​​
denominator.

Additionally, when the denominator contains an irrational number, you must rationalize
the denominator.
Step 1: Multiply by 1, written as an equivalent fraction with the same square root as
the denominator.
Step 2: Then, simplify.
―
​  √10 ​ _ ―
2​  √10 ​ _ ―
2​  √10 ​ _ ―
​  √10 ​
​​ _― 2  ​​ = _
―
​​  2  ​​ • _
​​  ―  ​​ = ​​ 
​  √10 ​ ​  √10 ​ ​  √10 ​ ​  √100 ​ ――  ​​ = ​​ 
10
 ​​ = ​​   ​​
5

4 Determine the solution(s) of the equation 3​​x​  2​​ - 8 = 0.

3​​x2​ ​​ - 8 = 0

3​​x2​ ​​ = 8

​​  8 ​​
​​x2​ ​​ = _
3
― A. Why is there a ± in this step?
√ 8 ​ ​​
_
x = ±​​   ​ 
3

​  √ ​―
B. Why should the answer continue
​​  ― ​​
8
x = ±_ to be rewritten?
​  √3 ​

​  √ ​― 8 ​  √ ​3―
―
​​  ― ​​ • _ C. Why can you multiply by ___
​  √3 ​ ​  √ ​―
√
​​  ― ​​?
​  3 ​
x = ±_ ​​   ​​ ​  √3 ​
3

_ ​  √―
24 ​
x = ± ​​   ​​ D. What property is being applied
3
― ―
in this step?
4 • ​  √ ​6
√ ​
​  _
x = ± ​​   ​​
3

2​  √ ​6―
E. How can you verify that both of
these values are solutions?
x = ± ​​   ​​ _
3

54 
Find Imaginary Solutions of Simple Quadratic Equations
You can solve simple quadratic equations that do not have real solutions by using
imaginary numbers.

5 The steps for solving the equation 9​​x​  2​​ + 15 = 8 and checking the solution are
shown below, but the steps have been scrambled.
A. Write the solutions steps in the Write the check steps in the correct
B. 
correct order. order.

9​​x​  2​​ = -7 8=8

―
x = ±​_
​  √7 ​
​   ​​  i
3 ()​ 7 ​ i​​ 2 + 15 ≟ 8
9​​ _
9
――
x = ±​​  _ √
​ -7 ​ ​​ 7​​i​  2​​ + 15 ≟ 8
―
9

( )
2
​  √7 ​
9​​ ±​ _  ​ i ​​ + 15 ≟ 8
​  7 ​​
​​x​  2​​ = -​_ 3
9
-7 + 15 ≟ 8
9​​x​  2​​ + 15 = 8

Solve a Real-World Problem Using a Quadratic Model

Quadratic equations can be used to model real-world situations. It is often the case that
only one solution will be viable in the context of the situation.

A projectile near Earth’s surface follows a quadratic trajectory as gravity, g = 32 ft/​​s​  2​​,
pulls it down to Earth. The height, h​​(t)​​, at time t seconds, is then dependent on its
initial height, h​ 
​​ 0​​.

6 A person drops an orange from a window that is 30 feet

above the ground. After how long will the orange land
on the ground?

​​ 1 ​​  gt2
h​​(t)​​ = ​​h​  0​​ - _ A. What are the units Orange
2
of each variable?
0 = 30 - _ ​​ 1 ​​ ​​(32)​​​​t​  2​​
2
30 ft
-30 = -16​​t​  2​​ B. What do the
values 0, 30, and
-30 ​​ = ​​t​  2​​
​​ _ 32 represent?
-16
――
±​​  _√
​  30 ​ ​​ = t
16 C. Why isn’t the negative

​  √―
solution viable in the
_ 30 ​
±​​   ​​ = t context of this situation?
4

​  √30 ​ ―
The orange lands on the ground after t = _
​​   ​​ seconds.
4

Turn and Talk In what other contexts would a negative solution not be viable?

Module 2 • Lesson 2.1 55

 Check Understanding
1. How can you use a graph to determine the number of real solutions to the equation ​​
x​2​​ = a?

2. If the solutions to x​ ―
​​ 2​​ = a are given by x = ±​​  √a ​​ , what are the solutions to
​​x​  ​​ = -a? Explain your reasoning.
2

Determine if the following equations have two real solutions, one real solution, or
two imaginary solutions.
3. -3​​x​  2​​ = -3 4. ​​x​  2​​ + 5 = 1
Solve the following equations and write your solution in simplest form.
5. ​2​x​2​- 45 = 0​ 6. ​8​x​2​+ 30 = 4​

7. A patio is composed of two parts, a square and a rectangle. The

rectangular part has an area of 120 square feet and the total area is
376 square feet.
A. Write and solve an equation to find the side length of the square
part of the patio.
B. Explain whether or not all solutions are viable.

On Your Own
8. How can you use a graph to determine the type of solutions a quadratic equation
will have?

9. How can you use algebra to determine the type of solutions a simple quadratic
equation will have?

10. ​​ 2​ + 25 = 0​to get x​ = 5​

Critique Reasoning Penelope solved the equation x​​ 
or ​x = - 5​. Did Penelope solve the equation correctly? Explain why or why not.
Determine if the following equations have two real solutions, one real solution, or
two imaginary solutions.
11. 3​​x2​ ​​ - 240 = 0 12. -5​​x2​ ​​ = 60

​​ ​x​ ​​​ + 9 = 0
2
13. _ 14. 7​​​(x + 1)​​ ​​ - 24 = 0
2
4
15. 2​​(3​x2​ ​ + 16)​​ = 32 ​x​ ​​​ + 12 = 0
16. -​​ _
2

2
Open Ended Write a simple quadratic equation of the form a​​x​  2​​ + b = c, where
a ≠ 0, b ≠ 0, and c ≠ 0, with the following types of solutions.

17. real, integer solutions

18. real, irrational solutions

19. imaginary solutions

20. Given a simple quadratic equation of the form a​​x2​ ​​ + b = c, what can you
conclude if the equation has only one solution? Explain your reasoning.
56 
Solve the following equations. Show the check steps for your solutions.

21. ​x​2​= -25​ 22. ​(​​x + 2​)​2​- 3 = 1​​

23. ​3​​(x - 1)​​ ​ = - 27​ 24. ​4 ​x​2​- 25 = 0​

2

Solve the following equations. Write your solution in simplest form.

25. ​5​x​2​+ 84 = - 36​ 26. ​18​​​​​x​2​- 1 = 0​

27. ​4​​(x - 2)​​ ​ = 9​ 28. ​4​​​​​x​2​+ 24 = 9​

2

29. The area of a square is 400 square inches.

A. Write an equation you can use to find the side length x of the square. Solve the
equation using two methods, constructing a valid argument to justify each method.
B. Are all solutions viable? Explain your reasoning.

30. On Earth, the height h (in feet) of a falling object at time t (in seconds) is given by
the formula h = -16​​t​  2​​ + h
​​ ​  0​​, where ​​h​  0​​is the object’s initial height (in feet).
A. Solve the formula for t. Justify each of your steps.
B. Matias accidentally knocks his cell phone off a deck railing that is 24 feet above
the ground. Luckily, his sister Maria catches the phone when it is 5 feet above
the ground. Use your rewritten formula from Part A to find the number of
seconds the phone fell. Round your answer to the nearest tenth.

31. Model with Mathematics A rock falls from a cliff 144 feet high. The
function h​​(t)​​ = -16​​t​  2​​ + 144 models the height of the rock as it falls, where h is the
height in feet and t is the time in seconds.
A. After how long will the rock land on the ground?
B. Are all solutions of h​​(t)​​ = 0 viable? Explain your reasoning. Then state a
reasonable domain for h​​(t)​​.
C. The function g​​(t)​​ = -16​​​(t + 3)​​  ​​ + 144 allows you to step back in time after the
2

rock lands on the ground. Explain how to obtain its graph from the graph of
h. State the domain of g, then pick an endpoint of the domain and explain
why g makes sense for that value.

32. Keenan leans a 10-foot ladder against the house he is painting.

The ladder forms a right triangle with the house and the ground.
A. How can you use the Pythagorean Theorem to find how high
the ladder can reach on the house?
B. Write and solve an equation to find how high the ladder can reach
on the house. Round your answer to the nearest tenth of a foot.
C. How far above the top of the ladder must Keenan be able to reach
in order to paint a spot 12 feet above the ground?

3 ft

Module 2 • Lesson 2.1 57

 33. Use Structure A water balloon is shot into the
h = 2​0t​ - 5​​t​  2​​
air, and its height h in meters above its release point
after t seconds is modeled by the quadratic function
shown.
A. What are the values of t and h when the water
balloon is at its release point?
B. Write an equation you can use to find how long
after release it will take the balloon to return to
its release height. What method would you use to
solve this equation? Explain.
C. Solve the equation from Part B. Are all the solutions
viable in the context described in Part B? Explain
your reasoning.
Spiral Review • Assessment Readiness
34. How do you transform the graph of f​​(x)​​ = ⎜​​ x⎟​​ 35. Which expression is equivalent to
to obtain the related function g​​(x)​​ = -f​​(x)​​? 7y - 3​​(2y + 4)​​ + 2?

©Houghton Mifflin Harcourt

A translation 1 unit down A 13y - 14

B reflection over the x-axis B 13y - 10

C reflection over the y-axis C y - 14

D vertical compression; factor of -1 D y - 10

36. Match the type of representation of a function on the left with its strength on
the right.
A. Graph 1. useful for aiding in visualization and
interpretation, particularly when compared to the
parent function
B. Equation 2. can help identify/approximate intercepts and
key values, as well as reveal any symmetry of the
function
C. Verbal Description 3. provides a quick visual for the approximate
maximum/minimum values, intervals of
increasing/deceasing behavior, x- and y-intercepts,
symmetry, and key values

D. Table 4. can be used to find any value given one of the

variable values

I’m in a Learning Mindset!

What can I contribute to my learning community regarding quadratic

equations or projectile motion?

58  Keep Going to Journal and Practice Workbook

 2.2

Operations with Complex Numbers

I Can identify, add, subtract, and multiply complex numbers.

Spark Your Learning

Whenever something is flowing, there is opposition to that flow, whether from friction
or other obstacles. In an electric circuit, there are three components that produce an
opposition, or impedance, which is represented by a real or imaginary number depending
on how it relates to the phase of the flow.

The effect of an
inductor is 90°
out of phase.

The effect of a The effect of

capacitor is 90° a resistor is in
out of phase. phase.

Complete Part A as a whole class. Then complete Parts B–D in small groups.

A. What is a mathematical question you can ask about the current flowing
through the circuit? What information would you need to know to answer
your question?

B. What does the word impede mean? Why would the word impedance be used to
©Houghton Mifflin Harcourt

describe opposition to the flow of current in a circuit?

C. Why is the impedance represented by two different types of numbers? How do

the different components of opposition interact?

D. To answer your question, what strategy and tool would you use along with all
the information you have? What answer do you get?

Turn and Talk Assume that the electric circuit has a current of 24 + 12i. Multiply
the current by the total opposition you found. What do you notice about the product?

Module 2 • Lesson 2.2 59

 Build Understanding

Explore Operations Involving Complex Numbers

In this lesson, you’ll perform operations with complex numbers. A complex number
is any number that can be written in the form a + bi, where a and b are real numbers
and i is the imaginary unit. You will be working with the same operations as with real
numbers, and so, their properties will also hold. The Associative and Commutative
Properties of Addition apply to the complex number system. The Additive Identity
Property of 0 will also hold. The system of polynomials is directly analogous to the
system of complex numbers through the substitution x = i.

1 A. What is the sum of (​​ 2 + 6x)​​ and (​​ 3 - x)​​? How are the Associative and
Commutative Properties applied?

B. What would be the sum of (​​ 2 + 6i)​​ and (​​ 3 - i)​​? What do you observe?

C. What would be a formula for adding two complex numbers, (​​ a + bi)​​ and
​​(c + di)​​?

D. Use the formula you wrote in Part C to calculate (​​ 4 – i)​​ + (​​ –7 + 3i)​. Do you
get the same sum when using the Associative and Commutative Properties?

E. Compare and contrast addition with complex numbers and addition with
polynomials. Do your observations apply to subtraction?

Turn and Talk Will the sum of two complex numbers always be complex?
Explain why or why not.

Multiplication is a natural extension of addition, and so, the Associative, Commutative

and Distributive Properties of Multiplication also apply to the complex number system.
The Multiplicative Identity Property of 1 will also hold.

2 A. What is the product of (​​ 2 + 6x)​​ and (​​ 3 - x)​​? How are the Associative,
Commutative and Distributive Properties applied?

B. What would be the product of (​​ 2 + 6i)​​ and (​​ 3 - i)​​? What do you observe?

C. What would be a formula for multiplying two complex numbers,

​​(a + bi)​​ and (​​ c + di)​​?

D. Use the formula you wrote in Part C to multiply (​​ 5 – 3i)​​ by (​​ –1 + 4i)​​. Do
you get the same product when using the Associative, Commutative, and
Distributive Properties?

E. Compare and contrast multiplication with complex numbers and

multiplication with polynomials.

Turn and Talk Will the product of two complex numbers always be complex?
Explain why or why not.

60 
Step It Out

Define Complex Numbers

Complex Numbers
In a complex number, a + bi, a is called the real part 3 + 4i 7 - πi 2 - 2i 9 - i √15
and b is called the imaginary part. (Note that the 3
imaginary part refers to the real multiplier of i; it Real Numbers Imaginary Numbers
does not refer to the imaginary number bi.) The Venn 4.2 -4 19 i 2.4i -6i
diagram shows some examples of complex numbers. 4
√7 π 5 5i i √13
3 Match the expression on the left with
the type of number on the right. Each
expression may have more than one correct type.

A. -6i 1. Real Number

B. -5 + 2i
2. Imaginary Number
C. 14.6

D. 0
3. Complex Number
E. ​​i​  ​​
2

Turn and Talk Is an imaginary number always complex? Is a complex number

always imaginary? Explain your reasoning.

Add and Subtract Complex Numbers

The properties of addition and multiplication (Associative Property, Commutative
Property, Identity Property, and Distributive Property) also apply to complex numbers.
You can use these properties to operate with complex numbers and simplify the result.
When adding and subtracting complex numbers, group like terms to add or subtract the
real and imaginary parts separately.
(a + bi)​​ + (​​ c + di)​​ = (​​ a + c)​​ + (​​ b + d)​​i
          ​​

4 Subtract ​​(3 + 2i)​​ − (​​ −4 + 7i)​​.

​​(3 + 2i)​​ − (​​ -4 + 7i)​​ = 3 + 2i + 4 + ​​​(-7i)​​​ Distributive Property

A. What property allows these
= 3 + 4 + 2i + (​​ -7i)​​
terms to change places?
= ​​​(3 + 4)​​​ + ​​​(2 - 7)​​​i
B. What property allows i to
= 7 - 5i
be factored out?

Turn and Talk Can the sum or difference of two complex numbers be a purely
real number? Can the sum or difference be purely imaginary? Explain why or
why not.

Module 2 • Lesson 2.2 61

 Multiply Complex Numbers
The Distributive Property holds when multiplying complex numbers, just like when
multiplying real numbers.

5 Multiply ​​(-4 + 7i)​​​​(2 + 3i)​​.

(​​ -4 + 7i)​​​​(2 + 3i)​​ = (​​ -4)​​​​(2 + 3i)​​ + (​​ 7i)​​​​(2 + 3i)​​

= -8 − 12i + 14i + 21​​i​  2​​ A. What property
justifies this step?
= -8 - 12i + 14i + 21​​(-1)​​

= (​​ -8 - 21)​​ + (​​ -12 + 14)​​i B. What definition

justifies this step?
= -29 + 2i

Turn and Talk Can the product of two complex numbers be a purely real
number? Can the product be purely imaginary? Explain why or why not.

Divide Complex Numbers

When dividing complex numbers, you need to change the denominator of the quotient
to a real number. To do this, multiply the numerator and denominator of the quotient
by the complex conjugate of the denominator. The product of a complex number and its
complex conjugate is always a real number.

Complex Number Complex Conjugate

a + bi a - bi

6
3 - 4i  ​​.
Simplify the expression ​​ _
5 + 2i
5 - 2i
_
3 - 4i  ​​ = ​​  _
​​  _ 3 - 4i  ​ • ​  _
5 - 2i  ​​ A. Why can you multiply by ​​  5 - 2i ​​?
5 + 2i 5 + 2i 5 - 2i
15 - 6i - 20i + 8​i​  2​
= ​​  __
  2 ​​
  
25 - 10i + 10i - 4​i​  ​
15 - 26i - ​​
= ​​  __ 8
   B. Why is -4​​i​  2​​ = 4?
25 + 4
7 - 26i
= ​​  __  ​​
29
7  ​​ - _
= ​​ _ ​​  26 ​​  i
29 29

Turn and Talk How can you express the product of a complex number and its
complex conjugate in a general form? Justify your reasoning.

62 
 Solve a Real-World Problem Using Complex Numbers
Electrical engineers analyze electric circuits by using complex numbers. In an electric
circuit, there are three kinds of components. The table shows each component and its
symbol as well as the complex number that represents it.

Circuit Component Resistor Inductor Capacitor

Symbol in a circuit
diagram

Representation as a An imaginary number An imaginary number

A real number a
complex number bi, where b > 0 bi, where b < 0

An alternating current (AC) electric circuit diagram shows a power source on the left
side of the diagram, labeled 120 V (for volts). The power source causes electrons to flow
through the circuit. The impedance, or opposition to the flow of the electrons, of each
component of the circuit is also shown using complex numbers.

7 Use the diagram of the electric circuit to answer the 7Ω

following questions.

The total impedance in the circuit is the sum of the 120 V 3Ω

impedances for the individual components. What is
the total impedance for the given circuit?
4Ω
Use the table and diagram to write the impedance for each individual component.
Resistor: 7 Inductor: 3i Capacitor: -4i

Total impedance: 7 – i A. Why is the total impedance a

complex number?
(l) ©Sergiy Kuzmin/Shutterstock; (c)(r) ©BLKstudio/Shutterstock

Ohm’s Law states that the voltage is the product of the current and the
impedance. If the current for this circuit is 16.8 + 2.4i amps, what is the
voltage, V, for each component in the circuit?

​​V​  resistor​​ = (​​ 16.8 + 2.4i)​​​​(7)​​ = 117.6 + 16.8i B. Will the voltage always have
a real and an imaginary part?
​​V​  inductor​​ = (​​ 16.8 + 2.4i)(​​​​ 3i)​​ = -7.2 + 50.4i

​​V​  capacitor​​ = (​​ 16.8 + 2.4i)​​(-4i)​​ = 9.6 - 67.2i

Turn and Talk Find the sum of the voltages for the three components. What do
you notice?

Module 2 • Lesson 2.2 63

 Check Understanding
What properties apply to the following operations with complex numbers?
1. Addition 2. Multiplication

3. Identify the real and imaginary parts of the complex number -12i.
Perform the following operations.

4. ​​(-4 - 9i)​​ + (​​ 15 - 3i)​​ 5. ​​(5 - 6i)​​​​(-2 - 10i)​​ 6. 4 ÷ (​​ 1 + i)​​

7. A circuit shows that the impedance of a component is -56i. Is the component a

resistor, a capacitor, or an inductor?

On Your Own
8. Find the sum of the binomials 4 + 3x and 5 - 2x. Explain how you can use the
result to find the sum of the complex numbers 4 + 3i and 5 - 2i.

9. Find the product of the binomials 2 - x and 1 + 3x. Explain how you can use the
result to find the product of the complex numbers 2 - i and 1 + 3i.
Tell whether each statement about the properties of complex numbers is True or
False. If the statement is false, explain your answer.

10. The Commutative Property of Addition states that a + bi = b + ai.

11. Multiplication of complex numbers is commutative.

Identify the real and imaginary parts of the given number. Then classify the number
as real, imaginary, and/or complex.

12. 6 + i ―
13. i​​  √17 ​​ 14. 8 - 2i
―
15. ​​  √43 ​​ 16. 13 17. 20i

Tell whether each statement about the types of numbers is True or False. If the
statement is false, explain your answer.

18. All complex numbers are imaginary numbers.

19. The sum of two complex numbers is always a complex number.

20. Every real number is a complex number.

21. The product of two imaginary numbers is a real number.

Add.

22. ​​(4 + 6i)​​ + (​​ 7 + 3i)​​ 23. ​​(5 - 2i)​​ + (​​ 2 - i)​​

24. ​​(-2 + 3i)​​ + (​​ 5 - 4i)​​ 25. ​​(7 - 4i)​​ + (​​ -1 - 9i)​​

Subtract.

26. ​​(2 + 3i)​​ - (​​ 5 + 4i)​​ 27. ​​(6 - i)​​ - (​​ 8 - 2i)​​

28. ​​(-7 - 4i)​​ - (​​ -9 - 3i)​​ 29. ​​(10 - i)​​ - (​​ 3 - 5i)​​
64 
 Multiply.

30. ​​(1 + 2i)​​​​(4 + 3i)​​ 31. ​(-5 - i)​​​​(-3 - 2i)​​

32. ​​(-4 - 7i)​​​​(2 + 5i)​​ 33. ​(3 + 9i)​​​​(-6 - 4i)​​

Divide.
2+i
​​  5i  ​​
34. _ 35. ​​ _ ​​ Elaborate, self-similar
3-i 1+i
figures, called fractals, can
​​  7  ​​
36. _ ​​  17  ​​
37. _ be plotted on the complex
1 - 2i 4-i plane using a recursive rule.
38. Just as real numbers can be graphed on a real number
line, complex numbers can be graphed on a complex
plane, which has a horizontal real axis and a vertical
imaginary axis.
Consider Julia sets having the recursive quadratic rule
f ​​(n + 1)​​ =​​ ​(f ​(n)​)​​  ​​ + c for some complex constant c.
2

A complex number f​​(0)​​belongs to the “filled-in” Julia set

if the magnitude of the numbers in the sequence remains
bounded.
A. Letting c = i and f ​​(0)​​ = 1, generate the first few
numbers in the sequence. Copy and complete
the table.

f​​(n + 1)​​ =​​ ​(f​(n)​)​​  ​​ + i

2
n f​​(n)​​
f​​(0)​​ = 1 f​​(1)​​ = ​​​(f​(0)​)​​  ​​ + i = ​​​(1)​​  ​​ + i = 1 + i
2 2
0

f​​(1)​​ = 1 + i f​​(2)​​ = ​​​(f​(1)​)​​  ​​ + i = ​​​(1 + i)​​  ​​ + i = ?

2
1 2

f​​(3)​​ = ​​​(f​(2)​)​​  ​​ + i = (​​​ )​​  ​​ + i =

2
f​​(2)​​ = ? ? ?
2
2

f​​(4)​​ = ​​​(f​(3)​)​​  ​​ + i = ​​​( )​​  ​​ + i =

2
f​​(3)​​ = ? ? ?
2
3

B. The magnitude of a complex number a + bi is the real number

―――
​​  √a2 + b2 ​​. What does this quantity represent in the complex plane?
C. Based on your table, does f ​​(0)​​ = 1 belong to the “filled-in” Julia set
corresponding to c = i? Explain.
D. Does f ​​(0)​​ = i belong to the “filled-in” Julia set corresponding to c = i? Explain.

Use the diagram of the electric circuit and the given current to find the total
©PandaWild/Shutterstock

impedance for the circuit and the voltage for each component.

39. 2Ω 40. 5Ω

60 V 116 V 2i Ω

-i Ω
The current for this circuit The current for this circuit
is 24 + 12i amps is 20 - 8i amps.
Module 2 • Lesson 2.2 65
 41. Attend to Precision Kailey multiplied (​​ 3 - 4i)​​​​(4 + 3i)​​. Did Kailey multiply
correctly? Explain why or why not.

​​(3 - 4i)​​​​(4 + 3i)​​ = 12 + 9i - 16i - 12​​i​  2​​

        = 12 + 9i - 16i - 12​​(1)​​

        = 12 + 9i - 16i - 12

        = -7i

42. ― ― ― ―
Reason Show that ​​  √5 ​​ + i​​  √5 ​​ and -​​  √5 ​​ - i​​  √5 ​​are the square roots of 10i.

43. Open Middle™ Using the integers -9 to 9, at most one time each, fill in the
boxes to make a real-number product with the least possible value.

​​ ​​( + i)​​​​( + i)​​

Spiral Review • Assessment Readiness

44. What is the solution to the equation 45. Laura and Jason start reading different books on
​​3​(x + 4)​​  ​​ = 27? Select all that apply.
2
the same day. Laura’s book has 600 pages, and she
A x = -7 D x=1 reads 75 pages per day. Jason’s number of pages
left to read after t days is p​(​ t)​​ = 450 - 50t. Who
B x = -3 E x=3
finishes first?
C x = -1 F x=7 A Laura

B Jason

C  They finish their books on the same day.

46. Determine if the following equations have two real solutions, one real solution, or
two imaginary solutions.

Two real One real Two imaginary

Equation
solutions solution solutions

A. ​​x​  2​​ + 5 = -11 ? ? ?

B. -6 = -1.5 + 3.2x ? ? ?

C. 2 = |3x + 4| ? ? ?

I’m in a Learning Mindset!

Who can support me in my learning about complex numbers?

66  Keep Going to Journal and Practice Workbook

 2.3

Derive and Apply the Quadratic

Formula
I Can find the solutions of any quadratic equation.

Spark Your Learning

Jesse is practicing shooting free throws.

10 ft

15 ft

Complete Part A as a whole class. Then complete Parts B–D in small groups.

A. What is a mathematical question you can ask about this situation? What
information would you need to know to answer your question?

B. What variable(s) are involved in this situation? Are there any reasonable
assumptions that should be made? Explain your reasoning.

C. To answer your question, what strategy and tool would you use along with
all the information you have? What answer do you get?
©simonkr/E+/Getty Images

D. Does your answer make sense in the context of the situation? How do you
know?

Turn and Talk How many times does the function reach the height of the
basketball hoop? Is it possible for the ball to go in at more than one point? How
does the slope affect your conclusion? Explain your reasoning.

Module 2 • Lesson 2.3 67

 Build Understanding

Investigate Non-Real Solutions of Quadratic Equations

Previously, you found that there are no real solutions of the equation a​​x2​ ​​ = c
when __
​​  ac ​​ < 0. However, you learned to find the imaginary solutions by determining
the square roots of a negative number.

1 A softball player hits a softball into the air. The path of the softball is given
by the function y = -0.14​​​(x - 10)​​ ​​ + 15, where x is the horizontal distance
2

(in meters) the ball has traveled and y is the vertical distance (in meters) the
ball is above the ground.

Vertical Distance (m)

16

12

©Jim Hogue/Alamy
8

4
x
0 4 8 12 16 20
Horizontal Distance (m)

path of the ball: y = -0.14​​​(x - 10)​​  ​​ + 15

2

Use the graph of the function to answer Parts A–C.

A. For about what value(s) of x will the ball be 10 meters above the ground?

B. For what value(s) of x will the ball be 15 meters above the ground?

C. For what value(s) of x will the ball be 16 meters above the ground?

D. Substitute 16 for y in the equation y = -0.14​​​(x - 10)​​ ​​ + 15 to represent

2

when the ball is 16 meters above the ground. Then write the equation in the
form (​​​ x - 10)​​ ​​ = c for a constant c. What type of number do you think the
2

solution(s) will be?

70 + 5i​  √―
E. The solutions of the equation 16 = -0.14​​​(x - 10)​​ ​​ + 15 are x = ​​  _________
2 14 ​
 ​​
70 − 5i​  √―
7
14 ​
and x = ​​  _________
7
 ​​. Does this make sense in the context of the situation?
Explain.

Turn and Talk When does a quadratic equation of the form d = a​​x​  2​​ + bx + c
have just one real solution? Explain.

68 
Step It Out

Find Complex Solutions by Completing the Square

In a previous course, you used completing the square to solve quadratic equations
when you could not use factoring. This method allowed you to find irrational solutions.
The same method will now allow you to find complex solutions of quadratic equations.

()
2
To make the expression ​​x2​ ​​ + bx a perfect square trinomial, add the term ​​ __
​  2b ​ ​​ to get
() ( )
2 2
​​x2​ ​​ + bx + ​​ ​ __b2 ​ ​​ = ​​ x + __
​  b2 ​ ​​ . When completing the square to solve quadratic equations,
make sure to add the same number to both sides of the equation.

2 Solve ​​x​2​​ - 3x + 2 = -3 by completing the square.

​​x​2​​ - 3x + 2 = -3 Original equation

​​ 2​​ - 3x = -5
x​ Rewrite to isolate the constant term.

() ( )
​  -3 ​​​ = _ ()
2 2 2
​  b ​ ​​ = ​​ _
b = -3 and ​​ _ ​​  9 ​​ ​  b ​ ​​ .
Identify b and find ​​ _
2 2 4 2

​​  9 ​​ = -5 + _
​​x​2​​ - 3x + _ ​​  9 ​​ A. What property justifies adding __
​​ 94 ​​
4 4 to each side of the equation?

(​​ x - _​  23 ​)​​ = -​​ _114 ​​

2
Factor.

――
​​  3 ​​ = ±​​  -​ _
x-_
2 4 √
11 ​ ​​ Definition of square root

――
​​  3 ​​ ±​​  -​ _
x=_
2 4√
11 ​ ​​ 3 ​​to each side.
Add ​​ _
2

3 + i​  √11 ​ ― 3 - i​  √11 ​ ―

x = ​​  _  ​​ or x = ​​  _  ​​ B. Why is there an i in the solution?
2 2

Check the solutions using substitution.

― ― ― ―
( ) ( ) ( ) ( )
2 2
3 + i​  √11 ​ 3 + i​  √11 ​ 3 - i​  √11 ​ 3 - i​  √11 ​
​​ ​  _  ​ ​​ - 3​​ ​  _  ​ ​​ + 2 = -3 ​​ ​  _  ​ ​​ - 3​​ ​  _  ​ ​​ + 2 = -3
2 2 2 2
―
9 + 6i​  √11 ​ - 11 __-9 - 3i​  √11 ​ ― ―
9 - 6i​  √11 ​ - 11 __-9 + 3i​  √11 ​ ―
​​  __
    ​​ + ​​      ​​ + 2 = -3 ​​  __
    ​​ + ​​      ​​ + 2 = -3
4 2 4 2

​​  -12
_  ​​ = -3 ​​  -12
_  ​​ = -3
4 4

-3 = -3 -3 = -3

Turn and Talk In the equation above, if ​​x2​ ​​were changed to 2​​x2​ ​​, how would the
process of completing the square change?

Module 2 • Lesson 2.3 69

 Find Complex Solutions Using the Quadratic Formula
You can use completing the square to derive the Quadratic Formula. Rewrite the
quadratic equation a​​x​2​​ + bx + c = 0 as a​​x2​ ​​ + bx = -c and then divide both sides
by a to get ​​x2​ ​​ + ​​ __ba ​​x = -​​ __ac ​​. From there, you can complete the square.

​​  ab ​​x = -​​ _

​​x​2​​ + _ c
a ​​

( ) ( )
2 2

​​  ab ​​x + ​​ _
​​x​2​​ + _ ​  b  ​ ​​ = ​​ _
​  b  ​ ​​ - _
​​  ac  ​​
2a 2a

(​​ x + _
​  b  ​)​​ = _
2

​​  b  ​​ - _ ​​  ac  ​​

2

2a 4a2

​​(x + _ ​  b  ​)​​ = _
2

​​  b  ​​ - ​​ _ 4ac ​​

2

2a 4a2
4a2

​​(x + _ ​  b  ​)​​ = ​​  _

2
2
b - 4ac  ​​
2a 4a 2

――――
​x + _
2a
b2 - 4ac
​  b  ​​ = ±​​  ​  _
4a2 √
 ​ ​​

​  √b2 - 4ac ​ ―――

​  b  ​​ = ±​​  _
​x + _  ​​
2a 2a
-b ±​  √b2 - 4ac ​ ―――
x = ​​  __
    ​​ Quadratic Formula
2a
3 When using the Quadratic Formula, put the equation you are solving in
standard form. Then substitute values and solve.

​​x2​ ​​ + 10 = 2x

​​x2​ ​​ - 2x + 10 = 0 Write the equation in standard form.

――――――
  
2 ± ​  √​​(-2)​​ ​ - 4​(1)​​(10)​ ​ U
2
 se the Quadratic Formula:
x = ​​  __
       ​​
(
2​ 1 ​ ) a = 1, b = -2, c = 10.
2 ± ​  √-36 ​ ―― How do you know which
x = ​​  _  ​​ Simplify.
2 values to use for a, b, and c?
2 ± ​​
x = ​​  _ 6i Rewrite using i.
2
x = 1 ± 3i Simplify.

Check one solution. Use x = 1 + 3i.

(​​​ 1 + 3i)​​  2​​ + 10 ≟ 2​​(1 + 3i)​​

1 + 6i - 9 + 10 ≟ 2 + 6i

2 + 6i = 2 + 6i ¸
Turn and Talk When you check a non-real solution, and it works, why do you
not need to check the other non-real solution?

70 
 Identify Whether or Not Solutions are Real
The part of the Quadratic Formula inside the radical, ​​b2​ ​​ - 4ac, is called the
discriminant. You can use the discriminant to determine how many solutions a
quadratic equation has.

Using the Discriminant of ​​ax​2​​ + bx + c = 0

―――
__-b ± ​  √b2 - 4ac ​
x =   
​​   ​​
2a

​​b​  2​​ - 4ac < 0

​​ ​  2​​ - 4ac > 0
b ​​ ​  2​​ - 4ac = 0
b
0 real solutions;
2 real solutions 1 real solution
2 non-real solutions

4 A T-shirt manufacturing company’s profits can be modeled

by the function p​​(x)​​ = -0.05​​x2​ ​​ + 125x - 3600, where
x is the number of T-shirts sold. Can the company’s
profits ever reach $90,000?
x = number of
You can use the discriminant to analyze the T-shirts sold
company’s profits by finding whether there are any
real solutions of the equation for a given profit.

Write an equation to represent the situation.

To determine whether the company’s profits can ever
reach $90,000, substitute 90,000 for p​​(x)​​ in the function.
Then write the resulting equation in standard form.
90,000 = -0.05​​x2​ ​​ + 125x - 3600
0 = -0.05​​x2​ ​​ + 125x - 93,600 A. Why should you write the
equation in standard form?
Find the discriminant.
Use a = -0.05, b = 125, c = -93,600.
​​b​  2​​ - 4ac = 12​​5​  2​​ - 4​​(-0.05)​​​​(-93,600)​​
= -3095

Answer the question.

The discriminant is negative, so the equation when the
profit is $90,000 has no real solutions and 2 non-real B. What would a positive
solutions. This means that the company cannot make discriminant tell you about
©Rrrainbow/Getty Images

a profit of $90,000 given the profit function whether the company could
make a given profit?
p​​(x)​​ = -0.05​​x2​ ​​ + 125x - 3600.

Turn and Talk When might analyzing the discriminant be better than
computing the actual solutions?

Module 2 • Lesson 2.3 71

 Check Understanding y

2.5
1. A T-shirt leaves a launcher 1.5 meters off the ground with an initial
vertical velocity of 5 m/s. The function h = -4.9​​t​  2​​ + 5t + 1.5 gives 2.0
the height h of the T-shirt in meters after t seconds. Use the graph of
the function to determine whether the T-shirt ever reaches a height 1.5
of 3 meters. Explain what this can tell you about the solutions to the
1
equation 3 = -4.9​​t​  2​​ + 5t + 1.5.

2. Solve 2​​x2​ ​​ + 8x + 30 = 5 by completing the square. 0.5

x
3. Use the Quadratic Formula to solve the equation
-0.5 0 0.5 1 1.5
8 = -12x - 12​​x2​ ​​. Show your work and justify each step.

Find the value of the discriminant. Then tell the number and type of solutions.

4. −2​​p​  2​​ + 4p − 8 = −6   5. −8​​n​  2​​ − 10n − 5 = 2   6. −3​​m​  2​​ − 4m + 17 = 10

7. Carl wants to hang a rope swing from a 20-foot tall branch on a tree. He ties a
weight to the end of the rope and tries to throw it over the branch. The motion of

©H. Mark Weidman Photography/Alamy

the weight can be modeled by the equation ℎ = −16​​t​  2​​ + 32t + 5, where t is the
time since he threw the weight and h is the height of the weight. Will the weight
reach the height of the branch? Use the discriminant to justify your answer.

On Your Own
8. Reason A person kicks a soccer ball from the ground
into the air. The function shown approximates the ball’s height h
in meters at time t in seconds. Are there values of h for which
there is one real solution of the equation, no real solutions of the
equation, and two real solutions of the equation? Explain.

9. Reason The graph shows the quadratic function

f​​(x)​​ = 3​​x2​ ​​ + 6x − 4.
A. For what value(s) of f​(​ x)​will there be just one solution of h = −4.9​​t​  2​​ + 5t
the related equation? Justify your answer.
B. For what value(s) of f​(​ x)​will there be no solution of the related y
equation? Justify your answer. x
C. For what value(s) of f​(​ x)​will there be two solutions of the related -4 -2 0 2 4
equation? Justify your answer. -2

-4

-6

72 
 10. Use Repeated Reasoning A girl tosses a coin into a h
wishing well. The graph shows its height h in meters t seconds 4
after she tosses the coin.
2
A. Give an example of a height that the coin will be at exactly
t
once. 0
0.4 0.8 1.2 1.6 2
B. Give an example of a height that the coin will never reach.
-2
C. Give an example of a height that the coin will be at twice.
D. If the well is 3 meters deep, after approximately how long will
the coin land on the bottom?
Solve each equation by completing the square.

11. ​​n​  2​​ − 14n + 85 = 0 12. ​​x​2​​ + 16x + 106 = 6

13. ​​k​  2​​ − 18k + 93 = −3 14. ​​z​  2​​ + 4z + 65 = 6

15. 8​​v​  2​​ − 16v + 82 = −2 16. 8​​m​  2​​ + 16m + 88 = −10

17. -2​​x​2​​ + 4x - 7 = 0 18. -3​​t​2​​ + 12t = 2

Solve each equation by using the Quadratic Formula.

19. 9​​x​2​​ + 7x + 3 = 0 20. 6​​n​  2​​ − 10n − 6 = 0

21. 6 = −11​​a​  2​​ − 5a 22. −4r = −3 − 9​​r​  2​​

23. 3​​p​  2​​ + 8 = 0 24. 4r = 3 + 9​​r​  2​​

25. −4​​t​  2​​ + t = 2 26. −2​​x​2​​ = 3x − 1

For each equation, find the value of the discriminant. Then tell the number and the
type of solutions the equation has.

27. 6​​p​  2​​ + 8p + 6 = 0 28. 7​​k​  2​​ + 2k − 5 = 0

29. −9​​n​  2​​ − 6n − 1 = 0 30. 3​​x​2​​ + 8x + 4 = 0

31. −6​​p​  2​​ − 7p − 13 = −3 32. 4​​b​  2​​ + 6b − 8 = −10

33. 5​​x​2​​ − 3x − 10 = −2 34. 3​​x​2​​ + 6x + 1 = −2

35. To fight a fire inside a building, a firefighter

©Bill Stormont/Corbis/Getty Images

stands on the ground and aims water at a

window where the flames are visible. The path
of the water can be modeled by the function
v = -0.02​​h​  2​​ + 1.05h + 3.5, where v is the
vertical distance and h is the horizontal distance
of the water. Can the firefighter find a distance
from the building so that the water reaches the
window? Justify your answer by using the
discriminant.
The firefighter holds a hose 3.5 feet
above the ground, spraying water at
a window 32 feet above the ground.
Module 2 • Lesson 2.3 73
 36. The height of an arrow shot from a bow is modeled by the function
y = -16​​x2​ ​​ + 21x + 4, where x is the number of seconds since the arrow
was shot and y is the height of the arrow in feet. Will the arrow ever reach
a height of 10 feet? Explain your reasoning.

37. Consider the solutions to a quadratic equation. You know that there are three
options: 1 real solution, 2 real solutions, or 2 non-real solutions.
A. When are the real solutions rational? Explain your reasoning.
B. Why is there only one solution when the discriminant equals 0?
―
C. If you know that one of the non-real solutions is −4 + 2i​​  √3 ​​, what is the other
solution? Explain your reasoning.

38. Open Middle™ Using the digits 0 to 9, at most one time each, fill in the boxes
to create two quadratic equations, one with real solutions and the other with
complex solutions.
x​2​+ =
​

x​2​+ =
​

Spiral Review • Assessment Readiness

39. Which of the following expressions are 41. What is the solution of the system?
equivalent to 14 + 5i? Select all that apply. ⎧4x + y = 4
​​⎨​​​​      ​​
A 2​​(7 + 2.5i)​​ ⎩2x + y = 8
B  ​​(4 + i)​​​​(2 - 6i)​​ A x = −2, y = 12
C  ​​(3 + 2i)​​​​(4 − i)​​ B x=_
2 20
​​   ​​, y = _
​​   ​​
3 3
D  ​​(2 + i)​​ + (​​ 12 + 4i)​​
C x = 2, y = 4
​(17 + 5i)​​ − (​​ 3 − i)​​
E  ​
2 20
D x = -​​ _ ​​, y = _
​​   ​​
​(8 + 4i)​​ − (​​ 6 − i)​​
F  ​ 3 3
42. During a rainstorm, the data shows the amount of
40. Solve 49 − 4​​x2​ ​​ = 625.
rain (mm) that falls within two-hour time intervals.
A x = −12
Time 12 p.m. 2 p.m. 4 p.m. 6 p.m.
B x = 12
Amount (mm) 0 5.1 6.6 10.9
C x = ±12i
D x = 12i What is the average rate of change between 2 p.m.
and 6 p.m.?
A 0.69 mm/h C 2.9 mm/h
B 1.45 mm/h D 5.8 mm/h

I’m in a Learning Mindset!

How could I think about finding complex solutions using the Quadratic
Formula differently?

74  Keep Going to Journal and Practice Workbook

 2.4

Solve Linear-Quadratic Systems

I Can use different methods to solve and graph nonlinear systems.

Spark Your Learning

Jean is practicing ski jumping. The length of the jump from the end of the ramp to the
landing point is measured to the nearest half-meter.

The jump is recorded

so the length can be
measured later.

Complete Part A as a whole class. Then complete Parts B–D in small groups.

A. What is a mathematical question you can ask about this situation? What
assumptions can you make?

B. What do the input and output of each function represent? What unit of
measurement is used for each?

C. To answer your question, what strategy and tool would you use along with
all the information you have? What answer do you get?

D. Does your answer make sense in the context of the situation? How do you
know?
©flisk/iStock/Getty Images

Turn and Talk Predict how your answer would change for each of the following
changes in the situation:
• The slope of the mountain is steeper.
• Jean’s jump is further up the mountain.

Module 2 • Lesson 2.4 75

 Build Understanding

Investigate Intersections of Lines and Graphs

of Quadratic Equations
y
Previously, you have solved linear systems, which are
formed by linear equations. Now you will work with linear-
quadratic systems, which are formed by a linear equation 20
and a quadratic equation. Recall that the graphs of quadratic
equations can be parabolas or, as you have seen in previous
courses, circles. x
-20 0 Tower 20
A real world example of a linear-quadratic system is shown
at the right. The coverage area of a cell phone tower can be
represented using a circle with the cell phone tower at the
-20
center. The line represents a road that passes through the
area. The road intersects the edge of the cell phone tower’s
coverage area at two points.

1 A. The graph at the right shows a linear-quadratic y

system composed of a parabola and a line, which 8
is represented by the equation y = 2. How many
points of intersection does this system have? 6

B. Vertically translate the line up by 3 units. How 4

many points of intersection does this new system
have? Use a sketch to justify your answer. 2
x
C. Vertically translate the original line y = 2 down by
-6 -4 -2 0 2 4 6
4 units. How many points of intersection do the
parabola and this translated line have? Use a sketch -2
to justify your answer.
-4
D. What do you recall about a line that is tangent to a
circle? How many solutions are possible in a system where a line is tangent to
a circle? Explain your answer.

E. How many ways can the graph of a linear function intersect the graph of a
circle? Can the system have no solutions? one solution? two solutions? three
solutions? more than three solutions? Use sketches of the system to justify
your answer.

F. How does the possible number of solutions for a system with a linear
equation and a circle compare to a system with a linear equation and a
parabola?

G. Is it possible for a linear-quadratic system to have infinitely many solutions?

Explain your answer.

Turn and Talk How does the number of solutions in a linear system compare to
a system with a linear and a quadratic equation?

76 
Step It Out

Solve a Linear-Quadratic System by Graphing

In an earlier course, you solved systems of two linear equations by graphing. You can use the same
strategy to find the solutions to a system of a linear equation and a quadratic equation.

2 Solve the system of ​ ⎧ 3x + 4y = 25​

⎨​​ ​​ ​x​2​+ ​y​2​= 25​
equations by graphing. ​
⎩ y
6
Rewrite the linear equation to be in slope-
intercept form. 4
A. How many solutions
3 25
​y = −​ _ ​x + _
​   ​​ will this system
2
4 4 have? Explain.
x
Then graph both equations on the same
-4 -2 0 2 4 6
coordinate plane using a graphing calculator.
-2
Find the solution by identifying the point of
intersection: (​​ 3, 4)​​. -4

Check the solution by substituting values into the -6

equations.

3​​(3)​​ + 4​​(4)​​ ≟ 25 ​​3​  2​​ + ​​4​  2​​ ≟ 25 B. Why must the solution
satisfy both equations?
25 = 25 25 = 25

The substituted values x = 3 and y = 4 satisfy both of the equations in the system, so the
solution (​​ 3, 4)​​ is confirmed.

Turn and Talk Many solutions to equations found graphically are approximations
rather than exact solutions. Is this solution an approximation or an exact solution?

Solve a Linear-Quadratic System by Elimination

You can solve a nonlinear system of equations algebraically using elimination as a solution strategy. Add
or subtract the two equations to eliminate one of the variables. If necessary, multiply one or both of the
equations so that coefficients of one of the variables will have a sum or difference of zero.

3 Solve the following system algebraically:

⎧ 2x − y = 9
​​⎨​​​​       
  
⎩ y = 3​​(x + 4)​​  ​  − 1
2

​​ Eliminate the variable that is the same in both equations, y.

2x − y = 9
y =​​ 3​(x + 4)​​  ​​ − 1
2
A. Should you add or subtract
2x = ​3(​​​​ x + 4)​​  ​​ + 8
2
to eliminate y? Explain.

Module 2 • Lesson 2.4 77

 Solve the new equation for x.

2x = 3​​​(x + 4)​​  ​​ + 8
2

0 = 3​​​(x + 4)​​  ​​ − 2x + 8
2
Subtraction Property of Equality

0 = 3​​(​x​  2​ + 8x + 16)​​ − 2x + 8 Square (​​ x + 4)​​.

0 = 3​​x​  2​​ + 24x + 48 − 2x + 8 Distributive Property

0 = 3​​x​  2​​ + 22x + 56 Combine like terms.

Use the Quadratic Formula.

――――――――
-22 ±​  √​(  
22)​  2​ - 4(3)(56) ​
x = ​​  ___
       ​​ Use a = 3, b = 22, c = 56.
2(3)

――――
-22 ± ​  √484 - 672 ​
x = ​​  __
    ​​ Simplify.
6
――
-22 ± ​  √-188 ​
x = ​​  __
    ​​ Simplify.
6
B. What does this value tell you
about the solutions to the system?

Graph the equations in the system to check the solutions.

16

12

4
x
C. Does the graph verify
-8 -6 -2 0 2 4 6 8 your results? Explain.
-4

-8

-12

-16

Turn and Talk How could you use substitution to solve this system of equations?
Compare the methods of elimination, graphing, and substitution for solving the
system.

78 
Solve Real-World Problems
4 A router broadcasts a wifi signal an equal distance in every direction. The range
of the broadcast of a router that can reach up to 50 ft can be modeled with the
equation x​​ ​  2​​ + y​​ ​  2​​ = 2500. Carl walks across the yard on a path modeled by the
equation y = 2x + 35. At what points will Carl enter and leave the broadcast
signal?

This situation can be modeled by the system: 50

⎧ ​x​  2​ + y​ ​  2​ = 2500
​​⎨ ​​​​      
    ​​
⎩ y = 2x + 35
Solve the system of equations using substitution. Substitute
2x + 35 for y in ​​x​  2​​ + y​​ ​  2​​ = 2500 and solve for x.
-50 Router 50
​​x​  ​​ +​​ (​ 2x + 35)​​  ​​ = 2500
2 2

​​x​  2​​ + 4​​x​  2​​ + 140x + 1225 = 2500 Carl

5​​x​  2​​ + 140x - 1275 = 0 A. Why do you write -50

the equation in
Use the Quadratic Formula. standard form?
――――――――
-140 ± ​  √​​(  
140)​​  ​ - 4​(5)​​(-1275)​ ​
2

x = ​​  ___
        ​​
2​(5)​
―――
-140 ± ​  √45100 ​
x = ​​  __
    ​​
10
-140 ± 10​  √451 ​―
x = ​​  __
    ​​
10

x ≈ 7.24 and x ≈ -35.24

Use x to find the corresponding y-values.

y = 2x + 35
y ≈ 2​​(7.24)​​ + 35 Substitute 7.24 for x.
y ≈ 49.48

y = 2x + 35
y ≈ 2​​(-35.24)​​ + 35 Substitute -35.24 for x.
y ≈ -35.48
B. Why are the solutions of this
The solutions are approximately system approximate? Can the
exact solutions be given? Explain.
​​(7.24, 49.48)​​ and ​​(-35.24, -35.48)​​.

Turn and Talk Suppose Carl’s path is modeled by the equation y = −2x + 35
instead of y = 2x + 35. How can you identify the solutions without actually
solving the system? Explain your reasoning.

Module 2 • Lesson 2.4 79

 Check Understanding
1. Which of the systems shown below could have two solutions? Explain your
reasoning.
⎧ y = ​x​  2​ - 6x + 3 ⎧3​x​  2​ + 3​y​  2​ = 8 ⎧ y = −x + 7
​​⎨ ​​​       
    ​​ ​​⎨​​​​      
    ​​ ​​⎨ ​​​​​​      ​​
⎩ y = 2x - 11 ⎩ y = x + 1 ⎩ y = 2x + 1

Solve each system graphically. Approximate the solution to the nearest tenth, if
necessary.
⎧ y = 2​x​  2​ + 6x − 2 ⎧ y = −2​x​  2​ − 12x − 17
2. ⎨​​ ​​​​        
   ​
   3. ⎨​​ ​​​​        
    ​​
⎩ y − 1.5x + 12 = −8 ⎩ y = 2x − 7
Solve each system by substitution.
⎧ y = ​x​  2​ - 5x + 7 ⎧ ​y​  2​ = −​x​  2​ + 25
4. ​​⎨ ​​​​       
    ​​ 5. ​​⎨ ​​​​      
    ​​
⎩ y = 2x + 1 ⎩ 4y = 3x
Solve each system by elimination.
⎧y = ​x​  2​ - 2x + 2 ⎧y = ​x​  2​ + 1
6. ​​⎨​​​​       
   ​​ 7. ​​⎨​​​     ​​
⎩ −2x + y = -2 ⎩x - y = 5

8. The trajectory of an apple shot by a cannon can be modeled by the quadratic

function y = 22 + 0.16x - 0.004​​x​  2​​, where x is the horizontal distance in feet the
apple has traveled and y is its height in feet. The ground slope can be modeled by a
linear function y = -0.1x + 20. Where will the apple land? Interpret the solution
in terms of the context.

On Your Own
9. Critique Reasoning Matthew graphs a linear-quadratic system of y
equations. His results are shown. He concludes that there are no solutions
to this system. Is Matthew correct? Explain why or why not. 8

10. Reason Why does a point of intersection of the graphs of two 6

equations represent the solution of the system formed by those two
4
equations? Do you think this is true for any two types of equations?
Explain. 2
x
Solve each system graphically. Approximate the solution to the nearest
tenth, if necessary. -4 -2 0 2 4

11. y = ​​x​  2​​ + 3x − 5 12. y = ​​x​  2​​ + 7x - 5

y=x+3 y = 2x + 9
13. y = ​​x​  2​​ - 6x + 3 14. y = ​​x​  2​​ - 6x + 3

y = -2x - 10 y = 2x - 13

15. 6 - y = ​​x​  2​​ + x 16. y = ​​x​  2​​ - 4x - 2

y - 1 = 0.5x y=x-8

80 
 Solve each system by substitution.
17. y = x
​​ ​  2​​ - 9 18. y = x
​​ ​  2​​ + 8x + 11
y = 2x + 6 y=x+1
19. y = x
​​ ​  ​​ + 2x + 1
2
20. −​​y​  2​​ = x
​​ ​  2​​ − 49
y = x + 0.75 y = −x − 10

21. y = 2​​x​  2​​ − 5 22. 36 = x

​​ ​  2​​ + ​​y​  2​​
y = -4x + 1 6=x+y
Solve each system by elimination.
23. y = x
​​ ​  2​​ + 8x + 16 24. y = x
​​ ​  2​​ - 6x - 20
x - y = -6 x + y = -6
25. y = x
​​ ​  ​​ + 1
2
26. y = x
​​ ​  2​​ + 2x
-x + y = -5 2x - y = -4

27. y - x
​​ ​  2​​ = 7 - 5x 28. y = 3​​x​  2​​ - 2x

8y - 16x = -42 3x - 2y = 4

29. Attend to Precision At a varsity girls’ volleyball game, the cheerleaders

launch free school-spirit T-shirts into the bleachers along a path modeled by
y = −0.08​​x​  2​​ + 2.4x + 3, where x is a T-shirt’s horizontal distance traveled in feet
and y is its height above the floor in feet. The cheerleaders stand 24 feet from the
bleachers, which have a slope of __ ​​ 34 ​​.
A. What is an equation of a line running along the top edge of the bleachers?
B. Use an algebraic method to solve the system formed by the equation for a
T-shirt’s path and your equation from Part A. Is each solution reasonable in this
situation? Explain.
C. Shaundra’s little sister desperately wants a T-shirt. Where should Shaundra tell
her to sit to be sure to get a T-shirt?
D. How can you use graphing to solve the problem?

30. STEM A sea lion dives off a rock into the ocean.
The sea lion’s path: y = -0.5​​x​  2​​ - x + 6
Its path can be modeled by a quadratic equation
where x is its horizontal distance traveled in
feet and y is its elevation in feet with respect to
the water. At the same time, a fish is swimming
towards the surface on a path modeled by
y = 4x - 30. Where will the paths of the sea
©H.S. Photos/Alamy

lion and fish meet? Justify your answer.

31. The broadcast range of a cell tower is bounded

by a circle that can be modeled by the equation ​
x​  2​​ + ​​y​  2​​ = 1225. A road that passes through
the area near the tower can be modeled by the
equation y = 0.3x - 40. At which points, if
any, does a car on the highway enter and exit
the broadcast range of the cell tower? Justify your answer.
Module 2 • Lesson 2.4 81
 32. Caleb and a friend are throwing snowballs
at a red bucket on a hill. The flight of a
snowball can be modeled by the equation
y = −0.02​​x​  2​​ + x + 4, where x is the
horizontal distance and y is the height
of the snowball in feet. The hill’s slope
can be modeled by the equation
y = 0.3x - 7.2. What is the approximate
location where the red bucket should be
placed? Justify your answer.

33. Open Middle™ Using the digits 0 to 9, at most one time each, fill in the
boxes to create a line and circle that intersect at exactly one point.

y=​ x+​
​ ​

( ) ( )
2 2 2
​x - ​ + ​y - ​=​
​

Spiral Review • Assessment Readiness

34. A circuit has a current of 12 + 16i amps. 35. What is the maximum number of turning points
Add the impedance of each element to of the graph of a polynomial function f ​(x)​with
find the total impedance. Then multiply degree 5? If a > 0, what is the end behavior of
by the current to find the voltage. f ​(x)​as x → -∞?
What is the voltage for this circuit? A 5; f (​ x)​→ -∞
A 110 V 6Ω B 5; f (​ x)​→ +∞
B 120 V C 4; f (​ x)​→ -∞
?V 2i Ω
C 200 V D 4; f (​ x)​→ +∞
D 240 V
-10i Ω
36. Match each equation on the left with its discriminant and description of its
solutions on the right.
A. ​​x​  2​​ − 3x + 6 = 0 1. 272; two real solutions
B. 8​​x​  2​​ − 4x - 8 = 0 2. -136; two imaginary solutions
C. 6​​x​  ​​ − 12x + 2 = -4
2
3. -15; two imaginary solutions
D. 7​​x​  2​​ − 2x - 5 = -10 4. 0; one real solution

I’m in a Learning Mindset!

What can I contribute to my learning community regarding solving and

graphing nonlinear systems?

82  Keep Going to Journal and Practice Workbook

 Module

2 Review

Quadratic Equations and Operations with Complex

Square Roots Numbers
Solve 3​​x2​ ​​ + 54 = 0 by taking square roots. Operations with complex numbers work like
3​​x​ ​​ + 54 = 0
2 operations with binomials, but you must
​​2​​ simplifies as -1.
remember that i​
3​​x2​ ​​ = -54
Addition and subtraction: Combine the real
​​x2​ ​​ = -18
――
The non-real quantity i = ​​  √-1 ​​allows you to
parts and the imaginary parts.
​​(3 + 4i)​​ + (​​ 2 − 7i)​​
find the square roots of a negative number.
= (​​ 3 + 2)​​ + (​​ 4 - 7)​​i
​​x2​ ​​ = −18
――
x = ±​​  √−18 ​​
= 5 − 3i

x = ±​​  √― 18 ​​ • ​​  √――

Multiplication: Use the Distributive Property.
−1 ​​
――
x = ±​​  √9 • 2 ​​ • i
​​(6 − 3i)(​​ −1 + 8i)​​

x = ±3i​​  √―
= 6​​(−1)​​ + 6​​(8i)​​ + (​​ −3i)(​​ −1)​​ + (​​ −3i)(​​ 8i)​​
2 ​​
The solutions are x = 3i​​  √―
2 ​​ and x = -3i​​  √―
= −6 + 48i + 3i + ​​(−24i2)​​
2 ​​.
= −6 + 51i + 24
= 18 + 51i

Using the Quadratic Nonlinear Systems

Formula To prevent large avalanches of snow in
mountainous areas, explosive shells can be
Solve 2​​x2​ ​​ = −3x − 5.
launched to trigger carefully-placed smaller
Write in standard form, a​​x2​ ​​ + bx + c = 0. avalanches. A shell is launched on a path modeled
Then apply the Quadratic Formula,
―――
−b ± ​  √b2 − 4ac ​
by y = -0.16​​x2​ ​​ + x, where the distances are in
kilometers. The mountainside can be modeled by
x = ​​  __
    ​​.
2a
a = 2, b = 3, c = 5
y = 0.75x − 2. Where does the shell hit?
2​​x​2​​ + 3x + 5 = 0 Graph to find an approximate solution.
−3 ± ​  √―――――
3  − 4(2)(5) ​
2
y
x = ​​  __
    ​​
―――――
2(2)
4
−3 ± ​  √−31 ​
__
x = ​​      ​​
4
―――――
−3 ± i​  √31 ​
__
3

x = ​​   ​​
4 2
−3 + i​  √31 ​ ――――― (4.402, 1.3016)
The solutions are x = ​​ __  ​​ and 1
―――――
−3 - i​  √31 ​
4
x
x = ​​ __  ​​. 0
4 2 4 6 8
The shell hits about 1.3 kilometers high on the
mountainside at a horizontal distance away of
about 4.4 kilometers.
Module 2 83
 Vocabulary
Choose the correct term from the box to complete each sentence. Vocabulary

1. A(n) ? is the square root of a negative number, and can be complex number
written in the form bi, where b is a real number and i is the ? discriminant
――
,
imaginary number
which is ​​  √-1 ​​.
imaginary unit
A(n) ? can be written in the form a + bi where a and b are real
――
2. Quadratic Formula
numbers and i = ​​  √−1 ​​.

3. The ? states that the solutions of the equation a​​x2​ ​​ + bx + c = 0, where a ≠ 0,

―――
−b ± ​  √b2 − 4ac ​
are given by x = ​​  ___________
2a
​​ 2​​ − 4ac, is called the
​​. The radicand, b​ ? , and
indicates the number of real solutions.

Concepts and Skills

4. Anchara drops a penny from a height of 60 feet above the ground. The equation
h = −16​​t2​ ​​ + 60 models the penny’s height h in feet as a function of time t in seconds.
A. What are all solutions of 0 = −16​​t​  ​​ + 60?
2

B. Do the solutions to Part A describe when the penny hits the ground? Explain.

Perform the indicated operation.

5. ​​(4 − i)​​​ + (​ 9 − 3i)​​ 6. ​​(−8 − 2i)​​ − (​​ −10 − 6i)​​

​​(1 + 6i)​​(−2 − 5i)​​ ​​​(2 + 4i)​​ ​​

2
7. 8.

9. Without solving, can you tell how many and what type of solution(s) the equation
0 = ​​x2​ ​​ − 8x + 17 has? Explain your answer.

10. The graph of f​​(x)​​ = ​​x2​ ​​ − 2x + 2 is shown. For what value(s) of f​​(x)​​ does y
the related equation have two real solutions? one real solution? two
4
non-real solutions?
2
11. Use Tools For a water balloon launched from a 49-meter overlook
with an initial vertical velocity of 24.5 meters per second, the height h x
in meters as a function of time t in seconds is h = −4.9​​t2​​​ + 24.5t + 49. -4 -2 0 2 4
When will the balloon land and burst? State what strategy and tool you -2
will use to answer the question, explain your choice, and then find the
answer.

12. Solve 2​​x2​ ​​ + x + 10 = −​​x2​ ​​ + 6 using the Quadratic Formula.

⎧y = −x + 30
13. Use substitution to solve the system ​​⎨​​​​        
   ​​.
2
⎩ 2y = −x + 16x − 12
Verify your result by graphing.

⎧ y = x2 − 4x − 2
14. Use elimination to solve the system ​​⎨ ​​​​       
    ​​.
⎩−x + y = −2

84